Source ledger, design rationale and evidence boundaries

Verified by opening the public pages on 23 October 2026. This ledger separates inspected public creator work, external research anchors and fictional design elements. Verified web access does not imply author endorsement by the research institutions.

Inspected creator work (inspiration, not validation)

• Sahil Tayal, Beyond Grades: https://beyondgrades.sahiltayal.com/ — publicly available essay on inherited success scoreboards, legitimate functions of credentials and questions of worth. Inspires Studio 01.
• Sahil Tayal, Lifelong Learning Lab: https://learning.sahiltayal.online/ — public overview of retrieval, spacing, feedback, practice, metacognition and transfer. Inspires Studio 03; contains its own caveats.
• Sahil Tayal, Human Capital for Humans: https://humancapital.sahiltayal.com/ — essay on separating capabilities and economic measures from human worth. Informs Studio 04 and Studio 08.
• Sahil Tayal, Emotional Literacy: https://emotionalliteracy.sahiltayal.com/ — distinction between feelings, interpretations and respectful responses. Informs Studio 06.
• Sahil Tayal, Cognitive Bias Atlas: https://bias.sahiltayal.online/ — shortcuts, context and bias in everyday judgment. Inspires Studio 02 and Studio 05.
• Sahil Tayal, Main public home: https://sahiltayal.com/ — verified live at inspection; this is the designated back-to-universe hub even if older pages link elsewhere.

Inspected research anchors (research, not endorsement)

• Dunlosky, J., Rawson, K., Marsh, E., Nathan, M., & Willingham, D. (2013). Improving students' learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266. This review gives high general utility ratings to practice testing and distributed practice under its assessed conditions. It does not validate the School of Unlearning's specific interfaces.
• National Academies of Sciences, Engineering, and Medicine (2018). How People Learn II: Learners, Contexts, and Cultures. https://doi.org/10.17226/24783 — see Processes That Support Learning: https://www.nationalacademies.org/read/24783/chapter/6 and Summary: https://www.nationalacademies.org/read/24783/chapter/2. Supports the general relevance of metacognition, context, self-regulation and transfer.
• Education Endowment Foundation (2025, 2nd edition). Metacognition and Self-regulated Learning. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/metacognition. Guidance about explicit metacognitive strategies in classroom practice. Not a validation of this independent prototype.

Explicitly fictional construction

• Studio 01: four learner records, backgrounds, growth index and rankings are authored fictional values. The index is not validated and “fairness” cannot be derived from it.
• Studio 02: five evidence cards and their ancestry are invented for teaching source genealogy; there are no published effect estimates.
• Studio 03: list of twelve arbitrary words, 15-second viewing time and trial-level recall are original demo design. A single attempt is not a test of individual cognitive capacity or a controlled experiment about retrieval benefits.
• Studio 04: the coefficient equations are arbitrary teaching devices without fit or empirical calibration. No organisational performance forecast is made.
• Studio 05: probability calculations are mathematically derived from hypothetical input rates in a fixed cohort of 1,000 items, not sourced device specifications or medical test data.
• Studio 06: fictional characters and choices; narrative branches have no hidden true motive and do not diagnose the participants.
• Studio 07: the 100-person survey, 84 positive responses and headline options are invented; no claims about a real app.
• Studio 08: student circumstances and causal pathways are hypothetical; no intervention's actual effectiveness is claimed.

General interpretation boundaries

This is a conceptual experience for adult and secondary-level discussion, not an accredited course, psychological assessment, educational effectiveness study or guaranteed treatment. The site does not capture outcomes or infer ability. It does not use AI scoring. A resulting user entry is private text, not a scientific observation. All personal names in cases are invented. No actual family-business transactions, real contacts, private chats or health stories are used.

Public deployment boundary

https://schoolofunlearning.sahiltayal.com/ is the intended canonical URL. It was not confirmed reachable during the initial audit via public browsing. A live launch must independently verify the DNS record, Cloudflare project binding, TLS, robots, sitemap and social preview on that hostname. Merely building a ZIP does not establish deployment.