Insights after the debate, re education opportunities and challenges

The second section, re education, I would suggest very intense looking into the use of the internet and television for educational purposes, since the classroom setting is not necessarily the optimum educational medium for all subject material; we learn quite well by example's set before us.

For an obvious example, programming of televised educational shows could be like Sesame Street for adults too; imagine enjoying learning calculus that way while discovering deep insights of its fundamental principles and general application potentials.

And the interactive potentials of the internet and web browser technology has enormous potential for designing online course material where problems are shown, ways to solve the problem are shown, then problems are shown to the student and the student's answers evaluated online as to adequacy. And where necessary, new problems and their solutions are put before the student until the student gets it right, every time. Learning course material could then make every student an "A+" student; some will learn faster than others, but then there will be no missing pieces as in a "C" grade education.

However, the computer screen display still has some quirks that need to be resolved or bypassed in such education; the well-known differences between paper versus computer screen, even the LCD screens. Artists still have to make an initial artwork on paper, then use the computer to create it digitally; somehow it does not work well when trying to do creative art directly onscreen, ask the artists.

And similarly for "left brain rational" data input, the on screen display still has a problem needing analysis and resolution, which I, as an excellent speller from childhood, puzzle over, a demonstrable and repeatable phenomenon that I can compose and write online and go back and correct my spelling - if unassisted by the spellcheck, of course - and the paper will look spelled correctly to me; but if I then print it out onto paper, and look at it, almost invariably my eyes will spot more spelling errors almost instantly, ones I could not perceive when it was on screen.

Research into these two phenomena, the art one and the spelling improvement one currently needing doing on paper, would need to be completely understood and resolved first. Using the normal spell-checker on the computer only compensates for the problem, it does not fulfill understanding nor truly solve the problem, which probably has more far-reaching effects that are critically important, too, before education can be fully reliable via the computer screen.

There is also much need for far more versatile input devices to the computerized educational system than just the keyboard and mouse, powerful as those widespread input devices are. Possibly computer game type controls might need to be integrated into such internet-supplied educational systems.

In some course material, three dimensional viewing may be needed; so adaptations for that need to be developed for education, such as wearing alternate-side-switched glasses driven by the computer which is alternately showing the view from the two stereo sight positions, so to the mind there is 3-D in motion.