Now is the right time to learn.
In the MESH® INSTITUTE for Advanced Competence we want to take the much-vaunted formula of “lifelong learning” seriously. Not only people change, but also their social environments. The acquisition and development of competences is therefore not a straightforward path. Both depend to a large extent on the challenges that different social environments pose to human knowledge and action over time.
When the framework of learning changes, learning changes.
What happens, so we wonder, if people are no longer learning in a way, that learning is no longer linked to educational tasks (“education”), as it is in school? How do we deal with this if learning is no longer, as in the university, primarily oriented towards science (“truth”), but if human learning — as in companies — is oriented towards external and internal markets, efficiency and effectiveness, profit and loss, in short: oriented towards profitability? What happens, we wonder further, if learning in companies — just as learning by companies — in turn takes place in environments that prove to be notoriously unstable, uncertain, entangled and ambiguous in the process of the digitalization of society?
Our answer: Lifelong learning can no longer be thought of and organised as merely a preparation for a profession or as a break from everyday working life. Progressive learning in the life course, i.e. the human competence to successfully adapt to different social environments and to actively participate in shaping them, can only be fully successful under the most realistic conditions of a professional practice.
New learning requires new networking.
The term “MESH” is borrowed from modern computer graphics. To process complex geometric models in computer-aided design (CAD), surfaces of bodies are first divided into simple and “regular” cells (e.g. triangles, tetrahedra). This step of generating meshings is called grid generation. By this form of dividing into parts the individual calculation of all details and the combining under a different viewing angle, the possibility was born to view, analyse and modify three-dimensional bodies from all positions on the computer screen.
In order to advance into new dimensions of competence development and expansion with new concepts and to clearly express the idea of a smooth transition between learning and working, the MESH® INSTITUTE works with a resolution and recombination technique — which is similar to the grid model on the computer.
Not only for the professional world of a digitalised society, but also for dealing with the associated social challenges. (Note here the four business areas of the MESH INSTITUTE are now linked)