Superior Education is defined as the activity that deals with the acquisition of knowledge to manage the complex adaptive aspects of the environment. This implies that the superior education has to move from the “know how” approach to the inclusion of the “know why” as a driver of learning processes.
It has to be considered that there are cultures where the question “why” is socially non-acceptable because it provides full transparency, that defines the limits of an individual’s influencing capacity. In these cultures, superior education is a question of status and not of knowledge.
It also has to be considered that adaptiveness implies, besides reacting, forecasting the future and also influencing it. But in some cultures the future is a “taboo”, which makes the acceptance of the credibility of reliable future scenarios impossible.
The Unicist Standard defines the structures and the unified fields that have to be managed in an adaptive system in order to organize it and achieve the results that have been defined as possible.
This allows managing the unified field of human adaptive systems in a reasonable, understandable and provable way. The energy saving produced by the strict use of the Unicist Standard of a function exceeds 30% (experience data).
The use of the Unicist Standard is a condition for designing Strategies and Architectures. All the structural solutions, business objects and technologies follow the Unicist Standard and generate significant energy saving effects.
The structure of the “unicist ontology of learning processes” describes that the purpose is to achieve maturity so as to be able to learn based on the feedback of reality. The active learning process is based on a cognitive action and the energy conservation function is based on the integration within the natural stages of development an individual is able to manage. The learning process is analyzed in light of man’s natural evolution. Thus, the concept of Childhood-Adolescence-Adulthood established the maturity stages of learning and allowed defining the natural approach to learning.
The Unicist Education is a superior education model that is based on the discoveries on behavior and education. The unicist paradigm shift applied to education is given by the discovery of the unicist ontology of learning and by the reflection based education to learn to manage complex adaptive environments. The unicist logical approach allows driving businesses to the next level increasing their adaptiveness and speed of actions to improve results measured in growth and profits. This implies that the superior education has to move from the “know how” approach to the inclusion of the “know why” as a driver of learning processes.
The management of adaptive aspects of business, where the feedback defines the actions that need to be done, requires managing the concepts of the functions that are being managed. A concept is defined by the integration of a purpose, an active function, which generates entropy, and an energy conservation function that sustains the achievement of the purpose. Concepts are discovered acting in the real world; they are not based on imagination. That is why a concept is known when both the essential structure and the operational actions are managed. Wisdom is naturally associated with conceptual knowledge.
The Unicist Education is a superior education model that is based on the discoveries on behavior and education. The unicist paradigm shift applied to education is given by the discovery of the unicist ontology of human learning processes and by the reflection based education to learn to manage complex adaptive environments. Unicist education is based on learning processes that are analogous to “teaching hospitals” based on real complex problem solving. While professional education provides a security framework, superior education is based on empowering the freedom of the participants.
The Unicist Corporate University is a globalized and decentralized organization that works as a Teaching Hospital in Business, working as a solution and knowledge factory for the participants and their companies. It works through multi-local business residencies. It promotes the unicist conceptual approach and the object driven technologies that foster a logical approach to deal with the adaptive aspects of businesses. It provides individuals with unicist conceptual tools and knowledge objects to deal with the nature of businesses to improve processes and transform knowledge into business results.
The superior education in business management provided an empirical operational and analytical framework for business management that upgraded professionalism in the 20th century. These two situations, the redundancy of operational an analytical knowledge and the acceleration of business processes, made the static empirical approach to business become functional to business operation but dysfunctional to business management. These new demands imply going beyond empirical approaches and providing technologies that allow managing the adaptive dynamics of businesses.
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