Cas Olivier the Cognitive Systems Pioneer | Educational Innovator | Thinking Tools Specialist

His work focuses on developing teaching and learning methods aligned with how the brain naturally learns. Drawing on insights from Socrates,

Piaget, Vygotsky, De Bono, Bloom, and others, Olivier has systematically researched, developed, and applied brain-based teaching strategies that enhance both teaching and learning processes. His work is characterised by the integration of multiple disciplines, original research, and practical tools for classroom use.

Developments are guided by the dual perspectives of fox and hedgehog thinking, based on the framework popularised by Clem Sunter.

• Hedgehog thinking — driven by a single core belief, underpins the focus on brain-based teaching as the foundation for all effective teaching and learning.
• Fox thinking — characterised by drawing from multiple disciplines and combining diverse insights — is reflected in his integration of philosophy, psychology, cognitive science, classroom observation, and educational practice to develop a holistic, adaptive teaching system.

This combined approach enables the development of a unified system rooted in the brain’s natural processes, while remaining adaptable and

informed by a broad range of research and practical realities.

Key Discoveries and Contributions

• The Mothership of All Thinking Tools was identified as naturally occurring cognitive functions, not artificial techniques. These tools work together within a broader cognitive system he termed the Mothership, which governs individual thinking process to create or discover new knowledge and insight as well as solving problems.

• The Static and Developmental Mindsets which describe how teachers' and learners' thinking is either in fox (developmental) or hedgehog (static)mode. This approach differs from Carol Dweck’s fixed and growth mindsets.

• Cracked the illusion of Knowledge Transfer as traditional belief that knowledge can directly be transferred from teacher to learner. Instead, he clarified how new neural pathways are developed through vision and clarity thinking.

• Realised that it is impossible for a teachers to teach a class based on the neurologically limitations and designed of the brain which is only able to engage with only one person at a time. This principle informs his recommendations for improving classroom communication, learner engagement, and discipline.

• Coined the concepts of VisualDeaf and AuditoryBlind as motivation why lessons should start at the known and not at the unknown and how it relates to secure and insecure learners.

• Developed the concept of Clever Learning Activities which is the framework for structuring learning experiences that begin with learners’ existing knowledge and guide them towards exploring broader concepts, allowing for active cognitive engagement aimed to discover, for example, algorithms and methods in maths as if they are the original originators of these concepts.

• Devised five teaching method as a teaching bouquet that is based on natural communication modes, which he labelled: discus, mediate, guide, storytelling along with peer learning within a learner-centred approach. These methods are designed to function in in integrated, adaptable way, responding to learners’ needs as they emerge.

• Put formative assessment in the frontline if teaching which enables teachers to respond to learners process’ to provide accurate in-the-moment scaffolding for further learning which is the most reliable tool for guiding learning, as only teachers can simultaneously observe learners’ current understanding and assess their progress.

• The Flipped Teaching approach is a significant paradigm shift in education. This changes the role of the teachers into a facilitator as the learners are doing the teaching instead of the teacher. This puts the learners’ brains in high gear opposed to traditional teaching where the brains of the learners are in low or no gear.

This system approach aligns with the brain’s natural thinking processes elevating thinking as definition of learning instead of memorization.