1) Body Function Curve Principle
Each body part or condition has its own function curve.
Corollaries to Body Function Curve Principle
- A person’s heart functions and vary with the time.
- A newborn baby first learns to breathe, then learns to drink.
- A newborn baby spends most of his time and energy in growth and rest.
- During infancy, a baby learns how to use ears, eyes, arms, legs, and the rest of the parts of his body.
- Children often learn from mistakes.
2) Gross Capacity Principle
A person’s gross capacity varies with time, physical and mental state, and his environment.
Corollaries to Gross Capacity Principle
- A person’s gross capacity is limited.
- A person’s gross capacity may be reduced by fatigue and increased with a good rest.
3) Free Capacity Principle
A person’s free capacity is the difference by deducting the person’s committed capabilities from his gross capacity.
4) A Person’s State Principle
A Person’s State at any point of time is the accumulation of the person’s conditions in all dimensions, or areas, including but not limited to, the person’s physical and mental conditions, educational background, experiences, the surrounding environment, connections, and communications with other people.
Corollaries to Person’s State Principle
- Physical illness may affect a person’s learning, depending on the toll of the illness on the person and on the subject matter of the target learning.
- Positive existing knowledge may help a person’s learning, the effectiveness of which depends on the direction, depth, lapse of time, and other relevant factors regarding the existing knowledge.
- A person’s relationship with family or community members may affect that person’s learning positively, negatively, or in a way of partially positive in some dimensions and partially negative in some other dimensions.
- State of a person varies with the person and time.
5) Potential of a Person Principle
A person’s potential of learning at any point of time depends on the intended target, the suitability of the information available, the transmission of the information, and the state of the person.
6) Learning and Physiology Correlation Principle
Learning correlates with a person’s physiology.
Corollaries to Learning and Physiology Correlation Principle
- A person’s sensory inputs information for learning.
- The information inputs into a person’s short-term Memory.
- The information is organized and stored into a person’s long-term Memory.
7) Trammel State Principle
To effectively educate a person who is in a trammel state, an educator must find out the causes of his being in the trammel state and the body functions affected by the trammel state.
Corollaries to Trammel State Principle
- When a student’s learning is handicapped by nearsightedness, the Trammel State can often be removed by wearing a pair of eyeglasses.
- When a student’s learning is handicapped by loss of hearing, the Trammel State can often be removed by wearing a pair of hearing aids.
- When a toddler’s learning reluctance is due to his belief that “arithmetic is hard”, an educator may avoid using the word “arithmetic” and take another occasion to show him how to count cookies or something the toddler is interested in.
8) Principle of Physical and Mental State Co-Relationship
A person’s physical state may change with a change in his mental state, and vice versa. There exists a co-relationship between a person’s change in physical and mental State.
9) Principle of Latency in a person’s change of Physical and Mental State
There is a time delay for a person’s physical state to change with a change in mental state, and vice versa.
10) Dominant State Principle
A person’s dominant state varies with time, existing physical and mental state, and his environment.
11) Recessive State Principle
A person’s recessive state varies with time, physical and mental state, environment, and becomes noticeable in the absence of an overshadowing dominant state.
12) Critical State of Existing Knowledge Principle
When a person reaches and beyond the critical state of his existing knowledge, he may recognize the retained input information, learn from it, and organize it into a newly organized information.
Corollaries to Critical State of Existing Knowledge Principle
- When an athlete reaches his critical state of existing knowledge regarding muscle control, the athlete may improve his performance.
- When a musician reaches his critical state of existing knowledge regarding muscle control and musical understanding, the musician may improve his performance.
- When a student reaches his critical state of existing knowledge with respect to a course, the student may progress in the study.
13) Information Management Principle
A person may use his capacity to manage his information input by all or part of the follow ways:
- ignore the information,
- place the information in a temporary memory,
- preliminarily interpret the information,
- discard some of the interpreted information,
- retrieve existing knowledge,
- compare the retained information to the existing knowledge,
- filter or discard the retained information,
- recognize patterns in the retained information,
- apply preset routine associated with the pattern if the retained information is in the existing knowledge,
- organize the retained information into a useful Newly Organized Information if the retained information is not in the existing knowledge, and
- store the newly organized information into the person’s long-term memory.
Corollaries to Information Management Principle
- Information which does not belong to information inputs is ignored by the recipient.
- The retained information, unless incorporated into the long-term memory, will disappear in the future.
- The newly organized information may be incompatible with or contradict the person’s existing knowledge.
- The person may modify his existing knowledge and incorporate all or part of the newly organized information into his existing knowledge.
- The person may also discard or reject the newly organized information due to its incompatibility with his existing knowledge.
- When a child doesn’t know how to join other children’s play, he may play by himself, observe, and learn until he feels comfortable to communicate with other children.
- A child learns information pieces first before he learns the relationship between these pieces.
- A child may learn cause and effects between information pieces after he has opportunities to learn all necessary pieces of information.
- It may take less learning capacity for a person to learn from information previously organized by other people.
14) Ideal Education Principle
If the state of a person and the potential of a person are known, it is possible to create an education process for an ideal education.
Corollaries to Ideal Education Principle
- At the first meeting with a client, a lawyer needs to assess his client’s legal position, i.e., the relevant facts, the applicable laws, and the potential consequences the client may encounter to formulate a strategy to help the client.
- When meeting with a patient, a physician needs to take a history from his patient, examine the patient, and/or run laboratory tests to make a diagnosis, i.e., assess the state of the patient and, if necessary, review the patient’s records. With the diagnosis and prognosis, the physician will be able to prescribe a treatment plan.
- An educator needs to know his student’s level, potential, and educational goals. With such knowledge, the educator will be able to design the most appropriate curriculum for his student.
15) Pursuance of Betterment Principle
If there are options, a person will choose the one which seems to be the better choice for him or her.
Corollaries to Pursuance of Betterment Principle
- People often find benefits in planning their tasks.
- People often find benefits of living in a society.
- People often find benefits in peace and avoidance of unnecessary conflicts.
- People often find benefits of education.
- Babies often practice motor movements.
- Toddlers often enjoy imitative plays.
- Artists are often motivated by ways to improve their painting.
- Musicians are often motivated by ways to improve their performance.
- A person may be his own educator.
16) Motive Principle
A person uses his capacity for what he sees fit.
Corollaries to Motive Principle
- A person may enjoy reclining to rest, seeking safety, fulfilling needs, improving environment, having better performance, becoming better persons, or acquiring better personalities.
- If a newly organized information is unfamiliar to the person, he may want to find out whether the information will cause a good or bad consequence.
- A baby cries when he feels that is the only way for him to communicate.
- A newborn baby cries when he feels hungry.
- When a child is attracted to something interesting, he may want to learn more about it.
- A child may be guided to discover a new motive.
17) Desire Principle
A person may wish to have something which is not currently in his possession, or he may wish to have someone else’s services.
18) Motivation Principle
A person is inclined to act when there is a strong Motive to do so.
Corollaries to Motivation Principle
- A person may be motivated by needs.
- A person may be motivated by desires.
- A baby’s motivation for milk is reduced after feeding.
- A person may be motivated by external rewards.
- External rewards may lead to positive or negative motivation.
- A m5otivation may contain multiple motives and varies with time.
- A proper guidance may motivate a learner.
19) Action Principle
A person may take an action when he has necessary capacity and is motivated to do so.
Corollaries to Action Principle
- A professional is motivated to work efficiently and may create an efficient way to handle routine or similar tasks.
- When a person is motivated to do multiple tasks, he may have to arrange the order or sequence of the tasks or prioritize them.
- When the tasks are beyond a person’s capacity, he may have to let go of some tasks, or he may not complete them.
20) Self-Sufficiency Principle
A person in self-sufficiency state has a motive to act at will.
Corollaries to Self-Sufficiency Principle
- The feeling of self-sufficiency may yield confidence for what the person is about to act.
- A state of self-sufficiency varies with time.
- A self-sufficient person may encounter newly organized information which impacts on his feeling of self-sufficiency.
- The feeling of self-sufficiency is one of the reasons why a person does not feel the need to communicate with other people.
- A child may play by himself alone when he doesn’t know how to join other children’s play.
- A prolonged state of self-sufficiency may lead to autism.
- A child in early stage of autism due to self-sufficiency may be cured by adjusting his motives.
- A prolonged autism with changes in physical state may need medical intervention.
21) Confidence Principle
A person feels confident when he believes that all necessary resources and capabilities needed for a particular task is fully under his control, directly or indirectly.
Corollaries to Confidence Principle
- A person’s confidence is based on the dominant state of his existing knowledge.
- A person’s confidence may change with a newly organized information.
22) Principle of Comfortable Zone
A situation when a person is confident that he will be safe and without stress.
Corollaries to Comfortable Zone Principle
- A child may feel comfortable to play by himself when he doesn’t know how to join other children’s play.
- A person’s comfortable zone may change with a newly organized information.
- New information may bring motives for a person to leave his comfortable zone.
23) Effect of Education Principle
The effect of education is determined by the appropriateness of source information, the fidelity in transmission, and the acceptance by the recipient.
Corollaries to Effect of Education Principle
- An imperfect education may create unintended impacts on the learners.
- A less than appropriate education may create positive, negative, or mixed impacts on the learners.
- Prior negative learning may impede the effectiveness of the current education.
- Physical disorder, imperfect or less-than-appropriate prior education, or a combination of these factors may cause a learning disorder.
24) Act in Time Principle
An event must take place in a particular time and environment to cause a particular impact.
Corollaries to Act in Time Principle
- An untimely education may miss the window of opportunity for learning.
- It is less effective to learn from an information input which is not connected with the learner’s existing knowledge.
- To provide effective guidance, an educator needs to know the state of a learner.
- Time is of the essence of early childhood education.
25) Limited Resources Principle
A person realizes that he does not have unlimited resources.
Corollaries to Limited Resources Principle
- When a person’s information input comes to near temporary memory capacity, he may experience shortened temporary memory or loss of memory on some recent events.
- When a person retrieves a lot of long-term memory into temporary memory, he may experience shortened temporary memory or loss of memory on some recent events.
- When a person faces too many factors to consider at one time, he may consider only some of the factors.
26) Relevant Factors Principle
A person considers only a subset of factors which may also be limited by the person’s resources.
Corollaries to Relevant Factors Principle
- When schooling is no longer relevant to the student’s needs or goal, a student may consider dropping out of the school.
- A marketer may consider how, when, where, and to whom an advertisement should be targeted to maximize its probable impact on the target audience.
27) Learning Path Principle
Learning path is a relevant factor to the effectiveness of a person’s learning.
Corollaries to Learning Path Principle
- An educator often finds that the sequence of his teaching material presentation impacts students’ learning.
- It could be effective for a person to learn from information previously organized by other people.
28) Priority Principle
If a person wants to do several things and it is better to do one thing at a time, then he will create an arrangement in accordance with the order of his preferences.
Corollaries to Priority Principle
- When a student has one week to study for final exams on multiple subjects, he may decide which subject to study first, second, etc.
- When a new patient is rushed into an emergency room, a triage team and/or ER doctor may decide which injury or condition has the highest priority and requires immediate treatment, and which will be next, etc.
29) Time Factor Principle
Time is always a relevant factor.
Corollaries to Time Factor Principle
- Teaching science today is totally different than it was in the early 19th century.
- A military plan will have to be modified to reflect changing circumstances in a war, such as new developments, and/or unanticipated.
- A person’s existing knowledge varies with time.
- Some long-term memory may vary with time.
- The dominance of some long-term memory may decrease with time.
30) Knowledge Accumulation Principle
A person’s existing knowledge is an accumulation of all educations received and adjusted with the changes in time.
Corollaries to Knowledge Accumulation Principle
- Advanced education is appropriate to learners who have accumulated sufficient existing knowledge.
- An educator may provide bridging education to learners who do not have sufficient existing knowledge for an advanced education.
- There is no age limitation for the constant changes in a person existing knowledge.
31) Personal Condition Principle
A student’s personal condition (e.g., health, physical condition, and psychological issues) affects his ability to learn.
Corollary to Personal Condition Principle
An educator should consider his learner’s physical condition in planning the learner’s curriculum and workload.
32) Environment Principle
Environment is a relevant factor in education.
33) Trust Factor Principle
When a person believes or finds thru experience that a particular source of information is reliable and/or beneficial, he may trust that information source. Conversely, if a particular source of information is seen or experienced as unreliable and/or detrimental, he may distrust that source.
Corollaries to Trust Factor Principle
- Trust factor relates to a person’s existing knowledge.
- Trust factor correlates with a person’s capacity in accepting a new information input.
- A person’s self-trust on a particular matter correlates with his self-confidence.
- A person’s trust on an educator correlates with his learning capacity.
- Trust is a factor in association with another person.
- Educational environments, including but not limited to, parents, siblings, relatives, friends, school, church, communities, associations, society, government, and the world correlate with a person’s trust in them.
- The length of time in negotiation and resolution of a conflict correlates with the parties’ trusts in one another.
- Mutual trusts are built on mutual positive educations and eliminations of negative existing knowledges.
- Foundation of a lasting peace is built upon the trusts of all parties.
34) Critical State for Learning Principle
A person’s critical state for learning varies with time.
Corollaries to Critical State for Learning Principle
- A baby is too tired to learn when he needs to sleep.
- A person in pain may not reach the critical state for learning.
35) Window of Opportunity for Learning Principle
A person or a party’s window of opportunity for learning varies with time.
36) Dwindling Window of Opportunity for Learning Principle
A window of opportunity for learning dwindles with lapse of time.
Corollaries to Dwindling Window of Opportunity for Learning Principle
- Through passage of time a baby becomes tired or distracted, and the window of opportunity for learning may be gone.
- A party’s window of opportunity for learning is diminishing with the approaching of deadline.
- A student’s window of opportunity for learning decreases along with the decrease of his free capacity.
37) Development of Learner’s Potential Principle
There exists a sequence of ideal educations which may be infinitely close to a targeted potential of a learner.
Corollaries to Development of Learner’s Potential Principle
- A learner’s state is often not in a perfect educational condition.
- A targeted potential of a learner is often measured without a perfect condition.
- If a sequence of ideal educations targets toward a targeted potential of a learner, and one ideal education is followed by another more effective ideal education, then the sequence is moving closer and closer to the potential of a learner.
- As conditions of an educational sequence approach perfect conditions, the sequence may be infinitely close to the potential of a learner.
- If a biased condition is used in a sequence of potential of a learner development process, then the result of the development process is unpredictable.
38) Education Priority Principle
The process of an education is conducted in accordance with priority principle.
Corollaries to Education Priority Principle
- The priority conditions often change with time.
- An educational process often changes when there is a change in priority conditions.
- Many students have higher energy at the beginning of a class, and their ability to learn declines after a long class.
- It may be better to have a break between two classes.
- It may be better for a student to take a short break before starting another long self-study.
39) Bond Principle
A simple bond relationship is unilateral.
40) Distancing Principle
A simple distancing relationship is unilateral.
Corollary to Distancing Principle
A party may distance itself from another party whether the other party has a bond with him or not.
41) Family Tie Principle
A family tie is a combination of a person’s multiple bonds and multiple distances with members of the person’s family.
Corollaries to Family Education Principle
- A family provides environments for members to learn from one another.
- Family bonds are often created as in family education.
- A disagreement between two family members provides an education for all members.
- A family often provides children with educational programs, such as schooling, private tutoring, sport programs, etc.
42) Family Education Principle
A person receives education from family members all the time.
Corollaries to Family Education Principle
- A family provides environments for members to learn from one another.
- Family bonds are often created as in family education.
- A disagreement between two family members provides an education for all members.
- A family often provides children with educational programs, such as schooling, private tutoring, sport programs, etc.
43) Total Education Principle
A person constantly receives educations from available information.
Corollaries to Connection Principle
- A person often learns from information in his environment.
- A person prioritizes learning from available information.
- A child may be alerted by and learns from new information, either taught or untaught.
- A child can be influenced by his surrounding environment, such as family, neighborhood, school, church, friends, news, advertisement, etc.
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