Education is learning sponsored by the aspirations of a social group. Most education systems, being motivated by an organized attempt to rear and direct their citizens from a very young age, settle for emphasizing and imposing conformity. Local political, cultural, and religious power sources influence the structure of the presentation, so that all students are subjected to being biased and groomed to suit the agendas of the social power brokers. Whilst this is usually presented as a desirable objective for the continuation and health of the organizing group, such a narrow agenda almost invariably results in an oppressive and stultifying environment. It will only ever produce cramped and inflexible citizens unable to respond to the ever present impetus of evolutionary change. Apprehension about and suppression of the various forms of creativity often becomes increasingly convergent, so that eventually the very vitality and driving exploratory nature of life is denied. Even the usual delivery of an education process, administered and presented under the supposition that it is linear, sequential and cumulative, is an impediment.

However, although no educational world simplification model could ever accommodate the contingencies of reality, nevertheless, much could be incorporated which would emphasize the divergent rather than the convergent, the creative rather than the destructive, and evolution rather than fossilisation. Creative actions attract creative connections. Destructive actions attract further destruction. Education needs to be facilitated using a pattern of cycloid or spiral delivery. Just as any learning takes place by error correction and frequent consolidation, so education should be structured to facilitate the experience of this process.

The trajectory of the cycloid must revisit the roots. The student needs to continually revisit even the most fundamental aspects to consolidate their expanding knowledge base.

The education process could be guided by as much pragmatic application reality as is possible. Abstract academia is entirely inappropriate for the majority of ordinary gardeners, and much dubious merit is masked by esoteric obscurity. Significant knowledge and skills are acquired most efficiently and effectively in a context where the ancient apprenticeship model is still appropriate. Any theory and skills and rote learning is significantly enhanced by experience and necessity. In any context, be it engineering, managerial, skill acquisition, or whatever, no knowledge in abstract presentation has any value or relevance until it is tested in situ. One cannot become a proficient arborist without learning to use the ropes. It is a nonsense to suppose that one can construct, manage, nurse, teach, garden or perform surgery in abstract. Academics without practical experience are obliged to resort to considerable ingenuity in order to justify their existence. Instructors could be required have significant recent experience in their arena of expertise, and administrators could even be given the opportunity to find out what students and instructors look like, and what they actually do.

Pragmatically, state sponsored education should be secular. The support and transmission of the diverse religious psychiatric faith systems is not a formula for diversity, but a misguided exercise in sustaining sources of disorder. Medical science does not sustain sites of infection thruout the body, on the ground that such diversity will be beneficial. The body's immune system itself rejects the intrusions, by whatever capacities it can invoke. It might tolerate one or two around to keep its immune system in good condition, as it were, but it doesn't sponsor unrestricted replication and multiplication.

Only those states which sponsor an educational system that encourages the divergent and creative and has some form of cycloid delivery which is free and secular need indulge in congratulating themselves.