Unicist Confederation


Teaching vs. Learning: the use of Unicist Learning Objects

Teaching is the cost of education and learning is the generated value. The use of unicist learning objects diminishes the cost and increases the value of what is being learned. A positive side effect is that learners assume the responsibility to adapt to the environment and not only to the teacher.

Learning ObjectsThe purpose of a learning object is to install an adaptive knowledge object in the mind of the learner. Learning objects build a bridge and integrate theory with practice that allow individuals to use them and recycle them if necessary.

This implies that the learning objects drive the accommodation process to accept new aspects that were not managed before and integrate these new aspects in mind through an assimilation process which requires storing this integration in the long term memory of individuals.

Learning objects are complex adaptive systems that have been designed to drive the learning processes of the learner without needing external support when working within functional learning environments.

A functional learning environment exists when there is a need of a specific knowledge to do something, the necessary capacities of an individual are available and accessible and the objects have the necessary authoritative role to be accepted.

Learning objects cannot work when these conditions are exceeded and then the participation of a counselor becomes necessary to substitute these objects by personal action. This is homologous to the autopilot of an airplane which needs to be substituted by the pilot when the conditions of the external environment exceed the possibilities of the object.

Diana Belohlavek

NOTE: The Unicist Research Institute was the pioneer in complexity science research and became a private global decentralized world-class research organization in the field of human adaptive systems.
http://www.unicist.org


The Unicist Logical Foundations of Jean Piaget’s Theory

Adaptation, accommodation and assimilation were terms used by Jean Piaget to define the learning process. It has been sustained that the adaptation process, which is the final goal of human intelligence, follows two complementary processes: accommodation and assimilation.

The unicist approach has been using these concepts since the eighties considering them as a neural entity individuals have to approach learning processes. Therefore they have, as any entity, a purpose, and active function and an energy conservation function.

The purpose of this entity is to adapt to the environment, because this is the purpose of any healthy human being.

The active function is given by the accommodation process, that is the process in which the mind has to accommodate itself to the evidence with which it is being confronted.

This process is extremely energy consuming because it demands moving internal structures to find a way to adapt to the external environment. The accommodation process is supplementary to the adaptation process meaning that it is redundant but having a superior solution to adapt to the environment.

The changes proposed by the accommodation process are limited by the assimilation process. The assimilation process is the energy conservation function that allows adapting to the environment. The assimilation process consists in the integration of the external environment in the mind without changing the concepts the individual has.

Assimilation and adaptation are complementary which means that the assimilation provides the information that is needed to adapt to the environment.

Adaptation, accommodation and assimilation define the essential structure of a learning process which is nonexistent if individuals cannot adapt to the environment because they need to over-adapt to it. Over-adaptation implies a submissive, dominant or oppositional attitude towards the environment.

Conclusion

There exists no complementation between the accommodation and the assimilation processes. They are integrated by the adaptation process. That is why when adaption does not exist there is no possibility that an individual learns.

Peter Belohlavek

NOTE: The Unicist Research Institute was the pioneer in complexity science research and became a private global decentralized world-class research organization in the field of human adaptive systems. http://www.unicist.org


In life do you focus on finding answers or questions?

Focusing on answers is adequate to deal within the boundaries you manage. But if you want to expand your activities and grow you need to find the questions that are needed.

No one will teach you how to do this, there are no recipes. You need to learn it.

But “Teaching vs. Learning” is a fallacious option. While teaching provides a secure environment for individuals, learning, on the other hand, is based on the internal freedom of individuals.

The model “theory – practice” is the natural model for teaching. The unicist path “action-thought / reflection – action” is the natural approach to learning.

The teaching approach, based on previous theoretical knowledge, necessarily leads to actions where the thematic approach precedes the problematic application.

This approach is functional to simple problems solutions.

“Focus” is vital for complex problems solutions. Learning fosters focusing on problems. The process begins and ends working with a problem and measuring the results.

If you are interested in thematic learning you need to find the answers a specific approach provides. If you are trying to solve problems you need to find the questions that drive you towards the solution.

Access a synthesis on the “Discovery of the Unicist Ontology of Human Learning” that is available at the Scientific Dissemination Program. You will find there other syntheses that might be of your interest: https://www.unicist.org/talents/wp-content/uploads/2012/12/ontology_learning_en.pdf

Diana Belohlavek

NOTE: The Unicist Research Institute was the pioneer in complexity science research and became a global decentralized world-class research organization in the field of human adaptive systems. http://www.unicist.org