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First Research Academy Network 2020

$60 of $300k goal

Raised by 5 people in 4 months
Valentin Voroshilov  BOSTON, MA
Dear Guest! Please note that my updates provide additional to this description viewpoints.
We all know that research hospitals are hospitals where people get a treatment, but also where various professionals invent and test new instruments, devices, and techniques to heal people. A research hospital is a place for healing people and advancing science of healing (a.k.a. medical science) at the same time.
Nowadays, if we want to reform education, first we have to reform a science of education. In particular, we need “research schools” (the name is based on the analogy with research hospitals). A research school is a place where learning and teaching is happening at the same time with studying learning and teaching, and leads to deeper understanding of learning processes and advancing teaching practices.
This idea seems obvious, but after ten years of trying, I gave up on attracting attention of powerful people and turned for help to power of people.
https://youtu.be/jCE_Z_bat74 this 2-minute movie could give an idea of the project. But here is more!
What would you say if someone would ask you, what is easier, to colonize Mars or to give to ALL students decent school education sufficient to study in college?
If you follow the news, your answer would be “Mars”! 
According to President Obama and businessmen like Elon Musk, in fifteen to twenty years people will be walking on Mars. However, after several decades of educational reformation still only a quarter of U.S. public school graduates “have the skills needed to succeed academically in college” (quote from Bill & Melinda Gates Foundation).
In thirty-five years since the latest installation in 1980, the Department of Education had spent about one trillion six hundred twenty-two billion dollars ($1,622,000,000,000.00;  http://www2.ed.gov/about/overview/budget/history/index.html). The average annual DOE budget is about 43 billion dollars, which is almost THREE times more than the average annual budget of NASA!
And yet – the mission of sending people on Mars is possible; the mission of educating all our students is impossible!
The reason for this difference is simple – SCIENCE!
Possible missions, achievable goals (like colonizing planets or eradicating all diseases) are based on a solid science: physics, mathematics, engineering, biology, chemistry, medical science.
However, science of education does not exist! (it is more like alchemy, e.g. “Toward a Science of Education” by Dr. James Kauffman:  https://www.amazon.com/dp/B006YY1UDM/ref=rdr_kindle_ext_tmb)
If we want to promote educational research to a true science we need to “Treat Education Like Space Exploration”!
That includes building research facilities specifically designed and designated to study learning and teaching processes (like “Manhattan Project’, “Apollo Program”, International Space Station, Hadron Collider, and many others have been designed to study the world of physics).
In medicine we have research hospitals. It is time to build first truly research school!
This campaign is to raise initial funds to begin the process of designing and building such a research facility, which has to be built around a specifically designed school (below you find more detailed information on the structure of the facility, and this link lead to the description of the school http://www.teachology.xyz/chs.htm).
For more information please visit:
http://www.teachology.xyz/30uS.html
or
https://www.gofundme.com/teachology
or
https://www.linkedin.com/pulse/what-infrastructure-do-we-need-developing-science-2016-voroshilov 
Thank you,
Dr. Valentin Voroshilov
www.TeachOlogy.xyz
********************************************************
Dear Guest!
Below you find a longer version of waht you just had read above (to give a better idea of the campaign).
Treat Education Like Space Exploration!
What is easier, to colonize Mars or to give to ALL students decent school education sufficient to study in college?
If you follow the news, your answer is “Mars”!
According to President Obama and businessmen like Elon Musk, in fifteen to twenty years people will be walking on Mars. However, after several decades of educational reformation still only a quarter of U.S. public school graduates “have the skills needed to succeed academically in college” (quote from Bill & Melinda Gates Foundation). In thirty-five years since the latest installation in 1980, the Department of Education had spent about one trillion six hundred twenty-two billion dollars ($1,622,000,000,000.00; http://www2.ed.gov/about/overview/budget/history/index.html). The average annual DOE budget is about 43 billion dollars, which is almost three times more than the average annual budget of NASA!
And yet – the mission of sending people on Mars is possible; the mission of educating all our students is impossible!
The best indicator of the fact that most of the people, who have power, choose advancing space exploration (or something else, see below) against advancing education is how much money businessmen invest in those areas.
Here are some recent examples of billion investments:
Eradicating Polio (Bill and Melinda Gates: http://www.gatesfoundation.org/What-We-Do/Global-Development/Polio);
Finding cure to all diseases (Mr. Zuckerberg and Dr. Chan: https://chanzuckerberg.com/);
Space tourism (Richard Branson: http://www.virgingalactic.com/ );
Space cargo (Jeff Bezos: https://www.blueorigin.com/);
Colonizing Mars (Elon Musk: http://www.spacex.com/ or President Obama http://www.cnn.com/2016/10/11/opinions/america-will-take-giant-leap-to-mars-barack-obama/index.html)
Many philanthropist finance education, too. They give here and there a couple of dozen of millions of dollars to support students and teachers in economically suppressed/underprivileged areas and to ease some of the social issues like insufficient teacher preparation of local teachers, or helping students with having textbooks, etc. However, these actions look nothing like setting apart several billions of dollars to … (please, read again the list above).
Let us try to understand how do businessmen decide what project to finance.
First of all, they are looking for achievable goals. Businessmen do not invest into unachievable goals. Businessmen do not “burn” money, neither literally, nor figuratively. If businessmen do not see any realistic and positive outcome of a project, they do not invest into that project.
For all the goals listed above all the tasks needed to be finished for achieving those goals are all doable! (hence all those missions are possible!). No doubt, achieving each goal requires an enormous amount of money, and effort, and R&D, and manpower, and intellectual breakthroughs, and organization, and logistics, and … the list goes on and on. But the process for achieving each goal has a well-defined structure, clear stages, manageable tasks such that when one task is finished it opens doors for the next one. That is exactly why all these goals have been proposed!
And today it does look like for businessmen colonizing Mars, or eradicating all diseases, seems easier thing to do than providing high quality education to all students. This fact is a clear indication of the existing disbelief businessmen have toward education in general. All those powerful moguls do not believe that such a goal as educating everyone can be achieved.
Businessmen just do not see as feasible, or achievable such a goal as “eradicating stupidity/illiteracy/ignorance” - a slang and short version for “providing sufficient education to all”.
The next question one might ask is how do businessmen decide if a goal is achievable or not, if a mission is possible or not?
The answer is simple – SCIENCE!
All goals listed above are based on a solid science: physics, mathematics, engineering, biology, chemistry, medical science.
However, science of education does not exist! (e.g. https://www.amazon.com/dp/B006YY1UDM/ref=rdr_kindle_ext_tmb)
Subconsciously (at the minimum), all billionaires know this.
One cannot build a multibillion business without having a strong intuition about the things.
All billionaires intuitively know that currently there is no basis for an “Eradicating Stupidity” Project (colonizing Mars is indeed easier!).
Fine, let us all accept the fact that there is no such a thing as a science of education. We should ask – (1) why, and (2) what can we do about it?
(1) - Because a science of education is a very young field.
(2) – We have to start thinking about a science of education in the same way we have been thinking about a science of a physical world.
I love slogan “Treat Education Like Space Exploration” (you can see on the right the logo of the project)!
In part it means that we have to start investing into research facilities designed and designated specifically to study learning and teaching processes (follow the link to see a short presentation on the matter: http://www.teachology.xyz/30uS.html).
The goal of promoting education research to a true science by investing into the development of infrastructure needed for the development of a science of education is achievable!
Now we finally come to the goal of this crowd-funding poster.
My dream is to build the first facility designed and designated specifically to study learning and teaching processes. This facility of course is to be built around a school of a special kind (for more detailed description of the school follow to http://www.teachology.xyz/chs.htm).
I can’t build it alone, so I need a team. And we will need a lot of money to design and to build the facility and to run it. Putting together a team, designing and starting the facility will take two to three years.
My current goal is to ignite public and to attract attention to the issue of a science of education.
In 1939 a letter has been delivered to President Franklin Delano Roosevelt. That letter helped to change the history, because it became one of several important seeds from which later on the “Manhattan Project” grew up and the first atomic bomb was created.
The letter was signed by Albert Einstein. But the main authors of the letter were Hungarian physicists Leo Szilard, Eugene Wigner, and Edward Teller. Why didn’t they leave their signatures on the letter, and why for delivering the letter did they employ a help of another person who personally knew F.D.R. ( https://en.wikipedia.org/wiki/Einstein%E2%80%93Szil%C3%A1rd_letter)?
Because previously those physicists wrote a similar letter to the State Department, but nothing happened!
If Twitter, Facebook, and crowdfunding websites existed in 1939, maybe the Hungarian physicists could use the power of masses instead of the power of names to attract attention of people in power?
Everyone who finds at least some logic in the project, please be my Einstein and share this post.
If you want to fund the project, you should be aware of the fact that there will be no immediate financial result.
At first I need to collect amount sufficient to quit my current jobs and completely concentrate on the further fundraising.
The next step is forming a team of professionals who will be working fulltime on designing the first facility, and then running it, and then recreating the facility at different places.
In the end, everyone who invests in the project will be rewarded by the stocks proportionally to the monetary investment (follow this link http://www.teachology.xyz/chs.htm#F to have more information on the financial structure of the project).
Every investor will receive commemorative items (T-shirt, pins, and others) with the logo and the motto of the project.
Investors with children of an appropriate age will have a preference for being accepted to a school (if a school will be within geographical reach).
All big ideas have been achieved via baby steps. This fundraising is our first step together!
Everything you have read might sound to you like a crazy idea, but, following Niels Borh, in order to be true, a new idea should be crazy enough to stand out among the mainstream views. It is my and your chance to make a history together and create a true science of education, without which no true progress in a practice of education will be truly possible.
Feel free to contact me directly.
Thank you for your support!
Dr. Valentin Voroshilov
www.TeachOlogy.xyz
Treat Education Like Space Exploration!
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Update 29
Posted by Valentin Voroshilov
13 days ago
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In this post I lay out the reasons for making drastic changes in the way we reform education in this Country. It is especially important now, when the new administration threatens to close the access to U.S. education to many foreign students.
In the 02/10/2017 issue, the Boston Globe printed a piece about prospective foreign students and the change in the mood they started to have (see the picture).
As soon as the ban was issued, many industry leaders expressed a strong opposition to it (e.g. http://www.forbes.com/sites/kevinanderton/2017/02/07/the-businesses-against-president-trumps-travel-ban-infographic/#1513a0353867).
On February 5, 2017 several large tech companies filed an Amicus Brief ( https://app.box.com/s/09dvucfviag1zlwzekupts084xzc8j5g), which says, in part, that the ban: “makes it more difficult and expensive for U.S. companies to recruit, hire, and retain some of the world’s best employees”.
It is not difficult to understand the worry the businesses and companies have, because a large part of the employment force they have comes from graduates who have foreign origins.
However, when the industry leaders say, that all they want is to be able to have the top talent from all over the world, they do not say the whole truth.
The truth is that currently a large part of the U.S. industry is not just looking for the top talent, but is addicted to professionals with a foreign origin, in a similar way it – the industry – was not long time ago addicted to the foreign oil. The truth is that without professionals with a foreign origin many industries would be on a brink of collapsing, or at least of a severe downsizing.
It is not a news that businesses are in a great need for a highly professional workforce. “According to a 2016 survey of 400 employers from across Massachusetts, 75% said that it was difficult to find people with the right skills to hire in Massachusetts.” “Respondents find deficiencies in the readiness of new hires, not just in “applied skills” like teamwork, critical thinking and communications, but also in simple reading, writing, and math.” These were quotes from a 2016 MassINC Polling Group report, done for Massachusetts Business Roundtable ( http://www.mbae.org/wp-content/uploads/2016/11/FINAL-Report-2016-MBAE-Employer-Poll-for-web.pdf).
Businesses have to turn to graduates with a foreign origin simply because U.S. colleges do not produce enough graduates with degrees in STEM-related fields.
“The number of U.S. citizens and permanent residents earning graduate degrees in science and engineering fell 5 percent in 2014 from its peak in 2008. At the same time, the number of students on temporary visas earning the same degrees soared by 35 percent” (from http://www.usnews.com/news/articles/2016-05-17/more-stem-degrees-going-to-foreign-students).
This explains why many industry and business leaders are looking for the ways to lowering barriers for graduates with a student visa preventing them from staying in the U.S.
However, there is no similar attention to the root of the problem, i.e. the low number “of U.S. citizens and permanent residents earning graduate degrees in science and engineering”.
Imagine just for the moment that the Trump administration did find a way to close the borders in such a way that many prospective foreign students got scared and decided not to go in the U.S. Imagine the worst-case scenario; we all know that despite the best efforts there is a chance for a terrorist to conduct a terror attack on the U.S. soil. If that would happen, the general mood in the country could quickly swing toward the toughening all restrictions for crossing the borders.
Without an access to a pool of graduates with a foreign origin, industry and business leaders would have turn to U.S. citizens and permanent residents for filling up many empty professional positions. And then they would find out that U.S. colleges and universities just do not produce the sufficient number of graduates!
And its’ not like no one knew the problem.
Since 1957 (i.e. since the launch of the Sputnik 1) the U.S. system of education has been in a state of a permanent reformation.
The question which industry and business leaders should ask: “Why the Hell after 60 years of reforming education we still cannot rely on our own graduates?” (clearly, in this sentence, to stress my point I used an exaggeration).
It is one thing, if you have 100 vacancies, and you have 100 applicants of a foreign origin, and 100 “domestic” applicants. In this case – yes – you are searching for the best talent. But when you have 100 vacancies, 100 applicants of a foreign origin, and 0 domestic” applicants – it is a clear sign that the system is broken.
Obviosity, we have to make a conclusion that so far the methods used at all levels of the government and philanthropy to reform education have not worked. If those methods have not worked for such a long period of time, there is not much of a hope they will miraculously start working tomorrow.
Maybe, industry and business leaders should not wait until the hypothetical border tightening becomes real, and start rethinking their strategies and approaches related to education, because otherwise the shortage in the highly professional workforce can bring a heavy damage to the U.S. economy.
forigners are less likly to go to the US
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Update 28
Posted by Valentin Voroshilov
27 days ago
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This NSF publication “Enough with the lecturing” at
https://www.nsf.gov/news/news_summ.jsp?cntn_id=131403
is a solid proof why do we need to complete this project!
When we dig into the paper, we read that “those studies met the standards to be included in the analysis including: assurances the groups of students being compared were equally qualified and able, instructors or groups of instructors were the same, and exams given to measure performance were either exactly alike or used questions pulled from the same pool of questions each time.”
This statement is very misleading.
When we read it, it sounds like all study in physics were based on using the same measuring instrument and procures; or all studies in each another subject area also were based on using the same measuring instrument and procures.
If that was a case that would be grate!
In reality, it only means that authors of one paper on effects of active learning in physics used the same (or similar) exams when testing studies in a controlled group and in the experiment group. But other researchers in a different study were using exams (or other assessing techniques) different and incomparable with ones used in other studies.
However, if we examine each individual study we find that the they do not sustain the same scrutiny we would apply to a study in physics, mathematics, or any other STEM field.
An example of such analysis is available here: “Critical Reading of “Making Sense of Confusion” by Jason E. Dowd, Ives Araujo, and Eric Mazur” at http://gomars.xyz/msm.html or http://www.scipublish.com/journals/EPI/papers/1404.
If all individual studies do not satisfy criteria for a scientific study, and if for all individual studies the results can be explained by other than active learning reasons, the conclusions of the meta-analysis, have no solid basis.
It does not mean that I state that active learning does not work. I say that we have no solid evidence for making the statement that active learning being better than a lecture.
And there are also much simpler explanations for an effect provided by active forms of teaching, for example, “the first law of TeachOlogy”: “If we take two large groups of similar students, and one group of students will have a more extensive or diverse learning experience (for example, more contact hours, or more time spent on certain exercises, or training through more and different exercises, etc.) students from that group, on average, will demonstrate better learning outcomes than student in the controlled group.” (more at www.TeachOlogy.xyz)
The true path to the science of education goes through extensive data mining ( http://www.teachology.xyz/30uS.html or http://www.teachology.xyz/pr16.htm or http://www.teachology.xyz/MO.html).
More at
https://teachologyforall.blogspot.com/2017/01/activelearning.html
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Update 27
Posted by Valentin Voroshilov
1 month ago
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US students do not want to do science – that’s just a fact. The growth in the number of bachelor degrees in STEM-related fields happens mostly due to university students with foreign origins.
Business community names as the biggest problem is inability to keep those foreigners with STEM degrees.
I think the problem is completely different.
The actual problem is US school graduates do not want to do science.
Why?
And what can we do about it?
On January 17th I gave a talk on the matter.
Pleas follow this link for the details.
http://www.gomars.xyz/1717.html 
Physics as a Door into STEM Education!
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Update 26
Posted by Valentin Voroshilov
1 month ago
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In one week, on January 17th - live stream "Physics as a Door into STEM Education". Join the discussion of the fundamental principles for reforming the reform of education. This is a sub-project within this big campaign.
STEM education is so crucial that reforming education without reforming STEM education is just impossible.
Join the Disscusion!
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$60 of $300k goal

Raised by 5 people in 4 months
Created October 13, 2016
Valentin Voroshilov  
GK
$20
Guerman Khotline
3 months ago

Ura!

$20
Anonymous
4 months ago
$5
kshitij Sharma
4 months ago

you go Mr. V !!!!!

$10
Andy Vazquez
4 months ago
$5
Kassandra Hernandez
4 months ago

You go Mr. V!

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