GLE inaugural release
31 Dec 2006

GLE inaugural release

Today marks the first release of Global

31 Dec 2006

Today marks the first release of Global Leapfrog Education (ISSN 1933-0200), an open access, online journal hosted by the Global Leapfrog Institute, LLC.

The official journal repository is located at

The GLE blog (located at will be used to broaden discussion and serve as an access point for sharing further ideas and resources.

As we learn to master the OJS journal software, articles will be released in two trenches. First, Cristobal Cobo (FLACSO Mexico) discusses new learning opportunities provided by “Web 2.0” and successor technologies. In a near future release date, Arthur Harkins, myself and George Kubik (University of Minnesota) describe a leapfrog pathway through simulational learning.

Introduction and mission

Global Leapfrog Education (GLE) is devoted to exploring how, through education and human capital development, communities can transcend current problems and challenges by empowering themselves to invent their own futures. GLE publishes articles spanning a wide range of interests related to leapfrog education (viz. change, technologies, knowledge production and innovation, global youth leadership, and futures-oriented philosophies and theories of education). This journal provides open access to all of its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Our electronic submission process is designed to facilitate rapid publication. Once an article is published, peer reviewers submit written, critical feedback to the author as an addendum to the article, published in GLE. Such reviews may be considered publications in their own right. Reviewers and other participants are also encouraged to contribute to discussions related to each article via the journal blog at

What is leapfrogging?

  • Leapfrogging means jumping over obstacles to achieve goals.
  • Leapfrogging is a leadership necessity.
  • Leapfrogging saves precious time.
  • Leapfrogging builds institutional and community prestige.
  • Leapfrogging works best if everybody collaborates.

Focus and scope

The first country to adopt the Leapfrog Paradigm, bolster it with advanced communications technologies, and apply it in preschool through graduate contexts, will either continue to lead or will acquire newfound leadership among emerging knowledge and innovation economies.

We are aware of the need for simplicity, but the reality is that the Leapfrog Paradigm we describe is fundamentally cognitive in nature. It is the new educational mission required to support knowledge based innovation economies. New language and concepts are required.

The focus of GLE is on the language, concepts and education required to produce knowledge and direct it toward continuous innovation. This calls for an entirely new education mission –one that requires a different vocabulary and mindset compared to the now globally-distributed education missions for agricultural, industrial, and information-based societies.

GLE will help readers and contributors:

  • Understand that states, regions and individuals are in a global competition in human capital development and application;
  • Understand how technology shapes human world views and choices;
  • Understand the relationship between technological change and social change with emphasis on the emerging Technological Singularity;
  • Understand exponential acceleration of technological, scientific, societal and economic changes;
  • Understand multiple perceived realities and their vectors;
  • Develop leapfrog education scenarios related to technology, innovation, systems design and integration; and,
  • Connect these leapfrog scenarios with 21st Century education redesign and redirection.

Journal keywords and key concepts

accelerating change, basic knowledge engine ecology, creativity, cybernetics, design, entrepreneurship, global leapfrog education, invention, innovation, knowledge engine ecologies, knowledge production, knowledge engine ecologies, memes and new social patterns in thought and belief, sociocultural prosumers, youth development

Full information on the journal architecture and instructions to contributors is located at

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