METHODOLOGY

ABSTRACT

"the pieces are easy, but try to put them all together" – Steve Kilbey

If the ideas are inherent within an apparent context, then our methodology is nothing at all – that is, the idea of the "how to" as a working method never remains directly synonymous to causality, in other words the properties of learning are now liberated and from their functional processes. A component biological metaphor would be, in fact, that of the brain's own neuro-networking system.

NLMC facilitates access to all knowledge bases in a non-exclusionary, highly focusable, self-directed collaboration of both mind and matter.

Even within the absence of an apparent or set context, the approach to the N-LCM teaching methodology generates references points from which context emerges, offering the teaching advantage of self directed learning.

Always moving away from general to more specific sets of information, the free flow and expanse of informational and knowledge bases encourage the exploration of separate axis' of inquiry.

N-LCM presents problem solving as a matter of certain tactics of cross-referencing information.

The primary distinction between using a N-LCM based teaching methodology and the standards of executing of current curriculem agenda is that N-LCM  will facilitate the sublimation, rather than the assimilation of informational knowledge set. Further, this sublimation occurs simutaniously over multiple axis's locating (even describing some say) all possible degrees of motion within Euclidean space/time.

Each student contributes individually as well as collectivley. The measure of individual contribution is directly correlated to and exponentially proportionate with the collective output - in it's direction, scope, and intensity.









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And even more esoterically, as the scribe of the last quarter of the 20th Century once sang, "What Ever Gets You Through the Night."