I have developed a learning theory which I
feel will provide two large variables of
learning improvement for children and
adults. By providing these variables of
learning improvement, we will increase long-
term motivation in mental areas and esteem
for students (and adults).

By providing these variables of learning
improvement (intelligence), we will also
release students from our current model of
learning: that students are naturally (and
more permanently) stronger in some areas
and weaker in other areas (only variable
offered is effort). Our current model of
learning offers no variables of learning
improvement and is creating feelings of
permanence in mental ability and tremendous
anxiety for students. This in turn is
creating many escapes and other problems
such as dropouts, drug/alcohol abuse (even
teen sex related), catharsis of violence,
depression, and suicide.

My theory will provide two large variables
of learning improvement: 1. We can learn
to understand, resolve, and more
permanently lower layers of residual stress
or mental issues, layer by layer, and
improve with each removed layer, our
ability to think,learn, and reflect.
2. We can learn to understand the delicate
dynamics of mental effort and approach
mental work more correctly in terms of pace
and intensity to again reduce friction in
approaching old and new mental work
(academics). By providing these variables
of hope and improvement, we will reduce
many problems in school such as dropouts,
drug/alcohol, violence, depression, and
suicide.

My complete theory with applications is on
my web site at
http://homestead.juno.com/norwoodga/Theory.h
tml or you can request a free copy by e-mail
at norwoodga@juno.com Feel free to make
copies.

Rick Lynn
Teacher

Rick Lynn, norwoodga@juno.com,
3/11/00

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