This is the area where most of the Project Renaissance education-related methods are currently engaged. Many more, and perhaps better, methods than those presently available will emerge from these same principles. With some of the current Project Renaissance methods, one may already acquire years of proficiency or skill in almost any given skill or topic or subject, in only days. The front end of this avalanche, also, is already here. Further, it has become clear that we get most of our learning and nearly all of our growth from the point where we are getting back something of what we put out.
New information can come in, but mostly it has to ride the feedback loop like on a carrier wave.
I think this theory is our most significant step in what we're attempting to evolve. We stand on the shoulders of Montessori, Moore, Santiago Ramon y Cajal, and Marion Diamond, but in this we're a step beyond even these. The fifth transformative issue , of course, is how poorly schools were and are doing that job even before that role disappeared on them. They were driven to that point by certain incentives, described below. The sixth transformative issue is a perverse incentive structure.