USL1 Short Introduction

“You never change things by fighting the existing reality.
To change something, build a new model that makes the existing model obsolete.” – Buckminster Fuller –

“Education is the kindling of a flame, Not the filling of a vessel.¨ ― Socrates —

        “We are living in the (often artificially created) world of scarcity. USL goals are simple: to bring the core perennial philosophy to the math and science education by uniting the reason and the spirituality; to end the scarcity of the knowledge of them by making math and science as easily accessible and abundant as water, cars, TVs, and internet by making people learn them typically 10-30 times faster; to empower people to take proper and intelligent actions to end the tragedies of scarcity, especially the (extreme) poverty, income and gender inequality, population explosions in the poorest regions (as this prevents the poorest people from escaping from the poverty traps), debt crises and the  environmental crises (indirectly) in just 15-20 years, not sometime next century far beyond the conventional modus operandi of the POST 2015 and the energy projects of the UN. ¨ ― Dongchan Lee (Creator of USL) –


The fundamental premises of USL

Contrary to the popular belief, the conginitive capital impacts on the national and global economic and social growths are much more powerful than the vast majority of people have ever imagined, especially with the national average school math skill levels.

A news coverage from Guatemala during a USL pilot study week (5 minutes)

USL1 is a first humble offering and yet a major step forward to provide the first handful of snow to create snowballs and then the sequence of cascades of snow to resolve not only the top 5 global crises (to complete in a short version for 15-20 years) or 12 global transitions (to complete in 20-30 years) but to push the future of mankind to the entirely new levels. The starting point is to massively boost the Cognitive Capital, especially with math (instead of the traditional focuses of the Human Capital as proxied to be the mean school years by economists typically).

The established facts from USL pilot studies:

  • Speed: The average students (grades 2-11) learned 1-2 month materials in 30-45 minute classes, learning in avearge 10-50 times faster than usual.
  • Participations: 2 countries, 3 towns, 8 schools, over 1,200 students participated from the grade 2-11 so far.
  • Gains: the typical average jumped up 20-40%, which is roughly equivalent to boost the hundreds of F students to A student differences (which you may interpret as about 2-3 Standard Deviation rises or at least 1.2-1.8 STDEV rises roughly speaking after just one USL 30-40 minute lecture), for the math materials that condensed 10-50 times than normal. The later tests seemed to show more stark increases of the average math scores than the earlier ones.
  • Especially from the last pilot studies in Santa Lucia Utatlan in Guatemala, all the participating school principals gave the great testimonials supporting USL, and with the help of all the school principals, about 700 students chanted ¨Let´s support USL¨ mantras. For their testimonials, click here.
  • The TV coverages of USL pilot studies during and 1-2 weeks after the pilot studies in Solola of Guatemala. For some of the TV coverage videos, click here (in Spanish originally with some in English translations). And for some English-speaking students´testimonials, click here.
  • Originally created to make the average students learn 12 years of math in 0.5-1 year with the math confidence of equal or better for those who have studied math in schools for 12 years.
  • But, due to the tremendous skepticisms and resitance by those who preferred the status quo, which is understandable, for now we focus only up to the  USL 1.0 (using only 20% of its capacity of its full capacity), to boost the national or state average by a few or several years (which normally take 50-100 years in most countries) instead of pushing to cover 12 years of math in less than 1 year for the average students.
  • Be aware that what USL 1 (to boost the state or national math average by 1 Standard Deviation) will achieve this in 2-5 years have normally taken 50-100 years for most of the countries on earth and the average USA states (according to the past NAEP test results for over 2 decades). Its socio-economic impacts are far more staggeringly larger that most people can handle.

The main idea may be summarized as follows. (To view more clearly, click the chart.)

Critical Notes: 

The years written in this section is for the developed (OECD) countries. For the middle or lower income countries, the typical years needed will be 2x-3x longer based on the various estimations.

  • USL 1.0 will boost the national average school math boost by 2-3 years (for the developed countries) or 6-8 years (for the lower income countries) roughly about 1 Standard Deviation following the standard of PISA or TIMSS international assessments.
  • The reform time will be 2-5 years (primarily focusing on the online math education reforms), not 20-30 years plus while historically the vast majority of countries took 50-100-200 years.
  • The original motivations started with the regression results of Hanushek & Woessmann, but our Working Paper series insights go beyond their work thus far.

USL 1 will consist of 3 parts:

  • USL 0.25 by boosting the city level school math average by 0.5 year (1-2 years for the low income countries) within 1-2 year time frame, not over 10 years plus)
  • USL 0.5 by boosting the state level school math average by about 1 year (which may be 2-3 years of national school math average boosts for the mid-low income countries)
  • USL 1.0 by boosting the national level school math average by about 2 years for the developed countries (which may be 4-8 years of national school math average boosts for the mid-low income countries) For the countries around the world, this normally take 25 (Brazil and Latvia) -70 (about world average)-100 (Central America) -200 years (Sub-Saharan Africa) according to the data for the past 50-60 years.


Our key visual guides of USL1-5UE-URF1 (Click here)


For more details, please follow these links.

USL pilot data and proof archives

For the Education authorities

For the UN, NGOs, and governments

For the Enterprise collaborations & investors

  • For the USL material proposals for the governments, NGOs, the UN, and civil societies as well as for the potentials supporters such as the philanthropists, investors, and media,  and the proposed USL1-induced global Social Enterprise Networks (called UGNSE1 for the worldwide enterpreneurs), etc, please browse through our blog here.
  • For the investors here

For more of our older materials, please click here for our blog.

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The Fundamental Premises Of USL1 And USL

USL will use the colossal human capital potentials of STEM education (especially Math at the moment), because USL can make the learning 10-20 times faster and more effective usually, to trigger the equally colossal gains in the economy in exchange of the willingness of the governments - under a new UN-led treay - to commit a reasonable ratios of the expected surplus gains in their economies to resolve the top 5 global crises. Each of the governments will mostly focus on resolving their crises, but they have to contribute to the world communities to prosper with the sustainable growths together not at the exclusion of half of the world that is poverty-stricken. USL is the fastest, easiest, and cheapest way to redistribute the effectively gained, USL1.0-induced surplus economy (in a sustainable manner) to solve the top 5 most serious global crises (for all governments and the UN) based on the 5UE principles: to transition towards the resource-based, rewable energy-based, sustainable global environment and the circular economy, to help end the poverty much faster than without, while making the average people learn math and science faster and easier than prodigies. As the original USL is too fast and too disruptive (as it can literally make average people learn math and science 1,000%-50,000% times faster) to transform and people are too skeptical, we are currently focusing on only the 20% of its capacity called USL1 (USL 1.0) for the UN and the national governments.

USL-5UE-URF Trio´S Environmental Implications

The total costs to transition to at least 95% Renewable Energy worldwide will cost about 3-6% of GDPs over the next 30-50 years, which is about 7-10 times moer than the annual investments that most countries of the world are currently putting in. And the progress will be exceedingly slow. Instead with USL1-induced international treaty with the UN, this will be resolved breezily because the USL1-induced GDP growths during this time will be extra surplus of the 7-12 times of the entire current world economic size. 1) to accelerate the progress towards the resource-based, sustainable communities, environments, and the circular economy which is otherwise difficult to be achieved very quickly... 2) to transition to the at least 95% renewable energy in 15-30 years not longer 3) as such, carbon issues are automatically resolved and there will be no hassle after the first few decades 4) the current SE4All objectives of the UN can achieve their future versions of 2, 3 goals with USL 1.0 alone. 5) the various other environmental crises such as the Amazon deforestations, plastics, the Fukushima radiation crises, etc, can be all resolved to the extents that the economic infusions are necessary.

USL1 Global Movements With Governments: 3 Steps & 3-Tier Economic Gains

STEP 1) Math Education Reform USL 0.25 at the city and state government levels (advancing their regional average math skill levels by half a year, which normally takes 1-2-3 decades to most of the OECD countries, in just 1-2 years). STEP 2) Math Education Reform USL 0.5 at the state government levels (advancing their regional average math skill levels by 1 year, which normally takes 3-5 decades to most of the OECD countries, in just a few years). STEP 3) Math Education Reform USL 1 at the national government & the UN treaty levels (advancing their regional average math skill levels by 2 years, which (almost) never happened to virtuallly all of the OECD member countries, in just 2-5 years). For each of the following step, we will try to create local, regional, or national Social Enterprise for each government - if they are willing as the gains are tremendous potentially - to share the profits together. So the governments will have the 3-layered benefits: ... 1) USL 0.x will enrich not only the math education that helps each USL x participating regions, 2) but also to prosper together as Social Enterprise board members of the corresponding regions. 3) once the UN gets involved, then the certain portions of the massive surpluses to their local or regional economies will be properly redistributed for the global social, energy, environmental, equality and poverty causes.