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Here's my manifesto below and on Google Docs, Jumpshare and Google Drive.
Version 3.3 — 25 May 2026
↻ v3.4 due by Friday, 29 May 2026
Summary of new school system
Summary of new political system
Education
Detail of new system
School experience
Booking system
Interactive floor plan
Management
Profiles: school and regulator
Schools are always open — “it takes a village to raise a child”, not a prison
Exams are available for all ages according to ability
Only yearly welfare checks are compulsory
School staff function according to their school "strategies", like genetics, determining what they offer, what goes where, rooms' rules, etc.
“The regulator”, as I call it — the organisation above schools — collects feedback from parents and children, does inspections and collects metrics: health metrics, educational metrics, etc.
The data is used to determine the best strategies, in a process of strategy evolution, where better strategies are replicated, and worse ones are ended. Data includes long-term lifetime data
Schools prioritise practical lessons and essential knowledge
Corporations can design onboarding courses
Parents and children can use software to give one-off suggestions and propose and interact with strategies: liking/disliking, commenting, discussing, proposing edits, offering financial or practical contributions
School features: beds, community dinners, booking system (e.g. kids propose a group booking of the sports hall), official Discord server, independent study rooms
Ideally, everybody is a “responsible” of a school near them. This widens the definition of “school”, and basically means everyone has a community centre
People, including prisoners and children, are randomly selected — but ideally everyone is selected
The selected people are put into proximity-based groups, e.g. of ten people
The selected are facilitated to meet with their groups
Each person in each group votes for their favourite person in their group
The favourite people get put into proximity-based groups, and vote again
You see where this is going. The process continues until there is a final favourite
In each round, the number of votes someone gets is multiplied by the round number, determining how many points they gain
Points equal political power and governance voting power
The people with the most points are the ultimate authorities
They can delegate and veto, so it doesn’t need to be time-consuming
It's 2006 and I've started primary school. Probably on my first day, I'm given a colouring-in task, which I take as insulting to my intelligence. I'm waiting to be asked what I want to learn. I want to learn about computers and programming. I'm not asked what I want to do.
To make the colouring-in a challenge, I do it perfectly, not going over the lines. I rotate the page to make it easier for me to colour perfectly. The teacher shouts that I don't need to rotate the page. I tell her I can do what I want. But I didn't do what I wanted with my childhood.
A few times in my school life, I thought that something was wrong with school.
Then, once school was done with me, and I had suffered in sleep deprivation, I thought that there was something wrong with me, and that I had done wrong. I thought my personality was too extreme.
It took me a lot of thinking and deconstructing my reality, using my brain damaged by school, to get back to what little me knew: school sucks.
It's not me who did wrong. It's the government that did wrong.
Through the routine, I became indoctrinated, and in secondary school, I looked down on the kids who misbehaved, even though I would have misbehaved in primary school had I thought I could attain freedom by doing so. I had forgotten that I didn't even like school.
I consider myself lucky not to have any of these apply to me: dead, in prison, thinking there's something wrong with me, in a hospital, in a mental hospital.
To summarise:
School discriminates based on age instead of ability. Doesn't prioritise teaching what's important to everyone. Doesn't care what children want to do. Is detached from the wider reality of productivity, home life and adult life, treating children like they're a different species.
In England, under the "Labour" party, schools have art, drama and music classes, but not building, driving or street cleansing ones.
The preamble to the “Liberal Democrat” Constitution:
“The Liberal Democrats exist to build and safeguard a fair, free and open society, in which we seek to balance the fundamental values of liberty, equality and community, and in which no-one shall be enslaved by poverty, ignorance or conformity.”
— yet they believe in the same education system as the "Conservatives”.
Albert Einstein — someone who has done far more good for the world than any power-seeking authoritarian of the day — thought in 1931 that “individuality” is “destroyed” by the treatment of the child as a “dead tool”, "bee" or "ant". He said that ”a community of standardised individuals without personal originality and personal aims would be a poor community without possibilities for development”. He also said “the worst thing seems to be for a school to principally work with methods of fear, force and artificial authority” as it "destroys the sound sentiments, the sincerity, and the self confidence of the pupil” and “produces the submissive subject”.
“It takes a village to raise a child” (African proverb), yet schools function comparably to prisons.
From the Netflix documentary "Inside the Mind of a Cat":
"Not every cat can do special tricks. You must observe the cat to understand what she is capable of, and teach them things based on their strengths."
"When animals are born, they're born with a temperament. That temperament is the initial building blocks for that personality that's going to develop over their lifetime."
"All of our cats have different personalities and you need to adjust to them, so, you cannot make them adjust to you — it's kind of not their job, it's yours. So, you need to pick what works for them better."
"It's like with humans. Some are great at computers. Some can be great ballerinas. You wouldn't teach computers to a ballerina."
"The Savitskys don't force their performers to do these amazing stunts. Like a sculptor who finds the sculpture within the rock, they let each cat's potential reveal itself."
Humans should be educated likewise.
Education isn't a “right” if it's compulsory. It used to be common for children to be hit in schools for disobedience and failure to perform. The education system has not fundamentally changed since then.
Compulsory education is not “accessed” by children; it is imposed on them.
Where's the "diversity, equity and inclusion" in the education system?
Where is the "liberal democracy" in making children obey unquestioningly for their entire childhood?
Someone messaged me:
"I would overhaul the entire system to be more like a video game research tree.
They would complete an exam in say, Numeracy 4, and this would unlock Numeracy 5 and possibly other exams if they have all the prerequisites.
Students wouldn't be required to attend lessons at all if they can complete the exams without.
I personally taught myself everything very quickly and classroom lessons were a waste of my time.
All I needed was to read the textbook to understand.
Whereas there are also other students who struggle and likely won't get as far as other students.
The current system holds back a large number of students while simultaneously expecting too much of another group.
All because it insists on age discrimination and cannot differentiate based on talent or ability.
I also think that some courses can be designed by corporations as an onboarding process, students who want a career with them can complete their training system and be guaranteed a job if they succeed.
Rather than the insane system of students being trained by people who don't know anything, have no connection to any employers, and have no idea what the job market is like because they never entered it.
Comparable to a fisherman training their kids to become a chef.”
Forcing children to learn about consent and respect is ironic and ridiculous because the main way that people learn how to treat others is by example.
Gemini compared being forced to learn about consent to being forced to learn the rules of the road before one can drive.
The problem with that comparison is that consent fundamentally only requires one to respect the other and care about what they like, whereas driving requires an actual skill set.
School is not about attendance; it’s about outcomes. Attendance doesn’t necessarily equal outcomes, so school staff shouldn’t worry directly about attendance. Attendance can easily do more harm than good.
Education needs to be targeted to meet individual needs and wants.
It needs to be precise, thoughtful and understanding — not a blind and blunt instrument.
The difference between the desirable education experience I describe, and the current standard experience, is like the difference between precision-guided strikes and carpet bombing.
The contemporary experience causes so much unnecessary suffering and is very wasteful.
It makes you wonder if the main purpose of compulsory education even is to educate and elevate, or if it is to socially engineer.
Imagine that a town is carpet bombed, destroying the town and killing civilians, and the perpetrators, who have access to targeting technologies and could gather intel to make effective strikes and so on, claim that it was for the greater good, to kill some bad guys hiding in the town.
Was it really?
Yes, they did kill bad guys. Indeed, they did hit targets, but they also hit a million non-targets, naturally creating enemies they will no doubt attempt to carpet-bomb out of existence, because that's all they know.
Those enemies will, as we have seen, terrorise them back, but it's only a matter of time until someone — me — comes out with a targeted strike against the carpet bombers' HQ, ending the war.
Some or many parents are likely to heavily involve themselves in their children's and others' education, as well as in school activities.
It could save the taxpayer money — or free up money for specialists or other assets — if parents with nothing to do are converted into de facto school staff.
When a child is conceived, they are considered a “responsible” of a school — with data on the new life counting toward regulation, and with the school therefore interacting with the mother. This protects the unborn and takes the weight of affordability off of new mothers.
With that said, schools avoid finding themselves burdening the taxpayer with costs for raising children that nobody — not even the offspring themselves when they are adults — is willing to cover.
Therefore, reasonable responsibility is put on parents, with responsibility increasing for each additional child.
It could be a problem if a school's money, wherever it comes from, is increasingly spent on basic needs, with less and less to spend on quality of life and learning. So, it matters who is contributing more and who is receiving more.
The typical school experience, from the perspective of the child, involves:
Signing up for and attending classes and activities
Receiving communications and advice from the management
Sitting exams in accordance with their ability and interest
Experiencing random visits from regulator employees (inspectors and data collectors) who quiz them on the functions of the school and seek to build their official profiles (like CVs) by recording evidence of their abilities, knowledge and health status
Being prompted weekly to give feedback on their school via an app
Using independent study areas
Considering their life path and discussing it with the management, so that they can be best supported and understood
Reviewing their schools’ strategies and making suggestions
Using software to indicate approval and disapproval of strategies, suggested strategies and short-term suggestions
Using software to indicate intention to join in on proposed group activities, making them reality when approved by the management
Regardless of their attendance, each child has a school that is their "responsible school", which is judged on data regarding that child, and has to provide them with services and access.
While a school has "responsibles", who are the people it, by default, needs to provide services and access to, and are the people whose data is collected for regulation, it can provide services and access to anyone — in accordance with its strategies, of course. This means that a school might, in practice, appear to serve the whole community, even though its "responsibles" are not the whole community.
A physical school's management could be split between two teams: one focused on data from its responsible children, and an additional one focused on data from everyone else in its catchment area. Schools are big and expensive, so it may take a while to build new ones specifically for adults. The less that demographics need to be separate for the best data, the less that this will be on the agenda.
Schools are open 24/7, so children's potential studying/sporting/etc time is not limited, and so they always have a place to go. Of course, not every part of a school needs to be always open — there are diminishing returns — but it's not as though school facilities are only useful for a portion of the 24-hour day. There are beds for children who find it convenient or preferable to sleep at school. Schools host community dinners, and have parts for independent study, for tutoring, and for learning in groups of everything from a few to a few hundred. A booking system is used and applied to activities as suited, so, for example, if a child wants a seat in an independent study computer room, they need authorisation. Or, if they want to attend a class, they may need to take a test, so the management is sure they're suitable for it. Children and parents can message and book meetings (if not randomly show up) to talk with the management. The booking system is available for staff, children and parents as an app and website. Children, parents and staff can propose bookings to the management. For example, a group of children might see that the sports hall is not booked for a certain time, and propose a group booking to use it for a certain activity. The system shows what is planned so that people can join in. Each school has an official Discord server (for everyone involved, including parents) — Discord being a versatile and broadly used communication platform.
Schools cooperate to provide a wider range of facilities and opportunities, sharing resources.
Examples:
• Specialists that work across multiple schools
• School A has a science lab and school B has a garden. People from school A use the garden and people from school B use the science lab
• Multiple schools provide a single event
Bookings can be:
• Confirmed
• Proposed
• Awaiting participants (confirmed once a set number of people have opted in)
The fundamental unit of a booking is an "event", which is a period of time between certain times (e.g., 15:00–16:00, 1 hour).
A singular booking can be for more than one event, because a booking can be for a:
• Single event
• Repeating event (every Tuesday 17:00–18:00) (e.g. sports hall booking by the management, expecting sign-ups, which can themselves be automatic, for regulars)
• Course (a course being any pre-planned arrangement of events, with an end)
• Subscription (an open-ended, indefinite programme)
A subscription has a description and may or may not have any events attached to it. Someone might subscribe to receive certain types of messages, or subscribe to an activity type arranged by someone who hasn't made booking system events for it, and might not ever.
Not all bookings are necessarily publicly visible. For example, if someone subscribes to an activity group led by someone, the leader might make booking events for outdoor activities, and these events are only visible to subscribers.
A booking isn't necessarily attached to a room or seat, because bookings can be:
• In digital spaces
• Outdoors
Example booking scenario:
Someone has reserved a specific seat in an independent study room from 12:00–21:00, Mon–Fri. When they are not going to use their reservation, they cancel accordingly, e.g. they are going abroad for two weeks and cancel for those two weeks.
They only cancel for when they aren't going to use a full day's booking at all or if they aren't going to use it for the rest of the day and there are 4+ hours left on the day, in which case they cancel the 4+ hours.
Regarding this booking, they use 60% of their reserved time for its intended purpose: independent study. The other 40%, they are either away from the room, doing something such as eating or leisure, or they are at the seat but doing something other than the agreed-upon activity.
There is software, an app, and a website that provide an interactive floor plan of one's school — for everyone involved.
It is connected to the booking system and to strategies.
Management uses it to assign a description to each room, detailing its contents and purpose.
Rooms and areas can be colour-coded and titled, and objects can be added.
Schools seek to fund things through donations, which could both limit the need for taxation and extend what they can offer.
All school staff (including management) provide, for the management and regulator’s use, 30+ words of written or spoken (as speech can be converted to text) recollection for each hour worked. Recollections are made and sent no less than daily. An eight-hour shift would require at least 240 words, ideally covering every hour of employment.
Headteachers are on a social network where they can communicate their ideas and experiences with other headteachers as well as the regulator.
There are at least three people that the regulator knows are the management, one of them being the headteacher.
The management generally does not work from home, but is physically present in their school.
Many small contributions will come from the school community itself, but occasional big contributions can come from farther away, for example, from rich areas to poor areas. It's much nicer to donate to something specific that you like than it is to pay tax for many things that you do like as well as many things that you don't. The farther away people are, the less they're relevant to a school, unless, of course, they're offering something rare. So, a channel needs to be open for outsider contribution.
Each school keeps an inventory of its property, in which individual products and items, and their condition and location, are recorded and updated.
The management provides 360-degree photography for themselves, their staff, and the regulator, showing how they want each part of the school to look. The VR photography does not include personal belongings or people, with an exception for personal belongings that are meant to generally be there. If the management has photographed property that does not legally belong to the public, they use software to draw outlines around it and label it with the owner's name and contact information. When someone uses software to view the school's VR photography, they can toggle on an overlay for personal property outlines, and tap/click on them to see their labels.
Every responsible has a school profile and a regulator profile. A profile is just information about them, their skills and knowledge. Every claim in their regulator profile is based on solid evidence gathered not by school staff, but by regulator staff. Their regulator profile is what employers can look at. Their school profile is made by school staff, and claims don't need to be backed up. A school profile is mainly for internal school use by staff and, in the case of a child, is viewable by both the child and their parents. The editing of school profiles, by school staff, is overseen by school management. The regulator can use things from someone's school profile for their regulator profile, such as videos taken by school staff. Any evidence in a regulator profile taken from a school profile is marked as such.
Everyone involved with — and expected to be involved with — a school has a profile written about them.
The management assigns different staff members or departments to build different parts of people's profiles.
Profiles are about habits, interests, things that they've done, including, of course, education. Internal school notes about how to interact with someone don't go in their profile.
If allowed by the regulator, the management can decide areas to gather information on, taking different angles — writing titles and descriptions.
For example, one headteacher might have a part called "Sports" with description "Their sporting interests and habits", while another has "Athleticism" with description "Rate their athleticism on a scale of 1 to 10, 1 being that they are not athletic at all, 10 being that they spend easily 4+ hours daily highly active. If you have heart rate/activity tracking data, insert here. Also, provide a 10-100-word description of their physical activity. Add videos if you take any."
Metrics to collect include the reported happiness and successes of former responsibles, and the dental health and memorisation abilities of current responsibles, to name a few.
A school, and its strategies, is judged on feedback and metrics from responsibles, and also from former responsibles and people who have been in the school or in contact with its staff.
Feedback from the parents/guardians of children, regarding their children's experience, is equally used.
Metrics and feedback are used to judge the effectiveness of someone’s current and historical school experience. Feedback is therefore sought specifically regarding their previous experiences. It is possible that someone gives positive feedback on something as they are experiencing it, and, years later, gives negative feedback on it.
The only thing that’s compulsory for the responsible is a yearly welfare check from the regulator, taking place in their responsible school. The welfare check should be the start of a yearly data collection process by the regulator. They are asked to participate in health checks and a demonstration of their knowledge and skills: they choose from a list of available tests to take, and can also demonstrate their abilities open-endedly. Yes, this includes adults.
With that said, seeking data from each responsible more often than yearly may be worth more than it costs, or spreading out the data collection might be more effective than proposing all the testing at once. Data collected from the regulator can be turned straight into data available for employers and other educational opportunities.
The responsible can choose to make their profile discoverable by employers, and can edit what is visible to employers. Assuming full data collection uptake, their profile will contain a lot of information not included in CVs, including allergies and intolerances, Human Benchmark scores, VO₂ max, grip strength, and videos of them doing things.
Data collection uptake is a metric by which schools and strategies are judged. They aren’t judged harshly if responsibles decline to go through loads of testing beyond the basics.
The regulator, with video evidence, gets to know each child in terms of their educational and non-educational desires and interests.
Data collectors show up to schools unannounced and wearing headcams which are livestreaming to regulator offices. Their full interactions with schools are recorded for maximum evidence. The regulator interacts with responsibles, seeking to build their profiles.
Frequent and unpredictable data collection is important, because then you know people aren't just cramming and forgetting.
While a school's staff may remain the same for many years, a school should not have a consistent set of inspectors and data collectors, thereby limiting the potential for fraud.
School staff can certainly collect data for the regulator, but it would be second to unexpected data collection.
Surveillance cameras would be useful for inspection and data collection in certain areas. For example, a powerful camera in the gym hall records someone's amazing basketball performance, and the regulator puts a clip in their profile.
The regulator can be invited to certain areas for data collection, such as a home or swimming pool.
One type of data collection is for kids to be able to log in to a website, using their face as ID, and start answering questions and doing tasks.
Screen recording is another data collection method, which can be used in conjunction with face-ID to confirm that someone is using a computer and performing their activities.
An inspector would livestream themselves checking for hazards, checking that things are functioning, and looking around so that the actual condition of the school can be compared to its strategies, and checking that planned activities are taking place as expected.
Data can be turned into points or percentages for categories and subcategories. For example, one school might have a "strength" score of 152 while another has a "strength" score of 91, because the "responsibles" of the former are physically stronger.
Schools and strategies aren't the same thing. You can’t just assume that because a school has good data, it means it has good strategies. Good data could be because of individual staff or environmental factors.
The data collection and inspection activity that a school experiences are variables to strategise with.
The regulator keeps an eye on schools' purchases and intended purchases to see if it can offer to bulk-buy things to distribute to schools, saving them all money, though spending their budget. It might be awkward if you had, for example, one school bulk-buying something to distribute to itself and fifty other schools, and having those fifty schools pay the one school.
The government makes and maintains a publicly available website full of learning and activity materials and recommendations designed for all audiences. The three audiences are schools, individuals and non-school teachers (such as parents). Therefore, it has lesson and activity plans, and recommendations for schools, for example, library book recommendations. Individuals can access the website to consume the learning material, guidance and activity ideas at their leisure. Parents can access resources to help them raise and educate their children.
There is a feedback app and website as follows:
Someone can log in and give feedback (in the form of ratings and comments) regarding a school they have interacted with. Parents can give feedback on any schools their children have interacted with. When someone interacts with a school, it gets added to the list of schools they can give feedback on. The regulator, every Sunday, prompts everybody (in the form of an app notification or an email) to give feedback on their responsible school. The parents of children are also prompted to give feedback on their children’s responsible schools. Feedback may be given anytime. One can give feedback on the school as a whole and also on individual staff members, including management. Feedback is timeframe-based, meaning that you can give an all-time review or feedback that applies to the past year, month, week or day. One can give a rating with or without a comment. You can, for example, send feedback which is about a particular staff member, about the past week, including a rating, including a comment, and check a box to indicate that your comment includes a suggestion. You are able to indicate who you want to be able to see your feedback — for example, only the regulator, or everyone, including the general public, or somewhere in between. Once someone has experienced a school or otherwise interacted with the activities of its staff, they are forever able to provide feedback on their experience, and are periodically prompted (e.g. every five years, if they are of middle age and feedback is being sought regarding their childhood experience) to do so. The feedback service uses facial recognition checks to reduce the potential for non-genuine feedback.
I see core education as "dangers, places, communication". Basic numeracy falls under "communication". What a shop is, and what a court is, and how they work, and where things tend to be, and the very basics of the solar system, and the places on the Earth, fall under "places". Water currents, pathogens, electrical risk, first aid, etc., fall under "dangers".
As a baseline educational data collection scheme, every seven-year-old and every fourteen-year-old should be given an age-appropriate Dangers exam, Places exam and Communication exam.
Of course, exams aren’t enough. The full spectrum of testing, including exams, is enough — though exams are not essential.
Schools should be sure to teach what's actually important or extremely useful to teach all children. Algebra is important, sure, and English literature can be interesting and educational, but it's more important that all children know how roads and intersections work before they start cycling, which is another generally more important skill than advanced maths or artistry or playing the flute. Knowing about health issues and risks, and what the symbols on product packaging mean, is more important than knowing about knights and castles.
Children may be offered payment to participate in data collection.
If a school implements a new idea which is found to lead to better data (feedback and metrics) across schools, then the pioneers could be financially rewarded, including the staff who first enacted the policy.
On the one hand, financially incentivising staff and management to get good data could be very powerful, and on the other hand, everything is relative, which means that rewarding positive data could backfire by encouraging keeping strategies secret that lead to better data. "Positive" data is really just "better" data, and it's easy to see that someone might try to remain "better" than others for the money. It shouldn't be that keeping an effective strategy secret is more financially appealing than properly documenting it.
Pay may be influenced by feedback, for example:
A staff member with an average rating of 10 (since their last payday) earns twice as much as one with an average rating of 5. Whole-school ratings primarily influence the management's pay, and only somewhat influence staff pay.
The education system needs both innovation and stability. Freedom (of policy) is needed for innovation, and restriction is needed for stability. The restriction is needed in order to lock in successful policies once they have been discovered through experimentation.
Strategies encompass every identifiable, replicable aspect of a school.
They are to be acknowledged and then written as strategies, in the format below, if not first written and then enacted.
This includes physical things and also the behaviours of the school staff and management.
It is the school management’s job to identify and write existing and emergent strategies of their school. The management may read other schools’ strategies and is mandated by the regulator to enact certain strategies. The management doesn’t implement or remove strategies without the regulator’s approval.
Strategies are hierarchical. A deeper layer goes into detail about the layer above it. A layer is deeper based on its number, not its vertical position.
Some example strategies (each line is a strategy):
1. furniture for casual use
2. sofas, bean bags and sofa chairs, with accompanying low tables
3. at least one room on all floors for this purpose, and a corner of the lunch hall
1. auditorium
2. in the middle of the main building
2. blue cushioned lift-up seats, black curtains, overhead lighting and speakers on the stage
2. [number of seats, room dimensions, stage dimensions, etc.]
1. teach cycling
2. road rules, safety tips, cycling itself, bicycle maintenance
3. use videos, school-owned bikes and equipment, books, meet mechanics
4. videos: 5 Essential Skills Every Cyclist Should Learn, 12 Tips for Safe Cycling, Top Ways You Might Crash Your Road Bike | Tips For Riding Safely and Staying Upright playlists: GCN Tech Maintenance, Park Tool Repair Help, GMBN's Tech Playlist
4. books: GCN's Essential Road Bike Maintenance, Bike Book: Complete Bicycle Maintenance
5. several copies of each in the library
2. assign to sports department
In the above examples of origin “teach cycling”, the content of the level 4 books strategy could be in the same strategy as the video links; however, the separation is good practice.
To go into detail on the videos, a level 5 layer would be placed under the level 4 videos strategy and above the level 4 books strategy.
Software is used that allows the user to choose which levels they want to see, select a strategy to view its deeper levels, and view strategies in flowchart format. The management uses this software to manage and view their strategies. Staff, responsibles and parents can use a website/app to view the strategies and interact with them: liking/disliking, commenting, offering contribution, making suggestions for existing strategies, suggesting new strategies.
Strategies are for the long term, so “monthly cinema visits” with a paragraph of detail could be a strategy, but to watch a certain movie—one-off—is not a strategy.
While each strategy has a number for its place in a hierarchy, the numbering doesn’t need to be visible in the software.
If, for example, the “teach cycling” origin strategy was moved to fit under an origin strategy called “practical skills”, the number for “teach cycling” would become “2” and the numbering for everything that descends from it would also increment.
Ultimately, the only origin strategies should be “internal practices”, “external practices”, “fixed things” and “movable things”.
“Internal practices” means practices that, by default, do not involve the responsibles of the school, like the management's hiring practices, routine meetings, how staff and management interact, staff roles.
“External practices” means practices that are, at the origin, about what the responsibles experience, like farm visits, handwriting lessons, messaging, what parts of the school are for what and how each part of the school is managed in terms of their rules and purpose.
Examples of “fixed things”: carpeting, building layout and material, tennis court.
“Movable things” are things that one or two people can simply carry or push to another part of a school. For example: indoor plants, books, tables, screens.
“Movable” and “fixed” are strategies purely describing things and their placement. Maintenance, use, etc. go under “internal” and “external”. Practices can involve objects.
Things can have a “practices” origin strategy. For example, “computers” can descend from “STEM”, which descends from “external practices” — in addition to “computers” descending from “movables” — with the computers descending from “STEM” serving STEM-related purposes.
Rooms, staff and objects can be of strategies, without them being specifically named. For example, instead of “Bob cleans the toilets”, Bob is assigned to a cleaning strategy that says “toilets”, and a descendant strategy of it says “the most experienced cleaner does this”, and descending from that is “Bob”.
A strategy is a confirmed intention or aspect of a school. A proposed strategy is not considered a “strategy” of a school, though it can be seen in the software. A proposed strategy loses its “proposed” tag, becoming an actual strategy, if approved by the regulator.
Each strategy has an implementation aspect, which is one of the following:
currently implemented
work in progress
within a week
within a month
within a year
within five years
dreams
A work-in-progress strategy is one that is partially implemented in a way that actually adds to the school. That means that, for example, a fixed physical thing being built is only tagged “work in progress” if it already provides value despite not being complete.
Each currently implemented strategy is one of these:
identified
planned
A strategy that the management identifies can remain "identified" as opposed to becoming "planned".
Each strategy (including proposed) has a visibility setting:
everyone
staff, responsibles and parents
staff and relevant individuals
relevant staff and relevant individuals
only staff
only relevant staff
"Parents" includes legal guardians and carers.
Each strategy (including proposed) is labelled with how replicable it is deemed to be:
very high replicability
high replicability
medium replicability
low replicability
very low replicability
This is useful for people wanting to replicate strategies and not waste time looking at aspects that they can’t or have no reason to replicate.
A strategy can have a donation/payment label:
donation desired
donation required
payment required
"Donation desired" means the management would like donations toward it, but may implement it without donations.
"Donation required" means the management will only implement it if donations, to a satisfactory degree, are received for it.
"Payment required" means that the management provides it as a paid service.
A strategy can have a practical contribution label:
practical contribution desired
practical contribution required
practical contributors only
"Practical contribution desired" means the management would like practical contribution toward it, but may implement it without.
“Practical contribution required” means the management will only implement it if practical contribution, to a satisfactory degree, is received for it.
“Practical contributors only” means everyone has a part to play in providing themselves with the experience. For example, in the case of a breakfast club, each participating individual is expected to do something for the running of the breakfast club, even if it’s just sometimes pouring milk or discussing foods.
“Practices” strategies can be labelled “fixed” and “movable”.
It may be better if lower-level (meaning closer to the origin) strategies are very broad, for example, "sport", "STEM" or “the arts”; however, this isn’t necessary — meaning that, for example, “team dodgeball” could be a level 2 strategy right under “external practices”.
The levels under "sport" would be, for example, “competitive” and “non-competitive”, then “group” and “individual” for each.
Example “internal practices” strategies, including time info and object labels:
1. take steps to achieve better air quality
2. optimal window ventilation + open door airflow <work in progress>
2. portable air purifiers in key areas <within a year> <movable>
2. upgrade HVAC <within five years> <fixed>
The regulator keeps a history of all strategies and their related data. It does this by keeping, along with each responsible’s profile, a history of all the strategies they have experienced. Data from that person is considered related to the strategies they experienced.
A responsible might, for example, use the strategies tool to suggest adding calculators to a room type in the school (e.g. all the STEM computer rooms) by finding the STEM computer rooms strategy and proposing a descendant strategy. Their proposed strategy has a like button, is seen by others, and gets a bunch of likes.
The things to view and interact with in the strategies software:
• Strategies
• Proposed strategies
• Comments and discussion
The different types of interaction:
• Liking and disliking
• Offering contribution (financial or practical)
• Commenting
• Proposing strategies and edits to strategies
Offering contribution applies only to strategies and proposed strategies (including proposed edits), whereas commenting and liking/disliking also apply to comments and discussion.
In the same way that liking and disliking works, contribution is offered via toggle buttons. So, there’s a financial contribution toggle button and a practical contribution toggle button.
Liking/disliking and contribution offer can be applied to highlighted text within a strategy/proposed strategy/message.
The software allows for viewing specifically interactions to strategies, which includes proposals, and viewing recent discussion, etc.
A proposed edit to a strategy is essentially a proposed strategy. Each strategy and proposed strategy has a comments section and a chatroom. Any significant discussion in the comments section is turned into a chatroom (and you can click a button to view it), as that is a more suitable format, and it keeps the comments section functioning as a comments section.
Anonymity and visibility options are available for interactions, with the most limited visibility setting being that only the regulator sees an interaction.
As well as the strategies tool, there’s a one-off suggestions tool which is in chatroom format, with new suggestions pushing up older ones. Each suggestion has a comments section, which, as above, can have chatrooms in it. The contribution options apply, as does the aforementioned liking/disliking. Viewing filters can be applied so that, for example, instead of just seeing the latest suggestion at the bottom, the most-liked recent suggestions are shown first, along with their highly liked comments.
Example strategies:
• limit kids' access to leisure if they haven't tried to learn the basics expected for their age
• group jogs and races
• library
• kitchen
• canteen
• water top-up tap accessible from each part of the school
• hiking
• daily 2-minute one-to-one checkups
• computer science
• sanitation and hygiene
• social support
• safety
• food
• employers
• woodworking, metalworking, construction and manufacturing
• music, drama, art and creative crafts
The design of a school's Discord server is a strategy that details categories and channels.
The kinds of personal information that a school intends to collect into profiles is a strategy.
Some strategies will be more strategic and less obvious than others. While it is obvious that a school should have computers and teach certain things, the specifics aren't obvious.
A particularly strategic strategy starts as something that may be considered very experimental or uncertain.
Example strategy areas:
• Routinely announcing things over the PA system (e.g. the time hourly)
• Temperature: target temperature for the average room, some rooms designated for lower temperatures, some for higher temperatures
• Staff clothing, general dress code
• Rules regarding taking food into rooms
• Timing and chaining activities
• Setting out timetables
• Desk arrangements
• Default room items
Example strategies:
1. safety utilities
2. fire extinguishers/blankets, first aid kits, defibrillator, carbon monoxide and smoke detectors, surge protectors and UPS, anti-choking suction device
1. health utilities
2. sanitary products, top-up taps, hand sanitising stations at bathrooms, weather warning displays (e.g. UV, wind, rain)
1. make sure everyone is eating well, including their 5+ fruits/veg per day or 30 different plants a week
2. provide fruit and nuts
3. whole apples and apple slices, nuts dispenser that dispenses a portion of nuts into one's hand, tangerine segments, peach halves
4. can organise a time and do a PA call, or place in a location many people pass at a certain time each day e.g. outside the bathrooms, then when they go to the bathroom, they see the fruit and can take some and wash their hands and then use the bathroom
2. ask people if they would like to opt-in to meal tracking, where we ask everybody what they have been eating, including optional photos, to track for them and offer suggestions
2. breakfast club
3. put dry breakfast ingredients in a huge pot, mix together, add milk, refrigerate, in the morning add fresh ingredients, dairy and superfood powders
4. dry ingredients: oats, raisins, cornflakes, goji berries, flaxseed, pumpkin seeds, bee pollen granules, cocoa nibs, almond flakes, dark chocolate, sunflower seeds, prunes, dried figs, chia seeds, linseed
4. fresh ingredients: strawberries, blueberries, raspberries, banana slices
4. dairy: kefir, Actimel, yoghurt
4. powders: maca, spirulina, baobab, ashwagandha, lion's mane mushroom, wheatgrass, acai
A significant strategy for each school is its strategy regarding the flow of people in and out of (and within) its building(s)/premises, in terms of how controlled and monitored it should be. An app, using location services, can help to keep track of who is where, but the main solution, replacing manual logging by employees, is to use facial recognition cameras for this. Because of different strategies, one school might have staff act as receptionists and ask people where they're going when they enter, while another school uses AI to watch who enters and keep a list of who is on site.
The regulator may have some schools update their strategies quickly, according to what appears to be the latest great innovation, while having other schools play the long game, waiting for more long-term data, ensuring that strategies are adequately explored.
One new school might have an experimental design based on suggestions and ideals, while another might just be built to replicate existing success. Schools are generally built according to connections found between existing schools' fixed physical things and their data (feedback and metrics). For example, it might be found that yellow paint is better for maths classrooms — but only if other conditions are met. Countless correlations can be found, and different successful strategies may emerge, allowing for different types of schools, much like how evolution results in different adaptations depending on the environment. A school may require different strategies if generally successful strategies aren’t successful as expected for that school.
Another variable is what a school’s strategies are optimising for. Certainly, more than one metric must be optimised for, but whether to value one metric more than another is up for debate.
As an advanced practice, strategy sets can be made which optimise for certain metrics, resulting in specialised schools. Then, beyond someone's responsible school, they can opt into types of specialised schools, but this is a relatively playful idea for the far future.
*not necessarily for immediate implementation
Everybody can get an advanced, ultrathin and soft (and therefore very sports-friendly) smartwatch which connects to the school's booking system, alerts the user about their upcoming bookings, can tell the user about the booking status of rooms, can be spoken with to discuss upcoming events, make suggestions and opt-in to activities, and can be set to suggest opting-in to potential activities.
The management can instantly, or with delay, communicate with the user through the watch. For example, the management leaves a message for the user, and the user puts on the watch after waking up, if they aren't already wearing it, and then receives the message as text, a voice recording, or text-to-speech.
If management wants to "go" to a part of the school, instead of walking there, they can activate a drone sitting in a dock closest to where they want to go, and, optionally wearing VR goggles, see through its camera as it travels to the desired location, as selected on the interactive floor plan. The management can speak through the drone's speaker, hear through its microphone, and control it using a gamepad or commands.
For this to work, all the school's doors have self-opening capability.
The regulator can do inspections using those drones, and they can be set to automatically check every part of the school several times per day.
Because of delegation and vetoing, the highest power doesn’t have to be anywhere near a full-time occupation. It also doesn’t require specialised knowledge.
A number of people (e.g. 1% of the population, though ideally everyone) are randomly selected and put into proximity-based groups (e.g. of ten people), and those groups vote for their favourite person in the group, and the favourite people get put into proximity-based groups, and the process continues until there is a final favourite person. In each round, the number of votes someone gets is multiplied by the round number, determining how many points they gain.
Someone's points after an election is their "voting power" until the next election, which is the amount of weight they can throw behind a political proposal. Favourites are able to pool their points for and against proposals. With enough support and not enough disapproval, a proposal can be implemented.
Regarding the election process: The groups are facilitated to communicate and meet up before voting. Group members participating in communication are all expected to vote, so they are disqualified if they decide not to. The randomly selected people are automatically put into groups, which means someone could be voted into power, in their absence, without even knowing they had been randomly selected. By default, information on them is given to their group members, so that they can make informed decisions to vote for them. Regarding group size: I imagine 10 people per group as the default. A group size of, for example, 100, would require more meetup time. Whereas a 10-person group could do with a 15-minute meet, a large group would spend hours together, likely eating together and going through a sequence of social activities.
Elections are a process of finding, connecting and filtering people. The more people that are randomly selected, the better, because the bigger the election process will be, relative to the population size, and therefore, the more that useful ideas and people will be drawn into power. No segment of the population (e.g. children, prisoners) should be excluded.
Given that the voting groups are proximity-based, the election process starts local and then zooms out and out, connecting people from farther away. Someone may, for example, have "their" street favourite, neighbourhood favourite, town favourite, regional favourite, etc. Local governments can be made out of this, and there can be a hierarchy of governments. A favourite will primarily concern themselves with the area that voted for them.
Using their political responsibility, officials may delegate a lot. It is up to them how they want to approach their authority. They could perhaps remain anonymous and make big decisions without even their family knowing, and take a laid-back approach, only chiming in occasionally. Or, they could do the opposite, and gain a following, and spend a lot of time meeting people and involving themselves with things.
Two extra practices to maximise the likelihood of great governance:
Trust score: There is a website up (but not during elections) where, everyone, by default, has a trust score of zero, and you can search someone's name, and you can't see their trust score, nor your own, but you can influence their trust score using your 100 influence points. You could for example, influence person A's trust score by -50, and person B's trust score by +50, and then you have used all your influence points. The only time you can see someone's trust score is if you have the opportunity to vote for them. So, in addition to being facilitated to meet the people in your vote group and seeing official info on them, you can also see their trust score. When you log in to the trust score website, your previous allocation is not shown. You can simply make a new allocation. Therefore, even if someone got your password and logged in to your account, at least they cannot see if you trust them or not, or who you trust/distrust. You could, for example, allocate 40 trust points to person A, 20 points to person B and -40 points to person C. How secret trust scores should be is something to consider.
Governance penalty/reward: Before there is a new election, the public is given the opportunity to vote on if they think the government made things better or worse. If they think the government made things better, then those in government (those with the most voting power) should be financially rewarded in accordance with their voting power and the degree to which the public thinks they made things better. If the public thinks the government made things worse, then they are punished by time in prison — with those with the most voting power spending the longest time in prison — up to a year — or longer if the public thinks they made things a lot worse.
This major public vote is multiple choice, as follows:
• I think they made things a lot better
• I think they made things better
• I'm not sure / I think things aren't better or worse
• I think they made things worse
• I think they made things a lot worse
"Service" and "duty" are suspicious word choices, surely intended to prop up morale. I believe that, like the education culture, the military culture is overly concerned with looking good and producing submission. It's not concerned enough with soldiers being of good health, strength and character. Taxpayer money is wasted on fancy uniforms and medals, singing and dancing, and pomp and pageantry, with surely no regard for whether that's what soldiers even want. I believe that, for all that elaborate dress codes and other practices of arguable utility may "maintain discipline", they equally result in the abuse being passed on, resulting in war crimes, far from disciplined. To coordinate men of high morale is preferable to disciplining men of moderate to low morale. To discipline is only necessary in response to cases of failure to follow meaningful standards. Funny hats, salutes...all of that stuff doesn't matter. It's bloatware. What matters is saving the innocent. There's organising and guiding, and then there's domineering. Given that the education system is domineering, surely the military system is, too. "War is the time of the active and courageous, and not of the clean-shaven." — Yevgeny Prigozhin, in criticising Russian military discipline. Supposedly, such discipline is useful for "creating the mental framework that enables soldiers to follow orders under extreme stress" — Claude. What extreme stress? Why do they need to be under extreme stress as opposed to having fun? If they're under extreme stress, they shouldn't be "serving" and doing their "duty" in the first place. Someone is not fit for combat if it stresses them out. Being active and courageous makes one much fitter for combat than looking neat. The education system does not enable that kind of activity and courage.
If a state “needs” to conscript, that is because it is abusing its own people — just as a happy family does not need internal coercion to defend itself from a home invasion, for example. It is not impossible to make such a happy family. It is not impossible to make a similarly happy nation.
People who accept conscription are simply so used to big fish eats small fish, and so hollowed by humanity, that slavery is acceptable to them. It is basically slavery. Slavery was gotten rid of in the past, and then, guess what, it clearly wasn't needed. We can do it again.
Also, for a government to advertise its military to its citizens is like a supermarket stealing potential customers’ money to advertise to them. The state should be in alignment with the people such that advertisement is not considered. If a leader has a number of soldiers they want and they aren't getting the desired number, it would be best that they don’t try to manipulate their own people to get them to join the military for the sake of a higher number.
You don't need to manipulate people into doing what is best for them.
My vision for military activity is one of campaigns — towards world peace, security and advanced civilization — that are joinable not only by professional soldiers. They should wear cameras so that people can learn from their footage and to deter criminality. Returning combatants should have access to living quarters specifically for them. All this should be voluntarily funded. There should be a social media connecting funders to fighters and connecting jobseekers to opportunities.
There shouldn’t be shops with constant misleading "sales". A company shouldn’t be selling things at a "discount" half the time or use a countdown timer on their “sale” that merely leads on to another “sale” with the same prices. Constant sales = worse quality. Looking at you, Proviz. Not very “pro”, is it?
People should not be bothered by door-to-door salespeople, "junk" mail, and so on, so, nobody should have notices by their doors saying that they do not want these. It should be illegal to do certain door-to-door activities at addresses that are on an opt-out register. People should be able to opt out of certain types of door-to-door communications, and opt out of door-to-door communications from certain organisations.
ADHeliX (my rituals & more)
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Contact: Discord server, littleswiss@internethub.info
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An interesting read: What the Fuck is Going On? - Expanded
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