Any methodology or pedagogy or no need?

Basic ideas behind MMU x.x series or USL:

  1. The best chefs don’t complain about the recipes. Whatever recipes they have, then can convert them to the most delicious dishes.
  2. In the combined martial arts, the best warriors don’t get obsessed about the methodologies. Whether they are trained from Kung Fu, Karate, Tae Kwon Do, Jil Kwon Do, Muy Thai (kick boxing), boxing, wrestling, Judo, etc., the real warriors can mix whatever necessary and shine.
  3. Think of Math EDU of MMU1 or USL as the funniest and most innovative fighting scenes of the Jackie Chan moves: Many of you have seen Jackie Chan movies. When many guys attack him all at once, he used anything available to escape, be it sticks, chairs, bicycles, ladders, refrigerators, shoes, clothes, underwears, socks, glues, windows, other human bodies, legoes, or the conditions and sizes of the rooms, the speeds of the attackers, and the intelligence of the attackers in ways that you can’t see in any other movies from any part of the world. You can think of Lee’s MMU1 operations are basically similar in nature. Everything is the weapons except that these will be used as the weapons of the mind, not to hurt anyone. Need some examples? His 10 scenes for 12 minutes
  4. or only the first 40 seconds of this.
  5. Highly non-linear, intuitive, and yet unified approaches that trigger the Aha moments to bring anything necessary to make the students learn with the ease and inspirations.
  6. (Although Lee hasn’t used any physical, musical, or game modalities directly to his USL or MMU1 pilot studies due to the lack of time because USL ran for only 1 class each time and MMU1 earlier only for about 1 week of 5 classes, once MMU is implemented to the regular school hours, Lee plans to convince the EDU establishments to utilize all sorts of activities, be it physical, musical, or game aspects, and personalized learning, etc.)

Having said that, ultimately, Lee (the creator of USL and MMU series), don’t have any simple sets of methodologies or pedagogies because he literally has thousands of methods (if you call them methods). This, however, seems to have caused a lot of negative repercussions because the typical educators and the leaders of the education institutions have hard time to anchor on the results of the USL or MMU1 pilot studies. To make their lives a bit easier, Lee decides to get categorize some of the more mundane methodologies for the sake of making them feel better. These are more for the MMU x.x series, not for USL simply because USL goes far beyond any known education or psychology or neuro-science paradigms.


The historic backgrounds:

The original USL means the Unified Super Learning. MMU1 means the Mini-Mini USL (as it uses only 4-8% of the full capacity of USL) and yet still can bring the unprecedented math EDU revolutions by uplifting the math worst half average to the math best half average for any levels, be it Primary, Middle or High school levels and any socio-economic levels from any Latin America, OECD countries, Africa or India.

  • Why Unified? Because it mixes up literally anything necessary to inspire and excite students. Lee often used the elements quasi-philosophical, sports, pop culture’s, classical culture’s numerically, visually, conceptually, experientially, musically, etc.
  • Why Super? Simply because it made the average students learn 10-20-40-50 times faster than usual. In other words, if the original Lee’s plans got realized and got the full supports, he can literally make the average math students learn the entire 12 years of school math in just a few or several months. In other worlds 12 years of math in less than 1 semester. This of course back-fired beyond his original expectations because this literally caused the fears of the education establishments every single time. So he completely abandoned the original USL vision and currently focusing only on ending the math poverty to minimize the resistances and fears from the education establishments from any country. After all, for almost every Edu establishments, the education is more business than empowering the next generations. So in reality, nobody wants the true revolutions. If someone says they want the revolutions, they are lying for sure at least based on Lee’s experiences.


Critical reminders:

  1. Since the original USL versions made the average students learn math 20-50 times faster, which raised too much skepticism first and as he currently focuses only on the MMU x.x series that use only about 4-8% of the original USL capacities in terms of the efficiency, speed and capability, just enough to end the math poverty as Lee takes the worst math half students (averaging around 25 percentile) and raise their math average to the best half average students (averaging around 75 percentile). If thousands of students participate, the typical statistical gains to raise the math worst half to the best half average is roughly around 1.45 Standard Deviations, be it PISA, TIMSS, or more regional international assessments like SERCE/TERCE of Latin America, etc.


Basic methods (if you call this method):

Mathematics at the primary or secondary school levels consist of largely Arithmetic, Geometry, Basic Algebra, and some others like basic probability, set theory, etc. As MMU series focus mostly on radically reducing the math poverty, Lee’s main focus for the primary school math will be Arithmetic, Geometry and some Algebra in most cases. For Lee, Mathematics is the science of patterns. He cooks up any relevant patterns to entice the students to enter the rather complex or abstract worlds of math with ease.

The following is possible because Lee had been exposed to almost all sorts of cultural activities, including literature, films, music, poetry, math, physics, comparative religions, mysticisms, sports, pop cultures of all sorts, technology, 8 languages (and increasing),

  1. Both of the brain hemi-sphere uses (to make psychological educators feel better): he maintains the balance and don’t heavily focus on either side exclusively because the optimal math is achieved by the balance of both.
  2. Anything that has potentials to excite or inspire students may be used. Some of the examples are (because the examples are literally thousands at least)…
  3. Pragmatic Philosophy (as Lee is well familiar with both Eastern and the Western philosophies, be it ancient or modern).
  4. Spiritual Math (of both the East and the West)
  5. Spiritual aspects of the modern science
  6. Musicality of Math
  7. Mystical elements of Math
  8. Sports aspects of math
  9. Relationship aspects of Math
  10. Visual aspects of Math
  11. Poetic aspects of Math
  12. Pop culture aspects of Math
  13. Religion aspects of Math (be it Christianity, Hinduism, Buddhism, Islam, etc.)
  14. Language aspects of Math
  15. Financial aspects of Math
  16. Game aspects of Math
  17. (And yes there are thousands more, but this short article is not to confuse the educators. So I will stop here.)


Tentative sets of the methodologies that Lee is currently planning to implement after the initial MMU1 pilot phases from various countries once he cannot teach to millions of students online all by himself and need to train others later if he needs to cover more than ten millions of students.

Having said so, I will just throw small set of the methodologies (again if you call that) to MMU1 once it is embraced by some state or national governments to scale up to hundreds of thousands of millions of students of the grades 3-5 or 6.

Every student learns in different ways and can learn better in some ways than in other ways. Although Lee still can deliver classes with a uniform ways and still top any personalized or tech-based learnings hands down, this kind of statements is very politically incorrect in the current education atmosphere.


Longer term methodologies of MMU 0.5 (for the advanced countries) -1 (mostly developing countries)-1.5 (for the poorest countries)

So, once the initial phases of the MMU1 occur across many cities, states or even countries, then Lee will design the diversified math programs that deliver the personalized learnings depending on the various diagnostic tests, aptitude tests, and surveys, etc. For the MMU1 pilot operations, Lee will use only certain elements for the EDU battles that fit into particular cities, states or countries because each is different.

  1. Lee always prepare diagnostic tests to see the strengths and weakness of his students.
  2. Lee sees the survey results of the students to see what his students like and what they do not like, etc.
  3. Even though MMU1 is 15-20 times slower and relaxed version of the original USL, it still retains the certain unifying elements of the USL (appetizer versions basically) with the various unified insights so that the students can rise with their math skills very quickly at least compared to any math EDU standards.
  4. Depending on the dominant propensity of the students’ preferences, Lee will deliver the math focusing on whatever efficient and shortcuts may be.
  5. There will be various diagnostic assessments to see the concrete progress of the students and their strengths and weakness.
  6. Intuitive approaches are clear with the minimal obscurities.
  7. Depending on cities, states or countries that can implement the physical or musical or computer game capacities for MMU1, Lee will deliver accordingly. As of now, Lee’s main focus is to make students learn quickly and get enough math skills and confidences as most developing countries don’t have enough findings or capacities for the luxuries of the games, etc.
  8. Once the full year MMU1 implementation take place in states or nationally, then Lee will devise various preliminary personalized education schemes. (But again, this will not be possible at least the first 1 year due to the lack of everything, be it data or funding or time).
  9. Although MMU1 was created with the aims to end the math poverty quickly, for Lee, math poverty is closely related to the vast gamut of social-cultural-personal-economic-even spiritual poverties. So, Lee will try to bring the spiritual elements of math for the predominant groups of the students regardless of their spiritual, religious, or materialistic modern backgrounds or paradigms.
  10. Till big scale is implemented and everything gets out of hand for him alone to implement MMU1 in many cities, states, or countries, which may take some time, Lee will just deliver the one man show to the MMU1 operation countries or states. As of now, he thinks that up to a few million students or so, he can handle alone without any training other teachers.








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current focus on MMU x.x series

MMU1: just to uplift the math poorest half average to the math top half average, which normally would take at least 50-100 years in the average OECD nations with almost no exceptions at least according to the PISA and TIMSS math rsults 1995-2015 (and you should know that this is a revolution, not some sort of useless reforms that have been going on in the entire developed OECD nations). To reduce the hyper-skepticism, my initial target may be reducing the math poverty by 20-30% and raising the proficiency in similar manner, which still would normally take at least 30-50+ years in at least 90% of the developed countries, their states or big cities. Current focus is on the MMU1 series as the warm-up exercises as forms of pilot studies to demonstrate the math EDU revolution is not only possible in spite of the hyper-bureaucracy of the EDU establishments that simply would not any of the most breakthrough innovations in EDU and will instead keep on playing with the furitless, fancy toys of the math EDU apps and technology.

The Fundamental Premises Of USL1 And USL

USL will use the colossal cognitive capital potentials of STEM education (especially Math at the moment), because USL can make the learning 10-50 times faster and more effective than the Business As Usual typically, to trigger the equally colossal gains in the socio-economy in exchange of their willingness of the participating governments - under a new UN-led treaty hopefully - to collectively contribute the reasonable ratios of the expected surplus gains in their economies to resolve the top global crises. Each of the governments will mostly focus on resolving their crises of course, 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 1 will be the fastest, easiest, and cheapest way to collectively contribute the effectively gained, USL1.0-induced surplus economy (in a sustainable manner) to resolve the most serious global crises (for all governments and the UN) based on the 5UE principles: to transition towards the resource-based, renewable 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 2-5% and up to 10% at most of its capacity called USL 0.25-0.5-1.0 for the state and national governments as well as the UN.

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

STEP 1) Math Education Reform USL 0.25 at the city and USL 0.5 at the state government levels (advancing their regional average math skill levels by half a year, which normally takes 10-30 years to most of the OECD countries, in just 2-3 years). STEP 2) Math Education Reform USL 0.5 at the state government levels (advancing their regional average math skill levels by 1 year or more, which normally takes 2-5 decades to most of the OECD countries, in just 2-4 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 or more, 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.
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