Monthly Archives: February 2013


Value adding: the key for learning processes

Learning processes in adults require the existence of a real problem to be solved. When there is no real problem to be solved, the learning process has no substance and the “knowledge” cannot be stored in the long term memory because it is meaningless.

Learning processes are based on the need to increase the value added to the environment so as to gain a better adaptive position for an individual.

But a learning context is required before a learning process begins.

The unicist maximal strategy of a learning process is given by the need of improvement. The existence of a driver and the real need for improvement provides the will the individual “uses” as a catalyst in order to face and solve the problems of his/her learning process.

Achieving the minimum strategy implies paying the prices to ensure learning. The price to be paid is that the individual needs to leave things aside in order to access the comprehension of a new approach.

Learning implies leaving things aside. If the problem can be solved using the preexisting knowledge there is no need for learning because the problem does not exist. Therefore it is implicit in a learning process for unsolved problems that the individual leaves aside the preexisting approach and enters the comprehension of the new approach without cutting it down to what s/he knew.

Adults only do so when they really need to solve a problem. Improvement is the active function and learning the energy conservation function.

Only people who need to improve will be able to learn. People who enter in a learning process without having a real need to improve in order to solve real problems just enter in self-fulfilling activities.

Diana Belohlavek

NOTE: The Unicist Research Institute was the pioneer in using a logical approach to deal with evolution and became a private global decentralized world-class research organization in the field of human adaptive systems.  http://www.unicist.org

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