Monthly Archives: May 2009


33rd Anniversary of The Unicist Research Institute

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The Unicist Research Institute invites you to toast on its 33rd Anniversary.  We invite you to light a candle for one minute on Monday, 1st of June at 1:00 pm New York time for the new era that began in the field of complexity management after the discovery of the ontogenetic intelligence of nature.

33anniversary

We are celebrating this anniversary having installed the countdown of the first ontology based knowledge building search engine available in the world:

We are making a business knowledge building engine available for the business world. It includes the technical, analytical and fundamental knowledge to make reliable decisions. The factual and analytical knowledge-base is provided by the existing search engines. The fundamentals knowledge bank is provided by The Unicist Research Institute based on almost 3,000 ontological structures, including the archetypes of 51 countries,  researched and discovered during the last 30 years in the field of individual, institutional and social evolution. The unicist ontology based fundamental analysis made the approach to complexity reliable and a cybernetic approach to business possible. This participative knowledge building technology will expand the technical, analytical and fundamental knowledge bank ad infinitum.

http://www.unicist.com

Access more information on the ontogenetic intelligence of nature:
http://www.unicist.org/deb_uoin.php

Executive Committee
The Unicist Research Institute

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Catalysts and Inhibitors in Unicist Talent Development

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Can the development of intelligence be catalyzed? Can it be inhibited? What influence do success and failure have in the process?
The research on the development of intelligence at The Unicist Research Institute showed that this development can be catalyzed, inhibited or limited. Therefore, the development of the individual’s intelligence requires the generation of operational conditions that catalyze the intelligent functionality.

Catalysts
1)    A “research-driven” approach to reality, in which errors are part of the process to achieve functional results.
2)    The development of “memory” in the form of grounded cognitive objects, related to one or more human actions.
3)    A personal knowledge acquisition attitude based on learning, without depositing in others his/her learning responsibility.
4)    The use of an Ethic of Foundations, besides strictly affective inter-personal relations.

Inhibitors or “limiting aspects” of Intelligence
1)    The use of language
2)    Individual fallacies
3)    Institutional fallacies (institutional fallacious myths)
4)    Social fallacies (social fallacious myths)
5)    The environment’s dominant democracy ethics
6)    The environment’s dominant leadership ethics
7)    The environment’s dominant individual ethics

Catalysts are oriented for personal use. They have lesser energy than the social inhibitors of a society.

In this sense, when individuals search for a higher level of intelligence compared to the one established and limited by their society, they become “marginalized”.

They are forced to migrate or are expelled from their environment. This situation acts as an additional inhibitor for the development of the individual’s intelligence.

Catalysts are part of the individuals concern in which they can influence. But being able to use catalysts in personal development is not for free. It implies paying high prices to achieve this acceleration. And at the same time, it implies considering the social inhibitors as a limit set by the society or culture in which the individual is.

Success catalyzes the development of intelligence, failure inhibits its evolution.

Access more information at:  http://www.unicist.org/d_oi.php

Diana Belohlavek

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Where do the hurdles of the evolution of intelligence come from?

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Listen to the live recorded, unedited, lecture of Peter Belohlavek on the hurdles of the evolution of human intelligence and how to overcome their consequences.
This lecture, held at The Unicist Research Institute on May, 15,  is part of the Goodwill Network’s activities to foster Talent Development based on unicist ontological technologies.
You will be surprised finding the roots of the problems in the family, or its substitutes, and not in school.
We strongly recommend listening to the lecture and reflecting on it.

Access the live recorded (unedited) lecture at:
http://www.unicist.org/dl_ut.php

The Editor

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Educational Design in Talent Development 3

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Why do teaching-focused programs fail in the learning of strategic approaches and learning-oriented approaches fail in the learning of operational tasks?

The discovery of the ontology of human learning at The Unicist Research Institute opened the frontiers of knowledge to design educational processes, integrating both extremes: the learning of operational processes and the learning of strategic approaches to reality.

educationOne of the most common mistakes in adults’ education is to use the same knowledge acquisition tools for operational and for strategic approaches.
In this sense, when the same knowledge acquisition tools that are used in operational fields are applied to the learning of strategic approaches, they produce paradoxical results, and the same happens when strategic approaches are used for operational fields.

Designing educational processes is a very difficult task and requires being aware of the nature of the process in which the individual is involved.
The higher the level of ambiguity one is able to manage the higher the search for the “know why” of a reality that one needs. When you are in a secure context, the “know how” of a reality suffices to operate. BUT when you are in ambiguous and uncertain contexts and you are responsible for making things happen, then you need to understand the nature of those contexts in order to influence.

Less ambiguity means a “know how” orientation, while more ambiguity means the predominance of a “know why” oriented approach. And this “know why” cannot be taught, it needs to be discovered. That is why it requires a learning approach.

But, on the other hand, teaching is the most functional approach to operational aspects.

Reality shows that complicated problems have both complex parts and simple parts. That is why they require an approach that includes both learning and teaching.

Individuals that predominantly use their operational thinking approach will search for a security framework, looking for a teaching-oriented approach while conceptual thinkers will search to go beyond the existing boundaries and will tend to learn from their own experience and mistakes instead of looking for a teacher. And this is neither good nor wrong; both approaches have different functionalities. Operation, tactics and strategy work at different levels.

So in order to develop strategies an individual needs to go beyond the existing known boundaries: an individual needs to have a great learning capacity, because cause-effect relations cannot be taught, they can only be discovered.
For tactic development, being able to divide the problem into the operational parts suffices. In Operational learning one needs to be able to assimilate methods and analogous situations.

And what is the nature of the learner? What is the real nature of the object of learning?
The most successful educational programs are those that are designed according to the nature of the process. There are no rigid recipes here. They are fallacious. The unicist ontology of learning proposes a “change without changing” that is improving the results by respecting the nature of the learner. The key here is the right diagnosis.

Access more information at:  http://www.goodwillnetwork.net/deb_tdpi.shtml

Diana Belohlavek

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If you would like to get acquainted with unicist technologies, you can request an invitation as a Guest Participant in a module of Unicist Strategy.


Elites are responsible for fostering evolution

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The elites are responsible for proposing new ways to foster evolution. The education of the elites is one of the problems that defines if evolution is empowered or inhibited. Because of ideological reasons, many cultures do not foster the education of the gifted and talented. Other cultures, as it is seen in the following excerpt, research to find the best ways to foster their gifted and talented members.

The National Research Center on the Gifted and Talented (NRC/GT)

“The National Research Center on Gifted and Talented (NRC/GT) current 5-year research plan will lead to empirical and descriptive understandings of “what works in gifted education.” This plan requires the integrated study of identification systems, model-based curricula in reading and math, and assessments. The focus of the research study will be to: (a) extend and enhance prior studies by developing a defensible identification system; (b) analyze the effects of curricular units in reading and math on students identified using traditional and expanded criteria; and (c) measure outcomes using extended standards-based assessments, structured performance assessments, or standardized achievement measures. An identification system will be created to be responsive to students from across all cultural groups and from all socioeconomic groups. In the spring of 2008, a talent pool of grade 2 students will be identified using the Iowa Tests of Basic Skills, Cognitive Abilities Test, and teacher rating scales. This talent pool, as well as their classmates, will participate in the math or reading curriculum (randomly assigned at the school level) in grade 3 (2008-2009 academic year). In the spring of 2009, a second group of grade 2 students will be identified using the same criteria, and they will participate in the reading or math curriculum along with their classmates during the 2009-2010 academic year…..”  http://www.gifted.uconn.edu/NRCGT.html

Access more information at:  http://www.goodwillnetwork.net/deb_tdpi.shtml

Diana Belohlavek

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If you would like to get acquainted with unicist technologies, you can request an invitation as a Guest Participant in a module of Unicist Strategy.


Unicist Talent Development: The process of Complex Problem Solving

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In order to apprehend a complex problem and solve it, it is necessary to be able to deal with four central aspects:

1) The openness of the boundaries of the problem.
2) The conjunction of its components without simplifying disjunctions.
3) The biunivocity of its elements
4) The inexistence of observers. The individual “managing it” is a part of the problem.

Who approaches complex problems in a natural way?

Childhood lives within a complex world. From birth on, children enter a world where reality exceeds their reasoning capacity and they need to learn in order to survive and grow.
The way they do so is very simple:
a) They act
b) They somehow elaborate their actions
c) They act again based on their elaborations.

This is the natural taxonomy to manage complex problems. Children follow these steps intuitively. Taxonomies are naturally respected by children. If you put skis on small children they just begin with “snow plowing” and not “slaloming”.

What happens with this intuitive way in adults?

Educated adults do not enter a new complex problem based on experiencing it first. Societies, parents and the educational system taught them to approach reality beginning with a rational thinking process. This is functional to everyday operational activities, but is dysfunctional to learning how to manage unknown complex problems.

A complex problem must be approached with an “action – reflection – action” process, which is absolutely counterintuitive for ordinary adults.

Why is “action-reflection-action” counterintuitive?

In the adaptation process humans have to face four natural fears that inhibit intuition:

1) The fear of ridicule: A persistent, abnormal, and unwarranted fear of being ridiculed or ridicule. It is the fear that hinders the beginning of any different or new activity.

2) The fear of failure: Fear of failure is the fear of self-criticism or the fear of being criticized by others. It is the fear of failure that hurts far more than the failure itself. Actually, it is the fear of not being sure what will happen.

3) The fear or rejection: It is an outcome of low self-esteem. It makes you feel that everyone in this world is superior to you and they can reject and avoid you for some reason or other.

4) The fear of success: The fear of success is a very unique issue that arises when you are genuinely creating change and moving forward. One of the core fears that arise from change is that success will lead to loneliness.

Access more information at:  http://www.unicist.org/d_hf.php

The Editor

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Talent Development – Free lecture on Unicist Thinking

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We invite you to participate in the Lecture on Unicist Thinking that will be led by Peter Belohlavek on May 15, 2009 and will be held at the The Unicist Research Institute’s webconference system at 9:00 am New York time.

What happens with a bright 3-year old child that becomes a 50-year old shiftless individual?

Individuals are exposed to external inhibitors that tend to massify them to make them fit into the culture they belong to.

You can register as a guest (free of charge) at:
http://www.unicist.org/registration_ut.php

This lecture is part of the Program developed and sponsored by The Unicist Research Institute for the Goodwill Network.

Access more information at:  Google books

The Editor

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Unicist ontology of decision making

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The discovery of the unicist ontology of decision making opened the boundaries of “defensive” decision making, widening the possibilities and the probabilities of accurate decisions.

To be able to deal with the nature of decision making it is recommended to begin with the operational aspects of decision making.

The purpose of a decision making process is to be able to make decisions that are justified and grounded.

Decisions are produced because they are needed. When there is no need to decide the decisions become just a utopia the individual has in mind to deal with reality. That is why decisions exist when they are implemented. If not, they are just an alternative that will be considered when time for decision making comes.

Justifications put the decision making process into action. Justifications are the reasons why a decision is necessary. There are materialistic justifications, ethical justifications and personal justifications.

unicist ontology of decision making

Materialistic justifications are the “economic” objectives to be achieved through the decision making process. They are the active function of any justification process. The human decision process is put into action by materialistic needs.

Foundations are reasonable, understandable and provable arguments. Fallacy avoidance is ensured when foundations are included in a decision making process. That is why foundations are basic in decision making.

Foundations avoid decisions when the end justifies the means. Foundations establish the reasonable limits of what can be decided.

A decision making process ends when the decision has been implemented. Until the implementation has been done the decision is a hypothetical idea. To develop a decision process it is required to follow the natural taxonomy of decision making.

Unicist decision making in the field of complexity implies first exploring the possibilities and then defining the probabilities. By managing the ontology of decision making you will have a tool to secure the accuracy of results.

Access more information at: http://unicist.org/d_dm.php

Peter Belohlavek

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Unicist Drops – Problem solving – Pastime for the weekend

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Three men see a block of marble.
One sees the beauty of the marble.
The other sees the value of the marble.
The sculptor sees the statue within the marble…

An analogy to guide reflection

Only those who are able to see
the solution within the problem
can deal with its nature…

Mesianic heroes need to think that the
solution comes from them.

Extracted from the book Unicist Riddles (*) by Peter Belohlavek

(*) Riddles have many solutions. In the Far East, riddles are used to develop internal freedom and responsibility.

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Unicist Talent Development: Seizing your talents, recognizing your nature

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The unicist approach to talent development implies understanding the nature of ones talents so as to reach the most effective path to develop them.

Everybody has a talent. For some people it is easier to get aware of them than for others.

Talents are discovered when people ACT in their environment. Talents are perceived through the difference compared to others. When individuals use their talents they are perceived as:

1) Focused: Talent implies the “alignment or neural circuits” to achieve a goal.
2) Natural: When a talent has been trained, it flows naturally in its field of action.
3) Credible: People who use their talents are consistent and therefore credible.
4) Convinced: When adults use their talents they are sure about what they are doing.
5) Self-criticism: The most notorious characteristic of talent is the implicit capacity for self-criticism. Self-criticism is what fosters personal improvement and implicitly develops one’s talents.

Only when goals are achieved talents can be recognized as such. These achievements are not necessarily contemporaneous with the action. Just think about some examples on this matter: nobody doubts that Van Gogh and Nikola Tesla were talented. But when the talent largely exceeds the existing paradigms, individuals are marginalized by the environment.

Working on talent development implies the recognition of the starting point and rediscovering everyday the goals that have been achieved. “We are all talented, but the key to believe in our talents and make good use of them.”
Talented people are ahead of those who are not driven by their talents.

Paradoxically, on one hand the use of talents provides personal security and, on the other hand, it fosters the freedom to grow. The use of talents develops a secure environment for the individual and therefore the individual seeks for new boundaries.

Developing your talents means seizing your own nature, with the benefits of profiting from it and the costs implicit in your search for complements. Talents are such because there are recognized in the adding of value in the environment.

Seizing your talents means defining new boundaries to make a difference.

Diana Belohlavek

If you would like to get acquainted with unicist technologies, you can request an invitation as a Guest Participant in a module of Unicist Strategy.