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Unicist Discussions for Functionalist Learning Processes

 in Unicist Corporate University by

Unicist discussions were developed to support adult learning processes in adaptive environments. Their goal is to establish the idea of a concept in the learner’s mind, which can then be expanded through real applications. Unicist discussions are a formal approach to understanding the idea of a concept of an entity by gaining insight. This insight requires defining what it is for, how it works, what it is, and why it works. Concepts need to be discovered; they cannot be studied or transferred by third parties.

Unicist discussions are an approach to discovering the idea of concepts through teamwork, which can take place between real people or through discussions with virtual entities prepared for this purpose. Unicist discussions are almost the opposite of unicist debates, which are based on assuming that one side or the counterpart is wrong. The objective of unicist discussions is to find the “what for,” the “how,” the “what,” and the “why” of things.

Unicist discussions are exclusively for conceptual learning processes and are based on the understanding that one only has an imagined idea, and this is also the case for the counterpart. This means that both participants are likely wrong and need to find a way to arrive at a correct solution. “Unicist discussions” were developed by Peter Belohlavek at The Unicist Research Institute to manage unicist reflection in learning environments.

A discussion ends when the idea of the concept has been found, which implies that a hypothetical solution to a problem has been identified. Unicist discussions can only deal with subjects that are within an individual’s comfort zone.

The process of discussions with the Unicist Virtual Counselor of the Unicist Functionalist Expert System is as follows:

  • Formally propose the initiation of a discussion on a specific subject and begin by presenting a hypothesis based on your imagination, which may or may not have justifications. Ask for the opinion of the Counselor.

  • Use the unicist reflection process to critique the Counselor’s opinion and pose a new hypothesis about the idea of the concept.

  • Use the unicist reflection process to repeat this cycle until you reach an agreement with the Counselor, establishing the starting point of a solution to begin the learning process of the functionalist approach. These unicist discussions should not take more than an hour of focused work.

Keep in mind that ideas naturally fit into the comfort zones of those who hold them. The development of real actions to produce predefined results is the way to avoid subjective conclusions.

Analysis

The concept of “Unicist Discussions for Learning” focuses on adult learning in adaptive environments, emphasizing the discovery and understanding of concepts through dialogue and reflection. Here’s a breakdown of the key ideas within this concept:

1. Purpose and Methodology:

  • Unicist discussions are a formal process designed to facilitate conceptual learning, focusing on discovering and establishing the idea of a concept in the learner’s mind. This learning is not about memorization or transmission but about gaining insight and comprehension through discovery.
  • The methodology revolves around teamwork (either with real people or virtual entities) and emphasizes that participants begin with an imagined hypothesis, which is critiqued and refined. This contrasts with unicist debates, which are more oppositional and rooted in proving one side wrong. Discussions aim to collaboratively discover the truth.

2. Four Key Elements of Understanding:

The discussion process focuses on answering four critical questions:

  • What for? (Purpose)
  • How? (Functionality)
  • What? (Essence)
  • Why? (Rationale) These questions guide the participants toward a deep understanding of the concept, which they gradually refine until they find a hypothetical solution or concept definition.

3. Learning in the Comfort Zone:

  • The idea that conceptual learning must occur within an individual’s comfort zone is crucial. The learner cannot engage with concepts that are too far outside their mental framework or comfort zone. However, the process also implies that the comfort zone expands as learners develop new insights and apply these ideas in practice.
  • By focusing on concepts within this zone, the discussions ensure that learning is realistic and applicable rather than purely theoretical.

4. Use of Unicist Reflection:

  • Unicist reflection is central to the learning process. It is a cyclical process where learners continuously reflect on and critique both their own ideas and the insights provided by others (in this case, the Unicist Virtual Counselor). This cycle of reflection leads to refining the idea of the concept until a clear and agreed-upon understanding is reached.

5. Unicist Virtual Counselor:

  • The integration of discussions with the Unicist Virtual Counselor provides a structured environment for reflection and learning. The Counselor acts as a facilitator of learning, presenting hypotheses and feedback that learners can critique and build upon. This back-and-forth process mirrors real-world collaborative problem-solving.
  • The Counselor helps guide learners by ensuring that the discussions remain productive and focused, keeping the sessions within a one-hour framework to maintain attention and efficiency.

6. Objective and Outcome:

  • The ultimate goal of the discussion is to arrive at a conceptual understanding that leads to a hypothetical solution to a real problem. The learning process is not complete until the participants have identified a starting point for practical application.
  • Action-based learning is encouraged, where learners apply the concepts they’ve discovered in real-world situations. This ensures that conclusions are not merely theoretical but grounded in actual practice, avoiding subjective biases.

Summary:

The Unicist Discussions for Learning are built on a collaborative, reflective process aimed at conceptual understanding within adaptive environments. The process is driven by discovery, reflection, and the iterative refinement of ideas until a shared understanding of a concept is reached. By keeping discussions within the participants’ comfort zones and focusing on real applications, this approach fosters both deep conceptual learning and practical problem-solving. The use of the Unicist Virtual Counselor further ensures a guided, structured approach to learning and reflection, helping participants align their insights with real-world functionalist principles.

The Unicist Research Institute

Transforming the Passage of Time into Timing in Higher Education

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The Unicist Reflection-Driven Education, concluded in 2015, introduced the management of action timing and reflection processes for learning from feedback as an educational model for higher education. It has been successfully applied in business education for decades. Following the completion of research on the functionality of time in 2024, its relationship with time management is now being published.

The concept of leveraging time as a resource in higher education within adaptive environments poses a challenge to enhancing learning experiences. The concept of leveraging time as a resource in superior education within adaptive environments presents a challenge to enhancing learning experiences. When time flows there is no perception of time.

Losing the Perception of Time in Learning Processes

Time flows when individuals flow in their environment. In a state of flow, individuals are completely absorbed in the task at hand, with a high level of focus and concentration. This immersion blurs the awareness of external factors, including the passage of time. Timing is one aspect of the flow of time.

The concept of flow provides insight into how learners can achieve a harmonious interaction with their environment, marked by a joyful immersion in activities and an altered perception of time. Understanding and facilitating the conditions for flow can enhance learning, highlighting the importance of aligning challenges with personal skills and creating environments conducive to deep engagement.

Transforming Time into Timing in Educational Systems

By reimagining the role of time in education, institutions can create more adaptive, engaging, and effective learning environments.

This approach not only benefits learners by aligning education with their natural rhythms and interests but also offers a competitive advantage to educational institutions by fostering a more dynamic, innovative, and learner-centered culture.

Transforming time from a measured quantity into an embraced resource opens up new possibilities for the future of education, where the focus is squarely on creating value and nurturing lifelong learners.

Time is Measured in Terms of Synchronized Actions

The distinction between different types of long-term memory—semantic, episodic, and procedural—highlights the complex nature of learning processes and underscores the significance of time as both a cost and a critical component of effective learning.

The process of transforming information into functional knowledge within adaptive learning environments underscores the role of time. Time is not merely a backdrop against which learning occurs; it is an integral component of the learning process itself.

One possesses true knowledge of something when the concept of it is stored in long-term memory. True knowledge implies not just a temporary understanding or fleeting familiarity but a depth of comprehension and the ability to recall and apply this understanding in various contexts over time.

By acknowledging the time necessary to engage semantic, episodic, and procedural memories fully, educators and learners can approach the learning journey as a valuable investment. This investment not only fosters the acquisition of deep, functional knowledge but also prepares learners to navigate the complexities and nuances of applying this knowledge in the real world.

Empowering Episodic Memory to Manage Time

The relationship between different types of memory and the perception of time in learning processes is complex and significant. Recognizing that episodic memory can transform the cost of time into a constructive element opens avenues for designing more effective and engaging learning experiences.

By balancing the engagement of semantic, episodic, and procedural memories, educators can facilitate deeper, more integrated learning that resonates on a personal level with learners, thereby making the learning process itself more efficient and meaningful.

The Timing of Actions Drives Learning

The interplay between meaningfulness, real-world feedback, and teacher feedback outlines an integrated approach to education that values learner engagement, applicability, and continuous improvement. By focusing on the relevance and real-world application of knowledge, educators can create more effective and motivational learning environments. Together, these elements foster an educational experience that is both meaningful and impactful, preparing learners for successful application of their knowledge in the real world.

The Unicist Research Institute

Artificial Intelligence Interpretations:

ChatGPT Interpretation

The transformation of time into timing in higher education, as outlined in your description, represents a significant shift towards a more holistic and adaptive approach to learning. This shift is not merely pedagogical but deeply rooted in cognitive science, particularly in understanding how humans interact with, perceive, and utilize time in learning processes.

Leveraging Time as a Resource

The core of this educational transformation is the recognition of time not as a linear or static entity but as a dynamic resource that can be optimized to enhance learning outcomes. The concept of flow, where individuals lose the perception of time due to complete immersion in an activity, underscores the potential of aligning educational practices with the natural psychological states that foster deep learning. In such states, learners are not only more engaged but also more likely to internalize and synthesize information effectively, bridging the gap between short-term engagement and long-term knowledge retention.

Empowering Episodic Memory

The emphasis on episodic memory in managing time introduces a nuanced understanding of how different types of memories (semantic, episodic, and procedural) contribute to the learning process. Episodic memory, with its ties to personal experience and emotional resonance, plays a crucial role in making learning experiences more meaningful and memorable. By creating learning environments that trigger and utilize episodic memory, educators can enhance the retention and application of knowledge, transforming the so-called cost of time into a valuable investment in deep, impactful learning.

Synchronized Actions and Learning

The discussion on synchronized actions and the transformation of information into functional knowledge within adaptive learning environments highlights an essential aspect of modern education: the integration of time management with learning objectives. This approach recognizes that true comprehension and the ability to apply knowledge in various contexts require time—a resource that must be thoughtfully integrated into the educational process. By doing so, educators can facilitate a more efficient and effective learning journey, empowering students to achieve mastery over the subjects they study.

Creating Value and Nurturing Lifelong Learners

Ultimately, the transformation of time into timing in educational systems reflects a broader goal of creating value for learners and nurturing lifelong learning habits. This shift towards adaptive, engaging, and learner-centered educational models promises not only to align education more closely with individual learners’ natural rhythms and interests but also to equip learners with the skills and knowledge necessary to navigate and contribute to an ever-changing world.

This holistic approach, which balances the engagement of different types of memory and emphasizes the meaningful application of knowledge, represents a promising path forward for higher education. By reimagining the role of time in learning, educational institutions have the opportunity to foster a more dynamic, innovative, and effective learning culture, one that prepares students not just for the challenges of today but for the opportunities of tomorrow.

The Next Stage in Business Education: Going Back to Basics in the Education of Arts, while Matching the Possibilities Opened by Generative AI

 in Unicist Corporate University by

“Intellectual development cannot be trained,
only catalyzed through real actions.

Intellectual development requires managing the concepts of things. Physical skills can be trained, but intellectual skills need to be stored in long-term memory as concepts, which requires real actions to store them in episodic, procedural, and semantic memory.”

No More Teachers in Unicist Reflection-Driven Education

Since February 1st, 2024, the educational system of the Unicist Corporate University provides graduate programs using unicist reflection-driven education, adapted to the possibilities opened by AI.

There are no longer traditional teaching processes. This role has been replaced by consultation processes, based on the Unicist Virtual Advisor, a ChatGPT-driven counselor that provides information on the functionalist approach to science and the necessary business applications needed by learners.

The inclusion of generative AI has been tested for one year, yielding excellent results with all learners who needed to develop intellectual skills in managing businesses as adaptive systems. The educational model of action-reflection-action continues to be the driver of the programs.

Intellectual development requires managing conceptual thinking. Conceptual learning involves storing information in episodic, procedural, and semantic long-term memories, which requires having real experiences. Therefore, intellectual learning demands the creation of real actions—not simulations—that provide genuinely meaningful experiences for learners. In unicist reflection-driven education, books, virtual advisors, or other media are used as resources for consultation.

The approach adopted by the Unicist Corporate University represents a shift in educational methodology, integrating modern technology with principles of apprenticeship reminiscent of the Middle Ages. This strategy requires a deep understanding of how learning and intellectual development occur in practical, real-world settings.

This approach, based on reflection-driven education, enables the guidance of individual learning processes for participants at feasible costs. It relies on the use of unicist logic, the application of functionalist principles of human behavior, and the employment of generative AI to offer personalized guidance to learners based on their actual potential. Here are the key aspects of this approach:

  1. Role of Counselors Replacing Teachers: By replacing traditional teachers with counselors, the focus shifts from instructing to guiding. Counselors facilitate learning by ensuring that the participants apply their knowledge effectively in real-world scenarios, which is aligned with the apprenticeship model.
  2. Virtual Counselor Assistance: The use of counselors who work virtually to assess and support participants’ work emphasizes flexibility and personalized guidance. This approach allows for a more tailored learning experience, where feedback is directly relevant to the individual’s applied work.
  3. ChatGPT-Driven Virtual Advisor: The integration of a ChatGPT-driven virtual advisor is a significant modern addition. This AI tool provides quick access to the extensive knowledge stored in the unicist library, reducing the time needed for research and study. It acts as a readily available knowledge base, offering information that can be immediately applied in practical scenarios.
  4. Focus on Real Applications and Pilot Testing: The emphasis on applying knowledge in real situations and conducting pilot tests is crucial for experiential learning. This process ensures that learning is not just theoretical but is tested and refined in actual practice, leading to deeper understanding and skill development.
  5. Apprenticeship Model with Scientific and AI Integration: The approach mirrors the apprenticeship model of the Middle Ages, where learning was hands-on and directly related to the apprentice’s future profession. However, it’s enhanced with scientific knowledge from the unicist approach and modern AI technology, offering a blend of traditional and contemporary educational methods.

Unicist Clinics Drive Unicist Educational Processes

Unicist education is managed in Unicist Clinics, where real problems are solved while participants learn. These clinics establish the framework for unicist reflection processes, action-reflection-action, that ensure the functionality of solutions. The clinics include three basic processes:

  1. The design of solutions.
  2. The pilot testing of solutions.
  3. The reflection process, where the problems with the solutions are solved.

Participants have access to the conceptual designer to develop the concepts of solutions and the functionalist designer to develop operational solutions. Unicist reflection is used to manage feedback from the pilot tests and acts as the catalyst for the learning processes.

Unicist reflection is based on using the functionalist principles of business processes to develop solutions and design the unicist binary actions that make them work.

Participants, organized by a coordinator and an ombudsperson, develop the solutions, and counselors guide the reflection processes and assume the role of fallacy shooters to ensure the functionality of the pilot tests, destructive tests, and the consequent learning process of the participants.

This educational model is highly effective for developing practical, real-world skills and intellectual capabilities. It’s particularly well-suited for adult learners and professionals who benefit from applying learning directly to their work or business challenges, combining the best of traditional apprenticeship and modern technological advancements.

The next stage is here.

The Unicist Research Institute

Artificial Intelligence Interpretation

ChatGPt Interpretation


The evolution of business education, as described in your text, marks a significant shift in learning methodologies, integrating advanced technology with traditional apprenticeship principles. This new approach by the Unicist Corporate University, with the integration of generative AI, particularly a ChatGPT-driven virtual advisor, signifies a revolutionary step in educational methods, especially in business studies. The key aspects of this methodology are quite remarkable:

  1. Replacing Teachers with Counselors: This change emphasizes a more guidance-based role in learning, focusing on real-world applications rather than theoretical instruction. It aligns well with the apprenticeship model, ensuring that knowledge is effectively applied in practical scenarios.
  2. Virtual Counselor Assistance: The use of virtual counselors provides a personalized and flexible learning experience. It allows for tailored guidance and feedback that is directly relevant to each individual’s applied work.
  3. ChatGPT-Driven Virtual Advisor: Incorporating an AI-driven advisor like ChatGPT is a modern innovation, offering quick access to a vast knowledge base. This significantly reduces research and study time, allowing for immediate application of information in practical settings.
  4. Focus on Real Applications and Pilot Testing: Emphasizing the application of knowledge in real situations and conducting pilot tests enhances experiential learning. This approach ensures that learning is not just theoretical but is also tested and refined in actual practice, leading to a deeper understanding and development of skills.
  5. Apprenticeship Model with Scientific and AI Integration: This model mirrors the hands-on learning approach of medieval apprenticeships, enriched with modern scientific knowledge and AI technology. It offers a unique blend of traditional and contemporary educational methods.

This educational model seems particularly effective for developing practical skills and intellectual capabilities, especially suited for adult learners and professionals. It represents a harmonious blend of traditional apprenticeship methods and modern technological advancements, potentially setting a new standard for business education in the era of AI and digital transformation.

Press Release: The Presentation on Unicist Reflection Driven Education to Manage the Know-How and Know-Why of Business Processes

 in Unicist Corporate University  tagged Diego Belohlavek / Peter Belohlavek / The Unicist Research Institute / Unicist Learning Objects / Unicist Logic by

The research on human adaptive learning, developed at The Unicist Research Institute, led to the finding of four structural stages that deal with the learning of the management of adaptive environments and the management of the root causes in these environments.

The learning process of the know-why of things and its integration with the know-how is necessary to learn to manage adaptive systems that are continuously adapting to the feedback from the environment.

It required developing an educational model that allows learning the use of functionalist principles to manage the know-why and unicist binary actions to manage the know-how. This model required the development of Teaching Hospitals in Business where the participants develop solutions while they learn to manage the know-why and the know-how of things based on a reflection-driven learning technology.

The four structural stages are:

Stage 1 – Finding Homological Benchmarks – Learning WHAT FOR

This stage drives the definition of what has to be produced. It needs to be a solution for third parties. To begin the process, the participants need to find in their minds the concepts of other experiences they had to work as homological benchmarks. A learning process on the functionality of adaptive environments can only begin if the learner has a homological benchmark in mind.

Stage 2 – Learning the Functionalist Principles and the Fundamentals define WHAT needs to be achieved.

The relevant aspects of a given reality are defined by the functionalist principles and fundamentals that underlie it. The learning process of the functionalist principles and their fundamentals is given by the use of learning objects that allow understanding the unified field of an adaptive system. The goal of these objects is to provide the functionalist principles and the fundamentals of the specific relevant aspects of reality.

Stage 3 – Developing solutions and Pilot Tests – Learning the HOW of things.

The pilot tests are real applications in the specific action field that is being learned or in homologous fields when the full real application is too risky. Pilot tests allow learning HOW the knowledge works and is transformed into actions. The recycling process of the pilot tests drives the learning process in adaptive environments. It includes the use of destructive tests that confirm the limits of the validity of specific functionalist knowledge.

Stage 4 – Unicist Reflection – Learning the WHY of the functionality of things.

Unicist reflection is a pilot-test-driven reflection process. It uses abductive reasoning, unicist logic, and unicist deductive and inductive approaches to develop solutions.

Unicist Reflection requires having a final picture in mind, which means that the solution has to be emulated. It requires positive thinkers; individuals who see the bottle as half full, not half empty.

The specific reflection of the results of pilot tests produces improvements in the application process of what is being learned. It requires having a personal value-adding approach to seek the root causes of problems and build solutions.

The process ends when the destructive tests confirm the limits of the validity of the solutions

The unicist reflection-driven education model is based on five pillars:

  1. A learning context is required before a learning process begins. Learning processes in adults require the existence of a real problem to be solved.
  2. An adaptive learning contract that defines the guiding idea of the learning process and the conditions of the teaching and learning activities.
  3. The development of business residencies, which are homologous to medical residencies, where the unicist reflection methodology is used to develop solutions.
  4. The use of learning objects that allow for managing the personalized learning program of participants.
  5. The professor’s role is focused on ensuring the development of solutions while guiding and catalyzing learning activities.

Artificial Intelligence Interpretations

Bard-Google Interpretation

The Unicist Reflection Driven Education model is a learning model that focuses on the management of the know-how and know-why of business processes. It is based on four structural stages:

  • Finding Homological Benchmarks – This stage is about defining what the learning process is for. It requires participants to find homological benchmarks, which are concepts from other experiences that can be used as a basis for learning.
  • Learning the Functionalist Principles and Fundamentals – This stage is about learning the functionalist principles and fundamentals that underlie a given reality. Functionalist principles are the laws that govern the behavior of a system. Fundamentals are the specific aspects of a system that are relevant to its functionality.
  • Developing Solutions and Pilot Tests – This stage is about developing solutions and testing them in real-world environments. Pilot tests allow participants to learn how knowledge works and is transformed into actions.
  • Unicist Reflection – This stage is about reflecting on the results of the pilot tests and using that reflection to improve the application of what is being learned. Unicist reflection is a pilot-test-driven reflection process that uses abductive reasoning, unicist logic, and unicist deductive and inductive approaches to develop solutions.

The Unicist Reflection Driven Education model is based on five pillars:

  • A learning context – A learning context is required before a learning process can begin. This context provides the motivation and framework for learning.
  • An adaptive learning contract – An adaptive learning contract defines the guiding idea of the learning process and the conditions of the teaching and learning activities.
  • Business residencies – Business residencies are homologous to medical residencies, where the unicist reflection methodology is used to develop solutions.
  • Learning objects – Learning objects are digital resources that can be used to support learning. They can include text, images, videos, and simulations.
  • The professor’s role – The professor’s role in the Unicist Reflection Driven Education model is to ensure the development of solutions while guiding and catalyzing learning activities.

The Unicist Reflection Driven Education model is a powerful tool for learning the know-how and know-why of business processes. It is based on a solid theoretical foundation and has been used successfully by businesses and organizations around the world.

ChatGPT Interpretation

The Unicist Reflection Driven Education model, as described above, is an advanced, holistic approach to teaching and learning, particularly when dealing with complex adaptive systems and business processes. It moves away from the traditional way of knowledge transmission and embraces an iterative, experiential method, prioritizing the understanding of underlying principles (know-why) in tandem with practical skills (know-how).

Let’s break down some key takeaways from the model:

  • Nature of Learning: The model emphasizes the importance of understanding and managing adaptive systems. In business, where processes, strategies, and environments continuously evolve in response to internal and external feedback, a deep understanding of the root causes becomes indispensable. This learning model is designed to teach individuals how to understand and manage these very intricacies.
  • Stages of Learning: The four-stage process is progressive and iterative, beginning with identifying what needs to be learned (using past experiences for context) and moving through understanding the foundational principles, practicing the learned skills in real-world scenarios, and reflecting on the outcomes.
  • Homological Benchmarks: Using past experiences to understand new learning materials can help students contextualize and relate the information to their prior knowledge, thus making learning more effective.
  • Functionalist Principles: It’s crucial to grasp the underlying fundamentals of any subject. By understanding the core principles, one can adapt this knowledge to various scenarios.
  • Pilot Tests: Practical application is essential for any learning. By testing knowledge in real or similar situations, one can identify gaps and iterate on their understanding.
  • Unicist Reflection: Reflection is a powerful tool in the learning process, allowing for deep dives into understanding the why and how of actions.

Pillars of the Model:

  • Learning Context: It’s true that adults typically learn best when faced with a tangible problem. The motivation derived from problem-solving can be a potent catalyst for learning.
  • Adaptive Learning Contract: Defining clear objectives and expectations for both the learner and instructor can streamline the learning process and keep everyone aligned.
  • Business Residencies: Just like in medicine, a residency in business provides hands-on experience, which can be invaluable in understanding the nuances and practicalities.
  • Learning Objects: Personalized learning ensures that individual needs are addressed, and students can learn at their own pace.
  • Role of the Professor: Moving away from traditional lectures, this model emphasizes the professor’s role as a facilitator and guide, ensuring practical application of knowledge.

Final Thoughts – The Unicist Reflection Driven Education model offers a comprehensive approach to understanding and applying complex business processes and concepts. It emphasizes real-world application, reflection, and personalized learning, which can be invaluable in today’s dynamic business environment. Implementing this model can be beneficial for institutions aiming to equip their students with a deep understanding of both theoretical and practical aspects of business.

The Unicist Research Institute

The Unicist Functionalist Principles of Personality Trends that Establish the Framework for Vocations.

 in Unicist Corporate University  tagged Functionalist Principle / Peter Belohlavek / Talent development / The Unicist Research Institute / Unicist Logic by

The research on the instinctive adaptive behavior of people developed at The Unicist Research Institute allowed defining the functionalist principle that defines spontaneous non-conscious adaptive actions. The functionalist principle of people’s adaptability is defined by a people orientation, deeds orientation, and power orientation.

These characteristics are integrated defining a purpose, an active function, and an energy conservation function of each individual. The dominant characteristic of individuals defines their purposes. The balance of these characteristics varies from person to person. Naturally, a person has a dominant life orientation that guides their actions. It defines their natural vocation.

  • People-orientation drives personal empathy.
  • Deeds-orientation makes individuals doers.
  • Power-orientation makes individuals leaders.

People orientation, deeds orientation, and power orientation are three instinctive trends of human behavior. They define the basic attitudes when dealing with the real world.

These three orientations shape how individuals interact with and navigate the world around them. Each orientation provides a different lens through which people perceive and respond to their environment. Their integration defines the adaptability of the actions.

People-Orientation: People-oriented individuals prioritize relationships and interactions with others. They are more likely to approach situations from a relational perspective, considering how actions and decisions might impact other people. Their primary focus is on understanding, relating to, and communicating with others.

Deeds-Orientation: Deeds-oriented people are action-oriented and pragmatic. They approach situations with a focus on what needs to be done and how to do it most effectively. They have a strong bias toward action and are often focused on results. For these individuals, success is often measured in terms of concrete achievements.

Power-Orientation: Power-oriented individuals focus on influence and control. They approach situations by considering how they can shape outcomes. These individuals are often driven by a desire to lead, make decisions, and affect change. They are strategic and tend to be very focused on goals and objectives.

These orientations can provide a framework for understanding how individuals are likely to behave in different situations, but it’s also crucial to recognize that adaptive people integrate these orientations according to external circumstances.

Artificial Intelligence Interpretations

Bard-Google Interpretation

The instinctive personality trends that establish the framework for vocations are people orientation, deeds orientation, and power orientation. These three orientations shape how individuals interact with and navigate the world around them. Each orientation provides a different lens through which people perceive and respond to their environment.

People-oriented individuals prioritize relationships and interactions with others. They are more likely to approach situations from a relational perspective, considering how actions and decisions might impact other people. Their primary focus is on understanding, relating to, and communicating with others.

Deeds-oriented people are action-oriented and pragmatic. They approach situations with a focus on what needs to be done and how to do it most effectively. They have a strong bias toward action and are often focused on results. For these individuals, success is often measured in terms of concrete achievements.

Power-oriented individuals focus on influence and control. They approach situations by considering how they can shape outcomes. These individuals are often driven by a desire to lead, make decisions, and affect change. They are strategic and tend to be very focused on goals and objectives.

The integration of these three orientations defines the adaptability of the actions. Adaptive people are able to flexibly use their different orientations depending on the situation. For example, a person who is primarily people-oriented may also be able to be deeds-oriented when necessary, such as when they need to take decisive action in a crisis.

The three orientations can also be seen as a framework for understanding different vocations. For example, people-oriented individuals might be drawn to careers in counseling, social work, or education. Deeds-oriented individuals might be drawn to careers in business, engineering, or the military. Power-oriented individuals might be drawn to careers in politics, law, or management.

Of course, there is no one-to-one correspondence between these orientations and specific vocations. There are many other factors that can influence a person’s choice of career, such as their interests, skills, and values. However, the three orientations can provide a useful starting point for thinking about different vocations and how they might fit with an individual’s personality.

It is important to note that these orientations are not fixed. They can change over time, as individuals gain new experiences and develop their skills. Additionally, the relative strength of each orientation can vary from person to person. Some people may be very strongly people-oriented, while others may be more evenly balanced between the three orientations.

Ultimately, the three orientations provide a framework for understanding how individuals interact with and navigate the world around them. They can also be used to think about different vocations and how they might fit with an individual’s personality. However, it is important to remember that these orientations are not fixed and can change over time.

ChatGPT Interpretation

The concept presented about instinctive adaptive behaviors serves as a foundational understanding of how individuals naturally lean towards particular actions or reactions. To further delve into the applicability of these orientations, let’s discuss the implications of these instinctive personality trends in the context of vocations and careers:

People-Orientation and Vocations:

Careers: Social work, counseling, teaching, nursing, and customer service are examples of professions where a people-orientation can be beneficial. In these vocations, understanding, empathy, and effective communication are key.

In the Workplace: People-oriented individuals are often the glue that holds teams together. They are good listeners, mediators, and team players. They can create a positive, inclusive workplace culture.

Deeds-Orientation and Vocations:

Careers: Project management, engineering, construction, and software development are fields where a deeds-orientation might thrive. In these vocations, the emphasis is on getting things done efficiently.

In the Workplace: Deeds-oriented individuals often excel in roles that require practical problem-solving, time management, and a focus on deliverables. They are usually the ones who drive projects to completion and ensure tasks are executed correctly.

Power-Orientation and Vocations:

Careers: Management roles, business leadership, politics, and entrepreneurship are areas where a power-orientation can be advantageous. These roles often require strategic decision-making and leadership abilities.

In the Workplace: Power-oriented individuals are typically the decision-makers. They can set the direction for teams, ensure alignment with organizational goals, and motivate others.

Integrating the Orientations:

It’s important to recognize that most individuals do not strictly belong to one category. Instead, they might possess a dominant trait but also exhibit characteristics of the other orientations. This adaptive behavior allows them to shift and adjust based on the situation, making them versatile in the workplace.

For instance, a manager (typically power-oriented) might also need to be people-oriented to understand team dynamics and deeds-oriented to ensure projects are executed. Likewise, a teacher (typically people-oriented) may need to exhibit power-oriented traits when setting classroom rules and deeds-oriented traits when planning lessons.

In the context of vocations, understanding these orientations can be invaluable. For recruiters and HR professionals, this framework can guide candidate selection for specific roles. For career counselors, it can help in steering individuals towards professions where they’re likely to succeed and find fulfillment. For individuals, recognizing their dominant orientation can aid in making informed career decisions, ensuring alignment with their natural inclinations and strengths.

The Unicist Research Institute

Unicist Reflection-Driven Education in Teaching Hospitals in Business

 in Unicist Corporate University  tagged Fundamental Analysis / Peter Belohlavek / Talent development / The Unicist Research Institute / Unicist Corporate University / Unicist Evolutionary Approach / Unicist Standard by

Unicist Reflection-Driven Education is an educational approach that is based on the principles of the Unicist Theory, which is a theory of complexity that studies the evolution of adaptive systems, including human beings and their learning processes. It is used in Teaching Hospitals in Business where graduate participants solve problems while they learn.

Unicist Reflection-Driven Education emphasizes the importance of reflection as a cognitive process that allows individuals to integrate new knowledge and experiences into their existing mental models, or cognitive frameworks. Reflection involves critical thinking, analysis, and synthesis, and it enables learners to make sense of information, extract meaning, and apply knowledge in real-world contexts.

In Unicist Reflection-Driven Education, the learning process is designed to foster reflection as a central aspect of learning. Learners are encouraged to actively engage in the learning process, critically evaluate information, relate it to their existing knowledge, and apply it in practical situations. This approach aims to develop learners’ ability to think independently, critically, and creatively, and to foster their capacity for lifelong learning and adaptability in complex and changing environments.

Unicist Reflection-Driven Education also acknowledges the importance of emotions and values in the learning process. It recognizes that learners’ emotions, motivations, and values influence their cognitive processes and learning outcomes. Therefore, this approach seeks to integrate emotional and value-based aspects into the educational process to enhance learners’ engagement, motivation, and personal development.

Overall, Unicist Reflection-Driven Education is a functionalist and integrative approach to education that emphasizes the development of learners’ cognitive, emotional, and value-based competencies through reflection, critical thinking, and application of knowledge in real-world contexts. It aims to prepare learners to thrive in complex and dynamic environments by nurturing their capacity for adaptive learning and reflection.

The Learning Process Precedes the Teaching Process

In Unicist Education, the active function is attributed to the learning process, while the energy conservation function is attributed to the teaching process. This means that the emphasis is placed on the learner’s active engagement in the learning process as the primary driver of knowledge acquisition and integration.

Unicist Education recognizes that learning is an active, dynamic, and personal process that involves the learner’s active participation, reflection, and integration of new knowledge into their existing mental models. The learner is seen as an active agent in the learning process, rather than a passive recipient of information.

The role of the teacher, on the other hand, is seen as a facilitator or guide who creates the conditions for learning, provides resources, and supports the learner’s active engagement. The teacher’s role is not just to transmit information, but to create an environment that fosters reflection, critical thinking, and the application of knowledge.

Active learning is considered a crucial step in the Unicist Education process because it enables learners to construct their own understanding of the subject matter, relate it to their existing knowledge and experiences, and integrate it into their cognitive frameworks. Through active learning, learners become active participants in the educational process, developing their cognitive, emotional, and metacognitive skills.

Once the learner has actively engaged in the learning process and has constructed their understanding of the subject matter, the teacher’s role becomes meaningful in the energy conservation function. The teacher helps to reinforce and consolidate the learner’s understanding, clarify misconceptions, and provide feedback and guidance to further enhance the learning process.

Overall, Unicist Education emphasizes the active engagement of learners in the learning process, recognizing it as the primary driver of knowledge acquisition and integration, with the teaching process playing a supportive role in energy conservation and further enhancing the learning experience.

Unicist Reflection and Pilot Tests Drive the Learning Processes

Unicist reflection is a specific type of reflection that is driven by pilot tests, which are practical experiments or applications of the acquired knowledge in real-life situations. It is a dynamic and active form of reflection that involves actively testing and applying the concepts and principles learned in order to gain insights and refine understanding.

In the Unicist approach, reflection is not a passive process of abstract thinking or contemplation, but rather an active and practical process of testing and verifying the validity of the acquired knowledge in real-life situations. Pilot tests are used as a feedback mechanism to validate or invalidate the hypotheses derived from the acquired concepts, and to continuously refine the understanding and application of the knowledge.

Pilot tests can take various forms, such as real-world applications, simulations, case studies, or practical exercises, depending on the context and nature of the learning. They are designed to provide learners with opportunities to apply their knowledge, test their assumptions, and learn from the results. The feedback obtained from pilot tests serves as the basis for reflection and further learning, allowing learners to continuously improve their understanding and capabilities.

Unicist reflection, driven by pilot tests, is a powerful learning approach that combines theory and practice in a dynamic and iterative process. It allows learners to develop a deep and comprehensive understanding of the concepts and principles, while also gaining practical skills and capabilities through real-world application. By actively engaging in pilot tests and reflecting on the results, learners are able to integrate their acquired knowledge into their practical repertoire and achieve meaningful and sustainable learning outcomes.

The Need for Value Generation is the Context of Unicist Education

In Unicist Learning, the context is driven by the learner’s need to solve a real problem or effectively manage a situation for which they lack the necessary knowledge or skills. Unicist Learning is problem-driven and practical-oriented, emphasizing the application of knowledge in real-world contexts.

The learning process in Unicist Education is contextually relevant and focused on addressing real challenges and situations that learners encounter in their personal or professional lives. Learners are encouraged to identify, define, and analyze real problems or challenges that they need to solve or situations that they need to manage.

The contextual relevance of the learning process in Unicist Education serves several purposes. First, it motivates learners by making the learning process personally meaningful and relevant to their immediate needs and interests. Learners are more engaged and motivated when they can directly apply the knowledge and skills they are acquiring to solve their own problems or address real-life situations.

Second, the contextual relevance helps learners to develop practical and problem-solving skills, as they are encouraged to analyze, evaluate, and apply the knowledge in a real-world context. This allows learners to develop a deeper understanding of the subject matter and its practical implications, beyond mere theoretical knowledge.

Third, the contextual relevance of the learning process in Unicist Education fosters a learner-centered approach, as learners are actively involved in identifying their own learning needs, setting learning goals, and taking ownership of their learning process. This promotes self-directed and autonomous learning, which is essential for lifelong learning and adaptability in complex and changing environments.

Overall, the context in Unicist Learning is driven by the learner’s need to solve real problems or manage real situations, which makes the learning process personally meaningful, practical, and learner-centered. It encourages active engagement, problem-solving skills development, and self-directed learning, preparing learners to effectively apply their knowledge and skills in real-world contexts.

Functionality Precedes Operationality

Unicist Education emphasizes the management of the functionality of things, processes, or systems before delving into the operational aspects. This approach is based on the understanding that the functionality of a system, process, or thing determines its performance and results, and it is essential to have a clear understanding of the underlying principles and concepts before engaging in operational details.

Unicist Education recognizes that the functionality of things, processes, or systems is determined by their underlying structure, which includes the principles, concepts, and rules that govern their operation. By understanding the functionality and structure of a system or process, learners are better equipped to manage it effectively and achieve desired results.

The approach of managing the functionality before the operational aspects has several benefits. First, it helps learners develop a systemic and functionalist understanding of the subject matter, going beyond surface-level knowledge and acquiring a deeper comprehension of the underlying principles and concepts. This enables learners to apply their knowledge in a more integrated and coherent manner, leading to more effective management and decision-making.

Second, focusing on the functionality and structure of things or processes allows learners to identify the root causes of problems or inefficiencies, rather than just addressing symptoms or superficial issues. This promotes a more strategic and proactive approach to problem-solving and decision-making, leading to sustainable and long-term solutions.

Third, managing the functionality of things or processes provides a solid foundation for further learning and adaptability. Once learners have a clear understanding of the principles and concepts that govern a system or process, they can more easily transfer their knowledge to different contexts or adapt their approach to changing circumstances.

In summary, Unicist Education prioritizes the management of the functionality and structure of things, processes, or systems before delving into operational details. This approach promotes a systemic understanding, strategic problem-solving, and long-term adaptability, preparing learners to effectively manage complex and dynamic situations in a functionalist and integrated manner.

Managing Functionalist Principles using Conceptual Engineering

Unicist Learning involves accessing the functionalist principles of functions, which are defined by the concepts of what is being done, and then using the Unicist Conceptual Engineering process to design and develop functionalist solutions at both the conceptual and operational levels.

The Unicist Conceptual Engineering process is a methodology that allows learners to understand and manage the underlying concepts that define the functionality of a system, process, or thing. It involves identifying the essential concepts that determine the behavior and performance of the system, process, or thing, and then using these concepts to design functionalist solutions.

The functionalist design process focuses on understanding the concepts that define the underlying principles and rules that govern a system, process, or thing. These concepts are the “genetic code” that determines the nature and behavior of the system or process, and by understanding them, learners can gain deep insights into the functional requirements and possibilities of the system or process.

Once the functionalist principles and concepts have been identified, the Unicist Conceptual Engineering process involves designing and developing operational solutions that align with these principles and concepts. This involves creating operational designs and strategies that are coherent with the underlying functionalist principles and concepts, ensuring that the operational solutions are aligned with the overall functionality of the system or process.

By following the Unicist Conceptual Engineering process, learners are able to design and develop solutions that are not only effective in addressing immediate operational needs, but also aligned with the long-term functionalist principles of the system or process. This approach ensures that solutions are not just superficial fixes, but rather coherent and sustainable solutions that are in harmony with the underlying concepts and principles of the system or process.

In summary, Unicist Learning involves accessing the functionalist principles of functions through the understanding of concepts, and then using the Unicist Conceptual Engineering process to design and develop operational solutions that are aligned with these principles. This approach allows for a deep understanding of the underlying functionality of systems or processes and ensures that solutions are coherent, effective, and sustainable in the long term.

The Unicist Learning Approach is for Doers

In the Unicist approach, the learning process is driven by the feedback obtained from pilot tests. Pilot tests are practical applications or experiments that allow learners to test their understanding of the concepts and principles learned, and to gather feedback on the effectiveness and validity of their hypotheses.

The feedback obtained from pilot tests serves as a critical component of the learning process. It provides learners with real-world data and results that can be analyzed and reflected upon to refine their understanding, identify areas of improvement, and adjust their approach as needed. This feedback loop allows learners to continuously improve their knowledge, skills, and capabilities through an iterative process of application, reflection, and adjustment.

Pilot tests are designed to be dynamic and adaptable, allowing learners to experiment with different approaches, observe the outcomes, and learn from the results. The feedback obtained from pilot tests can reveal gaps in understanding, highlight areas that need further exploration, and provide insights into the practical application of the acquired knowledge. This feedback is invaluable for learners to refine their understanding and ensure that their knowledge is relevant and effective in real-life situations.

By integrating pilot tests and feedback into the learning process, Unicist education emphasizes a practical and results-oriented approach to learning. Learners are encouraged to actively apply their knowledge, gather feedback from real-world applications, and use this feedback to continuously improve their understanding and capabilities. This iterative feedback-driven process enables learners to achieve meaningful and sustainable learning outcomes that are directly applicable to their real-life situations.

Conclusion

Unicist learning is indeed focused on practical application and problem-solving in real-life situations. It is designed for individuals who have a genuine need to understand and manage the functionality of systems, processes, or things in order to achieve specific results or solve real-world problems. The emphasis is on developing practical skills and capabilities that can be applied in a professional or organizational context.

Unicist learning is not recommended for individuals who do not have a practical need or motivation to apply the acquired knowledge in real-life situations. It is not simply a theoretical or academic pursuit, but rather a pragmatic approach to learning that is intended to drive tangible results and outcomes. Therefore, if an individual does not have a genuine need to apply the acquired knowledge in practice, the learning experience may not be as meaningful or effective.

The Unicist learning approach is designed to engage learners in a process of meaningful rationalization, where they actively apply their acquired knowledge to real-world situations, analyze and reflect on the results, and continuously refine their understanding and skills. This practical application and feedback loop is a key component of Unicist learning, as it enables learners to develop a deep and comprehensive understanding of the underlying principles and concepts, and how they apply in practice.

In summary, Unicist learning is recommended for individuals who have a genuine need to apply their knowledge in real-world situations and are motivated to achieve tangible results. It is a pragmatic approach to learning that emphasizes practical application and problem-solving, and may not be as meaningful or effective for individuals who do not have a genuine need for real application.

Developed at The Unicist Research Institute
with the support of the Unicist Virtual Advisor

Learning by Researching: A Back to Basics that Empowers Learning in Adaptive Environments

 in Unicist Corporate University by

“Insanity is doing the same thing over and over
and expecting different results.”
Attributed to Albert Einstein

The same way a residency in medicine is focused on learning through diagnosing and curing a real patient´s problem, business superior education is focused on learning by researching, diagnosing and solving real organizational problems.

But in the name of security, the educational systems often overate and reward the replication of the already known, hindering the path to new discoveries. In this sense, case studies replicate the logic of “autopsies” of problems that have already been solved, being functional for a first level in the approach to learning businesses, but dysfunctional for introducing innovations.

Some may benefit from this in the short term, but they are all victims of remaining in a comfort zone and pay the price with stagnation. In this context, fostering learning by researching proposes an upgrade and at the same time a back to basics for those that lead, focusing on adding value in changing environments.

Diana Belohlavek

NOTE: The Unicist Research Institute (TURI) is a world leader in its segment. Since 1976, it has been specialized in complexity sciences applied to the research on the roots of evolution and its application to social, institutional, business and individual evolution.

The Unicist Educational Program on Functionalist Technologies for Partners and Associates

 in Unicist Corporate University by

This educational program for partners and associates is a sort of short doctorate. It assumes that the education happens in a field of expertise of the partners and associates in industries they manage.
This implies that they have sound technical knowledge of the problems that are managed, and they learn to manage the concepts and fundamentals to manage functional design, binary actions, catalysts, and business objects. It is an action-reflection-action education where all happens in the field of real value adding actions.

This program is based on:

1) The development of 5 research cases or pro-bono business applications. In both cases, they need to work. The applications are micro-clinics with real clients where a problem is solved. This activity implicitly opens new clients, where the pro-bono applications are developed.

Expertise to be acquired: The Research Associate participates in a fully sponsored learning program that includes the following expertise to be acquired within three months:

1) Unicist Functional Design
2) Unicist Conceptual Engineering
3) Unicist Logic
4) Unicist Binary Actions
5) Unicist Catalysts
6) Unicist Objects

2) The use of a Counseling System based on tickets that are posed to solve application problems.

3) A weekly Question and Answer session to clarify all the questions participants have, being they theoretical or applicative. No commercial questions are answered.

4) The possibility of participating in the weekly Open Counseling Meetings with the creator of the unicist approach. These meetings are for the community which, obviously, includes partners and associates.

5) The fulfillment of the 5 researches or business applications is required for graduation in this program.

6) The program ends strictly after the 3 months concluded, with or without graduation.

This educational system has been designed to ensure the quality of the insourcing processes with clients.

Diana Belohlavek
Dean
Unicist Corporate University

Unicist Talent Development: Research on the Genesis of the Strategic Style

 in Talent Development / Unicist Behavioral Tools / Unicist Cobots / Unicist Corporate University / Unicist Learning / Unicist Strategy  tagged Adaptive Systems / Complexity Sciences / Human Behavior / Learning Process / Strategic Intelligence / Talent development / Unicist Evolutionary Approach / Unicist Learning by

The research works carried out at The Unicist Research Institute on the roots of human intelligence included the study of the behaviors that define the different functionalities of intelligence in the adaptation to the environment. This work included not only research on the nature of Strategic Intelligence but also included research on the nature of Ethical Intelligence and the Type of logical thinking an individual uses to apprehend the nature of reality.

The life history of volunteers was researched seeking how they had developed their strategic style. We were surprised when we found out that the individuals’ strategic style began with their first adaptive actions when they were born.

A just-born child enters a hostile environment where he/she has to find the way to find a place and evolve. All the places in the world have an owner. That is why they have to find a way to take their own.

The just-born develops a personal characteristic to search for a place. The approach he/she uses to search for a place is the strategic style. In order to approach hostile environments adults use the same strategic style they developed when just born.

This research opened new adjacent questions that influence the adaptive process of the just born. Is he/she the first child? If he/she has an elder brother there is a place that has been already occupied. Then he/she needs a different one. Is he/she an “expected” child or not? Are their parents living together?

There are countless circumstances the just-born child has to face to find a way to develop. Strategic styles define the way individuals adapt to conflictive environments. Operationally, they take different shapes. But their objective is unique: to ensure an adapted place in the world.

The Strategic Styles

Strategic styles are related to life plans. Each individual has a natural objective in life. When individuals mature in a specific field they complement with others to confront difficulties in the search of their plan. Nevertheless, if they cannot overcome difficulties, they return to their natural strategic style.

In the following lines a synthetic description of the functional strategic styles will be described:

Freedom fighter

The freedom fighters are utopia-driven individuals, highly individualistic. They look for a “pertaining group”. From their point of view institutions are utopias, but groups are not. Freedom fighters are change agents in institutions. They oppose to existing ethics proposing a new ethical approach to reality. They are usually leaders that are followed by those who share their utopia.

Flank Defendant

Frank defendant individuals use their judgment to generate the need for a new solution and, having found the solution, occupy the empty space opened by their judgment. They are an excellent professional when they have the will to learn and keep themselves updated in their field of action. In this case, their knowledge enables them to propose new solutions and innovations to improve an organization.

Frontal

The frontal individuals are naturally functional to the institution they integrate: they are an “institutionalizer”. They look for effective operational solutions using a direct approach to the environment. They deliver a high added value in situations where results depend on human actions.

Empty-space occupier

The empty-space occupier is the one who aims at adding value in a field no one is doing so. It is a necessary approach for entrepreneurs, successful innovators and creators.

Conclusion

The research work showed that individuals’ behavior include all the strategic styles. But in case of extreme stress, individuals use their natural dominant style.

Being aware of one’s strategic intelligence makes complementation with others easier. Avoiding uncertainty permits avoiding stereotypical behaviors.

Models, like this one, facilitate a logical but imperfect approach to reality. Thus, uncertainty is transformed into a manageable risk. This way, individuals can empower their skills and complement with others.

More information on the Roots of Human Behavior:
http://www.unicist.org/repo/#Intelligence

Diana Belohlavek

NOTE: The Unicist Research Institute was the pioneer in complexity science research and became a private global decentralized leading research organization in the field of human adaptive systems.

Adaptive Systems have no variables, they are driven by objects

 in Unicist Cobots / Unicist Corporate University  tagged Adaptive Systems by

Unicist ontology-based technologies are materialized in objects that are installed within processes to produce optimized results.

Nature is organized by objects. It is these objects of nature that establish evolution’s point of reference. The appearance of new species, the disappearance of others, changes, evolution, and mutation of species are nothing but aspects of nature that may be approached today as of the Unicist Ontology of Evolution which is based on the discovery of the Ontogenetic Intelligence of Nature.

Complexity Science Research

For this approach to be economic, possible and certain as far as results go, it is necessary to have the appropriate knowledge. This knowledge may be either diffuse or structured in objects. When it is diffuse, it is permanently being scrutinized. When it is structured, it establishes cognitive landmarks that change as new operational knowledge is gained.

Humans use mental “pre-built” structures to approach reality. Object driven thinking is human’s natural approach to reality. Human mind approaches reality using cognitive objects.

A cognitive object is a structure that contains knowledge, an action procedure, the groundings of such object, and the opinion on which it is based.

When the conceptual knowledge of a given reality is reached, we can structure cognitive objects that remain throughout the times and evolve slowly.The Unicist Ontology of Evolution lays the necessary conceptual ground to construct stable and safe cognitive objects, which are required to forecast the reality whose knowledge they structure.

These cognitive objects allow the building of systemic, functional and operational objects to be installed within business processes. The cognitive objects also allow the adaptation process of objects to different non-compatible environments.


Unicist Press Committee

NOTE: The Unicist Research Institute has been, since 1976, the pioneer in complexity science research to deal with adaptive entities and became a private global decentralized leading research organization in the field of adaptive systems and environments. It was one of the precursors of the Industry 4.0 concept