Truth, what is it good for? : Using the Power of Enlightenment to Improve Academic Performance

This book describes the learning game, LinguaG, a 1-semester online study game that uses intellectual calisthenics to train players how to envision, design, build and operate new human systems.

The result is:

• Better Grades
• Better Self
• Better Society

LinguaG combines systems-thinking with the observations of post-structural literary theory, all made appropriate for mainstream students aged 16 and up. This program is ideal for those needing an academic jump-start to AP students looking to dominate Freshman-year at college. In addition, this program is ideal of LSAT prep as players learn to enhance legal reasoning, reading comprehension and writing skills.

There are three concepts that intersect progressively: raised awareness, improved learning, and a stronger society. When awareness is raised, learning improves, and society becomes stronger.

How does LinguaG raise awareness?

LinguaG concerns itself with awareness as it relates to the physical world. Raised awareness is accomplished by combining self-discovery with the understanding of language as a human system with multiple interacting parts. To manage all this complexity, LinguaG builds an epistemology from the ground up, with the rules and definitions to answer the question: What do we know and how do we know it?

How does raised awareness improve learning?

Raised awareness, based on applied systems theory, leads to better grades because it models how to create and understand context, the cornerstone of learning. Our brains learn through association with what we already understand.

How can improved learning make society stronger?

The third promise for those that complete this course is that it equips the student with the skills to create positive change. An understanding of self, coupled with a detailed understanding of language, puts the practitioner in a position of creating positive change, because they now have the skill-set to envision, design, build, and successfully operate new human systems.

Bryan Steele began his career serving meritoriously in the United States Marine Corps before transitioning to the financial sector, where he spent eight years trading for commercial banking clients both on and off the floor of the Chicago Mercantile Exchange.Seeking a deeper understanding of language and critical theory, Steele left the securities industry to attend the University of California, Irvine, where he studied English under prominent scholars, including Jacques Derrida. He then pursued graduate studies while teaching English at inner-city high schools in Los Angeles. During this five-year tenure, Steele developed a profound belief in education as the cornerstone of sociopolitical reform, inspiring his passion for integrity and effective social organization.Following his teaching career, Steele joined the LA Weekly, where his investigative reporting uncovered systemic dysfunction within the Los Angeles Unified School District. His impactful work led to his appointment by the California Legislature, where he served as Director of the Joint Legislative Audit Committee. Armed with subpoena power, Steele investigated statewide public school issues, identifying patterns of inefficiency at both local and systemic levels.In this capacity, Steele co-chaired public hearings, produced legislative reports held by leading university and law libraries, and contributed to significant reforms. His efforts directly influenced the passage of four California state laws governing public school construction.Steele's commitment to education and reform is also reflected in his published works, including Road to Belmont, where he examines the critical link between effective administration and student success.

Deputy Chief Editor, then Director, Oxford English DictionaryOxford University PressFeb, 1999 - Sep, 2010As Deputy Chief Editor of the Oxford English Dictionary I managed six teams of Editors revising the Dictionary, as well as revising the text myself. As Director, I was responsible for seventy editors and freelance assistants and a large budget, and I initiated the commissioning of a new suite of editorial software modules. I continued to work part-time post-retirement, updating the OED text, until 2020. I have contributed chapters to various collections of academic papers: 'Lexicography and the OED', ed. Lynda Mugglestone (1992, OUP, Oxford); 'Focus on South Africa', ed. Vivian de Klerk (1996, John Benjamins, Amsterdam); 'Englishes around the World' vol. 2, ed. Edgar W. Schneider (1997, John Benjamins, Amsterdam); 'The Major Varieties of English: Papers from MAVEN 97', eds. Hans Lindquist et al. (1998, Almqvist & Wiksell, Växjö); and 'Who's Centric Now?' ed. Bruce Moore (2001, OUP, Melbourne).Executive DirectorDictionary Unit for South African English, Rhodes University, Grahamstown, South AfricaJan, 1989 - Jan, 1999I managed a team of four other editors, revising the lexicographic material collected over several decades; I designed the schedule towards completion, negotiated the contract with the Oxford University Press in Oxford for the 'Dictionary of South African English on Historical Principles' (1996, OUP, Oxford); drafted thousands of senses, and proofread the entire text. We completed the revision in 1995, on target, and FTP'd it to the Press, the first large text to be delivered in this way. I edited 'The Albany Journals of Thomas Shone' (1992, Rhodes University, Grahamstown) for the Graham's Town Series, a series publishing South African manuscripts, with historical context and notes.

Senior Graphic DesignerAscend Learning / Jones and Bartlett LearningOct, 2011 - Nov, 2023I lead book design for an educational publishing company with an international audience that produces 800 to 1000 titles a year. I've helped create a very careful production environment, and I maintain the archive for the many assets related to each of these titles. I work with a large cross-functional team on creative development, design ideation, digital release, print release, and quality control. I also design and produce print and digital marketing campaigns. I solicit and respond to queries for marketing opportunities, and bring them from development through delivery, whether that be for print or digital outreach. I design and produce event and trade show signage, displays, swag, and related advertisements.Design ManagerPearson EducationJun, 2003 - Nov, 2009I hired, trained, and managed a team of four designers. I directed vendors, compositors, photographers, researchers, illustrators, and freelancers. I forecasted budgets for complex projects, and managed bid requests, proposals, and contracts. I developed interdependencies and processes with nearly every department in the business for a new department. We touched over 5,000 ISBNs a year, over half of Pearson's K-12 list, so organization, process, and communication were critical to our success.