Education Aligned with Human Learning

This working paper develops a compact, evidence-informed axiomatic diagnosis of structural mismatch between threshold-sensitive human learning, variable development, and fixed-time, age-synchronised educational progression. Three scoped axioms concerning threshold crossing, developmental variability, and trajectory sensitivity are used to derive postulates, alignment constraints, and diagnostic implications for progression, attendance, grading, categorisation, and remediation. The paper does not propose a complete institutional alternative or claim that synchronisation explains all educational outcomes. Its contribution is to establish a bounded theoretical baseline for analysing why recurring educational difficulties may be lawful outputs of system architecture rather than isolated failures of pedagogy, implementation, or individual capacity. The first conceptual version was developed in 2025. This substantially revised 2026 version positions the paper within the Society, Democracy, Organisation, and Education Research Programme.