Long Term cycles: K-12
Any important question worth asking and investigating in any depth merits revisiting on a periodic basis over the course of a K-12 education – whether every year or every two or three years. This calendar deserves the attention of the most senior administrative bodies in the school system as well as debate among the general public.
Examples of such questions are: the meaning of justice, the difference between science and pseudo-science, how to recognize rhetorical fallacies and statistical manipulation.
Medium Term Cycles: Monthly
Within an academic year, a recurring monthly thematic sequence will maximize the odds of retention of the most important ideas. For example in a civics course with four big themes, here are four options.
Option A Option B Option C Option D
|Week One||Local||Foreign policy||War||North America|
|Week Four||World||Health care||Environment||Middle East|
Short Term Cycles: Daily
A recurring daily thematic pattern can also serve to maximize the odds of achieving a deep understanding of critical distinctions – as in this example between facts, opinions, and premises, between individual decisions and group compromise based on issue prioritization and give and take.
Monday Tuesday Wednesday Thursday Friday
|Fact Day||Opinion Day||Decision Day||Prioritize||Compromise|
|Important||“stated”||Facts||Versus other issues Day||As if you had authority|
|Versus||Versus||Opinions||Based on principles/||Executive