By "JITED", I mean "JUST-IN-TIME EDUCATION". I adapted this label from a very successful inventory program.

Students and observers of Business have noted, over the years, the disturbing effect of the inventory-cycle, especially on the automobile industry. The assembly-line program imposed early in this century by Henry Ford (x-y) often results in many more autos or other products being turned out that can be absorbed by the current market. So the temporarily redundant products are stored in "inventory" until demanded. But this often means that assembly-line workers must be "laid off" until more production is needed. And this introduces a work-layoff cycle which is not only troublesome for workers and their families, but sometimes for the general economy, which suffers from decreased purchasing of other products.

In Japan, the Nissan firm developed a slighlty complicated "just-in-time" inventory system, which provided that autos and other products were made "just when demanded", so that inventories could be kept small. A few years ago, MIT economist, Lester Thurow used JIT inventory to characterize deficiencies in American education. In Japan, high school graduates could read the JIT inventory manual and learn their duties and apply the procedure so as to save the firm much saving. But, when Nissan started plants in America, not only our high school graduates could not understand how to implement the system, but many college graduates could not either!

By JITED, I mean that our precollege schools too often teach essential subjects (such as medial reading and arithmetic) "just-in-time" -- further delay would severely conflict with other "just-in-time" essentials.

WHY? We began as an agricultural economy. Even our early ancestors understood the need of planting crops in one season so that they can mature and be harvested in a later season. We know that we cannot get with JIT-agriculture! (Mother Nature wouldn't allow it!) But we uncriticallly indulge in educational abuse of our youngest students, simply because we can get away with it!

In developing the notions of CONEK, LOCONEK, HICONEK, I note that all of our important concepts -- which I call "coneks" to emphasize their connections to other subjects -- have "lowly origins" (loconeks) in daily life, outside of the academic arena. We have only to note these pedestrian conections and systematically see that our children "are exposed to them long enough to become infected". That is, we are "planting essential concepts and procedures early enough to give time for development before they need for flowering and harvesting"!

Teachers often object to parents "trying to teach their children academic subjects", saying that this should be left to professionals and the school curriculum. But teachers have no basis for objecting to such "plantings" because the teachers are not teaching loconeks and loconeks are not included in the school curriculum. If teachers continue to object, they must explain why such a double-standard should be enforced!

I argue that the program of CONEK-LOCONEK-HICONEK education (or its equivalent) is the proper corrective for JITED EDUCATION.

And, elsewhere, I have advocated them development of a METHODOCOPEIA (comparable to the physician's PHARMOCOPOEIA) to support teacher-on-the-line, showing different ways of teaching a concept or procedure, that is, a conek. In THE METHODOCOPOEIA, all of the above loconeks and hiconeks would be listed for the number-conek. And similarly, with other coneks.

CHALLENGE: HELP ME COLLECT THESE CONEKS, LOCONEKS, HICONEKS for sucH a METHODOCOPOEIA.