Unicist Evolutionary Approach


Unicist Reflection-Driven Education in Teaching Hospitals in Business

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


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

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.


Unicist Residencies

The participants in unicist residencies develop real solutions for the organizations they belong to. They assume the responsibility for developing functional solutions to the problems they are dealing with.

Participants use the Unicist Reflection Process and its implicit pilot testing technologies to develop solutions in the unicist residency. Unicist counselors support this solution building process.

The access to the root causes of problems requires the use of an action-reflection-action process to apprehend the concepts and fundamentals of the problems. This is a pilot test driven reflection that allows accessing structural sustainable solutions.

These solutions are built using the unicist strategy driven root cause management that allows finding the root causes of problems, defining a solution and developing destructive and non-destructive pilot tests until the functionality has been confirmed.

Unicist Residencies are homologous to Medical Residencies

The development of unicist residencies was influenced by medical education because both approaches deal with complex environments. Medical residencies deal with the cure of patients in the Teaching Hospitals while the “residents” learn to manage an expertise.

The activities of Teaching Hospitals in Medicine and the Teaching Hospitals in Business have the same goal, solving problems, but are totally different in their operation because the unicist residencies need to deal with the concepts and fundamentals of the problems to access their root causes, which is not the case in Medicine.

Diana 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


Building the Guiding Idea in Adults´ Learning Process

The Research on the Ontology of Human Learning developed at The Unicist Research Institute showed that the development of the guiding idea in the learning process of adults is the decisive step to begin the learning process. If there is no clear guiding idea, the learning process does not even start.

The Unicist Ontology of the Guiding Idea of Adults' Learning

The guiding idea of what is being learned is defined by providing an essential answer to the following questions in relation to the object of learning:

What is it?

The definition of the category of the “thing” that needs to be apprehended is the first step to apprehend its nature.

What is it for?

The “What for” of a concept that an adult aims to learn sets the functionality of what is being learned. If the learner truly understands the “what for” of something, the information on this functionality could be used in the future as it would be stored in the long-term memory associated with a concrete use and added value.

What is the differentiation within the category?

Once the essence of an object of learning is apprehended (what is it?) and the functionality of this concept is known (what is it for?), then the individual needs to approach the differentiation of this object of learning with other objects within the same category. Adults are only willing to learn if they know that the solution is “the best of the class”.

The Building of the Guiding Idea: The Key to Learning

The building of the guiding idea is the starting point for any learning process. Learning is one of the most freedom oriented actions. No one can truly force anyone to learn, no one can truly stop anyone from learning. For this learning process to take place, the learner makes an individual decision.

When the guiding idea is not defined, the learning does not begin, when the 3 questions are not validated, and are taken as truths, preconcepts and fallacies prevail, but when they are answered and taken in functional terms, a new door opens for the learning of adults.

And as Sun Tzu stated: Every battle is won or lost before it is even fought. The answer given to the essential questions of “What is it?”, “What is for?” and “What is the difference with others in the same category?” define the success or failure of the learning process.


Conceptual Management – A Logical Approach to Businesses

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The conceptual approach to business requires that people need to know “why” something is happening. This is unnecessary at an operational level, but is a basic question when dealing with strategic approaches. The “know why” is driven by a logical approach to businesses that allows managing their concepts making them reasonable, understandable and provable.

Unicist Ontology of Conceptual ThinkingWhen the boundaries of a business are being expanded, individuals need to apprehend the concept that is behind its operational aspects in order to influence a new environment. This implies apprehending the ontology (nature) of its concept and its dynamics.

On the one hand, the conceptual approach to business became possible based on the discovery of the structure of concepts, defined by a purpose, an active and entropic function and an energy conservation function, which allowed apprehending the nature of facts and actions (unicist ontology).*

On the other hand, the discovery that the concepts people have in mind work as behavioral objects that drive their behavior made this conceptual approach necessary to deal with strategic approaches.

The Origin of Conceptual Thinking

The endless “Why?” question posed by children (nearby 3 years old) is what allows establishing the neural network needed by a person to apprehend and manage concepts. This process starts when children begin to look for the origin of those things they are interested in.

This endless “why” questioning has three main benefits:

  1. It sustains the development of the neural network that allows dealing with the origin of things and not only with the operational aspects.
  2. It expands the language of the child driving her/him to deal with an implicit integrative, fuzzy and predicate logic.
  3. It provides the “why” that allows children to approach their games, which develop their systemic thinking approach.

Conceptual diagnoses, conceptual design and conceptual management became possible using the unicist logical approach, which made “concepts” tangible and provided the structural functional approach to develop business diagnoses, strategies and architecture.

*Based on the research on Conceptualization developed by Peter Belohlavek at The Unicist Research Institute.

The Unicist Research Institute

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.
https://www.unicist.org/talents/wp-content/uploads/2016/03/turi.pdf

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Unicist Conceptual Knowledge Catalyzes Businesses

Operational knowledge unavoidably competes with the knowledge of the participants. Unicist conceptual knowledge widens the field of action and thus provides additional value of aspects that exceed the field of operational work problems.

It necessarily begins being opaque for operational use until people begin to perceive that it is extremely useful to expand the possibilities of businesses and allows multiplying the successful experiences and inhibiting the repetition of failures.

Accessing unicist conceptual approaches requires exposing their logical structures, going beyond intuition, by using a “drop by drop” communication until some of the drops become necessary.

From that moment on the same communication is perceived as a systematic value adding process.

The catalyzing process is produced by the possibility of accessing a superior level of knowledge that provides a logical structured context of an activity. Without this logical structure any superior knowledge is perceived as opaque and unbearable.

This possibility of widening the boundaries is the catalyst in itself.

Diana 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. http://www.unicist.org/repo/#Unicist


Unicist Superior Education in Business

“It is easier to avoid complex problems than to learn to manage them.”

Superior Education deals with adults

A learning context is required before a learning process begins. Learning processes in adults require the existence of a real problem to be solved. When there is no real problem to be solved, the learning process has no substance and the “knowledge” cannot be stored in the long term memory because it is meaningless.

Adults Learnng ContextThe maximal strategy of a learning process is given by the need of improvement. The existence of a driver and the real need for improvement provides the will the individual “uses” as a catalyst in order to face and solve the problems of his/her learning process.

Achieving the minimum strategy implies paying the prices to ensure learning. The price to be paid is that the individual needs to leave things aside in order to access the comprehension of a new approach.

Learning implies leaving things aside. If the problem can be solved using the preexisting knowledge, there is no need for learning because the problem does not exist.

Therefore, it is implicit in a learning process for unsolved problems that the individual leaves aside the preexisting approach and enters the comprehension of the new approach without cutting it down to what s/he knew.

Adults only do so when they really need to solve a problem. Improvement is the active function and learning the energy conservation function.

Only people who need to improve will be able to learn. People who enter in a learning process without having a real need to improve in order to solve real problems just enter in self-fulfilling activities.

Conclusions

When these conditions are unfulfilled, learning processes are driven by evaluation and qualification systems, substituting the goal of improving real actions by overcoming an obstacle in order to obtain a personal benefit.

When these conditions are given a genuine learning process can begin.

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.
https://www.unicist.org/talents/wp-content/uploads/2015/12/turi.pdf


Active inaction destroys relationships and businesses

Active inaction works as an “ethical business virus” that destroys any productive relationship in organizations. Active inaction is a natural defense in the case of cultures and people who are not able or willing to assume the responsibility for generating added value. It is part of the lifestyle in underdeveloped environments. See:
http://www.unicist.org/complexity-sciences/index.php/unicist-papers-search/4-human-intelligence-and-behavior/52-conceptual-structure-of-active-inaction

Active InactionA paradigmatic trigger for active inaction is “innovation blindness”. People who are affected by “innovation blindness”, need to install the virus of “active inaction” to blame others for what they cannot “see”. See:
http://www.unicist.org/complexity-sciences/index.php/unicist-papers-search/4-human-intelligence-and-behavior/177-conceptual-structure-of-innovation-blindness

It adopts infinite shapes that are driven by the need of avoiding responsibility for results and are sustained by the actions of transferring costs and risks to others.

As it is known, people who do not manage the concepts of what they are doing cannot know what is possible to be achieved. Therefore, they cannot assume the responsibility for producing results.

Active inaction destroys personal relationships in organizations and works as an “ethical business virus” that seeks for the destruction of the ethics of an organization. Those individuals that install this “virus” have the feeling of impunity that is sustained by the fact that “they did nothing”. See:
http://www.unicist.org/complexity-sciences/index.php/unicist-papers-search/8-business-and-institutions/179-conceptual-structure-of-business-viruses

To sustain their impunity, they seek for accomplices in order to demonstrate that their inaction is not their problem, but a problem of the organization. Through this “accomplice pact” the virus can expand instantaneously in organizations.

It needs to be clarified that inaction, in a world that is moving, is an action in itself. It is the unique action that produces an extreme friction provoking the “implosion” of what is being done and the destruction of the ethics of the organization.

All actions, with exception of the “active inaction”, can be “lubricated” in order to have a smooth productive process. It is impossible to support something that is not being done.

That is why “active inaction” is unacceptable in the business world.

Diana 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.
https://www.unicist.org/talents/wp-content/uploads/2015/10/turi.pdf


The Unicist Ontology of Language

Language as a driver and inhibitor of human intelligence

The objective of the research was to find a way to forecast human behavior based on the use of languages and to define the natural languages necessary to approach different realities in different contexts. Language can be defined as a system of communication and of reasoning which makes use of representations, metaphors and grammar. Language is the code that humans use in conscious thinking processes that allows them emulating reality in mind. The research on languages and semiotics  began at the end of the seventies at The Unicist Research Institute.

The Unicist Ontology of Language

Facts and future human actions are implicit in the use of language.

It is also the mask of a culture’s ethics. A language is both an individual expression and the expression of the culture in which an individual lives and tries to adapt.

The ethics that underlies a culture is represented in the structure of the use of the language, in colloquial expressions, in the aphorisms of such language and in its metaphors.

This synthesis introduces the unicist ontology of language that is used in the development of behavioral forecasts.

A language may be rationally filtered, it can be self-censored or it can be foreseen in its hypothetical consequences.

But the implicit unicist ontology of language cannot be hidden if the one who is hearing truly listens.

Language as the structure for conscious reasoning

Language as Reasoning StructureLanguages allow structuring the conscious reasoning process of individuals. Babies do have reasoning processes that are based on “intuition”, and have a very low level of abstraction capacity.  Abstraction evolves with the evolution of an individual.

The functionality of language, depending on the type of thought, sustains the human adaptation processes. It must be considered that language is based on dualistic thinking which is natural to the human neural system.

That is why syncretic and analytic languages provide the security framework to communication.

On the other hand, factual and synthetic languages foster freedom-oriented approaches to integrate reasoning processes with the external reality.

Language as the code for communication

Communication is the most evident function of a language. Internal or external actions of an individual or groups of individuals are implicitly promoted by communication.

Communication ConceptThe unicist ontological structure of interpersonal communication includes:

  1. An adaptation process to generate added value to the environment and obtain the counterpart.
  2. A process of introjective empathy. The individual that is communicating has to introject the object of communication in order to apprehend reality.
  3. A process of “influential-sympathy”. This requires that individuals have to “vibrate” in a syntonic way with the environment. Having “influential-sympathy” requires exerting influence on the syntonic “vibration” with the environment to ensure the possibility to share experiences with others.
  4. A participation process. When pastime is the goal, participation processes have to be the implicit purpose of communication.
  5. A “projective-empathic” process, which is the starting point of any communication. Communication begins with the projection of our beliefs on the external reality.
  6. A process of “emotive-sympathy”, in which both sides discover that they might share the same emotions.

Language as the ethical mask of a culture

Ethical Intelligence Language is the central tool of a culture. That is what we call its “ethical mask”. The habits and myths are subjacent in a language, including the functional projective and introjective mechanisms that are used by the culture.

A language that is used in different cultures has divergent attributes influenced by each culture’s social ethics.

Ethics establishes the rules of reasoning processes and sustains communication. The ethical mask of languages establishes the link between language and ethics. This establishes the type of the complementation of the participants of a communication process.

A communication between peers requires managing the same level of ethics.

There is a language for each level of ethics. The ethical mask materializes the utopia implicit in each level of ethics.

The Unicist Ontology of the Functionality of Words

Interpersonal written or spoken language requires the use of words which, according to their meaning, define the functionality of communication.

This description explains the functionality implicit in the use of words.

Words’ FunctionalityThe results of this research help individuals to diagnose reality based on the facts implicit in what is said.

Conceptually, based on their meaning, there are four different “types” of words:

  1. Empty words: are those words that have no rational meaning in the context they are being used. They have multiple non structured meanings with no shareable purpose. Adjectives that have no adverbial function are empty words.
  2. Hollow words: are those words that are able to integrate in a unique sense the meanings given to them by emitters and receivers. In these words there is an implicit tacit purpose underlying.
  3. Full  words: are the words with a unique irrefutable meaning for those involved in a communication process. They are the solid container where hollow words fit in.
  4. Ambiguous words: are the words having two different meanings. One of the meanings is functional to the communication process and the other is dysfunctional.

The Unicist Ontology of Ambiguous Language

It is a language functional for the description of essences in order to approach the integration of reality in its possible oneness. It uses relational logic to operate in the field of ambiguity.

Ambiguous LanguageIt allows simplifying reality by approaching it using homologies. Ambiguous language and synthetic language are used as synonyms. When synthetic language is used properly, receivers are able to apprehend the essences of a situation, fact or action.

Ambiguous language is necessary to influence adaptive environments. Ambiguous language has no value in the field of operational problems.

The objective of ambiguous language is to generate added value based on a dialogue within the limits of the available information on the problem being faced.

There are two different types of dialogues when using ambiguous language: the dialogue with the facts and the dialogue with the people who are participating in the solution.

Pilot tests are the way to dialogue with facts using ambiguous language.

The Unicist Ontology of Figurative Communication

The use of language in a communication requires accepting the fact that in order to do something there has to exist real consensus.

Figurative Communication Words are naturally filtered before they are spoken or written. This filter can build the necessary fallacies to think that some communication is happening while in fact a different communication is occurring.

That is why communication can only be measured in the results produced by the real consensus.

The achievement of real consensus might imply knowing the structural differences between the parts that are communicating. In this case it allows knowing the consequences of the differences.

The use of figurative communication allows avoiding the dysfunctional filtering of communications, providing messages that drive naturally towards real consensus.

That is why people who cannot assume a responsibility of something, cannot understand figurative communication.

The purpose of figurative communication is to achieve real consensus which means achieving a rational, emotional and conceptual consensus.

Achieving real consensus requires solving the conflicts that are generated by interests, needs, beliefs, lack of knowledge, etc.

The Unicist Ontology of Messages

The purpose of a message is to deliver information. This purpose is achieved by adding value to the receiver and the energy conservation function is given by the credibility of the message.

MessageThe “maximal strategy” of a message is sustained by the value it adds. The “minimum strategy” is given by its credibility.

The value added allows the message to be remembered. The meaningfulness of  data is a condition in order to store them in the long term memory of an individual. The information might be remembered, but it can only be used if it is meaningful.

A message is an object that needs to be carefully defined if the message has multiple users or receivers. When it is a univocal message, the design has to respond to the possibilities that the information included can be decoded by the receiver.

Information without credibility cannot be integrated unless it is based on a stimulus of human weaknesses. Gossip is an example of this case. The lack of credibility generates doubt in the mind of the receiver and doubt provokes inaction.

Conclusion

The conscious ideas an individual has are structured using the reasoning framework of his language and using the semantic and the syntax that represent the language’s intrinsic logic.

From an ontological point of view there are two types of linguistic structures to deal with communication and reasoning:

  1. “Backward chaining”, which approach reality from the end to the beginning.
  2. Forward chaining, which approach reality from the beginning to the end of the process.

Both approaches have to be used in order to have a non-fallacious perception of reality.  Languages have different functional structures depending on their backward or forward orientation.

The syntax of a language defines the natural approach of a culture in order to adapt to reality. .

In every language there is an implicit reasoning structure. Therefore there are languages with attributes for artistic expression, for hard-sciences, for soft-sciences, for dualistic philosophies, for integrative philosophies, and so on. The language in which assertions are expressed, generates the cultural preconceptions on their validity.

Academic Committee

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.
https://www.unicist.org/talents/wp-content/uploads/2015/08/turi.pdf


Discovering the wise aspects of one’s behavior

You are having the unique opportunity of witnessing the most significant paradigm shift in science that was made in the last century, while you have the opportunity of profiting from it. This shift is based on the discovery of the ontogenetic intelligence of nature that regulates the evolution of living beings.

As adaptive systems have open boundaries you need to experience them in order to understand them. External observations are meaningless fantasies.

The personal experience needed to apprehend the paradigm shift:

Human Adaptive behavior requires influencing the environment and manage the influence of the environment.

The Ontogenetic Intelligence of NatureThe decisions of mature people naturally have a purpose, a maximal strategy in order to influence the environment to generate growth and a minimum strategy to ensure survival.

This behavior is the natural behavior of wise people who always have a maximal strategy and a minimum strategy to achieve a purpose. The knowledge of both strategies allows people to have the concepts of what needs to be done. Concepts are the drivers of human actions. Wisdom implies having conceptual knowledge in order to generate value for others.

This wisdom is possible because it has its origin in the intelligence that underlies nature. This intelligence also has a maximal strategy to expand the boundaries and has a minimum strategy to survive. Mature people naturally tend to emulate this intelligence of nature without even knowing that it exists.

That is why you need to get in touch with the field in which you achieved wisdom in order to discover the way you already emulated the organization of nature by assuming the responsibility for results using a maximal strategy and a minimum strategy to achieve them.

You have to consider that 3 to 5 year-old children approach reality using concepts. This is, of course, an intuitive approach. Small children still have a “direct” connection with nature. They do not have to make a conscious effort to emulate the ontogenetic intelligence of nature. They just do it. That is why children are so adaptive. 

“It is a pity that Albert Einstein died being a child.”

Every person that exceeded adolescence has some place where she/he is wise. This means that she/he has a strategic approach to some aspect of reality.

Please take your time. Discovering the wise aspects of one’s behavior takes time.

Academic Committee

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.
https://www.unicist.org/talents/wp-content/uploads/2015/08/turi-1.pdf