Unicist Reflection Driven Learning for Superior Education

13 Pages Posted: 21 Aug 2018

Date Written: April 12, 2018


The 4th industrial revolution, introducing adaptiveness in the economic, social and business world, generated a context that required the management of complex adaptive systems and expanded, in the field of superior education, the need of reflection driven learning to deal with adaptiveness.

This research began in the seventies and included the active participation of 206 students participating in graduate studies and 11 high IQ (160) who were part of educational programs that were used as destructive pilot tests to confirm the functionality of adults learning in complex adaptive environments.

The discovery of the triadic functionality of intelligence introduces a structural shift in the understanding of human adaptive behavior and enhances the development of educational programs.

The unicist reflection driven education enhances the strategic approach of the participants through their exposure to maximal and minimum strategy building, root cause management of problems, the development of destructive and non-destructive pilot tests and the learning of the management of fundamentals.

The purpose of reflection driven learning is to install adaptive knowledge objects in the mind of the learner. This implies that concepts as behavioral 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.

Unicist reflection driven learning uses learning objects which are adaptive systems that have been designed to drive the learning processes of the learner without needing external guidance 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 learning objects have the necessary authoritative role to be accepted.

Keywords: Superior Education, Unicist Reflection Driven Education, Mental Emulation, Complex Problem Solving Learning, Adults’ Learning Processes, Human Learning Processes, Root Cause Management, Adaptive Systems, Complex Adaptive Systems, Peter Belohlavek, Unicist Theory, The Unicist Research Institute

JEL Classification: I23, I21, I25

Suggested Citation

Belohlavek, Peter, Unicist Reflection Driven Learning for Superior Education (April 12, 2018). Available at SSRN: https://ssrn.com/abstract=3161708

Peter Belohlavek (Contact Author)

The Unicist Research Institute ( email )

Uriburu 662
Adrogue, Buenos Aires 1846
+1 315 506 6875 (Phone)

HOME PAGE: http://www.unicist.org/

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