We live in the Three Dimensional world. We constantly absorb the three dimensional landscape that we see, hear and feel. We adjust and adopt as and when it changes. We have learnt over a period of time that this change is constant.
How did this learning happen?
One simple answer could be that it comes from the way we perceive the world and think of the ways to understand and deal with it according to our understanding.
We are thinking constantly to adjust to our surroundings to survive first and to conquer later. In the process, we have learnt to either accept the things the way we see it or make a change if and when we need to, and, think on the ways in which it can be changed.
The changes that we make may be right or wrong, but we still do it. We embark on making the change, whether it fits or not into our established knowledge or the acquired knowledge of what it is. When we think on our feet to adjust fast, we think qualitatively and log it as another learning from experience. We continue to learn, constantly, even when we may not be able to acknowledge it explicitly.
As soon as we are asked to reason out our actions, we start to think slow. That part of the brain, that hitherto had been lazy, kicks in to provide or look into providing a satisfactory answer to defend the actions.
What we don't know or fail to realize is that this learning is the domain of the fourth dimension that we cannot see, cannot feel, yet, may require an extra effort to summon it when we need it. This fourth dimension kicks in to provide a quantitative rigor to the qualitative analysis of the learning derived from the three dimensional world. The learning varies depending on the level of Trust we felt we had; the Innovation mindset we thought we possessed ; and, the Methods we design to explain the actions we took.
We, as humans, forget sometimes that we are bestowed with these unique strengths that directly relate to our ability to think. This ability to think, relates directly to the Effort that is required to pursue the learning with a quantitative rigor.
QTiME learning embraces all these as one integrated learning event and recognizes that as a learning event occurring in multiple dimensions at the same time - to fuse the qualitative learning to the quantitative learning. What cannot be explained before may now be explained through unique learning quadrants and with the help of actionable Steps that are simple enough, yet, required to master these learning quadrants. These learning quadrants are deemed universal, presented at the lowest level of learning, yet, powerful enough to scale.
Once understood and mastered, the power of QTiME learning is deemed to set the stage for a transformative learning to prepare the learners for the challenges of 21st century. The challenges faced are often posted as QTiME posts. This is an on-going effort and is an open invitation to keep the mind stimulated.
The founders believe that:
The changes in all other landscapes funnel down as challenges in learning in the QTiME learning landscape and the QTiME learning enables the learner to learn continuously to stimulate Method's Maturity, achieve Effort's Efficiency, and, propel the learning towards Trusted Professionalism and Innovation Proficiency.