Model of Change

Keynotes

• Moral intelligence is the source of deep purpose (conation) and rapid learning, because moral, as opposed to cognitive or emotional intelligence, is the central intelligence that drives the others.
• We create Abundance Curriculum, in which moral intelligence is one of the key learnings.
• The model of change is creating a replicable model for 24 person builder cohorts, training to be civilization builders.
  • Key challenge is closing the gap between brute builders and visionaries - how to roll this out when the builders and 'civilization innovators' are typically not the same person?
  • 'Proving model' must involve proving retention, which is not guaranteed if people are not engaged in learning. We need to close the gap between 'builder' and 'civilization innovator'.
• Basic model- 1000 hours work, 1000 hours of immersion study each year. We pay from low to high at the person's pace of learning. You practice as much as you want, win-win, to raise your pay. You re-test competency on an ongoing basis so we have data on learning capacity and rate. We invest in Rapid Learning Capacity. There is school, paid, and volunteer work - school is high quality curriculum you pay for. 1000 hours. Your work schedule is up to Mastery. Master Builder can take the Blueprints, and execute at 80-100% of optimal. Optimum is defined as data-verified production rate with proper infrastructure, jigs, tools. The theoretical part is understanding what 'optimal' means for any build process: documentation wise, process wise, tool wise, etc. Understanding the distinction in terms of allowing open, distributed production. That is the theory part. We start with hands-on building to the point that we can introduce COT-compliant instruction.

Other Notes

• We provide abundant production, but it doesn't make a difference without a civilizational culture shift to open, collaborative economies fueled by moral intelligence.
• Proposed solution: education that provides production and moral intelligence, at a formative age when individuals still have the capacity to learn the same
• We did not learn from WW2. Churchill summarized the theme, in Triumph and Tragedy, the 6th volume of his epic, 'How the Great Democracies Triumphed, and so Were able to Resume the Follies Which Had so Nearly Cost Them Their Life.
• Practical solutions - 24 cohort of problemsolvers who engage in production in exchange for education. Rollout: excellent builders, who then sign up for more education. They self-select for interest in the big picture, as they are open-minded AND visionary. It may be that this dog doesn't exist.
  • Is it sufficient to present the United World College pitch? Elite, needs a couple million in infrastructure investment
  • 24 cohort becomes compelling when the education is good. Invest in the education. We hire you to be a construction manager major with a minor in civilization design.
• Then we create the 240 cohorts, where they major in Paradise Design at a mastery level.of skill.