Action-reflection-action is the necessary process to deal with the adaptive aspects of reality and with businesses considered as adaptive entities.
Paradoxically, this process is developed naturally, using intuition, by children, but adults need to recover their capacity of facing reality without fears if they want to develop an action-reflection-action learning process.
Children would not grow if they did not have this capacity, because most of the problems they face are complex for them.
The object driven learning technology defined the structure that allowed making adaptive learning processes accessible for all the people who need to deal with complex problems and are willing to make the effort to solve them.
Indoctrination requires the use of a theory-practice approach in order to install a theory to rule actions; adaptive learning, on the other hand, requires an action-reflection-action and a theory-practice approach. Indoctrination is security driven while adaptive learning is freedom driven.
The unicist learning objects provided an approach to adaptive learning for adults.
The object driven learning technology defines the four levels of objects to be used when integrating problematic with thematic learning.
The four levels of learning objects are:
- Learning context building objects
- Possibilities opening objects
- Reflection driving objects
- Research driving objects
This is what the unicist approach to learning is about. The use of learning objects simplifies the adaptive process and provides, on the one hand, a logical security framework to learn and, on the other hand, it allows expanding the boundaries of people’s talents.
Unicist Press Committee
NOTE: The Unicist Research Institute was the pioneer in using the unicist logical approach in complexity science research and became a private global decentralized leading research organization in the field of human adaptive systems. It has an academic arm and a business arm. http://www.unicist.org/repo/#Unicist