EDDIE DEEN:  I built a backwards steering bicycle to help folks see how scientists think, no one can ride my bike because the consciousness is not dealing directly with my bike, consciousness is dealing with a neurological representation of their bike when they were five years old!

Politicians that have seen my bike would rather not have seen it, their brain won’t let their owner have an ounce of curiosity to why people cannot ride it! It is amazing that even folks on LinkedIn who are familiar with this bike, cannot understand how to think about why I created it, even after I tell them why!

I built it, because I needed a metaphor for the homeless people that just told me what had happened to them at five years old, like sexual assaults or being tied to a tree and whipped because they wet the bed!

Every baby born had 100% self confidence, but if that baby was brought up to be broken in spirit by an animal like human being, than asking an inmate in prison, what happened to you at five seems to be a reasonable scientific question!


A definition of science matters, the problem with nearly 99.99% of people, they don’t have one and if you ask them for one, their amygdala will light up like a Christmas Tree at Costco, and it is not even Halloween yet!

What is your definition of science?

Imagine someone creating a new way of doing school, where the soul becomes the deciding factor, where the brain becomes the soul’s servant!

This school was the answer to creating an environment that would stop depression and give independence to veterans who were looking forward towards having faith in their ability to make a difference, make a great living, and even call their own plays in life! The school was 42 days long!

In the last twenty years, 124,000 vets have committed suicide!

Today, this founder is in federal prison because the Veterans Administration shut down his school and prosecuted him for fraud, saying that his school shouldn’t have been allowed to be open!

The school had the highest placement rating of any tech school in America, 82.5%.

No vet will commit suicide when their brain becomes a servant to the owner of that brain, this is like, a ship can serve the captain if the captain can come home!

The difference between the Emperor and the VA, the Emperor was curious!

It amazes me how people people in power can know what to think and why they think it, but no nothing about how to think greater than they feel! When you feel greater than you can think, you are drifting, there is no captain!

Heutagogy is a learning theory that focuses on self-determined learning, where the learner takes control of the learning process, deciding what, how, and when they learn. It expands on and goes beyond andragogy (adult learning theory), placing more responsibility on learners to develop their learning pathways. In heutagogy, the emphasis is on developing the ability to learn how to learn, critical thinking, and problem-solving, fostering autonomy, capability, and self-efficacy.

Some key features of heutagogy include:

1. Learner Autonomy: The learner is responsible for their learning, including identifying what needs to be learned and how to approach it. This contrasts with traditional pedagogy, where the teacher directs learning.
2. Non-linear Learning: Learning is seen as a complex and flexible process, where the learner can follow non-linear pathways based on their needs and interests. This might involve experimenting, reflecting, and adapting, rather than following a rigid curriculum.
3. Reflective Practice: Learners are encouraged to reflect on their learning experiences and outcomes to deepen their understanding and improve future learning.
4. Lifelong Learning: Heutagogy is often associated with lifelong learning, as it promotes continuous learning and adaptability in an ever-changing world.
5. Capability Development: Rather than focusing just on acquiring knowledge, heutagogy is concerned with developing capabilities—skills that allow learners to apply their knowledge and adapt to new situations.

This approach is particularly relevant in contexts that require creativity, innovation, and adaptability, such as higher education, professional development, and the digital age, where information is abundant and rapidly changing. It encourages learners to take ownership of their education and prepare for a world of constant change.

Transforming the U.S. education system by adopting a heutagogical approach would involve a fundamental shift from traditional, teacher-directed learning to a learner-centered, self-determined model. This would require changes in various aspects of education, including curriculum design, teacher roles, assessment methods, and learning environments. Here’s how the system could be transformed:

1. Learner-Centered Curriculum

• Current Model: The U.S. education system often follows a fixed curriculum with standardized learning outcomes across subjects. Students typically follow prescribed paths with limited flexibility.
• Heutagogical Transformation: The curriculum would be more flexible, offering students the ability to choose their learning paths based on their interests and needs. Students would co-create their learning objectives with teachers, allowing for more personalized education. For example, project-based learning (PBL) could become the norm, enabling students to pursue real-world problems that resonate with their personal interests.

2. Teacher Roles as Guides and Facilitators

• Current Model: Teachers often serve as the primary source of knowledge and the main authority in the classroom.
• Heutagogical Transformation: Teachers would transition from being knowledge providers to facilitators of learning. Their role would focus on mentoring and coaching students in how to learn, guiding them to find resources, and helping them reflect on their learning processes. Teachers would support students in developing critical thinking, problem-solving skills, and self-reflection practices, empowering them to take charge of their learning journey.

3. Personalized, Non-Linear Learning Pathways

• Current Model: The education system is largely linear, with students progressing through set grades, courses, and assessments in a specific order.
• Heutagogical Transformation: Students would follow more non-linear pathways, progressing based on mastery rather than age or grade level. They would have the freedom to explore different topics, experiment with ideas, and engage with learning at their own pace. This might involve the use of individualized learning plans (ILPs) or portfolios, allowing students to set goals and reflect on their progress.

4. Assessment for Learning, Not of Learning

• Current Model: Assessments are often summative, with a focus on standardized testing, grades, and evaluations that measure how much students have learned from the curriculum.
• Heutagogical Transformation: Assessments would become formative and reflective, focusing on how students have developed their learning capabilities. Instead of standardized tests, students would demonstrate their learning through portfolios, self-assessments, peer reviews, and project presentations. This would allow for a deeper focus on critical thinking, creativity, and the application of knowledge rather than rote memorization.

5. Incorporating Technology and Digital Resources

• Current Model: Technology is used as a supplementary tool in traditional classrooms, often for research or to reinforce teacher-directed learning.
• Heutagogical Transformation: Technology would become a central element of the learning experience, allowing students to access vast resources, connect with global experts, collaborate with peers, and explore digital tools for creating knowledge. Online platforms, virtual classrooms, and learning communities would provide students with the autonomy to engage in lifelong learning beyond the walls of the traditional classroom.

6. Fostering Lifelong Learning and Critical Thinking

• Current Model: The focus is primarily on academic achievement and preparing students for specific careers or higher education.
• Heutagogical Transformation: The system would prioritize developing lifelong learners who are adaptable, critical thinkers capable of navigating complex, changing environments. Schools would emphasize teaching students how to learn, how to self-reflect, and how to apply knowledge in novel situations, rather than focusing only on content mastery. Lifelong learning programs could be integrated into K-12 education, encouraging students to think about learning as an ongoing process.

7. Collaborative and Community-Based Learning

• Current Model: Learning is primarily individual and often competitive, with students assessed on their personal achievements.
• Heutagogical Transformation: Collaborative, community-based learning would be prioritized. Students would work on group projects, engage in peer-to-peer learning, and contribute to community-based initiatives. Learning would extend beyond the classroom into real-world environments, such as internships, service learning, and partnerships with local organizations. The focus would be on learning together and sharing knowledge.

8. Shift Toward a Holistic Approach

• Current Model: U.S. education tends to be compartmentalized, focusing on academic subjects with limited emphasis on emotional, social, and personal development.
• Heutagogical Transformation: A holistic approach would be emphasized, where students develop emotional intelligence, creativity, resilience, and other soft skills alongside academic learning. Social-emotional learning (SEL), mindfulness, and metacognition would be integrated into the curriculum to support the overall development of each student as a self-sufficient, reflective learner.

9. Reimagined Learning Spaces

• Current Model: The traditional classroom setup often follows a teacher-centered structure, with rows of desks facing a front-of-the-room board.
• Heutagogical Transformation: Learning spaces would be reimagined to encourage flexibility, collaboration, and self-direction. Classrooms might be designed as open, interactive spaces with multiple learning stations, access to technology, and areas for individual or group work. Students would have the freedom to choose how and where they engage in learning activities, mirroring real-world workspaces.

Challenges and Opportunities

• Cultural Shift: A heutagogical approach would require a cultural shift in both the education system and societal expectations. There would need to be buy-in from educators, policymakers, parents, and students, all of whom are accustomed to traditional models of education.
• Teacher Training: Teachers would need extensive professional development to shift from directing instruction to facilitating self-determined learning. This would involve training in coaching, mentoring, and the use of technology to support autonomous learners.
• Equity and Access: Ensuring equitable access to self-directed learning opportunities could be a challenge. A heutagogical approach would need to address disparities in resources and support for students from diverse socioeconomic backgrounds to ensure that all learners benefit from the system.

By adopting a heutagogical approach, the U.S. education system could foster a generation of self-motivated, adaptable learners capable of thriving in an uncertain, rapidly evolving world. This transformation would produce students who are not just recipients of knowledge but active creators and shapers of their own educational journeys.