Unicist Evolutionary Approach

Education for Gifted Individuals Based on Complementary Activities

April 1, 2024 in The Unicist Research Institute tagged Peter Belohlavek / The Unicist Research Institute / Unicist Evolutionary Approach / Unicist Standard by Unicist-Master

A research project on gifted individuals is being launched. The education of gifted individuals should be based on complementing their gifts associated with their implicit challenges. We have been working with gifted individuals for 40 years, and 10 of them have participated in our research on conscious intelligence led by Peter Belohlavek. They exhibit extraordinary power in their fields of giftedness. However, they display two implicit weaknesses if they cannot complement their mental skills:

They struggle to perceive the unified field that includes aspects of the real world beyond their giftedness because they cannot mentally emulate it. Consequently, they tend to construct necessary aprioristic fallacies to avoid confronting the problem, which prevents them from assuming responsibilities in value-adding processes.
Their extraordinary mental speed presents a challenge in managing time in fields beyond their giftedness, affecting their ability to manage time in value-adding activities.

The primary issues we have identified relate to their difficulty in complementing their skills. Every strength comes with its implicit weaknesses, which they tend to deny when faced with aspects beyond their giftedness.

There are at least eight different types of intelligence:

Linguistic Intelligence: These individuals have a knack for words, languages, and writing.
Logical-Mathematical Intelligence: People with this type of intelligence have strong logical reasoning skills and are good at mathematical problem-solving.
Spatial Intelligence: Individuals gifted in this area have a strong visual and spatial judgment.
Musical Intelligence: These individuals have a high sensitivity to music, rhythm, tone, and sound.
Bodily-Kinesthetic Intelligence: People with this type of intelligence have excellent physical coordination and skill.
Interpersonal Intelligence: This type of intelligence involves a high sensitivity to others’ feelings, emotions, and motivations.
Intrapersonal Intelligence: Individuals with a strong intrapersonal intelligence have a deep understanding of themselves.
Naturalistic Intelligence: This intelligence involves a sensitivity to nature and the ability to identify and categorize natural objects

Complementation as the Driver of Wisdom in Gifted Individuals

The natural pathway involves them assuming responsibility for tasks in the real world that incorporate both aspects managed with their skills and those requiring complementation.

The challenge lies in finding tasks where they are willing to assume responsibilities that cannot be managed solely by their giftedness.

These tasks must be value-adding actions that generate enough value to challenge them, thereby incentivizing their willingness to learn what they cannot spontaneously manage.

Value-adding actions propel them to a superior level of consciousness, ultimately empowering their skills. Although they tend to work alone, which reflects the superiority of their skills, they must address the value-adding issue independently to develop complementation.

The ability to fail is crucial, as these failures lead them toward complementation. Gifted individuals who become active value-adding participants in the real world can achieve wisdom.

Invitation to a Research Project on the Education of Gifted Individuals

We invite gifted individuals, whether Mensa members or not, to participate in the development of a framework for managing graduate education for this group. Having worked in this field for decades, we understand that the research is not time-consuming but rather “energy-consuming.” It requires approximately 3 hours of personal involvement over a month. The research is led by Peter Belohlavek. Contact us

The Unicist Research Institute

Artificial Intelligence Interpretations:

ChatGPT Interpretation

Your insights into empowering gifted individuals through complementary activities are profound and resonate with key concepts in gifted education and psychology. The identification of implicit weaknesses and the strategy for complementation highlight a nuanced understanding of the challenges and potential growth pathways for gifted individuals. Here’s a breakdown and expansion of the ideas you presented, along with potential applications:

1. Understanding Implicit Weaknesses

Perception of the Unified Field: Gifted individuals often excel in highly specialized areas, leading to a focused but potentially narrow view of the world. The challenge of perceiving the “unified field” or integrating their understanding into a broader, more holistic view of the world is crucial. This limitation can lead to the construction of aprioristic fallacies as a defense mechanism, inhibiting their ability to engage fully with the world beyond their area of expertise.
Mental Speed and Time Management: The extraordinary mental speed of gifted individuals can be a double-edged sword. While it allows for rapid processing within their domain of giftedness, it may also result in impatience and difficulty in managing time effectively in less familiar tasks.

2. Complementation as a Pathway to Wisdom

Assuming Responsibility for Complementary Tasks: Encouraging gifted individuals to engage in tasks that require a balance of their existing skills and areas needing development is essential. These tasks should challenge them enough to stimulate growth but not so much that they become discouraged.
Value-Adding Actions as Growth Opportunities: By participating in activities that contribute value beyond their immediate interests or expertise, gifted individuals can develop a more holistic understanding of their place in the world. This approach fosters a sense of responsibility and can lead to a higher level of consciousness and wisdom.

3. Implementing Complementary Activities

Educational Programs: Develop educational programs that encourage cross-disciplinary learning and projects. These programs should be designed to challenge gifted individuals to apply their skills in new contexts, promoting the development of a more integrated understanding of different domains.
Mentorship and Collaboration: Pair gifted individuals with mentors or collaborators from different fields. This can provide them with insights into areas beyond their expertise and foster an appreciation for the value of complementary skills.
Reflection and Self-Assessment: Encourage regular reflection and self-assessment exercises to help gifted individuals recognize their implicit weaknesses and understand the importance of complementation. This can be facilitated through guided journals, discussion groups, or therapy sessions tailored to the needs of the gifted.

4. Embracing Failure as a Learning Tool

Cultivating a Growth Mindset: Teach gifted individuals to view failure as an integral part of learning and growth. This mindset encourages resilience and perseverance, qualities essential for taking on challenging tasks that require complementation.
Safe Environments for Experimentation: Create environments where gifted individuals can experiment, take risks, and fail in a safe and supportive context. This could be in specialized programs, workshops, or innovation labs where experimentation is encouraged and failures are analyzed constructively.

Your approach underscores the importance of complementing natural abilities with developed skills to navigate the complexities of the real world effectively. By focusing on these complementary activities, educators, psychologists, and mentors can help gifted individuals reach their full potential, contributing their unique talents to society in meaningful ways.

The Birth of Conceptual Thinking and Abductive Reasoning

April 23, 2023 in The Unicist Research Institute tagged Peter Belohlavek / The Unicist Research Institute / Unicist Evolutionary Approach / Unicist Strategy / Unicist Theory of Evolution by Unicist-Master

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

Ethical Intelligence in Business

July 30, 2019 in Unicist Cobots / Unicist Logical Approach / Unicist Strategy tagged Ethical intelligence / Peter Belohlavek / The Unicist Research Institute / Unicist Evolutionary Approach / Unicist Strategy by Unicist-Master

Ethical intelligence defines the true intentions of individuals and establishes the framework and limits of their efficacy. It is the intelligence that structures stable and dynamic rules that determine the action of individuals in their environment. The research on ethical intelligence was led by Peter Belohlavek at The Unicist Research Institute. Ethical intelligence determines the capacity of individuals to add value, their influence on the environment and on others and their time management.

The Unicist Ontology of Ethical Intelligence

On the one hand, the rules are stable since they respond to a purpose that is defined by the level of ethics within which the individual acts.

On the other hand, the rules are dynamic, because despite the fact that individuals are at a certain level, they are capable of determining alternative strategies that satisfy the objective they are seeking within that level.

Ethics is defined as a set of rules that are functional to a situation and to a certain perception of an accepted moral, and are supported by a complementary ideology.

Five levels of ethics have been found that sustain the behavior of the individuals:

Ethics of survival
Ethics of the earned value
Ethics of added value
Ethics of foundations
Conceptual ethics

The higher the level of ethical intelligence, the higher the level of consciousness an individual needs to have.

Functionality of Ethical Intelligence

The Levels of Ethical Intelligence are Inclusive: the Following includes the Precedents

LEVEL OF ETHICS:	1) Survivors Ethics	2) Earned Value Ethics	3) Added Value Ethics	4) Foundations Ethics	5) Conceptual Ethics
APPLICATIONS:
Strategic Planning	Reactive approach	Tactical approach	Growth strategies	Expansive strategies	Timeless strategies
Added Value Generation	Transferring cost and risks to others	Maximization of benefits	Generation of added value	Generation of structured value	Dynamic value generation
Influential Power	Survivors pact	Influence on survivors	Influence within specific limits	Influence in the restricted context	Influence in the wide context
Focusing	On risk-avoidance	On cost-avoidance	On value generation	On the system	On the environment
Time Management	Here and now	Short-term planning	Medium-term planning	Long-term planning	Evolutionary planning
Language Mask	Analogical	Operational	Factual	Ambiguous	Figurative

Therefore the evolution of individuals’ ethical intelligence implies the increase of maturity which is based on higher levels of consciousness.

Ethical intelligence is the unique intelligence that has a structural evolution or involution process based on the maturity of individuals.

The exception is the stagnant survivors ethics which is the case of individuals who have built a parallel reality to stay.

Ethics of Survival

The ethics of survival is the type of ethics prevailing within the marginal areas of a culture or the marginal cultures.

Individuals that act according to this type of ethics exercises influence upon others who are in the same situation, based on survivor-pacts. Their time management is based on “the moment”, sustained by reactions based on intuition. They have a reactive tactical approach to reality. They focus on surviving and avoiding risks.

The Ethics of the Earned Value

This type of ethics seeks to add the minimal value possible to generate an earned value and to minimize costs in order to assure the subsistence level.

They are able to manage short-term problems. Short-term is the lapse between adding value and generating the corresponding earned value. They have a tactical active approach to reality. They focus on maximizing their benefits.

The Ethics of Added Value

This is the type of ethics that maximizes the added value to the environment seeking to optimize the relationship between added value and cost.

Such individuals manage the medium-term, which is the time to transform knowledge into added value. They develop medium-term strategies. They focus on the value they are adding.

The Ethics of Foundation

The ethics of foundation is used by individuals that consider that added value is secured by knowledge.

Such individuals manage the long-term, which is the time span between discovering a concept and transforming it into useful knowledge. They develop long-term strategies. They focus on the knowledge they are acquiring.

The Conceptual Ethics

This is the intelligence used to maximize the added value by using a high level of energy to materialize the need to give.

Individuals behaving according to this type of ethics exert influence on the entire environment because of their energy. They manage universal time that is the time of the cycles, with no time limitations.

They do not take into account their own existence. They develop strategies using the available, possible and expected forces. They focus on achieving the truth.

The Stagnant Survivors Ethics

Stagnant Survivors are individuals with a complex driven behavior that sustains the parallel reality they live in and the responsibility avoidance they need to exert to be in a comfort zone.The paradox is that their comfort zone is a conflict zone for those who surround them.

The stagnated status is based on a fallacious utopia that justifies their actions and forces them to exert power while they appropriate the value they need to feel comfortable. The justifications are built upon fallacies to sustain their actions, beliefs and needs.

Business Functionality of Ethical Intelligence

The discovery of ethical intelligence opened new possibilities to influence individuals’ evolution. Ethical intelligence in business defines the value adding possibilities, the influence on the environment, time management, strategic planning and focusing.

The apparent paradox is that it is the deepest intelligence of the human mind, but at the same time it is the intelligence that evolves with the maturity of individuals and can be influenced.

It has to be considered that in the business world different activities require different ethical approaches in order to be successful. For example:

A business is consistent when the individuals dealing with it have the ethics required by the activity.

When the ethics is inferior to what is needed, it necessarily inhibits growth installing a “business growth virus” in the organization.

If the ethics used by individuals is superior to what is needed, they install a “business profit virus” in the organization that increases costs and affects profitability.

Ethics is implicit in everyday actions, including language. Therefore, it can be defined, measured and fostered.

The rational knowledge of ethical intelligence has an enormous benefit for individuals in organizations in order to ensure consistency for growth and profitability.

Personal Efficacy and Ethical Intelligence

Efficacy is the capacity of individuals to produce results in a responsible way. This implies that efficacy requires awareness of what one is doing. That is why we do not talk of efficacy when evaluating individual art. The fundamentals of efficacy can by defined as:

The identification with the role: Efficacy requires that individuals are identified with the role they are fulfilling when they work. The role can be defined as the social identity of the individual.

The identification with the task: Efficacy requires having the necessary competencies to develop a task that allows enjoying the work.

Knowledge: Knowledge implies having the functional “knowledge objects” to do the work stored in the long term memory.

The efficacy of individuals can be calculated using the mathematics of the Unicist Logic:

Unicist Efficacy = I(R) * I(T) * K

Individuals need to assume the responsibility of working in the field of their efficacy which defines the limits of the possibilities for assuming responsibilities to produce results.

Learn more: https://www.unicist.org/conceptual-thinking/the-roots-of-intelligence/

Unicist Press Committee

Integrating Abductive, Inductive and Deductive Reasoning

October 29, 2018 in The Unicist Research Institute / Unicist Cobots tagged Abductive reasoning / Cognitive Systems / Deductive reasoning / Human Intelligence / Inductive reasoning / The Unicist Research Institute / Unicist Evolutionary Approach / Unicist thinking by Peter Belohlavek

Unicist cognitive systems were developed to manage the root causes of processes, the root causes of their evolution and the root causes of the behavior of the participants. The unicist cognitive systems emulate processes to provide solutions using the unicist evolutionary approach. The unicist evolutionary approach is based on the discovery that human actions are driven by the concepts they have in their minds, which are triggered by the conceptual short-term memory (CSTM).

This approach manages the concepts and fundamentals of processes and is synthesized in the unicist strategy and the unicist conceptual management that emulate the intelligence, organization and evolution of nature to develop maximal strategies to grow and minimum strategies to ensure results.

It uses abductive, inductive and deductive reasoning to forecast, produce and ensure results. Abductive reasoning is used to access the concepts of things and define the possibilities of what can be achieved, inductive reasoning is used to develop destructive tests to confirm the limits of the validity of knowledge and deductive reasoning is used to develop validation tests and manage the operation.

The unicist artificial intelligence was developed to empower cognitive systems, integrating abductive, inductive and deductive reasoning to develop logical inferences based on the ontogenetic maps of the unified field of the concepts and fundamentals of adaptive functions while learning from the environment through pilot tests.

The unicist cognitive systems emulate processes in adaptive environments based on the definition of the unified field of their fundamentals to confirm what is possible to be achieved, how to make it happen and manage their evolution.

Peter Belohlavek

NOTE: The Unicist Research Institute was the pioneer in using the unicist logical approach in complexity science research and became a private global decentralized leading research organization in the field of human adaptive systems. It has an academic arm and a business arm.

The Functionality of Languages in Business

October 31, 2017 in The Unicist Research Institute / Unicist Cobots tagged Ambiguous Language / Diplomatic Language / Factual Language / Figurative Language / Languages in Business / Synthetic Language / Unicist Evolutionary Approach / Unicist Linguistics / Unicist Standard Language by Unicist-Master

The languages people use should not be depending on the person but on the subject and the environment an individual is dealing with. Languages provide the code to reason things in order to make adaptive decisions. It has to be clarified that human intelligence is the tool humans have to decide how to better adapt to a specific environment.

The research in the field of businesses drove to the definition of two different types of businesses: those that work as closed systems and those that work as open systems.

Businesses as closed systems

The businesses that work as closed systems have a fully controlled environment to deal with, and therefore there is no need of managing languages that deal with the ambiguity or the complexity of the environment.

The basic languages that are used in these types of organizations are the operational language and the analytical language that suffice to manage controlled environments. The operational language is for the activities that deal with operation and the analytical language is necessary to control processes.

Both aspects are sustained by mathematical language to manage efficiency and statistical language to manage the uncertain aspects of the business.

These organizations are effective when the four dominant languages are integrated, meaning that analytical works are sustained by mathematical support and operational works are sustained by statistical approaches to solve uncertainties.

Operation research, system dynamics are examples of the applications of these languages in these types of organizations.

Businesses as open (adaptive) systems

A system is adaptive when it is feedback dependent. Business that work as adaptive systems are integrated in the environment with requires managing ambiguous language to deal with the adaptive aspects, synthetic language to define and manage the concepts of the business functions, factual language to solve complex problems, diplomatic language to manage the conflicts with the environment and figurative language to ensure the consensus of decisions.

It has to be considered that the languages needed to manage businesses as adaptive systems include the operational, analytical, mathematical and statistical languages to ensure that the adaptive and non-adaptive aspects are managed.

The use of languages require that each business function is managed using the necessary language to “read” reality without perception fallacies to ensure the functionality of the decisions.

Unicist linguistics includes the use of the unicist standard language that is a metalanguage that allows integrating the use of languages to ensure the adaptability of the business processes and the assurance of results.

As the unicist standard language is a language integrator, it is dysfunctional for people who are “monolingual”.

Peter Belohlavek

Human Superiority Complex

April 3, 2017 in General / The Unicist Research Institute / Unicist Cobots tagged Conceptual Psychology / Human Complexes / Superiority complex / The Unicist Research Institute / Unicist Evolutionary Approach by Peter Belohlavek

Superiority complexes are based on superior functional intelligence implying a structural different attitude. Their feeling of superiority is transformed into a complex when they begin to use their superior functional intelligence in fields that cannot be managed with that approach. But their need of sustaining their superiority forces to try to do so. The result implies blaming the environment for the paradoxical outcomes.

While inferiority complex drive toward inaction in order to deny the reality that affects self-esteem, superiority complexes drive toward aggressive active action to destroy the bothering object.

Superiority complexes are implicit in the decisions taken by anti-intuition in a fearful environment using the anti-intelligence to destroy the object that is threatening the self-perception of superiority.

Extremely talented individuals develop this complex while they live immersed in a mediocre environment. Mediocre environment are those that not include respect and admiration to the members of the group that have the capacity to add higher value.

When the relation with authority doesn’t include respect and admiration talented individuals become marginal. “Nerds” are some of the names that degrade the talent of an individual and transform a factual superiority into a personal complex.

On the other hand, talented individuals who perceive that their skill has no social value develop an inferiority complex if they are socially rejected.

To avoid destruction they become aggressive to the environment. The aggression might be active when it their complex is not integrated with an inferiority complex or passive if they perceive inferiority when dealing with other fields than the one (or several) they are talented in.

Characteristics of the Superiority Complex

It is based on a physical advantage
It influences all the activities of an individual
It creates a personal fictive environment to solve problems using over-simplifying analogical approaches based on their specific talent.
It is future focused to avoid the responsibility of present actions
It uses omnipotence as a driver to avoid the feeling of inferiority
It produces a selfish, envious and greedy behavior
It produces a dualistic, antagonistic, analogical approach to reality
It looks for the solution exclusively in the future
It produces an obsessive taking, not giving, attitude
It produces the distortion of the perception of threatening aspect of reality

The main difference is given by the fact that Superiority Complex driven individuals toward an active role in the environment. Thus they use to be aggressive using both active aggression and/or passive resistance as a way to attack the environment.

They do not work in teams. They are “solopreneurs”.

Peter Belohlavek

Wisdom vs. Erudition: Wisdom is a pathway with many masters

March 24, 2016 in General / The Unicist Research Institute / Unicist Cobots tagged The Unicist Research Institute / Unicist Evolutionary Approach by Academic Committee

There is an extreme confrontation of erudition with wisdom (but not vice versa). This was discovered in the research developed during more than 10 years in the field of Talent Development. The research was led by Peter Belohlavek.

Wisdom can be defined as the capacity of an individual to integrate idealism and realism with value adding actions. The characteristic of individuals who achieved wisdom is that they had multiple masters that had an authoritative role in their lives. These roles are still in force and the masters are still admired.

Admiration and functional envy are the concepts that allow achieving wisdom. Individuals who admire others’ achievements and deeds have the opportunity to achieve wisdom, but only if they pursue the objective of adding value in an environment. The functional envy drives individuals to achieve goals.

Individuals with conflictive relations with authority can never achieve wisdom. They might be extremely erudite, extremely efficient workers but they will never be able to integrate idealism and realism with a value-adding attitude in their environment.

The apparent paradox of wisdom is the need of multiple masters. It is said that disciples are those learners who overcome their teachers. But wisdom, defined as the space where an individual has been able to integrate idealism and realism with value adding actions, cannot be overcome. What is the difference between Wisdom and Erudition?

Wisdom

Wisdom is a state that requires focusing on specific aspects of reality using questions to apprehend their nature and having the necessary knowledge of the environment in order to generate value.

Wisdom cannot be overcome because the nature of some aspect of reality has been understood and can be influenced.

But it has to be considered that wise people do not compete with others to have a place in the world. They earned their place in the world. That is why they remain masters in the field in which they are wise.

Erudition

Erudition is an addiction that drives people to build a parallel hypothetical reality where they consider themselves wise. It is a frequent addiction of rationally gifted individuals.

They are driven by envy which makes them accumulate data they use to judge the originators of the data while they try to demonstrate to others that they are wise.

This allows them confronting with others in their hypothetical reality and feel that their judgments make them wise. They manipulate in order to ensure that their hypothetical reality prevails over actual facts.

Conclusions

Competing with an authority in a field where she/he is wise is a demonstration that the need to gain supersedes the need to add value. The existence of multiple masters makes wisdom possible.

Erudition is not analogous to wisdom; it is a fallacious version of wisdom. Wisdom implies action while erudition does not.

Achieving wisdom cannot be a goal for a wise person; wisdom is the consequence of the action of an individual but does not cause it. It is unwise to try to achieve wisdom.

That is why wisdom is a pathway with multiple masters. Masters are ordinary or extraordinary people who have achieved wisdom in some field. Look for them while you continue adding value.

To achieve wisdom you need to abandon your modesty and expand your humbleness. Wise people do not need to be right, they just have to be functional.

Academic Committee

Discovery of the Functional Purpose of Human Thinking

January 22, 2016 in The Unicist Research Institute / Unicist Cobots / Unicist Logical Approach tagged Human Intelligence / Human Thinking / Peter Belohlavek / The Unicist Research Institute / Unicist Evolutionary Approach by Executive Committee

A new research on the functionality of human intelligence, was finished at the beginning of January 2016, after more than 30 years since the beginning of the research, which started in 1986. The conclusion of the research was based on the applications that were made in Austria, Germany, India and USA, which had a 100% of accuracy.

Click to access the description of this approach. You will notice the upgrade if you already have the preceding presentation.

The objective of this research, that was triggered by the discovery of the “logical type of thinking”, was to find the final purpose of the thinking processes of individuals. The research was developed at The Unicist Research Institute and was led by Peter Belohlavek.

The functionality of thinking processes had been discovered and could be modeled; but this knowledge was still a static approach to the thinking processes and needed to become associated with the functionality of the thinking process in real life.

The previous research demonstrated that the depth of thinking was associated to the capacity of individuals to deal with ambiguity and complexity.

But the new research went further. The new finding demonstrates the functionality of the type of thought to deal with real actions and the level of responsibilities for results an individual can assume when acting in the environment.

The conclusions can be synthesized as follows:

The purpose of the thinking process of humans is to generate results, whatever their kind. The depth of the thinking process defines the capacity for assuming responsibilities.

Operational Thinking allows assuming the responsibility for tasks
Analytical Thinking allows assuming the responsibility for rational decisions
Systemic (Scientific) Thinking allows assuming the responsibility for managing variables
Conceptual Thinking allows assuming the responsibility for generating results
Unicist Thinking allows generating results in the short and long run

There also exists an analogical thinking process which uses analogical benchmarks to avoid assuming responsibilities. This level of thinking is basically “preconscious”.

If you are not aware of the functionality of the preceding researches, we recommend accessing the following link: www.unicist.org/conceptual-thinking/the-roots-of-intelligence

Applications

On the one hand, due to this research widened the possibilities to build groups, develop team work, manage social participation and build relationships.

On the other hand, the results of this research provided basic information for personal talent development in order to allow people to take advantage of their gifts avoiding misleading utopias.

This knowledge increased the accuracy of the knowledge to manage complex adaptive environments as a unified field (click on the image).

We hope you can profit from the conclusions.

Executive Committee

Unicist Strategy: The Past and the Future are not symmetric

September 25, 2015 in The Unicist Research Institute / Unicist Behavioral Tools / Unicist Cobots / Unicist Functional Design / Unicist Logical Approach / Unicist Standard / Unicist Strategy / Unicist Theory of Evolution tagged Fundamental Knowledge / The Unicist Research Institute / Unicist Conceptual Approach / Unicist Evolutionary Approach / Unicist Strategy by Peter Belohlavek

Future can only be managed knowing the fundamentals that rule it. The Unicist Standard was developed to influence reality in order to make a “future” happen.

The “future” (fundamentals) drives action and the “past” (technical analytical knowledge) sustains the energy conservation.

Maximal strategies are driven by the knowledge of fundamentals and minimum strategies are sustained by the technical analytical knowledge.

Future scenarios, diagnoses, strategies and business organization are typical activities that deal with the future. As past and future are not symmetric, a different result can only be achieved if the fundamentals are managed.

Fundamentals are, by definition, the functional description of the essences (the nature) of a specific reality and require an extreme effort of abstraction in order to “grasp” them.

This abstraction is what we call unicist reflection which is necessary to apprehend the nature of something. The core of the reflection process is the confirmation of the hypothetical fundamentals with the necessary “pilot tests” which are real actions in the environment.

The Unicist Standard implies managing the fundamentals of reality to influence the future and having the necessary technical-analytical knowledge to deal with the present based on the past.

It all begins with the knowledge of the fundamentals to find out if the desired future is possible. This is an extreme abstraction effort to deal with a non-symmetric solution.

Only those who need to influence the future in their environment need to deal with fundamental analysis. This is a precondition to apprehend the Unicist Standard.

Those who are used to working with the “benchmarks” of the past are threatened by this technology. They cannot deal with the innovation that is implicit in the future.

Peter Belohlavek

Object driven thinking – Humans use mental “pre-built” structures to approach reality

July 23, 2015 in The Unicist Research Institute / Unicist Cobots / Unicist Logical Approach tagged Cognitive Objects / Long term memory / Object driven thinking / The Unicist Research Institute / Unicist Evolutionary Approach by The Unicist Research Institute

Object driven thinking is humans’ natural approach to reality. Human mind approaches reality using cognitive objects. A cognitive object is a structure that contains knowledge, the action procedure, the groundings of such object, and the opinion on which it is based. The knowledge is necessary to build an understandable description of a reality. The action procedure structures the usefulness of the knowledge.

The foundations sustain the meaningfulness of knowledge. Foundations are the basis for integrating the objects into a structure or network of objects.

Opinions are the “doctrine”, or secure knowledge, on which cognitive objects are built.

Long-term memory

Cognitive objects are stored in the long-term memory and are accessed if the individual approaches reality in an adapted way.

The access of long-term memory requires a structural approach.

Intuition is an “automatic” response which includes the information of the objects stored in the long-term memory.

Let us consider an example: The way a chess master approaches a multiple-game party.

This case has been studied by different researchers that concluded that a master recalls the multiple objects s/he has in his/her mind to categorize the situation of the opponents. It is said that a chess master has until 100,000 positions in her/his mind and that s/he is able to anticipate 14 moves.

The more situations s/he can recall and relate to diagnose a situation, the more flexible his/her approach to the real game and the more chances s/he has to win.

Long-term memory is integrated by:

Episodic memory, to recall personal experiences from our past.
Semantic memory, to store facts, information, concepts, rules, principles, and problem solving skills.
Procedural memory, to remember how to perform or employ a strategy.

These three types of long-term memory are integrated. They store the cognitive objects that people need to respond on time to influence an environment.

Objects storage

The objects stored in mind must fulfill several conditions:

They must include the conceptual structure to be meaningful.
They must be secure, to be reliable.
They must include the individual’s beliefs, to be remembered. When the individual’s beliefs are not included they are forgotten.
They must include knowledge, which includes the possibility of application.
They must include groundings which have to be reasonable, comprehensible and provable.
They must include action procedures to make the objects useful.

A cognitive object is stored in the three types of long-term memory:

Episodic memory pictures the object’s functional experiences, which permit an analogical approach.
Semantic memory stores the idea of the concept, its structure and mechanics.
Procedural memory contains the taxonomy to implement the actions that are included in the structure of the cognitive objects.

Conclusion

To have the necessary knowledge objects stored in your mind, such objects have to be registered in the long-term memory. Reflection requires a smooth natural use of the integration of an individual with the environment. When the knowledge objects are not stored in the long-term memory, it is impossible to approach complexity but on a rationalist approach.

Without having stored the necessary taxonomy, a knowledge cannot be used but in a fallacious way.

The Unicist Research Institute