The learning context provides the framework that allows building a guiding idea to begin a learning process. The construction of the guiding idea of learning processes is the first stage to be fulfilled in order to make a learning process begin. Unfortunately, many adults prefer judging instead of assuming the role of a learner. Learning requires a personal decision that cannot be forced because adult people only learn what they need.
The exposure of individuals to value-adding actions implies two alternative situations:
a) The individual can generate the necessary value.
b) The individual cannot generate it.
If the individual cannot solve the problem, there are two alternatives:
1) The individual is in a comfort zone and is not interested in acquiring a new knowledge to solve the problem.
2) The person needs and wants to learn to solve the problem.
Only the case b) 2) drives to a learning process. The design of learning processes needs to follow the unicist ontology of learning, which defines that, prior to a learning process, an individual needs to be exposed to a meaningful value generation process in order to be able to reflect on that experience and decide to learn or not to learn.
Unavoidably, the learning process in complex environments requires an action-reflection-action process that begins when the guiding idea of the learning objective has been defined. Meaningful guiding ideas sustain the success of learning processes.
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