Relationality

Learners map their vision aims via our Self Evaluation Learning Framework
This is designed to make complex situations manageable by using four-fold reasoning

One reason why we need a new education paradigm is that the current one is part of an older industrial legacy.
Plato and Aristotle saw 'design thinking' as a predictive framework for managing productivity in industry.
Although form and category inspired databases & 'virtual' products part of their legacy is 'thingness'.
This chimes with what Marx saw as reification - i.e. treating social relationships like tangible products.

Homo sapiens is not good at multi-tasking. We are better at focusing on individual things, one at a time.
Perhaps our 3 million years of mining and tool-crafting gave us an ability to shape, value and 'objectify' things.
5K years ago we invented countable currencies & alphabetical writing to help us build nations, colonies and empires.
Today, reading and writing are still seen as the basic pre-requisites for entry to an institution of higher education.

In the 17th century, thinkers (e.g. Descartes) projected some mining principles onto economics.
Notably, the influential ‘law of diminishing returns’ (used in economic theory) reflects this logic.
- the more coal you dig, the more you are forced to exploit less favourable resources. (Marshall, ?)
In this bleak scenario, returns on effort are reduced over time and the winner-loser gap increases.

Surprisingly, then, we still aggregate things as discrete 'assets', rather than seeking synergies.
Indeed, money and accountancy work using a logic that is, fundamentally, additive and/or subtractive.
Of course, it is convenient to apply this to 'dead' things (e.g. pizzas, or money) for distribution or trade.
However, this does not work for living systems, and/or for situations that are emergent and creative.
As Paul Romer put it, “...possibilities do not add up. They multiply.” (Romer, 1991).