"What soceity applauds as "creative" is often isolated out of an extraordinary set of co-equal evolutionary events, most of which are invisible. evolutionary "touchdowns" are unpredictable - sometimes centuries apart. who knows which child is to make the next big breakthrough? in the next decade society is going to be preoccupied with the child because through the behavioral sciences and electrical exploration of the brain we find that given the right enviroment and thoughtful answers to its questions the child has everything it needs educationally right from birth.

we have thought eroneously of education as the mature wisdom and over-brimming knowledge of grownups injected by the discipline pump into the otherwise "empty" childs head. sometimes parents say "don't" because they want to protect the child from getting into trouble. at other times when they fail to say "no" the child gets into trouble. the child, frustrated, stops exploring. it is possible to design enviroments within which the child will be neither frustrated nor hurt yet free to self-educate, spontaneously and fully without tresspassing on others.

i have learned to undertake reform of the enviroment and not to try and reform man. if we design the enviroment properly it will permit both child and adult to develop safely and to behave logically."

Buckminster Fuller, 1966.