The Learning Center (TLC) utilizes educational technology, principally computer based education, as the primary means of instruction. This enables students to enjoy self-paced learning and assures that students will master all subjects. Teaching by lecture will be retained for some subject matter but generally the role of the teacher has changed. TLC teachers are mentors, facilitators, guides and counselors, rather than presenters. “The teacher is becoming the guide on the side rather than the sage on the stage” [Ken King, Educom Conference]

Such implementations have already proven to result in more highly motivated students who enjoy their school participation more, and produce better results. Also, it has actually increased the level of personal interaction between student and teacher. There has been an average 380% increase per week in concentrated one-on-one teacher/student interaction in some learning centers.

Classrooms can easily be structured to provide learning stations to fully utilize the opportunity for independent or team learning that these new technologies allow. TLC administration is facilitated by a client/server which automatically monitors much of the activity in the school providing access to current data pertaining to student/teacher progress for use by teachers, administrators, parents, and students.

Some non-TLC teachers interviewed feel that the client/server and TLC may save as much as 60 to 80 percent of their time allowing more personal interaction with the students as indicated above. TLC involves parents and community in decision making as well as continuing adult education by community access to the network.

Furthermore, operating the school day and night doubles the capacity of the existing environment. Home access to the network [The Buddy System, Indiana State project through governor’s office] also enhances the capacity of the school. Network time can be leased to local industry for training and apprenticeship programs. In opposition to new construction, this implementation will save millions of dollars as well as provide an income source and more than triple the student handling capacity of any existing school.

The capability of computerized administration enables a greater and more accurate student tracking capacity than the current system. Parents can send and receive e-mail with schools, examine teacher/ student schedules and view progress reports without disrupt­ing school administration, allowing flexibility and convenience in planning. Studies show that TLC students are more likely to go to college, have higher attendance rates, higher self-esteem and almost never drop out. Telecommuting and independent learning is the way of the future.


“Any approach to human problems now requires attention and understanding of not just one, but all levels, and solutions will require knowledge in all realms [Jonas Salk, World Population & Human Values].”

The Social Curriculum incorporates a multi-interdisciplinary approach directed at eliminating the causative factors that are the genesis of most of what ails us as an industrial born society. Since the effects of the shift from the agrarian age to the industrial age are similar in all societies, it stands to reason that the solution will share commonalities in effected areas.

The dynamics of change in our current state of transformation demand that individuals accurately discern circumstance with reduced singular bias. The Social Curriculum empowers one’s ability to observe a given situation from multiple perspectives and thereby achieve a greater level of understanding. The goal is to educate society, specifically children and parents, in the dynamics that pertain to understanding the development of individual biases and the nature of system dynamics in relationships and evolution.


PATH (Progressive Approach to Training Habilitation) is a program designed to address the manifestations of systemic social dysfunction. This will deal with direct understanding of environmental aspects of behavioral influence including the affects on neurochemistry, biochemistry, metabolism, habituations, obsessive, compulsive, addictive disorders and physical manifestations, in fact any influence that may manifest in behavior and the physical self.

Research, development and areas of association:
  1. Family Systems Theory.
  2. Healthy behavioral reinforcement in family and classroom.
  3. Rites of passage in modern society.
  4. The Learning Center technologies & methodologies.
  5. Teacher/parent education and training.
  6. Consortium of School Networking and information systems.
  7. Job training, rehabilitation, mentor programs.
  8. Systems science–understanding relationships.
  9. Global Trends-Globalism/Nationalism/Tribalism.
  10. Child Abuse: Neglect, Mental, Physical & Sexual.
  11. Cost of abuse: psychological, economical, sociological.
  12. Causative factors of crime and delinquency.
  13. Reducing shame-based social processes.
  14. Sexuality-stages/relationships/psychology/anthropology.
  15. World religions and culture (historical epistemology).
  16. Project management, planning and implementation.
  17. Individuation and interpersonal relationships.
  18. Systemic Social Dysfunction (process).
  19. Psychophysiology-psychosomatics (mind/body).
  20. Neuropsychological/Behavioral habilitation – methods/types of success/intervention/prevention.
  21. Utilization of Internet, and its application.
  22. Government interaction & cooperation.
  23. Media interaction & cooperation.
  24. Counseling and support groups.
  25. Societal interaction & cooperation (network).