CONTEREREVOLUTION IS NOW FED BY THE ACT OF STEALING MY SLIME HATCH
FROM WASHINGTON DC AND RELASUING THE NEWS AT PRINCETON UNI ABOUT
NEW   AND UNUSUAL "ASYMMETRICAL SLIME"; NEVER MIND THAT ALL SLIMES ARE
ASYMMETRICAL, ISSUE WAS TO MAKE IT NEWER AN D PRETENDING THAT IT WAS
NOT STOLEN.



AND NOW



Snicked to Academic Primer; NO SENTENCE IN THIS ABSTRACT IS TRUE.

" THE ASYMMETRIC LEARNING TRAIT.
 By: Warfield, John N.. Journal of Integrated Design & Process
Science, Jun2008, Vol. 12 Issue 2, p7-10, 4p; Abstract: A paired human
learning trait is described as "symmetric" if (1) It describes an
aspect of human learning efficacy, (2) It has two opposite components
and, (3) It is equally effective with respect to those opposites. If
it is substantially different in effectiveness with respect to those
opposites, it is described as "asymmetric". Hence the terms
"symmetric" and "asymmetric" refer to learning efficacy with respect
to the two components of the paired learning trait. Higher education
has long been animated by an overriding goal of developing individuals
with a talent for critical thinking; i.e., analysis. This goal
undoubtedly was set without regard for the nature of the opposite
component of the paired human learning trait; i.e., synthesis or
design. The opposites of concern here are analysis and synthesis. The
principal educational consequence of devoting virtually all resources
to developing critical thinking is to fail to develop as a collateral
outcome the other component of the asymmetric learning trait. What
should be sought, in the interest of developing a balanced human
persona is a symmetric learning trait, equally balanced between
analysis and synthesis. Until that is achieved, the educational system
will continue to develop future politicians and public intellectuals
who operate under the illusion that they possess synthesis skills in
equal proportion to their analysis skills, when no belief could be
much further from the truth.

IN MY BOOK THIS JOHN FEEDS THE STAGNATION OF AMERICAN MIND. ISSUE IS
VERY DIFFICULT - AMERICAN MIND ALMOST STOPPED DIFFERENTING THAIT HAS
TO RESPOND TO SUCH EVENT; SAYING WHAT IS WRONG IS EASIER AT ELAST AT
PRINCETON BUT DOE S NOT NECESSERILY YIELD ANY RESPONCE. VERY DANGEROUS
NOT ONLY FOR REVOLUTIONARIES OF SCIENCE; BUT TO THE DEVELOPMENT OF
HUMANS. THISJOHN MAKES UP HIS SCENCE SPECIALITY AS A SPECIALIST IN
SYSTEMS,
PRESENTING SELF AS CONTER-THESES ( WHAT IF CONSISTANT CAN LEAD TO
ANIHILATION).

Look over what he say,while contradicting: that not only "air"
synteheses - analyses is not the function but the act of learnig
itself commiting big flip and mixing matching from that point on,
icluding completely fantacizing what politicians do. Even kindegarden
children that develop by the free flow of play do not
derail out perception that far; but wh y arent we reasponding to thsi
dangerous indolence?

   ( post disturbed by SLIME as at seems still from Princeton Uni)

For ess involved in understanding Analyses - Synteses, these are
inseparable aspects of the s ame act while prevailance of one might
develop; there are many other issues tipped by this derailment of the
human thought that pretends science. Why scientists to do no respond
when " ASYMMETRICAL SLIME" takes them over, like at least some aspects
of Princeton University so called science.