This insight into molelecular evolution, from the text in the above illustration, may explain the core obstacle that has kept estalished education from embracing the connective world of the Internet:
[we have been] using the tree to model reality. However, the actual evolutionary history may not be particularly tree-like, in which case analyses that assume a tree may be seriously misleading. Molecular Evolution
Hierarchies, which are trees, have dominated curricula, standards and grade levels for decades. Subject matter students should be learning is seldom if ever tree-like. The true structure of cognitive knowledge, like the reality it conveys, is a network. Education is overdue in using the network structure of the open Internet to interface knowledge, continuing to risk misleading learning by attaching pedagogical trees to the new connective world of information.
