John Hattie and Jean-Pol Martin: Two Logics of Educational Innovation

John Hattie and Jean‑Pol Martin: Two Logics of Educational InnovationThis 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 described as the developer of an operational world model that connects Learning by Teaching (LdL), the New Human Rights (NMR), and the Human‑AI Model. 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 a process logic for learning, participation, conceptualization, and collective intelligence in the age of artificial intelligence. Position within the Zenodo corpusThis working paper is embedded in a broader theory block on Learning by Teaching (LdL), the New Human Rights (NMR), and the Human‑AI Model; a compact overall presentation is provided in: Jean‑Pol Martin, “LdL, Neue Menschenrechte und Mensch‑KI‑Modell – Theorieblock für eine lernende, partizipative Gesellschaft” (DOI: 10.5281/zenodo.20176099).The normative and anthropological foundations of this comparison are further elaborated in the contribution “Neue Menschenrechte (NMR): Ein bedürfnisorientiertes Modell für Lebenserhaltung und Partizipation” (DOI: 10.5281/zenodo.20066207).An overview of the entire Zenodo corpus on LdL, New Human Rights, and human‑AI cooperation is provided in the working paper “Jean‑Pol Martin’s Zenodo Corpus: LdL, New Human Rights, Human‑AI Cooperation and the Emergence of a Citable Semantic Infrastructure” (DOI: 10.5281/zenodo.20459667).