The unicist approach to conceptual thinking and abductive reasoning is based on the understanding of the human mind as a complex adaptive system that uses a set of logical structures to make sense of the world and solve problems.

The unicist approach recognizes that conceptual thinking and abductive reasoning are fundamental cognitive processes that involve the ability to form concepts, generate hypotheses, and make inferences based on incomplete or ambiguous information. It emphasizes the importance of understanding the underlying principles or concepts that govern complex systems, rather than relying solely on empirical observations or linear reasoning.

The unicist approach to abductive reasoning involves using the Unicist logic, which is a set of conceptual and operational rules that allow individuals to structure their thinking process in a way that leads to valid and meaningful conclusions.

Unicist logic is based on the understanding that reality is complex and that concepts, which are the fundamental building blocks of knowledge, represent the underlying principles or rules that govern complex systems. It provides a framework for structuring abductive reasoning in a way that allows individuals to form valid hypotheses, generate meaningful concepts, and make accurate inferences about complex phenomena.

The Origin: The Why Phase of Children

The “why” phase of children refers to a developmental stage during early childhood when children frequently ask “why” questions as a way to seek understanding about the world around them. It typically occurs during the preschool years, around ages 3 to 5, although it can start earlier or later depending on the child.

During the “why” phase, children are curious and inquisitive, seeking to understand the cause-and-effect relationships between things, events, and actions. They may ask questions such as “Why is the sky blue?”, “Why do birds fly?”, “Why do we have to eat vegetables?”, and so on. These questions reflect their natural curiosity and desire to make sense of their environment.

The Origin of Conceptual Thinking

The “why” phase in children can be considered as the initial stage of conceptual thinking. Conceptual thinking involves the ability to understand abstract concepts, make connections between different pieces of information, and think critically and abstractly. The “why” phase in children, where they ask questions to understand the reasons and explanations behind things, reflects their early attempts at conceptual thinking.

During the “why” phase, children are not only seeking factual information but also trying to grasp the underlying concepts and principles that govern the world around them. They are attempting to understand the cause-and-effect relationships, identify patterns, and make sense of the information they receive. This process of questioning, inquiry, and exploration lays the foundation for conceptual thinking as children develop their ability to think critically, reason logically, and make connections between different pieces of information.

How Conceptual Thinking is Inhibited

Conceptual thinking can be inhibited in environments that are criticism-driven. In environments where criticism is prevalent and emphasized, individuals may be discouraged from asking questions, challenging assumptions, or engaging in open and creative thinking. This can inhibit the development of conceptual thinking skills, as individuals may feel afraid or discouraged to express their curiosity, explore new ideas, or engage in higher-order thinking.

Criticism-driven environments can create a fear of making mistakes or being judged, which can result in individuals being hesitant to ask questions, challenge assumptions, or express their ideas openly. This can hinder the development of conceptual thinking, which relies on curiosity, exploration, and open-mindedness.

Abductive Reasoning

The “why” phase in children, characterized by their frequent questioning and curiosity, can be seen as an early stage of cognitive development that lays the foundation for critical thinking skills, including abductive reasoning. Abductive reasoning is a type of logical inference that involves forming plausible explanations or hypotheses based on limited or incomplete information, and it is often associated with creative problem-solving and generating new insights.

During the “why” phase, children are constantly seeking explanations and trying to understand the cause-and-effect relationships in their environment. They are engaging in a form of reasoning, even if it may not be formalized or conscious. By asking “why” questions and seeking explanations, children are engaging in a form of abductive reasoning, where they are trying to generate plausible explanations based on their observations and experiences.

Managing the know-why and the know-how of things

Abductive reasoning and conceptual thinking can help individuals understand the “why” behind things, by identifying underlying patterns, making inferences, and generating insights that provide a deeper understanding of the reasons, causes, or principles behind phenomena or situations. This can involve understanding the underlying concepts, principles, or theories that govern a particular domain or field.

On the other hand, operational and analytical knowledge typically involves the “know-how” of things, which refers to the practical knowledge of how to perform specific tasks or actions effectively. It involves the ability to apply established procedures, techniques, or methodologies to achieve desired outcomes or results. Operational knowledge is often task-oriented and focuses on the practical aspects of how things are done, while analytical knowledge involves the ability to analyze data, information, or situations to derive insights, identify patterns, and make decisions.

Both “know-why” and “know-how” are important aspects of functional knowledge, and they can complement each other in practical applications. Understanding the underlying concepts, principles, or theories through abductive reasoning and conceptual thinking can provide a solid foundation for developing operational and analytical knowledge, which involves applying that understanding in practical ways to achieve specific goals or outcomes.

Conclusion

The way children go through the “why phase” and develop their understanding of the world can have an impact on how they approach the “know-why” and “know-how” aspects of knowledge as adults.

During the “why phase,” children often display curiosity, asking questions, seeking explanations, and trying to understand the underlying reasons or causes behind things. This phase can foster their ability to engage in abductive reasoning and conceptual thinking, as they seek to make sense of the world around them.

The way in which children’s curiosity and questioning are encouraged, supported, or discouraged during this phase can shape their later approach to knowledge and problem-solving as adults. If children are encouraged to explore, question, and seek explanations, they may develop a positive attitude toward learning and a deep curiosity for understanding the underlying principles or concepts behind things. This can lead to a stronger ability to engage in abductive reasoning, conceptual thinking, and critical thinking as adults, which can enhance their ability to manage the “know-why” aspect of knowledge.

The Unicist Research Institute