The world has changed. The world is changing. The world is going to continue to change.

There are, currently, 32% of university graduates making no more than their peers who have no more than a high school diploma. The average yearly salary for a university graduate nine years after starting university is just over $37,000 – about $5,000 above a living wage. This means that about half of the university graduates make less than $37,000 nine years after starting university.

About 39% of 20 – 34-year-olds are living at home with their parents. What used to be the doorway to the middle class, a university degree, has slammed shut. Millions of graduates who can’t find decent work are living with their parents, often with a spouse and children. These graduates, along with their parents, are ashamed and embarrassed by this and won’t talk about it with others. All involved are getting more and more depressed, often with catastrophic consequences, because of the situation.

Both parents and children – STOP FEELING GUILTY!

It Isn’t Your Fault!

The world has changed.

Some of the biggest companies in the world have stopped requiring university degrees as a qualification for employment. University no longer prepares students with the skills that they need today. The skills that they are focussed on are yesterday’s skills.

The Fourth Industrial Revolution is Here

The skills needed today are skills that AI or automation don’t have and colleges and universities don’t teach. The skills needed for today and tomorrow are abstract cognitive enablers.

The skills that we are dedicated to teaching here at Socelor.


2013 Nobel laureate in economics


Have a look at us because we are a real alternative.

Watch a video of Dr. Martin explaining where Socelor comes from and why we have come into existence.

Cognitive Enablers

Cognitive enablers are thinking skills that enhance our thinking abilities. There are two kinds of cognitive enablers: concrete and abstract.

Concrete cognitive enablers are usually learned in primary and secondary school. These would include reading, writing, numeracy, and concrete problem-solving ability. concrete cognitive enablers have accelerated the progress of civilizations throughout history.


Advanced Cognitive Enablers

Latest Updates

The next industrial revolution is going to disintegrate many jobs while also creating new ones in its wake. The skills that are going to stand out, and to a large extent be required, in the workforce of the near future, are detailed in an earlier post and are what we at Socelor are aiming to transfer to learners… Read More

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Briefly, Consensus is a cooperative process in which group members can productively resolve issues, make choices or develop strategies. This leads a group to a mutual understanding, agreement to support a decision and takes actions to implement it despite different perspectives or disagreements on particular details (anonymous, n.d.). A consensus is not a vote or… Read More

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Rational thinking is basic to our functioning human beings. Being able to consider the information available, organize it in a way that leads to a logical solution begins very early in cognitive development. With maturation, concrete rational thinking can become more sophisticated with the ability to consider more information in order to reach a decision.… Read More

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What Students Think

Some of “transferable” skills I think I have developed are:

  • Flexible writing. I am now able to write more freely as before I had a tendency to fall under the word count. I now think that I am able to discuss points in more depth and draw on previous learning in my writing. I found after the first few posts that topic ideas came easily to me. I am going to try to continue blogging in order to retain and develop this skill.
  • Review the evidence. Many of the topics I chose had unclear answers or highly differing opinions. I feel I have developed my researching skills and can review the evidence.
  • Discussion. Although this is not a specific skill, I feel that I am more confident in doing so. I really enjoyed this aspect of the class. It is something that I feel that should be developed within other classes, especially this format, as it allowed for freedom of expression.
  • Interest. Again not a specific skill, but I before I hadn’t considered pursuing this area as a career. I have developed a passion for the subject, especially evidence-based practices and intervention within schools.

The only reason people get lost in thought is because it is unfamiliar territory – This may well be the case for some people, but this module certainly has made me think, and quite a lot!

…other modules are boring. I have never been completely enthralled by a lecture given by the professors. Listening to the same voice and sitting in the same seat for 2 (or 3) hours used to send me into the most wondrous and incredible power-naps I have thus far experienced! However, this module really opens your eyes to the different possibilities and it makes you think if the other lecturers chose this approach how much more fun this would be and real learning would occur! it would be insane!!!

Thank You, Jesse, for coming up with an original way to conduct a module, and thank you to my co-students for all the stimulating debates that have happened during this module!!