TWO "NUCLEAR BOMBS" DUE TO A LACK OF THE i-j-k APPROACH TO TEACHING : On August 1971, the Beautiful Transformer Made Unbounded, and the Education That Would Have Felt the Consequences

The i-j-k approach to teaching (DOI 10.5281/zenodo.23990969) states that education has one implicit objective — accumulate and reproduce knowledge — and that this objective builds one capacity and not another. It builds the capacity to reason. It does not build the capacity to feel the human consequences of abstract decisions. The paper names the failures this absence produces: Rwanda, Sarajevo, Iraq, Cambodia, Yugoslavia, Venezuela. This paper names two decisions the paper does not name. August 1971: the closing of the gold window, the specified monetary system made unbounded. 2023: the beautiful transformer made into a gigantic unbounded guessing machine. Both were made by people who could reason and could not feel. Both built a structure that distributes consequences to everyone. Both were experienced as successes, because the success was the scale, and the scale was the point. This paper states the two decisions, the structure they share, and the absence that caused them. It states the falsifier and the residuals. It does not claim the i-j-k approach would have produced different decisions. It claims the decisions were made without the capacity the approach builds, and that the absence is the cause.