Evidence-Based Topography and an Operational World Model in Comparison This working paper compares the innovation profiles of John Hattie and Jean-Pol Martin. Hattie is reconstructed as a representative of an evidence-based macro-perspective that condenses empirical educational research and makes learning effects visible, comparable, and usable for school development. Martin is reconstructed as the developer of an operational world model that connects Learning by Teaching (LdL), the New Human Rights (NMR), and human-AI cooperation. The paper argues that the two approaches should not be understood as competitors but as complementary logics of educational innovation: Hattie provides an empirical topography, while Martin provides a normative compass and an operational process logic for learning, participation, conceptualization, and collective intelligence in the age of artificial intelligence.
Jean-Pol Martin (Sat,) studied this question.
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