A Nonprofit Educational Corporation

Mission

When we began this mission, we believed every child could learn — if they applied themselves, if they did their homework, if they had good attitudes about school, if they had a good environment, if they had good parents, if their parents taught good values, if they had computers, if they paid attention, if they weren’t learning disabled, if teachers had higher salaries, if students had access to technology, if schools were restructured, if the schools were run like businesses, if schools were financed fairly, or if districts had site-based management.

This endless list of IFs takes from us what is most precious about America: our capacity for change. When this effort began, we believed in the IFs. We now believe that all children can learn — easily, in the same way every day. When we teach in ways that match how the brain works, bored children need no longer wait for inspiration, entertainment, fiber-optics or multimedia. Learning disabled students learn with little or no difficulty. Minority children no longer need to wait for the world around them to change for equity and excellence to be within their enthusiastic grasp.

Human failures of America’s education and training system — students who can’t make the grades — have obscured for America the greater failures: students who can achieve academic excellence and are unable to perform. Nothing in education is so paradoxical as the student with perfect academic results who cannot perform what he knows by heart. Nothing is so disheartening as the graduate who believes he knows completely, but does not, and fails repeatedly. When graduates cannot perform, education has failed.

The Neogenesis Method measures each of these conditions — over-confidence, under-confidence, ignorance and performance ability — producing a quantitative measure of self-esteem for every item in the curriculum. Unusually high levels of confidence and creative performance are possible, thus far, for every student. The student receives ongoing information regarding the time it will take to learn to mastery (1OO%). While laboratory, demonstration and pilot project results are irrefutable, new research initiatives will be required to understand how to optimize program management. A new vision of a more confident, satisfied student is emerging, fully prepared for a lifetime of learning and accomplishment.

We are not naive. We hear the naysayers. We know how formidable the problems are from within as we watch some educators approach reform like rearranging deck chairs on the Titanic. Change in our time is happening faster than anyone can find fault.

On the internet, the world is shrinking. Those seeking solutions will find practical devices even among research prototypes and will know the world is not to be a gloomy future of information haves and have-nots. New methods for literacy and information development will change the order in which inner city and third world development must happen. Properly implemented and developed, The Neogenesis Method could bring ignorance and illiteracy to a swift and startling finish, empowering every class to new personal success in the information age — without first changing social attitudes, cultural expectations or reforming the world’s institutions.

We are a long way from testing everyone in any setting. While the anecdotal data continue to be almost beyond belief, patience shows that this emotional effect is temporary. The hard data results of blind studies, controls, tests and trials so far are beyond statistical significance. The retention data are beyond any expectation. The implementation and service studies are nearing completion. The data are sufficiently encouraging for us to reach out and seek qualified educational researchers to join us in the next phase as we move toward our mission.

The National Learning Laboratory
A Nonprofit Educational Corporation