Unicist Standard


Unicist Education: The Adults’ learning process in complex adaptive environments

The learning context provides the framework that allows building a guiding idea to begin a learning process. The construction of the guiding idea of learning processes is the first stage to be fulfilled in order to make a learning process begin. Unfortunately, many adults prefer judging instead of assuming the role of a learner. Learning requires a personal decision that cannot be forced because adult people only learn what they need.

Learning ContextThe generation of a guiding idea requires that people are exposed to real value-adding actions and discover that they cannot achieve the necessary results with what they have.

The exposure of individuals to value-adding actions implies two alternative situations:

a) The individual can generate the necessary value.

b) The individual cannot generate it.

If the individual cannot solve the problem, there are two alternatives:

1) The individual is in a comfort zone and is not interested in acquiring a new knowledge to solve the problem.

2) The person needs and wants to learn to solve the problem.

Only the case b) 2) drives to a learning process. The design of learning processes needs to follow the unicist ontology of learning, which defines that, prior to a learning process, an individual needs to be exposed to a meaningful value generation process in order to be able to reflect on that experience and decide to learn or not to learn.

Unavoidably, the learning process in complex environments requires an action-reflection-action process that begins when the guiding idea of the learning objective has been defined. Meaningful guiding ideas sustain the success of learning processes.

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


DNA of Leadership: Breakthrough in the Research of Behavior

The discovery of the unicist ontological structure describes what can be defined as the genome (DNA) of leadership. The knowledge of its structure and the different categories of leaders allow defining the functionality of the leadership style of an individual and how s/he complements and supplements with others.

Leadership is based on the need to sustain one’s authority. But the participation of others is a condition of leadership. A leader is such because s/he is followed. Therefore, in terms of the unicist logic, participation is the active function of leadership and the energy conservation function is given by the power a leader has to impose her/his authority.

Shared objectives are the driver of leadership. Shared objectives precede the leader’s activity. Exceptions are new groups with no objectives. In this case, a creative leader is needed. Shared objectives are synthesized in the vision of a company or of a group.

Both the creative and the constructive leadership types are functional to develop maximal strategies. Maximal strategies requires democratic, authoritative and exemplarity driven leadership.

Both the authoritarian and the charismatic leadership types are functional to develop minimum strategies. Minimum strategies require a dualistic approach which includes authoritarian, charismatic and laissez faire leadership.

Authoritative paternalistic leadership is the catalyst for minimum strategies. When the catalyst is missing it works as an inhibitor of minimum strategies driving towards failure or inaction.

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.
www.unicist.org/turi.pdf


Pleasure is what makes adaptive learning processes possible

In order to be able to learn new skills in the field of adaptive behavior it is necessary that the learning process be sustained by the pleasure obtained from using these skills.

The expectancy of a new pleasant experience and its confirmation during the learning processes is the driver for the learning of new adaptive skills.

The unicist object driven learning process design allowed developing a technology that allows integrating the use of a focused discipline and the achievement of results to provide a pleasant learning experience to the participants. The unicist learning objects are the core of this technology.

Without the expectancy of a new pleasant experience and its confirmation during the learning processes there is no possibility of learning new adaptive skills.

Frequently, adults consider that they know how to learn new skills based on the learning experiences they had in life. This is a fallacy that drives to avoid learning, by transforming the new skills into known fields, eliminating all what is new and adding what is needed to fit into the preexisting knowledge.

That is why the design of adaptive learning processes requires following the natural taxonomic steps that correspond to the subject that is being learned. As it is a field in which the participants have no knowledge, the learners need to have the discipline of following the steps established by the teaching authority.

There are two unpleasant aspects of these learning processes:

1) The learning of the foundations of the new skills in order to be able to integrate them in the long term memory.

2) The exercises to introduce new habits that are necessarily included in the learning processes.

1) New foundations require understanding aspects that are new and do not correspond to the rationality the learner uses to deal with the adaptive aspects of reality. This is painful because it requires leaving convictions aside and building a new structured knowledge of reality.

2) Exercising, which is a necessary aspect of any learning process, is the unpleasant aspect of learning processes. Participants need to develop the exercises which are necessary to introduce new habits knowing that when there is no pain there is no gain, because the individuals have to expand their mental boundaries.

People who avoid the learning of foundations and the exercising cannot learn.

That is why the learning of adaptive skills requires following a “brick by brick” process that allows having a pleasant experience with each brick and a full experience when the bricks are integrated into a building. A metaphor will provide the necessary idea of how this process needs to be built:

http://www.unicist.net/partners-news/unicist-riddles-honoring-bricks/

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


Personal-role objects building in adaptive environments

Personal roles work as objects in adaptive environments because they allow integrating groups knowing the functionality of each member which permits building synergy and establishing driving, inhibiting and entropy inhibiting functions.

Personal-Role Object

The acknowledgement of these roles also allows adding external functions to the group to provide catalyzing and gravitational functions to accelerate actions and ensure their consistency.

Only people who accept that their value is in the role they play in a work process are able to design object driven organizations.

People who just develop their work by executing tasks can use objects as part of their work process but cannot lead these processes.

A personal-role object is a composite object, integrated by multiple objects that sustain the role. It has to be considered that objects are adaptive systems that have a concept, an adding value active function and a quality assuring energy conservation function.

These multiple objects are integrated in four functions:

  1. Objects to provide transparency
  2. Objects to provide the necessary “dressing”
  3. Objects to demonstrate the deeds
  4. Objects to demonstrate the utility

A personal role identifies the functional identity that an individual has and that the environment expects s/he will fulfill.

The personal role becomes an object when an individual truly assumed the full responsibility of what is expected in an adaptive environment.

The personal-role of individuals considered as an object is what makes them part of an adaptive environment.

Over-adaptive environments do not accept the existence of roles.  They transform the functionality of an individual’s role into subjectivism and duties that are managed by the manipulation of illusions, fears and guilt.

Individuals have multiple roles depending on the environment in which they act. From this point of view an individual who is alone and has no contact with the external environment, has no personal role. The integration with the environment is what makes the personal roles exist as objects.

Every object has a level of energy that defines its critical mass. This energy is defined by the functional aesthetics of the role’s added value, the personal influence an individual has and the credibility of the value proposal.

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. http://www.unicist.org


Teaching vs. Learning: the use of Unicist Learning Objects

Teaching is the cost of education and learning is the generated value. The use of unicist learning objects diminishes the cost and increases the value of what is being learned. A positive side effect is that learners assume the responsibility to adapt to the environment and not only to the teacher.

Learning ObjectsThe purpose of a learning object is to install an adaptive knowledge object in the mind of the learner. Learning objects build a bridge and integrate theory with practice that allow individuals to use them and recycle them if necessary.

This implies that the learning objects drive the accommodation process to accept new aspects that were not managed before and integrate these new aspects in mind through an assimilation process which requires storing this integration in the long term memory of individuals.

Learning objects are complex adaptive systems that have been designed to drive the learning processes of the learner without needing external support when working within functional learning environments.

A functional learning environment exists when there is a need of a specific knowledge to do something, the necessary capacities of an individual are available and accessible and the objects have the necessary authoritative role to be accepted.

Learning objects cannot work when these conditions are exceeded and then the participation of a counselor becomes necessary to substitute these objects by personal action. This is homologous to the autopilot of an airplane which needs to be substituted by the pilot when the conditions of the external environment exceed the possibilities of the object.

Diana Belohlavek

NOTE: The Unicist Research Institute was the pioneer in complexity science research and became a private global decentralized world-class research organization in the field of human adaptive systems.
http://www.unicist.org


The Unicist Logical Foundations of Jean Piaget’s Theory

Adaptation, accommodation and assimilation were terms used by Jean Piaget to define the learning process. It has been sustained that the adaptation process, which is the final goal of human intelligence, follows two complementary processes: accommodation and assimilation.

The unicist approach has been using these concepts since the eighties considering them as a neural entity individuals have to approach learning processes. Therefore they have, as any entity, a purpose, and active function and an energy conservation function.

The purpose of this entity is to adapt to the environment, because this is the purpose of any healthy human being.

The active function is given by the accommodation process, that is the process in which the mind has to accommodate itself to the evidence with which it is being confronted.

This process is extremely energy consuming because it demands moving internal structures to find a way to adapt to the external environment. The accommodation process is supplementary to the adaptation process meaning that it is redundant but having a superior solution to adapt to the environment.

The changes proposed by the accommodation process are limited by the assimilation process. The assimilation process is the energy conservation function that allows adapting to the environment. The assimilation process consists in the integration of the external environment in the mind without changing the concepts the individual has.

Assimilation and adaptation are complementary which means that the assimilation provides the information that is needed to adapt to the environment.

Adaptation, accommodation and assimilation define the essential structure of a learning process which is nonexistent if individuals cannot adapt to the environment because they need to over-adapt to it. Over-adaptation implies a submissive, dominant or oppositional attitude towards the environment.

Conclusion

There exists no complementation between the accommodation and the assimilation processes. They are integrated by the adaptation process. That is why when adaption does not exist there is no possibility that an individual learns.

Peter Belohlavek

NOTE: The Unicist Research Institute was the pioneer in complexity science research and became a private global decentralized world-class research organization in the field of human adaptive systems. http://www.unicist.org


Research on People with Attention Disorder in Businesses

A research on adults having an ADHD condition was developed to define their possibilities to evolve in the business world.

“Professor Michael Fitzgerald, MD, of Dublin’s Trinity College, has examined the lives of notable achievers including Thomas Edison, Kurt Cobain, Oscar Wilde, Lord Byron, Jules Verne, Che Guevara, James Dean, Clark Gable, Pablo Picasso, Mark Twain and Sir Walter Raleigh. Based on his research, the professor believes all these high achievers had or displayed symptoms of ADHD.

People with ADHD have symptoms of inattentiveness, but they often also have a capacity to hyper-focus on a narrow area that is of particular interest to them. Clearly ADHD is not a guarantee of genius, but the focused work rate that it produces may enable creative genius to flourish.”

Three groups participated in the research which was based on the following hypotheses:

The limit between ADHD and focusing problems is an unknown field.

The capacity of focusing is driven by ethical intelligence which allows using the adequate brain waves to define and sustain a focus on a specific aspect of reality.

This condition is extremely functional when it is focused on the use of their core functional intelligence. https://www.unicist.org/talents/wp-content/uploads/2012/07/ontointelligence_en.pdf

The condition to expand their possibility of focusing depends on the expansion of their area of interest having the necessary functional intelligence to do so.

Being adults they have great difficulties to enter a new field starting a new learning process if it is beyond their hyper-focus area.

When the syndrome is installed the person rejects any stimulus that fosters the expansion of their present focusing area. They distrust the process and the people who manage it.

They function in an adapted way in their field of hyper-focus and are over-adapted in the rest of the fields of their activity.

They are extremely successful when their functional intelligence is adapted to a specific reality and they have a value adding ethical intelligence.

The groups included:

A)    3 Participants with hypothetical ADHD disorder.

B)    3 Participants with focusing problems.

C)    3 Participants with no focusing problems.

The stimuli provided were centered on dealing with the adaptive aspects of business and the tasks to be developed were:

Understanding the foundations of the unicist approach.

Understanding the homology between unicist business residencies and medical residencies.

Developing a learning contract to start with a learning program on the unicist approach.

These hypotheses have been provisionally validated and we invite non-profit research organizations to access the conclusions if they want to continue with the research. Please contact Peter Belohlavek at The Unicist Research Institute who personally developed the research.

Press Committee

Access the content of the book “The Unicist Ontology of Ethical Intelligence” at the Unicist Library:
http://www.unicist.com/books-pages/en/onto_ethical_intelligence_en14.php

NOTE: The Unicist Research Institute was the pioneer in complexity science research and became a global decentralized world-class research organization in the field of human adaptive systems. 
https://www.unicist.org/talents/wp-content/uploads/2012/07/turi.pdf


Unicist Innovations in Human Resources

The innovation of the unicist approach introduced the possibility of understanding human nature. It allowed defining that the long term memory works based on cognitive objects and that these objects, named concepts, determine the attitudes of people.

On the other hand, the discovery of ethical intelligence allowed discovering where the intentions of individuals come from and how they work. The following description will give the basics of the innovation.

The activities of the Unicist Confederation are expanding based on the introduction of the unicist ontology and business objects driven technologies.

The Object Driven Organization of the adaptive aspects of businesses is the technology included in all the “solutions” for business optimization.

The Confederation itself also uses business objects for its growth. These objects ensure the critical mass of the solutions it provides to the market. Business solutions require the use of driving, catalyzing and gravitational business objects.

1) The business objects are the drivers of the activity providing the solutions that generate significant energy savings and optimization of results to their users.

2) The unicist approach, including diagnoses, strategies and architectures of the solutions is the catalyst of the Confederation’s proposals.

3) The emulation of nature in business is the gravitational object that sustains the activities of the Confederation.

This approach segments the market. Basically, it can be said that the object driven approach is necessary for business expansion and convenient for business administration.

NOTE: The Unicist Research Institute was the pioneer in complexity science research and became a global decentralized world-class research organization in the field of human adaptive systems. https://www.unicist.org/talents/wp-content/uploads/2012/06/turi.pdf


Energy Saving in Business Management

Work implies producing a displacement of something in the real world. Every displacement generates a friction that needs to be managed.

When two people are doing something in a working environment and one of them produces work and the other is inactive, the friction produced is extremely destructive.

It produces a paradoxical situation because:

1) There is an extreme conflict if the friction is not eliminated.
2) If the parts are “lubricated”, there will be no friction but the person who is inactive will continue doing nothing.
3) The inactive person needs to judge what the other part is doing because that judgment sustains her/his self-esteem.
4) Finally, the one who does the work ends up being judged by the one who cannot do it and the conflict escalates to the maximal level.

Apparent movement is worse than inaction

Inaction appears often hidden behind apparent actions that are done without having assumed the responsibility for producing results. These apparent actions are based on fallacious decisions that produce negative results because they generate costs without adding value.

In this case they do not produce friction; they directly produce an “explosion” of the situation or an “implosion” of the actions.

If this conflict is not faced the natural trend towards minimum energy consumption (*) and inaction will prevail, eliminating both apparent actions and real actions.

To deal with this problem the nature of doers has to be understood in order to avoid their quitting. Access a free e-book on the Nature of Doers http://unicist.org/deb_doers.php

(*) In a closed system, with constant external parameters and entropy, the internal energy will decrease and approach a minimum value at equilibrium.

Access a Free Trial of the unicist standard contained in the Unicist Standard Search Engine: http://www.unicist.com/

Request more information: n.i.brown@unicist.org

Peter Belohlavek

NOTE: The Unicist Research Institute is the major research organization in the world in its specialty based on more than 3,000 researches in complexity science applied to individual, institutional and social evolution. The applicative researches are based on the discovery of the Ontogenetic Intelligence of Nature and the consequent Unicist Theory of Evolution.

Access a Free Trial:

If you would like to receive monthly information on this blog, please register here.

Follow us on twitter


Unicist Object Driven Organization: Upgrading Human Quality

The use of Unicist Business Objects is only possible for those who are willing to assume the full responsibility for producing results.

All those who do not need or want to assume full responsibility for results feel endangered by using objects because they “substitute” them in their minds. Although this is objectively false, people who just consider their responsibility for being a “mean” in a process, need to avoid the use of objects.

This can be done using an infinite variety of “tricks”: denial, modification, destruction, criticism,” yes, but”, etc.

The use of Unicist Business Objects transforms their users in the “Generals” of their activity, using the objects as their “Soldiers”.

The use of objects is extremely powerful, cheap and effective if an individual needs to produce results. It transforms businesses in simple effective processes driven by objects.

This is what the Unicist Standard is about.

Access the unicist standard contained in the Unicist Business Search Engine:
http://www.unicist.com/

Request more information: n.i.brown@unicist.org

Peter Belohlavek

NOTE: The Unicist Research Institute is the major research organization in the world in its specialty based on more than 3,000 researches in complexity science applied to individual, institutional and social evolution. The applicative researches are based on the discovery of the Ontogenetic Intelligence of Nature and the consequent Unicist Theory of Evolution.

Unicist Strategy

If you would like to receive monthly information on this blog, please register here.

Follow us on twitter