To Boldly Go Where No Man Has Gone Before

It was a regular school day. After having spent 12 years in public school and five years in post-secondary education, school habits were well ingrained when Josh entered the workforce, in education.

He knew the ins and outs of getting a job done and having fun. He had been indoctrinated with the Star trek Pioneering Spirit program, that Gene Roddenberry had initiated generations before. It had become the basis of the curriculum, even though replicator, transponders, phasers and transporters were still a dream.

As predicted by Roddenberry, Canada had become the 52nd state. Crowd control was easily manipulated by the process of the Game, described in Star trek, Season 5. Episode 6 The effect of having children become addicted to automatic gratification through vagal nerve stimulation had created a natural drug-induced addictive response. Instantaneous gratification, had removed the need to integrate answers to questions and directions were soon forgotten.

Josh had chosen to work within the system to make change. He was only seven years older than many of the students he was teaching. Most were born using advanced reproductive technologies, often outside of the uterus.The biochemistry of these individuals was different, but he still remembered how growing brains have chaotic synapsis that are organized and adjusted by hormones. The hormones were not evolving as quickly evolving as technology.

This generation was shaped by a totally new and different world . AI was a new evolutionary force that was causing a global shift by rewiring neural connections. The effect was as powerful as messaging throughout any fungal network. He called this cohort the Fungi’s. Josh believed he could call on the student’s natural instinct and intuition to enhance their being the particle that causes a change as part of the wave.

Josh followed nature’s cues to devise a plan to deliver the curriculum and guide his students to respect the movement of individual thought over generations. Expectations had changed as humanity had gone from the Lost, to Greatest, Silent to Baby Boomer, millennial to S, Y and Z, Alpha and now this current Beta generation, children of aging parents initially introduced to computers as children, were physically interfacing with computers.

The day started by setting what battles were to be waged. “Put all AI phones, watches, auditory, visual and other accessory apparatuses on silent. Tuck in your shirts. Sit straight. We will start our day with black out practise.”

When the machines were unplugged, a variety of responses resulted in the silent brains. Some students went into a state of awe, others were comatose, or overstimulated or under stimulated. An unusual number of children developed ticks, from picking their nails to grunting and other physical or verbal outbursts.

Josh continued the class with the regular instructions. “Take out your journal and record your thoughts for the next 10 minutes. The manual skills of printing, writing or art are essential to develop the skills to ensure hand to paper transmission of new ideas in a prescribed period.”

Josh’s role as a teacher, was to guide students to learn age-appropriate material that enhanced their natural dispositions and help them coherently learn how to express themselves during this critical testing period that evaluated their use of free silent time.

Age cohorts were kept together, and national and international results were entered into the evaluation tools and compared. Children were separated according to algorithms that identified social, emotional and knowledge qualifications that would eventually be used to allocate them into career options.

Having completed the silent time, Josh assigned the students to their stations. The motivation for Josh to work hard was high. The better he taught the kids how to do their job, the easier his job became.

He had organized each unit to optimize conditions for students to work within the required parameters. The class was lined with fitness mirrors equipped with AI technology to monitor health metrics and provide feedback on temperature evaluated by AI thermosets and AI meters that established energy consumption of individuals and track progress as it delivered programming with needed modifications.

Students were trained to function as a unit within the machine. The Borg mentality had won, and resistance was futile. Units on energy, physics, and technology were enhanced using Star trek virtual reality simulations, and holographic programming. Students were taught how to maintain and repair robotic vacuum cleaners, calibrate food arms of cooking appliances and develop skills to run and maintain military and scientific equipment and practises.

The addictive allure of being part of the collective worked for most of the students, but nature is more resistant than a machine. Josh worked within the system, confident that he could encourage a predicted bug a boo. Josh instructed students in play theory. It worked.

Some of the kids decided to opt out of using AI as neural gratification. These students were asked to be part of a control group. They would require skills they learned and instinct they valued to survive, when relocated onto an isolated community on a starship. They were selected to have an alien introduced into them, that would consume their nutrients, potentially weaken their bones, organs and blood and drain resources and personal time.

With full awareness of the risks and costs of participating in this long-term commitment over 90 percent of his students lined up for impregnation. He was satisfied that he had showed them the joy of a good education. They would work with AI, not under its control. They were ready to leave the collective and go beyond doing mechanical skills with short term instantaneous gratification. They were confident and ready to apply their skills in hopes of existence and to go where no man had gone before, to ensure the future success of the parasitic humanoid child they were now hosting.