An “Edupunk” System

This is another work in progress. I have a lot to add to this, so I will do so when I find the time.

The focal point is to provide choice in education as a stem from my previously stated notion, “what obligation do I have to information?” I presume that it’s feasible to design an edupunk system; a system that is open source, Internet-community designed and Internet-community maintained. This system could be used in addition to higher education institutions, and all other preceding education systems. This system would not be limited by how or from where information is obtained, as long as it satisfies the community-derived requirements. An edupunk system should also be completely anti-discriminatory. This includes placement based on age, experience, intelligence, and all of the other common attributes of a society—gender, sex, race, whatever. Information does not discriminate until we use information to discriminate.

What are the ways that people learn?


  • Completely directed
  • Partially directed
  • Self directed


  • Completely base oriented
  • Partially base oriented
  • Not base oriented
  • Completely objective oriented
  • Partially objective oriented
  • Not objective oriented


  • Completely integrated
  • Partially integrated
  • Not integrated

Information sharing

  • By a master all of the time
  • By a master some of the time
  • By a master none of the time
  • By a specific group of masters all of the time
  • By a specific group of masters some of the time
  • By a specific group of masters none of the time
  • By a master collective all of the time
  • By a master collective some of the time
  • By a master collective none of the time
  • By a student all of the time
  • By a student some of the time
  • By a student none of the time
  • By a specific group of students all of the time
  • By a specific group of students some of the time
  • By a specific group of students none of the time
  • By a student collective all of the time
  • By a student collective some of the time
  • By a student collective none of the time

(The text in red identifies how current mainstream education institutions predominantly operate. They can be, however rarely, “partially integrated” (into a specific community or environment). Internships and the like are “completely integrated.” Research degree programs would be “partially base oriented” and “partially objective oriented.”)

“Direction” entails a linear process of constructive knowledge gain. Completely linear systems with predefined objectives limit creativity, even when compounding such linearity with complexity.

A base-orientation entails a body of knowledge or an idea that can be explored with no limiting objective. This form of orientation entails the generation of a scope as you add more knowledge to that base, and that you will eventually conclude on a desired objective.

An objective-orientation entails using a predefined scope with a predefined objective that is based on expectations.

Do you have an objective? Are you objective-less? We cannot use one system that has to work for everyone without losing the minority and steering the majority. Everybody has different goals, and that diversity requires diverse education systems.

Curriculum requirements can either be static (predetermined) or dynamic (real-time). Both base-oriented curriculum and objective-oriented curriculum can be static or dynamic in their design.

Why should people use my edupunk system?

The dynamism of the evolution of information and behavior is increasing, and uncertainty of futures is indeterminately complex. Knowledge oriented education systems no longer support the needs of our present day problem solving systems with the advent of this information-integrated stage in our evolution. The Internet—the distributed, instant-information systems that span and connect the entire world—can help alleviate our education woes. Irrespective of laws on intellectual property, restriction of information slows the progress of the human race. And while modern day, mainstream education institutions take money in exchange for un-integrated, structured knowledge, the values that drive this inertia (linear, non-changing) need to be updated and expanded to become adaptive to real-world, current and future knowledge gaps.

Progress of the human race—using what objectives?

Why do we even have education systems? No educator has ever asked me. How can we continue to use a system that has no predefined goal? Do we simply expect that growth equates to happiness and happiness to satisfaction? Is this some perverted, collective super-position that is simply expected of every living human being?

I stand by the notion that things don’t happen for a reason until we give it reason. Sharing information appears to be an innate feature of a naturally-social group of organisms. From an evolutionary standpoint, sharing information allows you to gain information that you once did not have, possibly and probably increasing your chances for survival in the environment in which you live. This problem of needing information to thrive has not gone away. In fact, it would appear that education systems have been developed in order to both solve complex problems and to anticipate future problems. This is why we need progress—for the survival, and often times the vanity of the human race.

But why do we have to constantly be “updating” our knowledge if our goal were simply to survive? Is there a point where we can just stop learning about our shared world? In short, no. The human race still has problems that have evidently existed since the beginning of Earth’s history. And as our species evolves while in parallel we develop better and more complicated technologies, there will never be a time, as long as life exists, where problems will not exist as well.

There are some problems that are undeniable. Sustainability of resources is critical, in addition to maintaining the resources we have. Maintaining resources includes the avoidance, minimization or mitigation of disasters, both human caused and of natural consequences. Every bit of human knowledge can be given “reason” to amount to some portion of any notion that precludes to the avoidance, minimization or mitigation of disaster in some form or another.

How should my edupunk system work?

By capitalizing on the various ways that people learn. While all people have dominant learning styles, people must find balance with their non-dominant learning styles in order to maximize the reception of information in diverse ways. As I mentioned above, people learn by established direction, orientation, immersion, and with whom information is being shared.

[To be continued…]


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s