Learning must amplify our understanding and curiosity about ourselves and the universe.
The knowledge that comes from studying the physical and biological sciences, mathematics, the social and behavioral sciences, the arts and humanities must embody the competencies for their creative application.
Our new digital lifestyle requires a new set of rules and logic anchored in learning about our interrelationships. This will teach us about ourselves as individuals and not just as citizens of the universe, as inhabitants of the earth, and as members of societies but as those responsible for ensuring the future is exponentially better than today. This constant anticipation of a transformative hyper-growth necessitates capturing history, varieties of human experiences and expressions into reusable data to support learning that improves our sense of freedom and our understanding of responsibility. Once stored, we are better able to reflect on the texts, events, and artifacts in which others before us expressed what they knew, hoped, and imagined a human life to be. This data will enable us as individuals to think about what to do or create to ensure a more meaningful life, to choose a creative project that will be one’s life, and to fashion a way of being in the world. How to create and sift through large volumes of data and content, and how we enhance, organize, connect, and deliver content and information must be embedded in what and how we learn. To develop mastery of the engines underlying many of our products and services today, and enhance our creativity in developing the products and services, we must learn how to improve and value our experiences. Armed with this knowledge and skills (competencies) we are better able to assume responsibility for the kind of person he or she becomes.
Lastly, the formal education teaches us that learning requires not only that we be critical and analytical, but also that we be generous in our attempt to meet the needs of society using the tools acquired through knowledge, and the skills to solve real problems. As we increase our knowledge and skills (competencies), we are more able to understand our experience as we experience it. “Humans are not simply animals who reproduce, live in groups, and search for ways to survive. We also sing, dance, and pray; we write tragedies and comedies and political utopias; we build temples and monuments and vehicles to explore space. We also do unspeakable things to each other; we destroy and lay waste the very world we inhabit, but we also ask about the nature of good and evil, right and wrong, beauty and harmony with mutual relations.”
In wanting to improve our competencies and ourselves as learning agents, we impart learning on things around to connect knowledge to our continuous improvement of the universe and our lives. Technological advances help us generate new ways of achieving these ambitions through interrelationships for explaining and intervening where appropriate. While using the vast amounts of data available in the world opens up the possibility that we can change the world and ourselves in positive ways, and reduce suffering to make a better world. We need the sophistication to identify what counts as a better world, and from whose perspective it is seen as better than the one we currently inhabit, and the correlation between our knowledge of the tools we have at our disposal, the skills to apply them and the life we envisage.
This heterogeneous generative data provide opportunities to create pedagogy to support new fields to improve health, food, water, materials and the environment. These opportunities are stymied today, by the disciplinary boundaries that exist in the current structure of education. These boundaries such as liberal arts, humanities, science, and technology are essentially artificial in a real-world dependent on the creative composition of yet to be imagined products and services.
Skills4Industry compositional philosophy is founded on the belief that graduation requirements must pose integrative complexity with inextricable links to the expectations of society. This cannot happen without adequate collaboration between the education system and firms, industries and communities across the globe. The simplification of research and discovery characterizes these complex integrative competencies, ensuring information find those who need it and verifying the sources, compliance with relevant laws, regulations, and accurately predicting risks. Including, making sense of data for time-sensitive and critical decisions to forecast the future creatively.
Skills4Industry education and skills programs are based on compositional philosophy. Compositional philosophy combines developmental, interrelationships and competency application in different fields that are measured by creativity and future forecasting competencies. Compositional philosophy can be understood not only as an academic discipline employing design thinking, but also as a normative educational theory that unifies pedagogy, curriculum, learning, and theory. Through this, the purpose of education is grounded in specific metaphysical, epistemological, and axiological assumptions.
Metaphysical: In examining the exact nature of creativity in an era and the competencies to forecast the future based on data, we are confronted by the questions: what is there and what is it like? What is there under our philosophy is the creativity to combine materials for an output product. What is it like? Represents the clever combination of machine and human competencies, including the relationships and conditions under which a particular task is performed--defined by the contextual domain elements, such as the legal and regulatory environment.
Epistemology: It attempts to describe the nature and scope of heterogeneous data sources for a compositional learning philosophy that ensures a skin in the game of effort to achieve a reward that is governed by a transparent process leading to SkillScore. It questions the definition of the disparate sources of competencies and their content. These are the connected notions of truth, belief, and justification for demand-driven learning representing the voice of communities across the globe. These global standards for 21st-century competencies are rules-based the provides a climbing frame into the world of work and society. The measurement of productivity reflects a set of performance benchmarks.
Epistemology also answers the vexing questions (1) how; and (2) relevance.
Learners download subscribed age and level appropriate courseware onto their devices from a cloud infrastructure. The measurement of competencies accounts for those demonstrated at home, work, school, play, and sports grounds taught without disciplinary boundaries. Learners will connect to other learners, teachers, coaches and mentors for truly trans-disciplinary learning.
Relevance: Changes in skills requirements by the principal actors of society trigger real-time update of learning curricula and pedagogy using an artificial intelligence algorithm. On-device assessment tools capture behavior and emotions to determine engagement and intervention to improve learning. The distinction between all occupations and the unique nature of their respective competencies is essential to the subject of relevance. Proficiency is determined by how the skills meet the benchmark requirements established by society. As a result, Skills4Industry are for self-management, employability, work transitions and creativity. Personalization and differentiation are essential to the recognition of different skills and unique performance domains within a task. For example, the competencies required by a surgeon in the theater is not the same as the knowledge needed to diagnose and describe a problem with the heart before surgery, or skill demonstrated by a violinist playing an ensemble. Epistemology helps us distinguish all forms of competencies shown by individuals and machines. As a result, it is as relevant to integrative skills, as it is to the field of education and applied philosophy.
Axiology: The notion of worth and value whose concepts include right and good in individual conducts, beauty, and harmony in aesthetics. The premise of Compositional Philosophy is of the notion that the virtue of education in the 21st century is proficiencies in the application of a breath of competencies in creative composition.
Compositional teaching philosophy reflects the notion of worth and value whose concept is a result of humans’ first emotion, ‘familiarity,’ that is taught using the rules of composition. The composition represents the creative combination of elements based on a set of principles or practices. The law of human composition must be readily identifiable without any confusion.
Data are the lifeblood of the society we live in today; this includes still and moving images, and records, whose visualization reveals patterns and trends. When elements are randomly thrown together in a picture, we get confused, and that confusion is anarchy — supporting the need to measure learners' behavior and emotions to determine engagement.
Familiarity is known, and it comes with a degree of comfort because it gives the feeling of right and proper, beauty and harmony in esthetics. While unfamiliar or unknown comes with discomfort, chemicals produced by our brains create these different feelings and emotions. For example, knowing and understanding tell our minds to relax and have a sense of pleasure; while an unknown creates fear, leading to mental discomfort, danger, and dislike.
Anarchy is when several elements are thrown together into a composition without an identifiable rule. This rule speaks to how objects are placed, and it doesn’t have to be specific but has to be a rule of some sort. Following a simple practice for composition is an essential creative tool. Human and machine learning cannot exclude an image recognition process, because as a facet of communication ‘trust’ between individuals and machines is vital to productivity.
What is Beauty?
Beauty is a visual esthetic notion of something we consider beautiful because it is familiar. While analyzing any face we find attractive, we can assess the following:
1. How long is the front and how wide is the face?
2. The ratio between forehead, nose, mouth, eyes, eyebrows, upper and lower lips, and chin concerning other elements.
Esthetics - Understanding Bias, Errors & A Priori Judgements in Data & Machine Learning:
1. Does the color of the skin impact beauty?
2. Does the color of the eyes impact beauty?
3. Would the smoothness of skin change a beautiful face?
Beauty is the ratio between left and right, up and down, tall and short, high and low, wide and narrow.
Beauty is based on the principle of familiarity, something that we know and we recognize. Beauty is combining all elements of the face into one image that lead to the following definition:
Beauty is the combination of familiar elements in a composition.
These elements can be arranged into familiar shapes or patterns and thus be called beautiful.
The Rules of Composition
One of the most common rules of beauty, which is also the most common characteristic of a composition is symmetry. Symmetry means centrality, order, power, and authority. It means direction, center, and influence, such as left is equal to right, and the top is similar to bottom. Symmetry is dependent on both axes: horizontal and vertical. The central line leads to the most powerful object of beauty or power. The horizon is an example of symmetry when used in the middle of creative composition; it becomes the subject. Moving the horizon up shifts emphasis to the ground, and moving it down makes the subject the sky.
Rhythm and Repetition: Repetition is having one element duplicate itself several times in the same position with specific steps. Our brain likes repetition because we know what is coming, it is foreseeable and we can predict it. Correctly applying repetition direct the eyes of viewers quickly to a subject to the create attractively beautiful images.
Rhythm is the repetition of a group of elements or similar elements. Although a repetition rhythm adds an element of complexity or complication into repetition, we know that similar elements are coming, but we know they are slightly different. Repetition and rhythm are characteristics of creativity found in fields like data science, AI image recognition, photography, music, and architecture. They are similar across all visual arts using the same principles in different creative environments. For example, music and rhythm create a feeling of comfort and pleasure because our brains expect and receive the same note and an equal step. We love music, because of its predictability through rhythm. If there is no rhythm, there is no good music.
a. Golden Ratio or The Rule of Thirds: Split an image horizontally into three sections and place the points of attraction either on one intersection points or on the line defining the thirds. The rule of thirds is a simplification of the Golden Ratio or Fibonacci's rule. Humans have attempted to define beauty by coming up with this formula: a + b is to a, is to b. This formula applies to the human body, nature through flowers, plants, etc. We are surrounded by this magic ratio called GR, which our brain receives as messages over and over again in different shape or forms. Every time we see it, it shows familiarity and creates pleasure. GR == 1.618 GR = 1.5 = 1 ½. All faces are inprinted in our memory based on these elements. It is easier to ask someone to draw a line through the middle, rather than ask them to write these numbers down. The Golden Ratio is a simplified rule of thirds whose application is infinite. When these rules are not applied, a creative person will create tension in their work. This tension can be done on purpose but stands a chance of being rejected by a viewer. GR is the relationship between long and short, wide and narrow and more or less. Clear lines or suggestions, color differences, intensity, applies to all creative compositions when used with a combination of elements no matter how few. As humans, beauty is specific to us as it applies to different cultures as one of the lines linking morality and values like mores, belief, and religion, because we have the same proportions that established repetition and familiarity. The end of innocence from infants is when we begin to question familiarity and draw similar patterns and trends from it. The fundamental truth is that the GR rule would have changed if humans were different; developing higher senses in pattern and trend recognition of constancy challenges this notion as we grow.
Composition characteristics require identifiable rules. A composition is several elements combined by the same rule.
b. Zigzag: It creates a state of visual structure leading us to follow a path.
c. Lines: Diagonal lines provide perspective by pointing the eyes towards a subject-matter. A sense of perspective and depth is achieved through the tension of movement and a sense of direction.
4. Balance: Balance provides a sense of stability, peace or harmony by avoiding the dynamism of tension. Tension is not necessarily a bad thing that might represent a sense of a creative product that is meant to prove a point or reflect the prevalence of situational conflict. A situation where things are not right and are about to fall over, to make viewers feel the tension. Depending on the intent of the creative person, you can use the balance to either calm viewers or stir tension. Balance is a robust tool to present an intentioned message and evoke reactions.
a. Lines: Lines are a powerful visual aid that is important for leading the eyes from one point to another. Lines expresses depth or volume in different shapes or forms. Lines may draw a viewer’s eyes to an aspect of convergence to highlight an element, create a sense of perspective and generate interest.
b. Vertical lines create a different rhythm and touches. Diagonal lines create dynamic images that lead the eyes to the point of convergence to establish perspective and generate interest. Lines also create depth, volume, and structure; for example, to make a room more significant or deeper than they are by accentuating the depth.
5. Dominance: All compositions should have one dominant presence that is clear to everyone. For example, food is a composition of ingredients in which a cook combines their elements and allows one or a group (spices) to dominate the structure. On presentation, they should all be in harmony to align with the subject of the composition or our taste buds in this example.
6. Scale and Proportion or Duality: and it is clear which one is dominant or more important. It is easier to place dominant elements closer to establish hierarchy. Thus, creating a composition with one element poses difficulty; but, using symmetry concerning the rule of 3rds simplifies the structure. The right balance is simple and easy to view; creatives must always stop and think of the message they want to convey to an audience. As a result, determining the audience ahead of the creative piece is of paramount importance. Both (the word and well-identified audience) will bring lasting value to all elements of an original composition.
7. Space: A compositional piece is a visual structure imposed on a scientific, technology or artistic expression by a defined space that involves the arrangement of visual elements within a designated area. All good compositions tell a story about a subject to entice the audience's emotions by drawing them visually into the creative expression. A structure employs the creative persons' to impose their interpretation on a given subject through an invitation to how s/he sees the world. The tools of the composition are perceptively the same tools essential to ordinary everyday life, such as light and darkness, day and night, heaven and hell, hot and cold, color and shape.
The purpose of education within compositional philosophy uses demand-driven heterogeneous data, whereby the mined is schooled in not only developmentally appropriate general knowledge but in its creative application. Also included, are the cross subject matter reference in mathematics and statistics relevant to artificial intelligence data preparation, computation, and code.
Skills4Industry teaching and learning philosophy encompasses competencies for the 21st century and beyond. As a result, the curricula content is for creativity based on labels and pattern recognition, the challenges of classification, regression, computation, and code focused on the future of societies.