Hello, Vaibhav. You pose a tremendous challenge to formal education. How can it be implemented in diverse educational institutions around the world? What knowledge and skills should be developed in teachers? What an interesting challenge! I think it's being developed better in the face of technological advances at home and in other settings than at school. We must continue to search for teaching tools that help transform the minds of our teachers.

About Zoncita reply: Well said. I add to your answer that, along with developing it throughout life in different learning environments, perhaps what could be developed in school and other settings is metacognition. That is, becoming aware of how we learn—we stop learning and relearn. Action linked to processes but also to specific knowledge. Let's continue talking.

Hello Vaibhav,

Your question is highly curious, but i think it's answer is pretty clearer to those who are aware about AI's mechanism of working. AI operates on the same principle you mentioned. Taking curriculum and other things into consideration, then many of the disciplines are already working on the same principle. Except for those disciplines who are rigid in terms of updating their policies.

Even when we dive into our own Indian Knowledge System, we already followed such philosophy ages back than Alvin Toffler sir was even born.

We have plenty of examples like Shankaracharya and all who learned a concept first, then wrote a critiques on their own theory (BHAASHYA) and then re-learned the theory.

Congratulations for starting such an interesting discussion, i strongly recommend all the researchers to get into the deeper philosophical aspects of any concept to find it's genesis.

Happy Researching.

Absolutely, Zoncita D. Norman — I appreciate your thoughtful reflection, especially your emphasis on practical experience as a form of literacy. Indeed, the evolving definition of literacy in the 21st century transcends the conventional boundaries of reading and writing.

Building on your point, I believe one of the most effective ways to embed this "learn–unlearn–relearn" cycle is by reimagining our curricula to focus not only on what to teach/learn but how to teach/learn.

Learners must be encouraged to question existing knowledge, explore alternatives, and embrace ambiguity — all in safe, supportive learning environments.

I also think we must normalize “productive failure” in both formal and informal settings, viewing it not as a setback but as a critical step in the unlearning and relearning process.

As Manuel Abelardo Cardenas Muñoz highlighted, teacher education programs must prepare educators to act as facilitators of this cyclical learning, equipping them with both the mindset and methodologies needed for this paradigm shift.

Kandarp Umakant Acharya You've rightly highlighted the deep-rooted presence of the learn–unlearn–relearn cycle within both AI systems and our own Indian Knowledge Systems. Indeed, figures like Shankaracharya exemplify this dynamic intellectual tradition that values critical reflection and continuous evolution of thought.

Your point about rigidity in certain disciplines is crucial — the challenge now lies in making this adaptive mindset more systemic across all areas of education.

What’s inspiring is how ancient wisdom and contemporary technology both converge on the same foundational learning philosophy. Perhaps the challenge now is not about inventing the idea, but about intentionally embedding it into everyday teaching practices across disciplines. Would love to explore how we can bring these timeless principles into more actionable frameworks within today’s classrooms.

The question you pose makes me take a step back. That because the brain, as an organ dedicated to maintaining our survival, cannot NOT learn.

Learning is a consequence of finding suitable ways to keep on living. That said, we should consider that reading and writing are learned behaviors - after all, brains come preprogrammed to listen and speak (in neurotypical trajectories) but not to read and write. These are skills that need to be learned, mainly with the aid of a mediator (teacher), so that they become an ability.

And that is the next point I'd like to comment because an ability requires continuous deployment of certain functions, such as attention and memory, that might be jeopardized by multidimensional factors encompassing cognitive and affective domains. For instance, we know today that a brain subjected to toxic stress, especially during childhood, will not develop adequately the biological fabric (brain structures) necessary for optimal functioning. This means that, even in future ideal conditions, learning will not unfold as expected. This illustrates how important contextual factors are to learning.

Therefore, it is not a simple question of learning, unlearning and relearning as, if need be, our brains - if properly built, developed and maintained - will provide the means. This is not to say that all three conditions are the same, but the necessary components to allow each one to develop endogenously will be there - for survival's sake. Hence, It becomes a broader question that poses challenges concerning situational, contextual, societal constraints that need to be factored in.

Brilliantly put, Alex Thiangichu

As Toffler emphasizes, the ability to learn, unlearn, and relearn must be cultivated through flexible learning paths, inquiry-driven modules, and interdisciplinary engagements that allow learners to embrace ambiguity and navigate evolving knowledge landscapes.

Teachers must evolve into facilitators of heuristic learning, while institutions must shift from rigid structures to dynamic, feedback-responsive ecosystems. Only then can we nurture truly literate citizens of the 21st century—agile, self-directed, and resilient knowledge navigators.

Thank you, Mirela Cunha Cardoso Ramacciotti, for your thoughtful insights. I agree that learning is deeply tied to survival, yet to truly align with what Toffler noted, our educational systems must consciously nurture the capacity to learn, unlearn, and relearn as deliberate cognitive acts.

This involves designing curricula that emphasize reflection, disruption of fixed knowledge patterns, and adaptability across disciplines. At all levels, from early schooling to higher education, we must integrate pedagogies that challenge learners to question existing beliefs, let go of outdated models, and co-construct new knowledge in evolving contexts.

In essence, the literacy of this century demands a shift from information accumulation to transformation through continuous cognitive recalibration—a process that must be structurally and philosophically embedded in how we educate.

In doing so, we move toward producing truly literate individuals for the 21st century—those capable not just of surviving but thriving through change.

Interesting question and replies.

What I try to encourage my students, is to understand that they are able not only to learn but also to contribute to new knowledge. Perhaps they can identify gaps in the area they work and attempt to fill them in, themselves with research. ICT and AI are crucial tools for that purpose. But this can only be achieved, if they first learn and then understand the subjectivity of knowledge.

For example, as my area is education, I encourage the students to learn and apply contemporary theories of learning. However they should be capable, if they notice that these theories are not adequate, to enhance them and create new ones. Therefore, they have to learn and unlearn. That's what makes them scientists.

Vaibhav Verma, Alvin Toffler’s assertion that “the illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn” underscores the evolving nature of literacy in a rapidly changing world. To integrate this lifelong learning cycle into formal and informal education, curricula at all levels must prioritize adaptability, critical thinking, and self-directed learning over rote memorization. This can be achieved by embedding interdisciplinary learning, promoting project-based and experiential education, and encouraging reflective practices that challenge students to reassess outdated knowledge and embrace new perspectives. Educators should foster a growth mindset, where failure is seen as part of the learning process, and continuously evolving digital tools and global contexts are embraced. In informal education, community programs, online platforms, and workplace training should also emphasize continuous skills development and re-skilling to prepare individuals for dynamic career paths. Ultimately, cultivating learners who are flexible, curious, and resilient will ensure that education truly meets the demands of the 21st century.

The Missed Lesson

When universities try to establish education for life, are they providing life skills such as financial literacy?

https://magazine.qs.com/qs-insights-magazine-32/the-missed-lesson