What If Learning Isn't Linear? A Critique of Academia's Assembly Line
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| Title: | What If Learning Isn't Linear? A Critique of Academia's Assembly Line |
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| Authors: | Adamson, Bradley |
| Publisher Information: | Zenodo |
| Publication Year: | 2025 |
| Collection: | Zenodo |
| Subject Terms: | Psychology, Educational/education, Education, Learning, Active learning, Deep learning, Reinforcement learning, Association Learning, Learning/classification, Verbal Learning, Supervised learning, Social Learning, Learning/physiology, Learning Disabilities |
| Description: | This essay critiques the linear, rigid structure of modern academia, arguing that it misaligns with the brain’s recursive learning processes. Drawing on neuroscience and education history, I explore why this system fails deep thinkers and propose a recursive model—rooted in cycles of exploration, refinement, and transformation—as a natural, adaptive alternative. Through a recursive approach, I revisit and deepen these ideas, emerging with a vision for education that aligns with human cognition and prepares us for complexity. |
| Document Type: | text |
| Language: | unknown |
| Relation: | https://zenodo.org/records/15034817; oai:zenodo.org:15034817; https://doi.org/10.5281/zenodo.15034817 |
| DOI: | 10.5281/zenodo.15034817 |
| Availability: | https://doi.org/10.5281/zenodo.15034817 https://zenodo.org/records/15034817 |
| Rights: | Creative Commons Attribution 4.0 International ; cc-by-4.0 ; https://creativecommons.org/licenses/by/4.0/legalcode |
| Accession Number: | edsbas.464AB82E |
| Database: | BASE |
Nájsť tento článok vo Web of Science | Abstract: | This essay critiques the linear, rigid structure of modern academia, arguing that it misaligns with the brain’s recursive learning processes. Drawing on neuroscience and education history, I explore why this system fails deep thinkers and propose a recursive model—rooted in cycles of exploration, refinement, and transformation—as a natural, adaptive alternative. Through a recursive approach, I revisit and deepen these ideas, emerging with a vision for education that aligns with human cognition and prepares us for complexity. |
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| DOI: | 10.5281/zenodo.15034817 |