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.
Unicist Ontology of Learning Maturity
The learning process is analyzed in light of man’s natural evolution, considering as a hypothesis that man’s evolution of learning regarding a certain subject could not differ from man’s evolution as a whole.
Thus, the concept of Childhood-Adolescence-Adulthood evolution was taken as applicable to all learning processes. After analyzing a number of cases and experiences it was inferred that this natural law was applicable to the affective relationships of men with the objects of learning.
Childhood is defined as a stage in learning in which the individual acts, fundamentally subordinated, because of his own decision, to his teacher’s guidance.
Childhood ends when the pupil-trainee, whose main goal is to resemble his teacher, already manages to operate fluently the object of learning.
At this moment the adolescence of learning begins.
The adolescence of learning is the period in which the trainee breaks up with the figures of authority he had internalized during his childhood. This break up is necessary to continue his path toward the development of his own identity.
Adolescence is a period in which the master’s role is not that of conducting but that of trying to influence in the reflection so that it might be used as a starting point for maturity in learning.
In this period, it is necessary to count on the master’s “permission” for the pupil-trainee to “break the model”. The larger the permission to break it, the lesser the breakage and the smaller the loss of learning will be.
There is great fear, in the educational reality, of allowing the student to reach such stage. That is why most of the educational processes end in childhood.
The real learning stage begins in adulthood/maturity, which is when the adult-adult relationship between master/teacher-counselor and student is achieved. This stage allows beginning with the learning of complex adaptive aspects of reality.
The master here is definitely a counselor in the process and the student is the responsible decider on the topic of learning.
This stage never ends, but teaching is no longer needed, there is pure learning.
Unicist Ontology of Cognition
Cognition integrates three components as follows:
Knowledge is the awareness of the variables that define the problem. There is an analysis of the first variables related to the problem and of their interrelationship.
This stage is reached when the individual is able to analyze the primary elements of the objects of learning as of their similarity to those in which he is involved.
Comprehension is the taxonomic stage in which cause-effect relationships of all the variables and its interrelationships are developed.
Comprehension implies, in terms of the taxonomy of Unicist Personalized Education, that the problem is analyzed in all its rational and emotional components, regardless of the possibility of its actual application.
Application is the stage in which the individual adapts what he has learnt to reality. It is an objective that is accomplished outside the place where the learning was made and implies the management of the variables of context where what has been learnt is applied.
It is obvious that the teacher’s/counselor’s role here is that of a tutor that does not intervene or interfere in the individual’s relationships with his environment.
Unicist Ontology of Stages of Development
Functionally speaking, reality is but one. When we are teaching individuals it is necessary to accept that the reality that the person perceives is the only one there is for him.
If we try to juxtapose a different reality, even when we have elements allowing us to ascertain that we are closer to the “truth”, we will generate a resistance to that different perception in that person.
The starting point of all learning process is the syncretic perception that the pupil-trainee has of that subject, however distant that may be from the reality.
The first thing the teacher needs to do is to know which the global perception of that trainee is in order to understand the student’s-trainee’s reality and evaluate the diversions from that “reality”.
The syncretic stage is aimed at organizing the global perception of the problem as truthfully as possible.
Once the trainee succeeds in getting a realistic view, the analytical stage aims at dividing reality into its constituting parts.
During the analytical stage the individual analyzes all the variables that make up the problem. When this stage is over, the individual understands the problem in its parts and manages to solve, at a simulation level, similar problems to those he is involved in.
The individual experiences the learning process by elaborating permanent syntheses on the subject under analysis.
These syntheses, which are the object of work in the relationship trainee-trainer/counselor, end up in a final synthesis that replaces the syncretic vision that the individual had at the beginning of the subject.
This synthesis is the way the individual has managed to integrate it to his reality.