Arcos Cielos Research Center

by
Elliott Maynard, Ph.D., CPCM

ABSTRACT

The University of the Future Project is a transformative, outcome-based Educational System. It incorporates the principles of Whole-Brained Thinking, CyberLearning, Synergistic Teamwork, Experiential Learning, Intercultural Interfacing, Lifelong Education, and the Development of the Natural Intuitive Senses. The System encourages students to develop an enlightened perspective of our Global Biosphere, and a comprehensive understanding of its biological, social, political, and economic implications. The basic elements of the University of the Future Concept interact as a Dynamic Living Fabric, which has the capability to evolve and adapt to successive waves of Social and Technological Change.

By integrating the key elements of Eastern and Western Belief Systems, optimal development of the Physical, Mental and Spiritual Aspects of the Human Potential can become a Practical Reality. The linear, analytical, left-brained thought processes of Industrial-Age Education emphasize the learning and parroting back of facts, rather than the practical applications of facts to contemporary real-world situations. Accordingly, most conventional educational institutions, especially universities, have been left behind, with regard to their relevancy to the Real World. Instead of taking a leading role by creating Model Learning Environments, traditional educational systems have instead directed the bulk of their energies toward perpetuating institutions which are essentially irrelevant to New-Millennium Society.

As a Transformative Educational Paradigm, the University of the Future Concept offers a set of exciting, financially efficient innovations and alternatives for revitalizing Traditional Education…with the major emphasis being placed on learning how to learn. Highly energized, intellectually stimulating, and emotionally synergistic Learning Environments are designed to bring out the best in each individual. Students participate in Hands-On Interactive Learning Experiences, with each student being encouraged to develop and express his or her own unique potential. As students continue to mature and evolve, they are directed toward relevant real-world career tracks. Education can thus become an inspirational, transformative, and socially relevant Adventure in Self-Discovery…designed to expand and enlighten the Human Consciousness, and to provide evolutionary momentum for the success and advancement of the Human Race.

INTRODUCTION

Over three decades ago, Alvin Toffler, in his best-selling book, Future Shock, had this to say about Traditional Educational Systems:

To help avert Future Shock, we must create a super-industrial education system. And to do this, we must search for our objectives and methods in the future, rather than in the past.The Arcos Cielos University of the Future Project is a transformational, outcome-based, Global Educational System. It is designed to function as a co-evolutionary agent for the Third Millennium. This Unique New System is an integral part of a more comprehensive Master Paradigm called Future-Science Technology® developed over the past two decades by Elliott and Sharon Maynard at the Arcos Cielos Research Center in Sedona, Arizona.

Essentially, the University of the Future Project is a new system of “Educational BrainWare”…a Set of Tools for re-integrating the Art of Teaching and the Art of Learning back into the heart of the Educational Process. Although this new system was originally focused on the University Level, it can be adapted for any educational level from K through to University, and for all aspects of Technical and Management Training Institutes. The system is also ideally suited for Lifelong Learning Programs.

The University of the Future Concept works with “Sets of Opposites,” which create a unique synergistic effect, when they are integrated into existing educational programs and teaching systems. Examples of such “Opposites” might include, Ancient and Modern Philosophies, Eastern and Western Worldviews, Local and Global Perspectives, Conventional and Alternative Technologies, and Physical and Subtle-Energy Systems.

From a Future-Science Technology perspective, whenever the energies of two such opposites meet, the opposing wave fronts collide. At the interface between the two wave fronts, a Third Force is generated. This New Force combines elements of both the original opposites, but also embodies a fresh new Catalytic Energy. In ancient times, the interfacing of two cultures, national, or religious groups most often resulted in bloodshed and warfare. Once the initial violence died down, however, relatively stable periods of cultural renaissance and social creativity would normally prevail.

Within the enlightened spirit of Third-Millennium Consciousness, traditional ego-centered differences between our various global factions must be set aside, being replaced with creatively productive “Think-and-Do Tanks,” and “Outcome-Based Workshops.” Such an enlightened approach to problem-solving has the potential to produce entirely new Systems and Solutions to the plethora of the human-created problems, which presently impact our Planetary Biosphere. When opposing ideologies and institutions can “learn” to work together within a context of wisdom and understanding, the resulting creativity and productivity can be channeled into forging Powerful New Paradigms for the Future. These dynamic new paradigms would incorporate the best of both opposites, generate unique practical solutions to the world’s problems, and embody the synergistic capabilities for transforming Marshall McLuhan’s Global Village into an enlightened, ecologically sustainable Global SuperNation.

THE UNIVERSITY OF THE FUTURE CONCEPT

Traditional education focuses on past events, thought-forms, and time-frames, which originate from an Industrial-Age Mindset. The linear, analytical, left-brained thought processes of this system tend to overemphasize the learning and recall of facts, rather than the practical applications of these facts to real-world situations. Traditional Education analyzes concepts by breaking them down into component parts, instead of studying them within dynamic real-world contexts. To bridge the gap between Traditional Education and our new Information/Communications Culture, an infusion of new enthusiasm and energy is needed. Support from Government and Corporate sectors is also essential, to effectively transition Education into a system which is appropriate for New-Millennium Society.

The University of the Future Project offers unique, educationally efficient, and cost effective alternatives to Traditional Education. The System provides the “ultimate in personalized education,” with major emphasis being placed on Learning how to Learn. Students are provided with a set of Life-Management Skills, designed to enhance Success and Survival in Real-World Society. In addition to a balanced foundation in educational skills, learning is “career-directed,” according to each student’s individual abilities and aspirations.

As a New-Millennium Educational Environment, the University of the Future is both Supportive and Synergistic. All Learning Programs emphasize Outcome-Based Experiential Learning, which is strongly focused on leading-edge Environmental Programs. Exciting Adventures in self-discovery and transformative development occur within a Neo-Renaissance Environment, where apprenticeship relationships are encouraged between students and instructors. Additional emphasis is placed on Intercultural Interfacing, using “Cultural Hybridization” to generate new ideas and perspectives. High-Tech is artfully combined with High-Touch, and Information Management is emphasized throughout all areas of study. Other Primary Objectives of the University of the Future Program include Development of the Core Self, Attainment of Maturity, Acquisition of Wisdom, the Practice of Compassion, a Focus on Support and Synergy, and Development of the Intuitive Faculties.

The University of the Future Paradigm regards the Past as an exemplary resource to be “mined” for wisdom and experience. Learning Programs strongly focus on Present skills, events, and situations, with special emphasis on the implications of our present Attitudes and Actions on the Future of Human Society and the Global Biosphere.

COMMUNICATIONS FLUENCY AND EVOLUTION

In the course of social evolution Human Culture passed a series of Milestones which included: Written Language, which was first embodied in professional scribes. The invention of the movable-type Gutenberg Press marked the advent of Printed Mass Media, which caused a corresponding shift from a Right-Brained to a Left-Brained Thinking Modality. The progression of Communications Devices which followed included the typewriter, teletype, telegraph, telephone, radio, television, fax machine, and computer. In conjunction with transcontinental cables…and eventually wireless satellite technologies…the Global Internet has emerged as a unique “Electronic Manifestation” of the Global Consciousness Field.

Within our new Digital Communications Social Environment, the following ancient Oriental precept takes on an entirely new meaning: “If a picture is worth a thousand words,” a video (or movie) is worth a thousand pictures.” It would thus appear to follow, that a Direct Experience would be worth a thousand videos! Accordingly, all students within the University of the Future System would be encouraged to achieve a basic level of “Communications Fluency” in Conventional Photography Digital Photography, Videography, Photo- and Video-Editing, in addition to basic Written and Verbal Communications Skills, and state-of-the-art Presentation Technologies.

CYBERLEARNING

CyberLearning embodies the technologies and resources of Computer Sciences, Digital Imaging, Telecommunications, and Distance Learning. The Global Internet with its associated Technologies has endowed CyberLearning with the capability to become an Educational Resource of unprecedented Power and Evolutionary Potential!

As an interactive educational tool, Distance Learning is financially efficient, and adaptable to any working, or parenting schedule. Distance Learning is usually self-paced, and can be pursued on either a part- or full-time basis. Distance-Ed Programs can be set up in conjunction with existing educational centers, or drop-in technical labs, where computers, software, and live instructors are available on a 24-hour basis. Distance Learning represents a powerful new educational resource for implementing Home Schooling, and is also an ideal technology for Lifelong Learning Programs.

Other aspects of CyberLearning include Digital Information Management, which combines Digital Communications, the Internet, and Written and Audiovisual Resources (stored on CD-Rom, DVD-Rom and other digital media). Digital Information Management requires a basic familiarity with these information resources, as well as the ability to employ Search Strategies to effectively extract, prioritize, store, and organize information into appropriate formats. Other complementary facets of CyberLearning include a basic knowledge of Electronic Business, Website Construction and Operation, and an understanding of the various aspects of Virtual Reality.

Virtual Reality, in combination with Internet Communications Technologies, offers tremendous potential as a Learning Tool. Although Virtual Reality Environments were originally developed by the Department of Defense for combat training and military strategy, the Technology offers exciting possibilities for creating Immersive Educational Experiences…especially when combined with “Natural Reality” (Field Work in natural environmental settings). VR Simulators can substitute for many aspects of piloting military aircraft; or operating precision race cars, spacecraft, deep-submersible vehicles or heavy construction equipment. VR Simulators provide cost-effective training, and effectively reduce the necessity for real-time operation of multimillion-dollar equipment.

As hi-tech Virtual Simulators continue to evolve, their applications will become more common in areas such as Medicine and the Environmental Sciences. In Medicine, for example, human-controlled Robotic Manipulators already surpass the capabilities of Human Surgical Contact between the patient and surgeon. Telerobotic Manipulators have now become so precise, that human heart bypass surgery is routinely being performed using endoscopic techniques. Since only small openings are necessary for inserting the endoscopic tubes into the chest cavity, patients are able to return quickly to their normal daily routines, following a short hospital stay for post-surgical observation.

In this scenario, the surgeon sits at a Robotic Control Console, usually located a few feet away from the patient, and equipped with hand and foot controls. The surgeon receives tactile feedback from variable resistance controls, and visual feedback from a video monitor, which has the capability to shift views via voice commands. This arrangement provides real-time feedback of the internal surgical procedure via tiny video cameras, inserted through the endoscopic tubes. Although these pioneering procedures have initially taken place with the surgeon in the same room as the patient, telecommunications technologies can just as easily link up Doctors and Patients in different parts of the world.

Video Gaming Technology has placed interactive virtual reality in the hands of the general public. The Technology offers tremendous potential as a learning tool for training the reflexes and mental reasoning processes. Although initially designed for children, computer and video games have also recently emerged as a significant adult pastime. The variety of games runs the gamut from tactical military warfare, to building cities, governing kingdoms, and terraforming planets. Other “Sims” involve managing Virtual Families, or raising Cyber-Pets…each equipped with their own unique artificial personalities. Such Digital Entities have the capabilities to grow, learn by trial-and-error, reproduce, and even die. Although the transformation of Video Gaming into Learning Technology is still in its infancy, the compression of an entire Interactive Virtual World into a single compact disk is undeniably one of the greatest miracles of our times!

THE GLOBAL INTERNET AND “WEBUCATION”

The Global Internet has become a major transformative force for New Millennium Society. The Technology effectively collapses Time and Space. It allows anyone, anywhere to communicate, interact, and transact business with other individuals located anywhere on the Planet…or even in outer space. The Internet never sleeps. It functions tirelessly 24-hours-a-day, seven-days-a-week. Data and information stored in cyberspace can be accessed at any time, from any location. As a “Global Equal-Opportunity Communications Medium” the World Wide Web dissolves social, national, ethnic, and economic barriers. Interestingly, there is evidence to suggest that the Internet has significantly increased Energy Efficiency, while effectively reducing Atmosphere Pollution. Apparently, electronic commerce, e-mail, videoconferencing, and distance learning have all served to eliminate a significant percentage of physical travel, with corresponding increases in the functional efficiency of certain areas of corporate organizational structure.²

“Webucation” is the inherent capability of the Global Internet to function in a self-teaching capacity. Through a process of trial and error, the “Website” has evolved as the “Human/Artificial Intelligence Interface of Choice.” From a Future-Science Technology Perspective, a Website might be described as a “Self-Aware Communications Interface between Humans, Computers, and the Planetary Consciousness Field.” A Website has the capability to instantly adapt and evolve according to the digital inputs and interchanges which occur within its boundaries. Indeed, the Website has apparently developed into a “Cyberspace Entity” in its own right. It is becoming increasingly sophisticated at a breakneck pace. It is improving its efficiency by communicating with audio, animation and real-time video, and uses the latest new hardware, software, and communications technologies. Considering the transformations which have already occurred, it is only a matter of time before the Website Concept evolves from a two- to a three-dimensional medium which incorporates virtual reality, and holography, eventually creating Immersive Interactive Experiences which will come to resemble the Holodeck on the Starship Enterprise.

CREATING A SYNERGISTIC LEARNING COMMUNITY

The creation of a Synergistic Learning Community involves designing a futuristic learning environment which essentially functions as a Co-Evolutionary Ecosystem…a Community with Heart and Spirit. Spiritual Development, and the creation of an Evolving Group Consciousness are important aspects of the process. Other important features would include: a Respect for the Personal Space of Others and an Understanding of the Sacredness of Nature.

In conjunction with the more esoteric aspects of the University of the Future, a Basic Set of Body/Mind Development Skills have also been incorporated into the system. These basic skills include Food Preparation and Proper Eating Habits, Nutritional Education, Physical Skill Development and Recreation, Yoga and the Martial Arts, and Paraphysical Fitness, all of which integrate the physical and mental functions with the higher consciousness centers of the Human Biological Entity.

Another often neglected aspect of holistic education is a balanced set of Life Management Skills, critical for survival, success, and happiness in real-world society. Key aspects of these Life Management Skills include Proper Manners and Appropriate Social Behavior, Time Management, Financial Management, Career Management, Mate Selection, Family Management, Reproductive Responsibility, and Parenting. This Program is based on a Self-Generated Code of Ethical Behavior, which emphasizes Honesty, Integrity, Commitment, and full understanding of a Karma-Based value System, with “Karma” being defined as, “the ultimate example of Self-Responsible behavior” (What goes around, comes around). Christianity’s Golden Rule or the Buddhist Eight-Fold Noble Path serve equally well as basic behavioral models.

THE UNIVERSITY OF THE FUTURE AND SUBTLE-ENERGY MANAGEMENT

Fundamental to the University of the Future Programs is the understanding and practical application of subtle-energies in virtually all aspects of our lives. By achieving an understanding and functional knowledge of subtle energies, we learn to operate at the interface between the Physical and Quantum Realms, thus extending and magnifying the basic capabilities of the Human Entity. With the recent integration of Alternative and Conventional Medical Practices, this new-millennium scientific approach is already becoming a practical reality. Similar approaches to Science, Technology, and Education are already beginning to yield correspondingly dramatic innovations in their respective areas.

Subtle-Energy Phenomena integrated into the University of the Future Programs include: Earth Energies - understanding the natural planetary currents and their effects on the human body, and Supersensonics - the awareness, development and integration of natural human intuitive abilities into Business, Science and Daily Life Activities. Other subtle-energy disciplines include Environmental Energy Enhancement - the magnification and focus of natural positive energies, achieved by combining traditional sciences such as Feng Shui and Geomancy, with modern Electronics Technology, and Subtle-Energy Awareness. Also fundamental to Consciousness Development is Paraphysical Fitness - a Discipline achieved through special exercises designed to develop focus, increase concentration, enhance mental efficiency, and stimulate creative thinking. Martial Arts and similar esoteric systems function synergistically to augment the Mental and Physical Abilities, and to expand and sharpen the Intuitive Senses.

CONCLUSION

When the first television picture of Earth were beamed back to its inhabitants from Space, this event was said to be the beginning of Self-Awareness for our Planet…the point at which Earth’s “Global Brain” achieved Self-Consciousness. Considering the rapid development of communications technology since that time, the communities and nations of Earth have become electronically melded into what author Marshall McLuhan referred to as “the Global Village.” The rapid application and deployment of the telegraph, telephone, radio, TV, VCR, Fax, Interactive Internet, and Earth-Orbital Satellite Arrays may have indeed created a “Self-Aware Global Intelligence.” The One-Room Schoolhouse…the Educational Keystone of rural America…appears to have metamorphosed into something inconceivable only a century ago. The Computer has become transformed into an Educational Portal to the Global Brain…a metaphorical “Global Schoolhouse in a Box!”

The University of the Future Paradigm embodies the development of high-energy, intellectually stimulating, emotionally supportive Learning Environments, designed to teach and nurture each individual student. Within Immersive Environments students experience Adventure Learning, which emphasizes Creativity, Self-Reliance, Spiritual Development, Conscious Evolution, and the Pursuit of Happiness. For a Paradigm to be dynamic and timeless, it must be Flexible, Evolvable, and Grounded into Practical Reality. These Objectives are fundamental to the University of the Future, as an Educational System which is designed to successfully meet the challenges of the Third Millennium Social Environment.

ENDNOTES

1. Toffler, Alvin, 1970 – Future Shock, Random House, New York, pp. 342-343.
2. Joseph Romm, A. Rosenfeld and S. Herman, 1999 – The Internet Economy and Global Warming. The Center for Energy and Climate Solutions, www.cool-companies.org.