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Elegant Reasonism Example Curricula Considerations

Elegant Reasonism based curricula is inherently tied to truth as a function of the unified Universe. ‘The’ unified Universe is likely larger than our particle horizon for reasons suggested by the statistical circles observed in the WMAP data in context of M5’s manifestation of the Big Bang describing that single Event which interprets isotropic astronomical observations not just as consistent and congruous Bang to Bang, but also across the entanglement gradient along both the emergence and convergence vectors. To us, this makes this particular precipice compelling. And while that might be applicable to particular domains of discourse philosophically to the sciences those discussions, while necessary, are insufficient to merit a dedicated curricula track that is being suggested here. The expanded view must empower and enable students and learners to illuminate and illustrate the emergence and convergence of everything real; while simultaneously helping them in coming to know what to set aside in inventory. Brutal self assessed honesty is required along with strong science disciplines for open minded investigations. We must follow those, regardless of vested positions.

Also see: ER Curricula FAQs.

Remember The Coin

The coin is a metaphor for perspectives here in as much as they have two sides. The first proverbial step toward wisdom has been acknowledging that “I do not know”.  Personal understanding is different from an ability to perceive another’s point of view exactly because it requires each of us to know all that known by another and that is patently not possible given the permutations of billions of human lives throughout history. This specific insight is essentially the metaphor of the two sides of the coin which must be remembered.

Educators will likely percieve many allegorical methods to articulate associated lessons to their students. Discussions about what leads to arrogance. What we are planning to integrated into our courses are epistemological distinctions not just of Encapsulated Interpretative Models (EIMs) but how each of those EIMs are interpreted relative to various philosophical epistemologies, especially the traditional approaches. Ultimately the distinguishing epistemological characteristic is the source of truth they instantiate. Superficially true that insight may be it too is insufficient to gain the precipice of unification because issues of resolution, precision, accuracy and evidence chains must be isotropically recognized and where they are not implies that we all have a great deal of work to do. We recognize that is likely an ideal goal civilization may never attain. However, we must strive to make it as ubiquitous as possible. Another dimension to all of this is Neural Plasticity and our modern understanding of how malleable the brain actually is. What will become patently evident, potentially ironically so, is that as humans engage and deliver these insights intentionally in the curricula across all groups something wondrous occurs. Because of something we call  Neural Network Reconfiguration by Programming (NNRP), critical situational awareness thinking takes hold and creates something of a self-clarifying framework which students will find both refreshing and incessantly intriguing.  Maybe even entertaining, if not down right addictive. The more one learns about Elegant Reasonism the more one innately employs it conversationally and does so naturally.

Curricula Intent

The intent of this page is to illustrate an example curricula and not to declare the existence of an actual curricula rather to provide and foster contemplative debate about what such a curricula should be. Elegant Reasonism as an educational track through all levels of education would potentially follow a path which would be itself compliant with the realm of c’s. This example higher education courses are drawn from Auburn University and represent a DRAFT proposal for contemplation purposes only at this time. Auburn University has no involvement with anything listed here. We simply used their curricula in an exemplary manner to illustrate a syllabus. Global enterprise HR groups will increasingly be interested in these subjects in terms of supporting employees relocating in support of business operations and their families.


Over arching objective with Elegant Reasonism focused education is:

  • effective perception of truth as a function of the unified Universe,
  • effective engagement of reality,
  • maximize skills enabling and empowering conversational critical situationally aware thinking in context of Elegant Reasonism,
  • rapid recognition of communications which do not or can not close to unification,
  • interpersonal skills and transformational leadership in order to help others wield Elegant Reasonism with great affect to great effect.

Skills by Grade Level (US)

The curricula and courses provided here are managed consistent with appropriate law and rule under US Department of Education, including FERPA. Please note that the discussion here about end to end curricula is a different topic and subject from education materials provided by SOLREI INC directly to students. Our target audience are those adults 18 and over. Any curricula discussion concerning younger age groups hypothesizes a best case scenario for preparing 18 year olds and above to consume the needed material in order to gain the precipice capable of perceiving and engaging the unified Universe in the most efficient and effective manner possible.

The rhetorical question here is how does the advent of Elegant Reasonism impact the spectrum of education below?

Early childhood education

Early childhood education can mean different things. It refers to learning that happens before kindergarten. It is not required by law. Early childhood education includes daycare and preschool. Ages can vary based on the place you choose to take your child. Daycare can start a few months after a child is born. Preschool can start as early as age 2.

Elementary school

Children begin elementary school with kindergarten (grade K) around age 5. The next year is grade 1 and it goes up each year to grade 5. They finish elementary school around age 10. Children in elementary school usually learn different subjects from one teacher in a single classroom. They learn to develop writing and math skills, reading, critical thinking, and problem-solving.

Middle school (also called junior high school)

Students attending middle school are around age 11 to 13. It starts with grade 6 and ends with grade 8. Middle school students usually switch from classroom to classroom. They may have different teachers in one school day. In middle school, students learn:

  • English (grammar, spelling, reading comprehension, and sentence structure)
  • Mathematics (fractions, decimals, percents, solving equations)
  • Sciences (earth science, basic biology, basic chemistry concepts)
  • Social studies (civics, government, and basic economics)

In some communities, children will not switch schools to go to middle school. They will keep going to the same elementary school.

High school

Students attending high school are around age 14 to 18. It starts with grade 9 and ends with grade 12. The classes are arranged by subjects. A student usually has different teachers throughout the day. In high school, students learn:

  • English (classic literature, essay writing, and critical analysis)
  • Mathematics (algebra, geometry, calculus)
  • Science (biology, chemistry, physics)
  • Social studies (US history, world history, and civics)

Some students can take advanced classes and prepare for work or college. High schools also have clubs, sports, work-study arrangements, and other activities. There are names for students in each grade:

  • 9th grade: freshman
  • 10th grade: sophomore
  • 11th grade: junior
  • 12th grade: senior

Secondary School

A secondary school is an alternative option to a high school. It covers grades 9th to 12th. It offers technical and vocational training, such as carpentry and automotive technology.

Post-high school education

After getting a high school diploma, students can go to college. Students need to find a college or university and learn the requirements. You will have to apply and pay tuition.

Public Colleges

Public colleges are also known as city colleges and state colleges.

Private Colleges

Private college requires paid tuition. It doesn’t depend on the government, it receives funding from donors. There are private colleges that could provide students with many financial aid programs.

Community Colleges

Some vocational-technical colleges are 2-year colleges.


Offer many career options; after 4 years of studies, students get a Bachelor’s Degree. Universities have different colleges. Some universities offer professional degrees (law, medicine). These types of degrees need licenses and extra training. Students who want to continue their education can apply for a Master’s degree or a Doctorate.

Syllabus Challenges

There are a number of issues with this syllabus track below:

  • Existing Foundation
  • Ability of this syllabus track to effectively deliver needed building blocks necessary to achieve best and highest results in context of cultures
  • Time
  • Lack of astronomy content spanning all grade levels to include lab experience
  • In hindsight unification is a tapestry a great deal larger than any single domain of discourse or detail set, much less discipline of science
  • Individual will to affect paradigm shifts effectively (introspectively)
  • Stages of grief associated with vested epistemologies
  • Passion for ultimate truth rather than truths made manifest through logically correct Encapsulated Interpretive Models (EIMs) which can not close to unification
  • Science based inquisitiveness
  • Objective recognition of the implications of mode shifting the ‘baloney detection kit

Licensed Track

This education track is licensed under Elegant Reasonism General Use License. Successful students graduating from this curricula would take these licenses with them. The idea is for each successfully graduating student to receive an Elegant Reasonism Transformational Leader Diploma. Only when Elegant Reasonism is employed in revenue generation is a commercial license required.

SolREI Courses Offered

NOTE: We are moving ER 101 content into the ER 100 course and refocusing the 101 course on to more operational capabilities but remaining at an introductory level. The idea is to make operational capabilities more broadly applicable across all domains of discourse which may not be primarily science oriented.

Also available to students on this track are online courses offered by the company:

Elegant Reasonism for Professional Educators

Elegant Reasonism 100

Elegant Reasonism 101

The Emergence Model 101


The syllabus curricula track here is for epistemological Elegant Reasonism in the full, holistic, context of knowledge management and NNRP. Human physiological development of the Central Nervous System (CNS) and Brodmann Areas is also taken into account. Individual development distinctions may constitute distinction tracks as appropriate or desired by students. Presumably with informed decisions. The 800 lb gorilla relative to what appears here on this page today is how it will evolve in context of applied NNRP and maturity of Elegant Reasonism over time. The Emergence Model suggests that everything real is a system or system of systems and the direct implication here is integration of Systems Engineering processes, practices, and the profession relative to the professional education and educators. The suggestion here is not as a solution but a framework for discussion. Once the appropriate leadership and participants are fully cognizant of these various issues some sort of framework and approach will be needed. The question being raised here is what will that look like in context of these various issues and would it change at all? We think it likely will. How it will change may very well vary by nation instantiation of various educational requirements around the globe.

The curricula syllabus is intended to combine skill sets from different areas of traditional settings in order to establish relationship awareness. It should be noted that the taxonomy sequencing of levels, grades, etc varies by country.  The K-12 system stands for ‘from kindergarten to 12th grade’. This equates roughly to a school starting age of around five through to Grade 12 at around the age of 18. The system is broken down into three stages: elementary school (Grades K–5), middle school (Grades 6–8) and high school (Grades 9–12).

Domains of discourse and detail set concepts increase in both in permutations as well as breadth and depths with increasing age of the students.

England Age U.S. Subjects
Nursury 3 – 4 Preschool TBD
Reception 4 – 5 Preschool TBD
Year 01 5 – 6 Kindergarden TBD
Year 02 6 – 7 Grade 01 TBD
Year 03 7 – 8 Grade 02 TBD
Year 04 8 – 9 Grade 03 TBD
Year 05 9 – 10 Grade 04 TBD
Year 06 10 – 11 Grade 05 TBD
Year 07 11 – 12 Grade 06 TBD
Year 08 12 – 13 Grade 07 TBD
Year 09 13 – 14 Grade 08 TBD
Year 10 14 – 15 Grade 09 TBD
Year 11 15 – 16 Grade 10 TBD
Year 12 16 – 17 Grade 11 TBD
Year 13 17 – 18 Grade 12 TBD



curriculum standards


Elegant Reasonism demands a multidisciplinary approach. Communications is exceedingly difficult and contextually significant. The intent of this curricula is to provide a strong foundation across the spectrum of domains of discourse and detail sets to offer worldclass opportunity for students to affect Elegant Reasonism to great effect in their chosen areas of influence. To that end specific courses have been pulled from traditionally different educational schools for this example program.

At this level of education there simply is not enough time to teach the needed subjects and there is a real opportunity for student burn out. It will be vital to maintain a sense of purpose and reason for the various classes and courses. There is an argument to be made for making this program five years rather than four. We leave these arguments to posterity.


Ultimately there will likely be different tracks focusing on differing intended areas of interest. Systems review driven investigations is one area as people mode shift what it is we think we already know. Constructing experiments is another area likely of interest to engineers and scientists alike. Theoretical investigators may be interested in pursuing other EIMs which may also close to unification in full compliance with established guidelines.  Others may be interested in increasing performance and integrity of Elegant Reasonism. The syllabus below will help these various interest area to begin contemplation on these expanded education tracks as well as the material suggested here.


Freshman should be introduced to the network resources available to them from this website. All of these materials are available free under the general use license. Especially:

Freshman entering this program are embarking on a quest to understand the relationships between everything real and why, historically, those relationships were obfuscated. This means not just reviewing historical treatise but its rationale in that historical context. We must then subject that thinking to Elegant Reasonism process & methods even if only informally at first. Very often such historical treatise involve complex mathematics and while students are not necessarily executing such themselves, they need the background to comprehend what they are looking at when they encounter it and they then need to be able to enter the Illumination phase and enable mode shifting from that historical material.


The Freshman Fall session is intended to set the stage for the needed philosophical predicate priority considerations entering science and the logic behind critical situational awareness thinking required in order to wield Elegant Reasonism transformationally. This foundation will be extended over the curricula. Investigators will need to read treatise in various historical contexts and begin thinking about the necessary elements to both illuminate and illustrate the necessary concepts in order to mode shift effectively.

Class Hours
ENGL 1100 English Composition I 3
World History or Technology & Civilization1 3
CHEM 1030 Fundamentals Chemistry I 3
CHEM 1031 Fundamental Chemistry I Laboratory 1
MATH 1610 Calculus I 4
ENGR 1100 Engineering Orientation 0
Physics Orientation 1
White Papers: Elegant Reasonism & Emergence Model 1
Original Systems Review Familiarization 1
Philosophy In A New Key: Langer Epistemology Errors 1
Total 18


Wielding Elegant Reasonism will require practioners to speak in front of crowds, often interactively and dynamically to diverse audiences. Sometimes technical and others to enterprise senior management. Students will learn to articulate complex subjects and break them down analytically.

Class Hours
ENGL 1120 English Composition II 3
MATH 1620 Calculus II 4
COMP 1210 Fundamentals of Computing I 3
COMM 1000 Public Speaking 3
ENGR 1110 Introduction to Engineering 3
Core Philosophy 3
Total 19



Students begin laying the foundation for Transformational Leadership skills.

Class Hours
CTCT 3000 Leadership Skills for Personal and Organizational Development 3
MATH 2630 Calculus III 4
PHYS 1600 Engineering Physics I 4
COMP 2210 Fundamentals of Computing II 4
PHIL 3110 Symbolic Logic 3
COMP 4730 Computer Ethics 1
Total 19



Class Hours
MNGT 3100 Principles of Management or 3810 Management Foundations 3
MKTG 3310 Principles of Marketing 3
PHYS 1610 Engineering Physics II 4
CMJN 2100 Concepts in Communications and Journalism 3
PHIL 3330 History of Ancient Philosophy 3
ARTS 1510 Looking at Art: Approaches to Interpretation (Core Fine Arts) 3
Total 19



Background context here should be Elegant Reasonism process & methods with particular focus on analytics of Translation Matrices and Bayesian Analytics in preparation for the Spring semester.

Class Hours
IDSC 1010 Life, Career, and Everything 3
IDSC 2190 Foundations of Interdisciplinary University Studies 3
COMM 3500 Foundations of Human Communication 3
PSYC 2010 Introduction to Psychology 3
PSYC 3530 Sensation and Perception 3
PSYC 2130 Analytics for Social and Behavioral Sciences 3
Total 18


Class Hours
PSYC 3520 Psychology of Learning 3
HIST 4950 Historical Research and Writing 3
COMM 3510 Research in Human Communication or 3610 Research in Rhetoric and Social Influence 3
PSYC 3540 Cognitive Psychology 3
PSYC 3620 Cognitive Neuroscience 3
BIOL 3000 Genetics 3
Total 18



Class Hours
GEOL 1110 Earth and Life Through Time 4
BIOL 3030 Evolution and Systematics 3
GEOL 3060 Lunar and Planetary Geology 3
GEOL 3200 Introduction to Paleobiology 3
PHYS 1150 Astronomy 4
Elegant Reasonism: CosmologyBang to Bang 1
Total 18


Class Hours
PHYS 2200 Introductory Quantum Physics and Relativity 3
PHYS 2100 Intermediate Mechanics 3
PHYS 3200 Statistical Thermodynamics 3
Wielding Elegant Reasonism Transformationally 4
UNIV 4AA0 Creed to Succeed 0
Elegant Reasonism Dissertation 3
Total 18


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