comfort zone

A mental construct relating to the ability to accommodate pressure from others. The pressure could be welcomed, tolerated, or rejected.


Data that are perfectly understood, but that do not inform the receiver, for example “You are literate.”


Those involved in the exchange of information.


To inform the learner as to the context of a domain, a topic, or an object. For example a map contextualizes the viewer to the nature of borders, size, relative distances, and so forth.


A transmission format or layers of transmission formats acting in tandem. Through this transmission format or formats passes an entity or entities which is ultimately meant for mental consumption.


A sense and ability to expeditiously adjust to a changing context.


All events designed to promote learning.


In the cognitive, affective, psychomotor, and socio-communicative domains, it is a datum or data meant to be recalled nonreflectively.


A response to any of the communicants about their physical behavior or lack of it. In education it is often directed at either the learner or the presenter (teacher, instructor, content provider)


The objective of Fundamentals is to establish contextualized nonreflective recall. It could be an independent domain, for example a football amateur memorizing the names of a favorite team and their statistical achievements. It could also be a subsetted domain to internalize facts as subskills, needed to accomplish reflective skills in the domain of Instructions.


The narrowed portion of information that informs.


The emotional memory drawn from an event.


Data that informs the receiver, which typically consists of portions that inform and portions that do not.


The person conducting the Presentment, meant to advance the learner towards an objective-centered agenda, namely the domain of Instructions. Fundamentals is a subsetted domain to the domain of Instructions. Instructions is a subset of Education.


The objective of Instructions is to establish contextualized reflective analysis and skills.


These are subsetted objectives that collectively support the agenda of the educational event.


The cohesive interpretive mental grasp and synthesis each individual develops through reflection.


A snapshot of a person’s understanding and impressions, which includes both the cognitive and affective domains.


Usually that which the sender I communication offers. In the context of this dissertation, that definition is attributed to Presentment. Presentation is a subset of Presentment — narrowed down to the objective-centered component of Presentment, consisting of the following components: tell, show, feedback, and pressure.


That which the sender I communication offers. Consisting of two components: (1) Presentation — to address educational objectives, and (2) Support — actions which center on the individual and reflect a love and commitment to the individual.


The acts from others like the instructor, teacher, fellow learners, family, and so forth, to move the learner towards the objectives of education. This could include actions ranging from the gentle to the heavy-handed, for example: to suggest, to interest, to persuade, to encourage, to recommend, to lure, to entice, to challenge, to question rhetorically, to require, to oblige, to insist, to bribe, to order, to blackmail, to command, to force, and so forth.


“A person of extraordinary holiness of life. Also in colloq. use, an extremely good or long-suffering person.” (Oxford English Dictionary, 2002)


To present, demonstrate, or illustrate objects or actions, either physical or virtual.


The person conducting the presentment, meant to ultimately advance the learner towards a human-centered agenda, namely the domain of Teachings, which includes the domains of Fundamentals and Instructions — commonly known as education.


The objective of Teachings is to develop judgment based on principles of justice and empathy appropriate to the context.

The FIT model

An acronym that introduces three new proposed domains of educational objectives, namely Fundamentals, Instructions, and Teachings.


An Afrikaans term, depicting the created referent to an idea, which encapsulates a concept, a system, or some expanded thought.


In essence it is the act of matching data against an established standard. Without verification, communication is impossible. It is the act that enables us to understand each other.