Our Children's Education

"Education is the kindling of a flame, not the filling of a vessel." — Socrates (469–399 BCE)

I’ve just finished an interview with Laura Cabrera , a systems scientist from Cornell University , who, along with her husband and co-researcher Derek Cabrera , is exploring the future of education through a National Science Foundation (NSF) grant. Their work integrates DSRP—Distinctions, Systems, Relationships, and Perspectives—into the design of educational systems, paired with AI, to address the gaps where traditional schooling has left many children behind. Our conversation has me thinking deeply about the role of lifelong student-teacher relationships and the ways we can create a system that prioritizes these bonds while fostering the critical, contextual, and interdisciplinary thinking students need to thrive.

Education, I believe, must center on relationships. The interplay between student and teacher—what I see as a bidirectional, collaborative dynamic—is not just a mechanism for learning but the very foundation of lifelong intellectual and personal growth. This relational model allows knowledge to evolve, contextualize itself in the fabric of society, and inspire new ways of thinking. The challenge lies in how to design tools, whether powered by AI or rooted in human systems thinking, to free up space for these relationships to flourish.

DSRP provides a powerful framework for this vision. Derek’s model of distinctions, systems, relationships, and perspectives is universal in its ability to structure knowledge and foster deeper understanding. Paired with foundational ontologies like those championed by Barry Smith , Basic Formal Ontology (BFO) and Giancarlo Guizzardi , Unified Foundational Ontology (UFO), DSRP becomes not just a cognitive tool but a scaffolding for building interdisciplinary connections. And I see this architecture, undergirded by omnology, as the key to creating systems that span disciplines while remaining rooted in the historical and contextual basis of knowledge. Howard Bloom ’s work on the interconnectedness of ideas and disciplines reinforces this notion: we need a system of thought that is as diverse and interconnected as the reality it seeks to explain.

DSRP as a Cognitive Framework

"The beginning is the most important part of the work." — Plato (427–347 BCE)

Derek Cabrera’s DSRP model aligns with insights from collaborative knowledge-building research. For example, Stahl (2006) emphasizes the dual nature of knowledge-building as both an individual and socio-cultural process, mirroring the distinctions, systems, relationships, and perspectives central to DSRP (Stahl, 2006). Similarly, Hmelo-Silver and Barrows (2008) demonstrate how collaborative environments foster deeper understanding by engaging learners in structured, discourse-driven processes, akin to DSRP’s focus on organizing complex knowledge through relationships and perspectives (Hmelo-Silver & Barrows, 2008).

Formal ontologies such as BFO and UFO enrich this cognitive scaffolding by providing precise frameworks for categorizing and interrelating knowledge. These systems align with research into knowledge integration in interdisciplinary teams. Pennington (2016) describes how integrating individual, group, and systemic factors leads to more effective knowledge synthesis, a principle central to both ontologies and DSRP (Pennington, 2016). Furthermore, Beers and Bots (2007) highlight the role of shared conceptual models in enabling researchers to bridge disciplinary boundaries, much like the ontological frameworks that support DSRP (Beers & Bots, 2007).

The broader vision of omnology—studying "allness"—emphasizes a meta-disciplinary approach that integrates knowledge across domains. Research by Zhang et al. (2009) highlights the importance of distributed, real-world knowledge-sharing systems in fostering interdisciplinary collaboration, underscoring the interconnectedness omnology seeks to achieve (Zhang et al., 2009). Additionally, Claus and Wiese (2019) identify competencies essential for interdisciplinary work, reinforcing the idea that frameworks like DSRP and omnology must be grounded in both cognitive tools and practical methodologies (Claus & Wiese, 2019).

The integration of DSRP, ontological systems, and omnology not only enhances interdisciplinary thinking but also creates pathways for sustainable knowledge systems. Cress and Kimmerle (2008) describe how collaborative knowledge-building processes can bridge individual cognition and collective learning, aligning seamlessly with the systemic and relational underpinnings of DSRP (Cress & Kimmerle, 2008). Zou et al. (2019) further support this vision by proposing strategies for interdisciplinary knowledge centers that blend human cognition with technological tools, a practical application of the DSRP-ontology synthesis (Zou et al., 2019).

A Future for My Son

"A frog in a well cannot conceive of the ocean." — Zhuangzi (c. 369–286 BCE)

These ideas resonate personally for me as I reflect on my son Ellis. Now 13, he chose a path that blends Montessori's self-directed learning with the structure of public school. Since transitioning after fifth grade, he has not only excelled in school but has sought out additional ways to grow. Through extracurricular activities like taekwondo and both symphonic and jazz band—each taught by exceptional teachers who weave the technical with the contextual—he’s found a way to bridge disciplines. Ellis even started a Geography Club at his middle school, a testament to his desire to connect what he learns in the classroom to the broader world. He is, in many ways, an embodiment of what I see as the ideal learner: curious, self-directed, and flourishing in the presence of great teachers.

What strikes me most is the role his teachers play. These are educators who aren’t just transmitting information but are actively providing a contextually relevant, human-centered basis for their disciplines. This is precisely what I believe AI and structured systems like DSRP, BFO, and UFO can support: freeing teachers from the burden of administrative tasks and rigid testing frameworks so they can focus on their real work—nurturing curiosity, building connections, and fostering the growth of their students.

We know the limitations of today’s educational systems all too well. “Teaching to the test” has stripped away much of the relational and human aspects of teaching. Teachers often feel discouraged from bringing their own experiences and perspectives into the classroom, reducing education to rote memorization and standardization. To counter this, we need tools that supplement rather than replace the human element. AI can help, not by automating teaching but by automating the burdens that prevent teaching from being its most authentic and relational self. Imagine systems that create adaptive, interdisciplinary pathways for students, tools that foster critical thinking by connecting historical contexts to current knowledge, or platforms that help students and teachers co-create knowledge dynamically. These aren’t abstract ideas—they are achievable, and while they can start with frameworks like DSRP, they should be grounded and contextualized in the classics.

Contextuality: the Classics, Revisited

"What we do now echoes in eternity." — Marcus Aurelius (121–180 CE)

The importance of historical contextuality in education is a concept that seems almost forgotten in modern public schooling. Historically, the "classics" formed the backbone of contextual learning, providing not only linguistic and literary skills but also critical thinking, ethical reasoning, and a framework for understanding the evolution of human thought. These ancient texts—whether the Socratic dialogues, Homeric epics, or Roman treatises—are steeped in lessons about governance, morality, and human nature. They bridge the past and the present, allowing students to see how ideas transform over time and influence the world they inhabit.

While private schools and some specialized programs still teach the classics, public schools often exclude this approach, focusing instead on standardized testing and rigid curricula. This has stripped away opportunities for students to engage with the broader, contextual narratives that shape our understanding of disciplines and cultures. By reintroducing the classics, not in isolation but alongside diverse cultural texts, we could foster critical thinking and interdisciplinary connections. These lessons could be further enriched by integrating tools like AI to offer dynamic, adaptive pathways for exploring the historical and cultural roots of ideas.

Western classics hold immense educational value, both as repositories of timeless wisdom and as reflections of the historical contexts in which they were created. By integrating the historical backdrop of these works into learning, students can uncover a richer understanding of their relevance and complexity.

"As long as you live, keep learning how to live." — Seneca (c. 4 BCE–65 CE)

Understanding the historical conditions that shaped classical texts helps distinguish the universal ideas they contain from the specific challenges and ideologies of their time. For example, studying Plato through his historical milieu reveals not just his philosophical contributions but also his adaptation to the needs of his immediate audience. This approach allows learners to appreciate the enduring truths of classical works while situating them within the realities of their origins (Ahrensdorf, 1994).

The act of exploring classics within their historical framework fosters critical thinking. It invites students to question assumptions and view these works as products of both timeless human concerns and shifting historical circumstances. For instance, engaging with the intellectual debates surrounding the meaning of classics, as highlighted by thinkers like Hans-Georg Gadamer, underscores their dual nature as both historical artifacts and vessels of perennial insight (How, 2011). This reflective process enriches understanding and stimulates intellectual curiosity.

"The more you know, the more you realize you don't know." — Aristotle (384–322 BCE)

Incorporating historical contexts into the study of classics also broadens perspectives. By immersing students in the challenges and uncertainties faced by past thinkers, education cultivates humility and a deeper respect for the complexities of human creativity. For example, lessons on the evolving understanding of scientific concepts through historical episodes reveal the dynamic and iterative nature of knowledge creation, fostering both intellectual flexibility and an appreciation of the process of discovery (Irwin, 2000).

Moreover, historical context enhances the pedagogical value of classics by connecting them to contemporary issues and mediums. Using familiar cultural references, such as popular media, educators can make classical works more accessible and relatable to modern learners, bridging the gap between "then" and "now" while preserving their transformative potential (Evans & Midford, 2021).

Ultimately, the study of Western classics within their historical frameworks underscores their role as bridges between eras. They serve as tools for understanding not only the intellectual and cultural achievements of the past but also the ongoing relevance of these achievements to contemporary society. By fostering critical engagement and deeper connections, historical context transforms the study of classics into an exercise in lifelong learning, inspiring students to carry forward the insights of the past into their own intellectual and personal growth.

Balancing the Classics: Looking East

"The journey of a thousand miles begins with a single step." — Laozi (c. 601 BCE–Unknown)

However, it should be noted that the classics have faced significant critique for their Eurocentrism and their exclusion of perspectives from marginalized groups and non-Western traditions. Removing them from curricula altogether does little to address these concerns. Instead, expanding the canon of "classics" to include foundational texts from other cultures—such as Confucian philosophy, the Indian epics of the Mahabharata and the Ramayana, African oral traditions, and Australian Aboriginal storytelling—offers a more inclusive, globally relevant approach. This enriched perspective aligns with fostering global citizenship and cultivating a more comprehensive understanding of shared human heritage.

By blending the Western classics with global classics, educators can craft curricula that emphasize the universality of certain themes—such as leadership, justice, love, and human resilience—while also exploring the diversity of cultural expressions. For instance, the Epic of Gilgamesh, often cited as one of the earliest works of literature, could be studied alongside Homer’s Iliad, allowing students to compare and contrast the values and worldviews of ancient Mesopotamia and Greece. Similarly, texts like The Analects by Confucius or The Tale of Genji by Murasaki Shikibu could deepen discussions of ethics, governance, and human relationships, enriching the moral and philosophical inquiries rooted in classics like Plato’s Republic or Cicero’s writings on virtue.

"Like a fine flower, beautiful to look at but without fragrance, are the fine but fruitless words of one who does not act in accordance with them." — The Buddha (c. 563–483 BCE)

Integrating this expanded canon into education offers significant benefits. It maintains the deep historical contextuality that has made the classics valuable while ensuring that the voices of other cultures are heard, providing a richer and more representative foundation for critical thinking. Students gain a more nuanced understanding of the interconnectedness of human thought across civilizations and develop the ability to analyze ideas from multiple perspectives, fostering intellectual empathy and cultural literacy.

Practically, this global approach could be integrated through thematic courses, interdisciplinary programs, or comparative studies. For example, a course on "Leadership and Justice Across Cultures" might include readings from Marcus Aurelius’ Meditations, the Bhagavad Gita, and African proverbs, allowing students to examine how different traditions approach the concept of ethical leadership. These lessons could be further enriched by using modern tools like AI to provide accessible translations, annotations, and interactive learning experiences, bringing ancient wisdom into the contemporary classroom.

Ultimately, the goal is not to diminish the value of the traditional Western classics but to situate them within a broader, more inclusive context. By presenting students with a global tapestry of foundational texts, educators can inspire a deeper appreciation for the diversity and commonality of human experiences, equipping them with the critical and contextual thinking skills needed to navigate the complexities of the modern world. This approach not only honors the legacy of the classics but also ensures their relevance and resonance in a multicultural, interconnected era.

Student-Teacher Relational Dynamics

"A teacher is one who makes himself progressively unnecessary." — Confucius (551–479 BCE)

In my conversation with Laura, we also reflected on how lifelong student-teacher relationships depend on freeing up time and space for these connections to form. AI can’t replace the bond between a student and a teacher, but it can create conditions where that bond has room to grow. It can streamline grading, offer personalized feedback, and provide students with tools to explore on their own, empowering teachers to focus on guiding, mentoring, and inspiring.

The role of teachers in fostering lifelong learning is essential, as highlighted in research emphasizing their dual responsibility as educators and role models. Teachers not only impart knowledge but also guide students in exploring their unique potential. By leveraging AI tools for personalized feedback and student exploration, teachers can focus on creating a nurturing environment where trust, mutual respect, and meaningful interactions are prioritized. These interactions are critical for fostering both immediate academic success and long-term habits of self-directed learning (Li Jun, 2010).

"Teaching is a sacred profession, and the student-teacher relationship is at the heart of all human learning." — Stephen Sondheim (1930–2021)

Research underscores the transformative impact of collaboration between students and teachers. In classrooms where technology supports rather than replaces human relationships, students are empowered to take ownership of their learning journey. AI tools can provide a structured yet flexible framework, allowing students to explore independently while relying on their teachers for deeper mentorship and personal guidance (Boyles, 2018).

Furthermore, the adoption of lifelong learning principles among teachers themselves reinforces this dynamic. Teachers who continuously engage in professional development and embrace innovative teaching approaches are better equipped to inspire students. AI can augment this process by offering opportunities for concurrent professional growth alongside classroom responsibilities, ensuring that teachers remain adaptive and effective in their roles (Cropley, 1977).

In essence, while AI cannot replicate the irreplaceable human bond between teacher and student, it can create the conditions for these relationships to flourish. By handling repetitive tasks, offering tailored learning tools, and fostering a collaborative learning environment, AI empowers teachers to do what they do best—guide, mentor, and inspire lifelong learners. This partnership between human connection and technological assistance ultimately shapes an education system that is both efficient and profoundly human-centered.

Conclusion

"Know yourself and you will win all battles." — Sun Tzu (c. 544–496 BCE)

Grounding this vision in science and interdisciplinarity, we see how foundational ontologies like BFO and UFO provide the rigor and structure needed for scalable, consistent knowledge systems. Omnology, as the study of all domains of knowledge, ties it all together, ensuring that no discipline exists in isolation and that every piece of knowledge can find its place in a larger, interconnected framework. It’s a vision that acknowledges the importance of historical context, interdisciplinary thinking, and above all, the relationships that make education meaningful.

Ultimately, I remain convinced that the future of education lies in this interplay between the human and the systemic. As I look at Ellis’s journey, I see how critical these relationships are to his growth—and how much more he could benefit from tools that allow his teachers to focus on being mentors rather than administrators. Education, at its best, is a collaborative, evolving journey. And it is this journey, supported by frameworks like DSRP and powered by the rigor of ontologies and the potential of AI, that I hope we can create for every learner.

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References

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