Revolutionizing Academia

The general system of education, including academia is completely antiquated, highly ineffective and although economically reminiscent of the Soviet planned economy, its organizational and cultural origins lie in the dogmatically authoritarian educational culture of medieval Catholic Europe.

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Map of medieval universities in Europe

While science has a long pedigree spanning all the way back to Sumer, the first human civilization, the academic hierarchic organization as we now know it has Catholic historical origins. Indeed, Latin was until the 20th century the sole Catholic liturgic language and Latin was also the sole language of academic instruction and the sole language of scientific literature in academia as late as the 18th century and this remained so even after the so called “Reformation” in Protestant countries that abolished Latin as the liturgic language for church services. Although the religious Al-Azhar University in Egypt is the oldest still existing university, the origin of modern academic institutions as they historically evolved are however in Catholic medieval Europe.

Academic culture involves traits such as dogmatism, intellectual authoritarianism, paradigmatic “conservatism”, hierarchic epistemology and intolerance of differing interpretations and viewpoints that indeed are all traditionally characteristic of Catholic organizational culture. Indeed, cloisters were centers of learning in the medieval world and pre-academic schools as we now know them were first established in cloisters but moved out from cloister into the cathedrals. Indeed there are still schools in Europe even in for example the traditionally Protestant Sweden still named Cathedral school and medieval European universities were likewise established as part of Catholic organizational culture.

It is however essential to understand that while the knowledge taught in purportedly secular academic institutions of higher learning have of course changed very substantially since medieval times, the hierarchic academic organization itself including its organizational culture has indeed changed remarkably little since medieval times. Indeed, thinking outside of academic genres and academic paradigms is not considered socially acceptable unless you are already a tenured professor and in order to become one you must not ever publically veer away from dogmas of academic genre and academic paradigm. This intellectual culture is therefore best described as “extreme conservatism” and its major weakness is therefore its lack of openness to thinking beyond current academic genre and reigning academic paradigm. Indeed, a scientific subject of learning is also quite tellingly known as a “discipline” as indeed referring to how scholars ritually bully each other into remaining within the boundaries of a specific academic genre as well as adhering to the dogmas of a specific academic paradigm.

While some contemporary academic fields such as gender studies, philosophy and political science allow for multiple competing academic paradigms; participants in academia are nevertheless expected to always adhere to a specific academic paradigm and not veer outside of it. As medieval European academia were part of a civilization that was completely dominated by Catholicism were all institutions of education (whether pre-academic or academic) therefore expected to strictly adhere by Catholic dogma and so European medieval universities were essentially intellectually inquisitorial institutions for the propagation of the faith.

Once we thus understand the intellectual history of contemporary academic organizations and therefore of academic culture generally can we also begin to question whether and indeed to what degree those structures and subcultures are still relevant and conducive to the independent pursuit of knowledge?

The educational ideal known as the “Renaissance Man” emerged in the 15th century and referred to the pursuit of intellectual hereditary genius in multiple fields of science As genotypic average IQ among indigenous Europeans in Europe fell by five IQ points during the 20th century so has also standards of academic education unfortunatally fallen worldwide and universities have been transformed from elite institutions to institutions of mass education and this is even true of so called “elite universities”, including those in the US known as the “Ivy League”.

The task should therefore once more become to discover and train hereditary genius. Although most human beings are not endowed with capacity for hereditary genius; many, many millions of human beings worldwide certainly do have such capacity, including many millions of females as females are virtually never even given the academic stardom status afforded to recognized male geniuses. However, it needs to be understood that developing hereditary genius typically requires learning to think outside of the box rather than engaging in paradigmatic intellectual dogmatism. Therefore when persons with genetico-cognitive potential for developing hereditary genius are taught to only think inside the box are their inherent potential for developing hereditary genius typically in almost all cases sadly squandered.

However, it is also true that a person who has developed genius in one field should be capable of developing genius in further fields due to the genetically inherited nature of individual potential for developing hereditary genius although this unfortunately rarely happens due to ignorance about the genetic character of hereditary genius. Educational institutions thus need both identify individual potential for developing hereditary genius and develop existing geniuses into universal geniuses. Indeed a subject of knowledge is a social construction involving essentially arbitrary enclosement of knowledge into clearly politically delimited boxes known as “disciplines” as originating in Aristotle’s division of knowledge into so called “subjects”.

There is a persistent problem in academia involving research bias, meaning that the scientist in order to succeed understandably uses a methodology and general research approach that s/he believes are liable to prove the hypothesis that s/he seeks to prove. The problem therefore is that it is typically the same person who seeks to prove her/his hypothesis that practically organizes and completes the study. Much research bias could therefore be removed if the persons performing studies were therefore not persons trying to prove anything.

Institutions of higher learning need to be digitized, virtualized, globalized, pedagogically specialized and the carrying out of studies need to be outsourced to private companies specialized in carrying out studies without research bias. This means that the persons carrying out studies will not be same as the ones trying to prove something and it should even be done simultaneously in many different cultures so as to also prevent ethnic and cultural bias. Therefore a study should not be carried out solely in one country or one culture but indeed in countries and cultures around the world. This means companies carrying out thus outsourced and commissioned studies will do so simultaneously in different countries and cultures with the very same research methodology and the same identical questionnaires and sets of questions.

Hereditary genius needs to be nurtured by feminist eugenics as consistent with liberal-democratic values and so scholars of institutions of higher learning need to first have developed hereditary genius and should therefore subsequently be given permanent tenure although lectures should be globally and be given both as online videos and in pedagogically specialized virtual reality (VR) and all their published writings should legally be in the public domain so as to maximize public access. Scientists that have not developed genius (whether due to having no such genetic potential or due to having undeveloped genetico-cognitive potential for hereditary genius) are ineffective as scholars and therefore it is vital to early identify hereditary potential for genius in children. Indeed, no one should be given permanent tenure without having first developed genetic potential for hereditary genius. This is also the reason why the so called “meritocratic” system of education is so extremely hierarchic and systematically selects for higher IQ in therefore endeavoring to discover and train “Renaissance Man”. Indeed, that is a most noble purpose that has been almost completely forgotten in virtually all contemporary educational institutions.

Existing hierarchies and career paths in academia are therefore completely redundant as once a person has been confirmed as a developed hereditary genius must that person be given permanent tenure as a professor. The system of education must rediscover its forgotten task of identifying and training hereditary genius since only geniuses are truly effective as scientists.

Those who dispense research funds should be persons specifically trained in being suspicious of both paradigm and genre in academia as well as being extensively trained in the detection of hereditary genius. Indeed they need to prioritize scholars thinking outside of the box since that is indeed the nature of genius and only that is optimally scientifically effective and also so in as much as possible accelerating the global research process.

Institutions of higher learning worldwide need to become increasingly integrated to the point of disappearing as geographic institutions and becoming globalized and pedagogically specialized institutions in virtual reality (VR) seeking not only to develop hereditary genius but also to early train students into becoming increasingly narrow specialists as therefore relevant for the labor market in the emerging economic era of Talentism that is increasingly supplanting the dying era of Capitalism whereby advanced talent (i.e. advanced skills requiring emotions) is supplanting capital as the main macroeconomic factor. The system of education therefore needs to become so effective that just as in medieval times teenagers and even younger persons will thus attend institutions of higher education and become increasingly highly specialized specialists as relevant for the labor market of the future at an individual chronological age that is as early possible.

Therefore, the hierarchies in education need to be ditched and indeed removed as every human person needs a tailored education as intended to make that person relevant for the labor market of the future where standardized mass professions are increasingly supplanted by advanced technologies. Rather than fitting children and students into systems needs every human person be given highly individualized education as intended to maximize the talent potential of every human person together with cognitive peers by making them interested in as many things as possible and subsequently allow them to specialize as early as possible.

Very few people read doctoral dissertations as doctoral dissertations are about “disciplining” (i.e. practically bullying) doctoral students to adhere to the preconceived notions of genre and paradigm in academia and only think inside the box. Indeed, the idea that all chapters in a doctoral dissertation should end in a single conclusion is quite stupid and narrow-minded in typically adhering to mindless phallogocentrism. Rather, conclusions do vary not only depending on where the writer comes from in terms of different human “tribal memberships” known as vertical categories (sex, race/species, sexual orientation, ethnicity, class, gender, citizenship etc.) but also in terms of how the writer deliberately or subconsciously chooses to frame any given issue. This means that one single scholar can practice horizontality in endeavoring to understand the same problem from different angles in therefore serially arriving at different conclusions in different chapters of a book or article as depending on the intentionally chosen angle.

Thus the entire educational hierarchy needs to be abolished in speeding up education with the goal of making teenagers (and even younger persons) ready as early as possible as increasingly narrow specialists and therefore ready for the emerging labor market of the future in the emerging economic era of Talentism. This means identifying, widening/broadening and nurturing talent in every child and that includes identifying potential for hereditary genius as no one can become a genius without having genetic predisposition for development of genius. This requires genius training intended to both develop genius potential into actual genius and turning existing geniuses into universal geniuses in training them to apply their advanced cognitive skills in further fields of knowledge.

Higher education needs to be performed in English worldwide and all scientific studies worldwide need to be performed in English as well so as maximize global aggregation of scientific studies. Indeed, it’s unlikely that medieval European academia would have been as successful as it indeed became without the common language, namely Latin. While introducing English as the global official language of both research and higher education may certainly harm nationalist sensibilities, this change is in fact already increasingly happening and English is actually appropriate for this task due to its simplified grammar as English (originally a form of Old Frisian) lost its system of inflection in contact with the Old Norse of Danish conquerors and later acquired an extensive Romance vocabulary from Latin and French due to the invasion of England by Norman conquerors who were also of Danish origin. Syntax for academic/international English could however be simplified even further and will certainly become even easier to learn if a new universal phonetic alphabet – despite religious sensibilities – is introduced for writing all languages considering that the horrible English “system” of spelling (if it can even be called a system!) is a significant obstacle to learning English as a second language and even so to first language users.

Current geographically-based institutions of higher education do however have a future in specializing by means of pedagogic specialization so that every student will study in accordance with a chosen pedagogy that is tailored to the individual pedagogic profile and individual pedagogic preferences of the individual student. However as higher education needs to be globalized, virtualized, digitized and pedagogically specialized will all institutions of higher education increasingly merge into one single global network much like Youtube is one single global network although of course higher education must not be limited to one single website! However, in the age of virtual reality (VR) need institutions of higher education become globalized to the point of losing their current geographic identities, geographic foundations and indeed geographic affinities.

Footnotes are essentially a form of socially accepted plagiarism in showing that the scholar proves (or pretends) that s/he does not think independently. Academia however has some to learn from investigative journalism with its independent mindset and careful verifying of information. Globalized digitized aggregation of studies worldwide will make it easier to instantly check the facts and scholars should rather indicate when the information seems uncertain and therefore certainly needing further studies. Academic research should be about effective, advanced resolution of problems by means of developed potential for hereditary genius and the technical work of actual carrying out of studies should thus be outsourced to private companies functionally specialized for doing this. Those carrying out outsourced, commissioned studies need certainly not be geniuses but rather professionals trained in eliminating research bias. The carrying out of studies can in turn also be substantially digitized, virtualized and globalized.

Academia therefore in order to remain relevant needs to move out of its current Para-Christian mindset and indeed comfort zone of slow thinking and dogmatic adherence to academic genres and academic paradigms in therefore metamorphosing into something far more relevant and dynamic in the emerging intellectual world in the increasingly emerging economic era of Talentism.

The task is thus to accelerate the process whereby knowledge is produced and this certainly requires methodological pluralism with the continual invention of more and more methodologies as tailored to the subject matter at hand. Medicine in particular requires new research methodologies without incarcerating and torturing enslaved non-human persons. Physics is a field where still very little is known and this is most likely due to lack of appropriate research methodologies. For example, there is no question that non-human Animals engage in what is usually described as “telepathy” considering the complexity of their interaction, communication and social organizations; yet the discipline of physics has so failed to decipher this communication and so presumed phenomena such as “reincarnation” have remained unstudied due to being considered as belonging to the “realm of religion” and therefore certainly need to be studied within the academic discipline of physics (and in the case of “reincarnation” also genetics) using innovative research methodologies indeed.

A revamped system of education – both pre-academic and academic – need to train students into becoming independent-thinking, intellectually fearless and raised towards the ideal of bold civic courage. It is clear that the current system of education, including academic education are most antiquated in having retained redundant medieval structures in both organization and culture and so the system of education including academic education needs to be very substantially transformed so as to become relevant in the emerging economic era of Talentism with its very different professional requirements with the relative demise of mass professions much like the number of persons making a living from agriculture in economically developed countries has decreased and statistically extremely significantly so.

On the one hand are there many geniuses within and beyond academia (and especially so ignored female geniuses) who indeed remain to be discovered; on the other hand are there many unproductive scholars of academia who do not truly deserve retaining their jobs. Mapping geniuses and potential geniuses in the general human population worldwide (and especially so among children and among scientists) is therefore an essential task in making sure that scholars with permanent tenure in academia will all be hereditary geniuses for one cannot develop genius without being genetically predisposed for that and most human beings clearly are not.

Education generally therefore needs to be about maximize the inherent idiosyncratic potential in each individual person in an emerging economic era where current mass professions whether blue-collar or white-collar become almost entirely supplanted by advanced technologies. The technologies for largely phasing out most mass professions to a degree of 90% or more – in fact already do exist and are indeed mostly quite well known. Whether a person has the inherent genetic potential for becoming a genius and later even a universal genius or need simply be trained into becoming an increasingly narrow specialist in the economic era of Talentism; there is no question that a very substantially revamped system of education needs to identify, harness and optimally develop the inherent individual cognitive potential in each human person so that s/he will become relevant and not redundant in the futuristic economy of the future.