OODA Alpha, Part IX: Education

Twice, Boyd (1986) includes headings that read “? Raises Nagging Question ?” (27, 71). These headings are used to draw attention to a problem drawn by above statements. In the same way, the discussions above on orientation and decision, and the meta-cognitive processes of reorientation and disorientation, raises the nagging question how to apply the OODA loop to education. Clearly, some aspects of the OODA loops of a student population are beyond control. Managed heterosis in order to improve genetic heritage would may only a slight improvement in performance (Mingroni, 2007) at a socially unacceptable cost (Graves, 2001), while informed social engineering (Skinner, 1976) has produced only mixed results (Kinkade, 1973; Kuhlmann, 2005). Similarly, learners come from a whole range of prior experiences (). In the next section, therefore, applications of the OODA loop are considered which speak to var only new information. Indeed, the presentation of new information intended to influence learning is the definition of teaching (Eisner, 1964).

The next three sections are organized in order of decreasing educator control. First, the instructional environment, where an educator interacts directly with a student, is examined. Second, the academic environment, where learners interact with each other under rules devised by the educator, is explored. Finally, the creative environment, where the only educators are those of the field in a domain that a learner chooses to engage, is discussed. The focus also shifts from the need to implicitly alter orientation on the spot, to the requirement to selectively disorient, and finally the need for long-term improvement in learner orientation. Therefore, the following section can be viewed as the journey from reorientation to disorientation, and back again.

OODA Alpha, a tdaxp series
1. Abstract
2. Dual Processing Systems
3. The OODA Loop
4. Decision
5. Orientation
6. A Theory of Mind
7. Reorientation
8. Disorientation
9. Education
10. Instruction
11. Student Interaction
12. Creativity
13. Conclusion
14. Bibliography