2. Paradigm Shift: From Far-Ends to Circularities

This chapter discusses the supremacy of common puzzle-solving systems established by a particular set of scientific and moral principles characteristic of a certain historical period. In modern education, strict adherence to a specific set of paradigmatic assumptions and puzzle-solving methods converges to a centralised system of a benchmarked evaluation of students’ performance, manifesting in the glaring neglect of their individual psychological dispositions and needs. An emphasis on STEM (science, technology, engineering and mathematics) education reinforces this imbalance and pushes humanities subjects further away from the curriculum. The chapter discusses some of the reasons for, and effects of, such a synthetic disturbance in the balance between the algorithmic(puzzle-solving) and androrithmic (human essence) parts of students’ development and argues for the reassessment and reconsideration of this biased state. To this end, the Ripple model suggests considering two operational learning circularities: divergence convergence and conventional wisdom individual curiosity.