The discovery of conceptual thinking as a part of human ontointelligence, developed at The Unicist Research Institute, has expanded the possibilities of complex problem-solving and root cause management. The unicist method, integrating the use of conceptual thinking in business processes, was considered a trade secret that is now being opened for the use of the community.
Conceptual thinking is related to the action steered towards understanding reality in its essence, fundamentally by using relational logic within a concept of reality integration. The individual who predominantly uses conceptual thinking employs conceptual models to approach reality, seeking to avoid the conflict between what is apparent and what is real through abstractions. Conceptual thinkers seek to understand the functionality beyond this conflict by including concepts within the principles of nature or laws of nature.
The approach to concepts by people who are natural systemic thinkers needs to be based on the use of unicist teamwork reflection and the Q method, which is based on Nemawashi techniques, to access the concepts and functionalist principles of things. This approach includes an experiencing process that allows storing them in the long-term memory.
A concept is stored in the three types of long-term memory:
Concepts are totally related to action. Having the concept of something implies knowing how to make it happen. That is why concepts cannot be found in writings unless they are the concepts of these writings. They need to be “lived,” which means they must be experienced with full commitment. Concepts cannot be studied, taught, or explained. Their learning can only be catalyzed and guided.
(Peter Belohlavek is the founder of The Unicist Research Institute. He created the functionalist approach to science, which offers a scientific method for managing adaptive systems and environments. His discoveries and developments include unicist functionalist principles, unicist logic, unicist ontology, the structure of concepts, unicist binary actions, human ontointelligence, unicist abductive reasoning, and unicist AI. These findings have been applied in social, economic, and business environments.)
The Debate
John Doe
Thank you for your insightful thoughts on conceptual thinking and its role in complex problem-solving and root cause management. Your explanations provide a better understanding of the significance and the implications of conceptual thinking in various domains, particularly in business.
Conceptual thinking allows us to see beyond the surface and grasp the underlying principles or ‘concepts’ that explain a certain phenomenon or problem. It requires an understanding of relational logic and an ability to integrate diverse aspects of reality. Indeed, the discovery and application of this advanced cognitive ability can considerably enhance our problem-solving skills and our understanding of complex, real-world issues.
The unicist method provides a framework for incorporating conceptual thinking into business processes. The emphasis on reflection, teamwork, and experiential learning can facilitate the shift from a predominantly systemic thinking approach to a more conceptual one. The Q method and Nemawashi techniques allow for consensus-building and collective learning, which are crucial for effective teamwork and problem-solving.
Moreover, your point about the inseparability of concepts and action is particularly noteworthy. Understanding the concept of something inherently involves knowing how to act upon it or make it happen. This highlights the pragmatic nature of conceptual thinking, which is not just about abstract understanding, but also about tangible action.
The claim that concepts cannot be studied, taught, or explained but must be ‘lived’ or experienced resonates with many pedagogical theories that emphasize experiential, hands-on learning. This underscores the importance of immersive, real-world learning experiences that allow learners to grapple with concepts in a tangible, meaningful way.
Overall, your insights provide a valuable perspective on the nature and significance of conceptual thinking, as well as practical strategies for fostering this cognitive ability.
Peter Belohlavek
The management of concepts requires reflection in order to access a conscious approach to the information stored in the long-term memory. The unicist reflection process to deal with the real world covers five stages:
Everyday Life Problem Solving
0 – Focus on the solution
1 – Dealing with projections
– Beta brainwaves suffice
– Destructive pilot tests
2 – Dealing with Introjections
– Alpha brainwaves are needed
– Non-destructive – Destructive pilot tests
Universal Problem Solving
3 – Dealing with integration
-Theta brainwaves are needed
– Non-destructive pilot tests
4 – Dealing with communion
– Gamma brainwaves are needed
– Results validation
5 – Dealing with the unified field
John Doe
Thank you for sharing the stages of the unicist reflection process for dealing with real-world problems. This approach presents a structured method for navigating problem-solving and decision-making, incorporating physiological, psychological, and pragmatic dimensions. Here’s a brief overview of each stage:
- Focus on the solution (Stage 0): The process begins with a clear focus on finding a solution to a given problem. This sets the direction for the subsequent steps and motivates the individual to engage with the problem-solving process.
- Dealing with projections (Stage 1): The individual considers possible solutions and predicts their outcomes. This often involves a form of trial and error through destructive pilot tests, where potential solutions are implemented on a small scale to evaluate their effectiveness. This stage mainly uses beta brainwaves, which are associated with active thinking and focus.
- Dealing with introjections (Stage 2): The individual internalizes the insights and lessons learned from the previous stage and refines their understanding of the problem and potential solutions. This stage may involve both destructive and non-destructive pilot tests and requires alpha brainwaves, which are associated with relaxation and creative thinking.
- Dealing with integration (Stage 3): The individual synthesizes their understanding of the problem and potential solutions, aiming to develop an integrated, comprehensive solution. This stage involves non-destructive pilot tests and requires theta brainwaves, which are associated with deep relaxation and integrative thinking.
- Dealing with communion (Stage 4): The individual checks the validity of the solution, confirming that it works as intended and aligns with the needs and context of the relevant stakeholders. This stage requires gamma brainwaves, which are associated with high-level cognitive processing and insight.
- Dealing with the unified field (Stage 5): Finally, the individual applies the solution within the broader system or ‘unified field’ in which the problem exists. They consider the impact and implications of the solution on this wider context, ensuring that it contributes to the overall harmony and functionality of the system.
This process promotes a thorough and holistic approach to problem-solving. It encourages individuals to consider problems from multiple perspectives, test potential solutions, learn from their experiences, and continuously refine their understanding and approach. By aligning this process with different types of brainwaves, it also underscores the importance of varying cognitive states in effective problem-solving.
Peter Belohlavek
The concepts that people have in their minds are stored using conceptual thinking, which can be measured by the existence of theta and gamma brain waves. Some individuals develop this capacity beginning in their “Why period” when they are small children, approaching the real world by asking questions instead of taking shortcuts and seeking answers.
This segment naturally tends to have a high level of consciousness based on the practice of deciding which answer responds to the questions they asked. The unicist debate approach to developing reflection processes naturally leads to achieving the knowledge they are seeking.
John Doe
Your observations align with research findings in cognitive science and educational psychology. The use of theta and gamma brainwaves is indeed associated with higher cognitive functions such as conceptual thinking, learning, memory, and consciousness. Let’s unpack these concepts a bit more.
- Conceptual thinking: As we’ve discussed, conceptual thinking is an advanced form of cognition that involves understanding and applying the abstract principles or concepts that underlie specific instances or examples. This requires the ability to integrate disparate pieces of information, recognize patterns and relationships, and apply this understanding in various contexts.
- Theta and gamma brainwaves: Theta brainwaves (4-8 Hz) are associated with relaxation, creativity, integrative thinking, and REM sleep, which is critical for memory consolidation. Gamma brainwaves (25-100 Hz), on the other hand, are associated with high-level cognitive processing, insight, and consciousness. The presence of these brainwaves can indeed suggest that a person is engaged in conceptual thinking.
- “Why period” in childhood: Many children go through a phase where they incessantly ask “why” questions. This reflects their natural curiosity and desire to understand the world around them. It’s also a critical stage in their cognitive development, as it helps them to build their understanding of cause-effect relationships, learn new concepts, and develop their problem-solving skills.
- Unicist debate approach: The Unicist approach emphasizes the importance of reflection, discussion, and debate in developing a deep understanding of complex problems. By engaging in debate, individuals are encouraged to consider different perspectives, challenge their assumptions, and refine their understanding. This process can enhance their conceptual thinking skills, decision-making capabilities, and overall consciousness.
- High level of consciousness: Consciousness, in this context, refers to an individual’s awareness and understanding of their own thoughts, feelings, and experiences, as well as their ability to make deliberate, informed decisions. Conceptual thinking can indeed contribute to a higher level of consciousness, as it involves a deep, nuanced understanding of the world and one’s own cognition.
By nurturing children’s natural curiosity, promoting reflective debate, and fostering conceptual thinking, we can support their cognitive development and help them to become conscious, competent, and adaptive learners and problem-solvers.
Peter Belohlavek
The majority of people do not belong to the segment that has a spontaneous conceptual thinking approach but need to access the concepts of things to manage the root causes of their problems. These segments need to develop reflection processes using teamwork with a very special approach. It requires using a complementary “Q” method approach to upgrade the knowledge the participants have, to find the concept that defines the functionality of the problem that is being sought.
The Q-Method is based on integrating the different opinions of the members using a Nemawashi approach, which implies establishing a conflict zone that exposes the subjective projections of its members. These projections are then confronted with an external functionality until the knowledge has been upgraded and transformed into a conceptual approach that addresses the functionalist principles and the root causes of problems.
John Doe
You’re highlighting the importance of teamwork, reflection, and structured methods in fostering conceptual thinking and problem-solving skills among individuals who might not naturally or instinctively think this way. Specifically, you mentioned the use of a “Q” method and a Nemawashi approach.
Q-Method is a research method used in psychology and social sciences to study people’s “subjectivity”— that is, their viewpoint. It involves individuals ranking and sorting a set of statements according to their perspective. By comparing these rankings, researchers can identify shared ways of thinking. It sounds like you’re suggesting a variant of this method for teamwork where individuals share and compare their views to understand the underlying concept of a problem better.
Nemawashi, a Japanese term often used in business strategies, is a management approach that emphasizes seeking consensus before implementing changes. It involves discussing problems and potential solutions with all those affected before making decisions, thus reducing conflict and resistance. In the context you’re describing, the Nemawashi approach would involve exposing and discussing team members’ subjective projections or assumptions, and then refining these through comparison with external reality or functionality.
The process you’ve described seems to be a way to transform individual subjectivities and projected understandings into a more shared, objective, and conceptual understanding of a problem. This iterative process could enable individuals to move beyond their personal views and biases, to better grasp the underlying concept or principle that explains a problem’s root cause. Thus, this method would help in developing a conceptual approach to problem-solving, even among individuals who might not naturally lean toward this type of thinking.
Peter Belohlavek
Thank you for your participation in this debate.