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What If Learning Isn't Linear? A Critique of Academia's Assembly Line

Year: 2025

Type: article

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.

Source: Zenodo (CERN European Organization for Nuclear Research)

DOI: 10.5281/zenodo.15034816

Author: Adamson, Bradley

Language: English

Topic: Neuroscience, Education and Cognitive Function

Subfield: Cognitive Neuroscience

Field: Neuroscience

Domain: Life Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W6949509190

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