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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. What will become patently evident, potentially ironically so, is that as humans engage these learnings, because of 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.
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.
Objective
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.
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
Also available to students on this track are online courses offered by the company:
Syllabus
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 |
University
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.
- Art History
- Business & Marketing
- Communications
- Computer Science
- Earth Systems Sciences
- History
- Industrial & Systems Engineering
- Interdisciplinary Studies
- Neurosciences
- Philosophy
- Physics
- Software Engineering
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
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.
Fall
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 |
ENGLÂ 1100 English Composition I | 3 |
World History or Technology & Civilization1 | 3 |
CHEMÂ 1030 Fundamentals Chemistry I | 3 |
CHEMÂ 1031 Fundamental Chemistry I Laboratory | 1 |
MATHÂ 1610 Calculus I | 4 |
ENGRÂ 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 |
Concepts
- Langer Epistemology Errors
- Encapsulation
- Elements
- Subsystems
- Systems and Systems of Systems
- Hierarchies of Systems
- Integrative Levels
- Emergence
- Micro vs Macro Dynamic
- Plato’s Republic, Book 7, Allegory of The Cave
- Guide to Systems Engineering Body of Knowledge
Spring
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 |
ENGLÂ 1120 English Composition II | 3 |
MATHÂ 1620 Calculus II | 4 |
COMPÂ 1210 Fundamentals of Computing I | 3 |
COMMÂ 1000 Public Speaking | 3 |
ENGRÂ 1110 Introduction to Engineering | 3 |
Core Philosophy | 3 |
Total | 19 |
- Elegant Reasonism: Introduction & Overview
- Elegant Reasonism: Introduction to Mode Shifting
- Process & Methods
- Balridge Performance Excellance Program
- Standards
Sophmore
Fall
Students begin laying the foundation for Transformational Leadership skills.
Class | Hours |
CTCTÂ 3000 Leadership Skills for Personal and Organizational Development | 3 |
MATHÂ 2630 Calculus III | 4 |
PHYSÂ 1600 Engineering Physics I | 4 |
COMPÂ 2210 Fundamentals of Computing II | 4 |
PHILÂ 3110 Symbolic Logic | 3 |
COMPÂ 4730 Computer Ethics | 1 |
Total | 19 |
- In Unification’s Wake, Part 03: Communications
- In Unification’s Wake, Part 04: Relatedness
- Business
- Strategic Brand Intent
- Business Planning
- Enterprise Architecture
- International Business Finance
- Chart of Accounts (Familiarization)
- Global Currency Markets and Exchanges (FOREX)
- Marketing Disciplines
- Marketing Management (Kotler et’al)
- Marketing Communications
- Distribution Channels Marketing
- Market Intelligence
- Technical Marketing
- Systems Engineering (INCOSE)
Spring
Class | Hours |
MNGTÂ 3100 Principles of Management or 3810 Management Foundations | 3 |
MKTGÂ 3310 Principles of Marketing | 3 |
PHYSÂ 1610 Engineering Physics II | 4 |
CMJNÂ 2100 Concepts in Communications and Journalism | 3 |
PHILÂ 3330 History of Ancient Philosophy | 3 |
ARTSÂ 1510 Looking at Art: Approaches to Interpretation (Core Fine Arts) | 3 |
Total | 19 |
- Elegant Reasonism Process & Methods
- In Unification’s Wake, Part 05: Business Impact
- Root Cause Analysis
- Six Sigma
- Transformational Leadership
Junior
Fall
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 |
IDSCÂ 1010 Life, Career, and Everything | 3 |
IDSCÂ 2190 Foundations of Interdisciplinary University Studies | 3 |
COMMÂ 3500 Foundations of Human Communication | 3 |
PSYCÂ 2010 Introduction to Psychology | 3 |
PSYCÂ 3530 Sensation and Perception | 3 |
PSYCÂ 2130 Analytics for Social and Behavioral Sciences | 3 |
Total | 18 |
Spring
Class | Hours |
PSYCÂ 3520 Psychology of Learning | 3 |
HISTÂ 4950 Historical Research and Writing | 3 |
COMMÂ 3510 Research in Human Communication or 3610 Research in Rhetoric and Social Influence | 3 |
PSYCÂ 3540 Cognitive Psychology | 3 |
PSYCÂ 3620 Cognitive Neuroscience | 3 |
BIOLÂ 3000 Genetics | 3 |
Total | 18 |
- User Library
- Encapsulated Interpretive Models (EIMs)
- Elegant Reasonism Phase 1: Recognition
- Elegant Reasonism Phase 2: Illumination
- Elegant Reasonism Phase 3: Analysis
- Elegant Reasonism P3.9: Development of an Aligned Treatise
Senior
Fall
Class | Hours |
GEOLÂ 1110 Earth and Life Through Time | 4 |
BIOLÂ 3030 Evolution and Systematics | 3 |
GEOLÂ 3060 Lunar and Planetary Geology | 3 |
GEOLÂ 3200 Introduction to Paleobiology | 3 |
PHYS 1150 Astronomy | 4 |
Elegant Reasonism: Cosmology – Bang to Bang | 1 |
Total | 18 |
Spring
Class | Hours |
PHYSÂ 2200 Introductory Quantum Physics and Relativity | 3 |
PHYSÂ 2100 Intermediate Mechanics | 3 |
PHYSÂ 3200 Statistical Thermodynamics | 3 |
NNRP | 2 |
Wielding Elegant Reasonism Transformationally | 4 |
UNIVÂ 4AA0 Creed to Succeed | 0 |
Elegant Reasonism Dissertation | 3 |
Total | 18 |
- RESTfully linking evidence chains:
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