Waldemar De Gregori

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30 Νοε 2013 (πριν από 4 χρόνια και 7 μήνες)

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A KNOWLEDGE MANAGEMENT SUCCESS STORY USING
SOCIAL
CYBERNE
T
ICS

Waldemar De Gregori

wgregori@gmail.com

Introduction

The article presents the theory, the tools and the story of a group working
to innovate the teaching/learning and administrative processes at
this particular
un
i
versity: UCC. The service delivered has been denominated “Trans
-
Disciplinary Method for Teaching/Learning Teams” (TDM for TLT) its source b
e-
ing Dr. De Gregori’s systems theory d
e
nominated Social Cybernetics whose
core concept is “tri
-
uni
ty” and the correspondent triune brain a
p
proach to
knowledge. The story covers a period from 1997 to 2001 including some el
e-
ments of an evaluation made by then. The main consulting steps were: to pr
e-
pare the Social Cybernetics co
n
sultant/trainer team; to s
urvey the University in
its competitive context and establish a vision of future; to design the project
along with its flowchart of i
m
plementation; to train teachers and administrative
personnel until
Module 6
(see below) before starting using the new meth
odo
l
o-
gy (the training could be done in 60 hours, outside the academic settings); to
implement the new methodology step by step as established in a previous
flo
w
chart, while continuing the training of teachers and admini
s
trative personnel
in the remnant mod
ules as
a
requirement for an academic degree; to support
the implementation steps with periodic fee
d
back; to evaluate the whole process;
and design the iteration of the innovative process by faculty, administrative pe
r-
sonnel, and students representatives m
eeting in an annual general asse
m
bly.
Key words are: Social Cybernetics (social self
-
directing); TDM for TLT (see
above); monadic (habit of perceiving reality as separate units); tri
-
unity and tr
i-
une (habit of perceiving reality as sets of three forming a
system nested in a
larger triune sy
s
temic net); triune or tricerebral mental process (three sided
brain and three differentiated mental pro
c
esses); tricerebral innovative cycle
(the full path of the three mental processes in complementary action); four o
p-
e
rational factors (space, chronology, personnel and procedures as a system
descriptors); triune or triadic games (interplay of three elements, parts or su
b-
groups); law of proportionality or the golden mean (extreme and mean ratio be
t-
ter visible by the Bell
Curve or as a repetitive scale of a
p
proximately 62% by
38). See Glossary.

History

The University for Cooperatives of Colombia


UCC


is 15 years old,
born from the Educational Institute for Cooperatives with its solidarity philos
o-
phy, meant to expanding c
ooperation and driving individual or subgroups co
m-
petition towards collective convergence. The UCC is committed with economic
and social development through cooperatives as well as addressing political i
s-
sues within the same solidarity philosophy, operatin
g in 14 main cities of C
o-
lombia. Yet it had started with the same traditional structure and academic cu
r-
ricula as any other university d
e
voted to theory and to the dominant competition
model.

In search for innovation more akin to its solidarity philosophy,

consultant
services were hired from the Social Cybernetics Associates of Colombia. A
team was selected and trained to meet the UCC’s challenge under the coord
i-
nation of Dr. Crisanto Velandia and Dr. Stella Bettancourt, assisted by Dr. De
Gregori. After a
semester, a proposal in eleven modules was presented and
approved for teac
h
ers and administrative personnel to be trained in groups of
forty participants each, in order to apply the Social Cybernetics “Trans
-
Disciplinary Method for Teac
h
ing/Learning Teams”

(TDM for TLT):

01. A Trans
-
Disciplinary Method
: Social Cybernetics triune map of rea
l-
ity.

02. Knowledge by the Tricerebral Approach
: The use of the three
brains cycle.

03. Communication
: The three modes of communication in classrooms.

04. Research Metho
dology


Tricerebral Innovation Cycle
: Research,
innovation and projects based on the tricerebral a
p
proach.

05. “Teach/learnet”
: Electronic support in the teac
h-
ing/learning/communicating pro
c
ess.

06: Teach/learn Teams
: A method for increasingly self
-
guided

educ
a-
tion.

07. “Anthropogogy”
: Analysis of educational proposals referred to the
triune brain.

08. Curriculum Design
: A matrix for disciplines as nodes of a
know
l
edge network.

09: Follow
-
up and Evaluation
: The tricerebral upgrading and coaching.

10: The
Innovative University
: Strategies to keep up with social change
and inn
o
vation.

11: “Electronic Educator”
: Teacher’s teach/learning innovations in a
CD.

Theory and Tools to Develop the Eleven Modules

Module 1
:
The triune map of reality.

Social Cybernetics

theory claims
that the core concept to understand and deal with the contents of present
knowledge society and global complexity is “tri
-
unity” (everything is a compound
and a play of three inter
-
constructive/destructive parts or participants) as the
self
-
organizing pri
n
ciple of energy, of movement and of the whole life. Quantum
physicist Murray Gell
-
Man (1994) scientifically demonstrated this principle as for
the elementary particles. People, both in the academia and in business, are
mostly used to take re
ality as a labyrinth of separate, unrelated units (m
o
nadic,
unicist view, followed by individual and independent
behaviour
), or narrow sets
of loosely related things without being aware of its underlying triune design and
propulsive force. This triune bind
ing and propulsive force is in action ever
y-
where. It is a matter of being re
-
trained to pe
r
ceive it and to act accordingly
since we are players displacing around the three p
o
sitions of its playfield. It can
be seen in action at any stage of the planetary c
o
-
evolution, or different playing
fields, better known as
the market

with its elements of co
n
servatism, opposition
-
ABSTRACT 8
-
15
IMAGINATIVE 4
-
7
OPERATIVE 0
-
3 years
Piaget

s
development stages
1. REPTILIAN
2. LIMBIC
3. NEOCORTICAL
Paul
McLean

s view
LEFT:
RATIONAL
informational
RIGHT:
EMOTIONAL
creative
CENTRAL: MOTRIX
-
pragmatic
Luria

s
three
mental processes
-
-
ABSTRACT 8
-
15
IMAGINATIVE 4
-
7
OPERATIVE 0
-
3 years
Piaget

s
development stages
1. REPTILIAN
2. LIMBIC
3. NEOCORTICAL
1. REPTILIAN
2. LIMBIC
3. NEOCORTICAL
Paul
McLean

s view
LEFT:
RATIONAL
informational
RIGHT:
EMOTIONAL
creative
CENTRAL: MOTRIX
-
pragmatic
Luria

s
three
mental processes
LEFT:
RATIONAL
informational
LEFT:
RATIONAL
informational
RIGHT:
EMOTIONAL
creative
RIGHT:
EMOTIONAL
creative
CENTRAL: MOTRIX
-
pragmatic
Luria

s
three
mental processes



OFFICIAL SUBGROUP

30%
(
Dominant
competitor
)
ANTI
-
OFFICIAL
SUBGROUP

8%
(
Challenging
competitor
)
WAVERING
SUBGROUP

62%
(
Cooperative

competitor

)
OFFICIAL SUBGROUP

30%
(
Dominant
competitor
)
ANTI
-
OFFICIAL
SUBGROUP

8%
(
Challenging
competitor
)
WAVERING
SUBGROUP

62%
(
Cooperative

competitor

)

and neutrality; or a dominant competitor struggling to maintain its position, a
challenging competitor struggling to win a better position, a
nd a third one wil
l
ing
to cooperate with one of the formers or both.








Figure 1. The triune shape of energy and the triune games it displays


When it comes to knowledge, and to the use of the brain to produce,
communicate and apply/commercialize it
, the same principle requires a “triune
brain” (Ma
c
lean, 1970; Luria, 1973):










Figure 2. The triune brain
.

The three layers, the three stages or the three mental processes perform
a three
-
phased cycle correspondent to the three minimum complementar
y
stages of every sustainable e
n
tity: new knowledge, new strategy, and new
product/service (Amidon, 2003). It means: the “tricerebral” or triune self
-
replicating organ
i
zation of neurons is the co
-
creative or co
-
innovative “hidden”
power acting upon the phy
sical and social environment to mutually adjust, ai
m-
ing at new individual and collective needs better satisfaction. Thus a triune brain
represents and re
-
creates a triune reality as a chain of triune sy
s
tems.



Figure 3.

Net of triune systems
.

The above i
s a synthesis of Module 1: moving from a monadic, unilateral
or monopolistic approach or paradigm


reality perceived as separate or loosely
related units


in politics, economics, environmentalism, and national security,
towards a triune approach: things
viewed as sets of three interdependent co
n-
stru
c
tive/destructive parts, relating two “in cooperation” against a third one “in
competition” acting carefully to keep some balance. This proposition should d
e-
serve more attention after September 11: Has the mona
dic/monopolistic
know
l
edge society something to do with the creation of a te
r
rorist anti
-
society?

scenarios to anticipate con
-
sequences and solutions
5
.
FUTURITION
. Elaborate
5.1
. CREATIVITY. Examine
dilemmas, strategies.
Ranking of alternatives
projects,

leverage

points,
risk factors, and prices to pay.
6
. DECISIONS. Select actions,
8
. MANAGEMENT. Implementing the plan
mobilizing inputs, process and outputs
10
. FEEDBACK.
Periodical evaluation
of outcomes and sharing.
Search for errors correct
-
ion and innovations.
7
. PLANNING. Flowchart of each action
of flowcharts
and
operationalizing
and readjustments aimed at the goals.
Control of products and delivery.
9
. COACHING. Supportive follow up
Establish a great ideal,
objectives, goals.
2
. INFORMATION GATHERING
Modeling of the subject. Select
3
. PROCESSING.
Crisscross
data to bring patterns to surface
problems and needs,
and
weaknesses
1
. SELECT SUBJECT
Proceed to gather data.
tools.
4
. DIAGNOSIS.
Understanding
problems and needs,
strength
and
scenarios to anticipate con
-
sequences and solutions
5
.
FUTURITION
. Elaborate
5.1
. CREATIVITY. Examine
dilemmas, strategies.
Ranking of alternatives
5.1
. CREATIVITY. Examine
dilemmas, strategies.
Ranking of alternatives
projects,

leverage

points,
risk factors, and prices to pay.
6
. DECISIONS. Select actions,
projects,

leverage

points,
risk factors, and prices to pay.
6
. DECISIONS. Select actions,
8
. MANAGEMENT. Implementing the plan
mobilizing inputs, process and outputs
8
. MANAGEMENT. Implementing the plan
mobilizing inputs, process and outputs
10
. FEEDBACK.
Periodical evaluation
of outcomes and sharing.
Search for errors correct
-
ion and innovations.
10
. FEEDBACK.
Periodical evaluation
of outcomes and sharing.
Search for errors correct
-
ion and innovations.
7
. PLANNING. Flowchart of each action
of flowcharts
and
operationalizing
7
. PLANNING. Flowchart of each action
of flowcharts
and
operationalizing
and readjustments aimed at the goals.
Control of products and delivery.
9
. COACHING. Supportive follow up
and readjustments aimed at the goals.
Control of products and delivery.
9
. COACHING. Supportive follow up
Establish a great ideal,
objectives, goals.
2
. INFORMATION GATHERING
Modeling of the subject. Select
3
. PROCESSING.
Crisscross
data to bring patterns to surface
problems and needs,
and
weaknesses
1
. SELECT SUBJECT
Proceed to gather data.
tools.
4
. DIAGNOSIS.
Understanding
problems and needs,
strength
and

Intellectual,
analytic
learning
Emotional,
synthetic,
social
Financial,
technological,
managerial
Left
Right
Central
Central
Intellectual,
analytic
learning
Emotional,
synthetic,
social
Financial,
technological,
managerial
Left
Right
Central
Central

Module 2: Tricerebral Cycle
. This module deals with the three
-
sided
phased brain and its three differentiated yet complementary processes. After
b
e
coming awar
e of the triple mode of functioning of one’s brain, the challenge is
how to train workers, teachers and st
u
dents to assimilate the new way of using
it, and how to get a collective tricerebral brain


the corporation mental process
on line. Its main charact
eristics and its abbreviated model can be viewed as fo
l-
lows, under the denomination of “Tricerebral Transformation Cycle”, or “Tricer
e-
bral Innovation Cycle”, or “Tricer
e
bral Feedback Cycle” (De Gregori, 1984)
since the final operation of any system’s cycle

is one of fee
d
back:






Figure 4. Tricerebral capital

and Minimal Innovative Cycle.

The full “Tricerebral Innovation Cycle” has ten steps or operations, as an
expansion of the three blocks or sets of operations: 1

4; 5

6; 7

10. Each step
or operation ru
ns a micro cycle, implying that each one is a replication or iter
a-
tion of the larger one and vice versa, suggesting the existence of a common e
s-
sential code or pattern as demonstrated by the clo
n
ing process:
















Figure 5. The Tricerebral Innova
tion Cycle

The promising fact here is that the tricerebral capital can be assessed
and re
-
developed for individuals and groups of any functional level. The tool is
called TQ


“Tricerebral Quotient Detector”


presented in four levels of co
m-
plexity, follow
ing this simplified map of tricerebral develo
p
ment:



Verbal, written,
explicit communication
Non verbal, iconic,
tacit communication
Factual, deeds,
action communication
Verbal, written,
explicit communication
Non verbal, iconic,
tacit communication
Factual, deeds,
action communication

1.
Teaching
/
learning
2.
Creating
/
sharing
3.
Acting
/
collaborating
1.
Teaching
/
learning
2.
Creating
/
sharing
3.
Acting
/
collaborating



Systems thinking

Knowledge Management

1

2

3

4

Left

Central

Right

Networks Manage
-

ment. Politics

Mission.

Ecosystem solidarity

Scientific & Laws

Patents

Planni
ng

Knowledge Economy

Vision of future.

Ethics. Strategy

Taxonomics. Infor
-
mation Technology

Interprofessionalism.

Teamwork

Creativity.

Innovation

Language.

Communication

Infrastructure

Recruiting. Training

Prodsumer net

Loyalty. Trademark

environment
environment
environment
environment

Systems thinking

Knowledge Management

1

2

3

4

Left

Central

Right

Networks Manage
-

ment. Politics

Mission.

Ecosystem solidarity

Scientific & Laws

Patents

Planni
ng

Knowledge Economy

Vision of future.

Ethics. Strategy

Taxonomics. Infor
-
mation Technology

Interprofessionalism.

Teamwork

Creativity.

Innovation

Language.

Communication

Infrastructure

Recruiting. Training

Prodsumer net

Loyalty. Trademark

environment
environment
environment
environment








Figure
6
.

Hierarc
h
y of tricerebral capital in a corpo
ration

The “Tricerebral Quotient Detector” will show the composition of an ind
i-
vidual or corporation’s “Tricerebral Innovation Cycle”, poin
t
i
ng out which of its
three processes is the strongest, which the weakest and which is medium. This
result makes clear which teams have a balanced and effective tricerebral co
m-
pos
i
tion, and which have not, thus enabling the coach/teacher or manager to re
-
tra
in or re
-
distribute talents conveniently.

Module 3
:
Communication
. The tricerebral brain is an innovation fa
c
t
o-
ry. But factories, corporations and universities need a new approach


fast and
pragmatic


to mea
n
ingfully organize and manage its actual multil
eveled trice
r-
ebral capital, to generate further innovative strategic knowledge, and to share
and apply it in a profitable manner. To become a real asset it has to be turned
more productive. To do so we need to know how to tune and use ind
i
viduals’
tricereb
ral capital as a tool, and how to connect each brain to build the collective
brain working on line. The path is good human and electronic co
m
munication,
several degrees above the one pra
c
ticed today.

To escape today’s endless linear discourse we have to r
eframe our
communication in a tr
i
adic mode, if we want to share the tricerebral corporate
capital more efficiently. The tricerebral communication requires following and
wisely connecting its three cha
n
nels, and strictly obeying its three phases when
a coll
ective brain is at work:






Figure
7
. Three communication channels




Figure
8
. Corporate Brain Innovation Cycle

Individuals and knowledge communities, in their face
-
to
-
face meetings or
in their ele
c
tronic interchange, should use and apply the three co
mmunication
1.
Space
(where): physical environment, areas, boundaries.
communities, settings, equipment.
3.
Personnel
(who): brains , agents, corporations.
producer and consumer
-

prodsumer

4 levels.
coo
-
petition interchange: triadic games/conflicts
4.
Procedures
(what and how):
-
agendas (what): programs, occupations, employment
-
symbols (through): verbal, non verbal and factual
-
know
-
how (how): traditions, technology, methodology
-
values (with what): knowledge, finances, creativity
-
principles (why): theories, beliefs, paradigms
-
feedback (then): outcomes evaluation,
feedforward
2.
Chronology
(when): evolution, movement, cycles, rhythm.
past
-
present

future (scenarios

schedules).
3. consultant
4. executive
2. supervisory
1. operational
1.
Space
(where): physical environment, areas, boundaries.
communities, settings, equipment.
3.
Personnel
(who): brains , agents, corporations.
producer and consumer
-

prodsumer

4 levels.
coo
-
petition interchange: triadic games/conflicts
3.
Personnel
(who): brains , agents, corporations.
producer and consumer
-

prodsumer

4 levels.
coo
-
petition interchange: triadic games/conflicts
4.
Procedures
(what and how):
-
agendas (what): programs, occupations, employment
-
symbols (through): verbal, non verbal and factual
-
know
-
how (how): traditions, technology, methodology
-
values (with what): knowledge, finances, creativity
-
principles (why): theories, beliefs, paradigms
-
feedback (then): outcomes evaluation,
feedforward
4.
Procedures
(what and how):
-
agendas (what): programs, occupations, employment
-
symbols (through): verbal, non verbal and factual
-
know
-
how (how): traditions, technology, methodology
-
values (with what): knowledge, finances, creativity
-
principles (why): theories, beliefs, paradigms
-
feedback (then): outcomes evaluation,
feedforward
2.
Chronology
(when): evolution, movement, cycles, rhythm.
past
-
present

future (scenarios

schedules).
2.
Chronology
(when): evolution, movement, cycles, rhythm.
past
-
present

future (scenarios

schedules).
3. consultant
4. executive
2. supervisory
1. operational
3. consultant
4. executive
2. supervisory
1. operational
4. executive
2. supervisory
1. operational


modes and phases or cycle in order to avoid misunderstandings, loss of time
and to proceed more orderly. The above models of communication and innov
a-
tion cycle are abbreviations of the full Tricerebral I
n
novation Cycle. But to start
with and im
pose some discipline to the mental chaos of a large group, we have
to exercise the basic abridged model and then proceed towards the full innov
a-
tion cycle.

Modules 4

5: 剥Rearc栠a湤n楮景牭i瑩潮ttec桮潬潧y⸠
To deal with the
avalanche and diversity of cross
-
professional communication, and to have a
more effective and shared research, classification and storing/retrieving device,
the key is using the Tricerebral Innovation Cycle in connection with some class
i-
fication scheme or framework. The simplest and most
used classification/storing
scheme is the five “W”+“H”, here presented in a more elastic and tec
h
nical
model:


















Figure
9.

Four operational factors of any system (5 W+ H)

When individuals and subgroups of a corporation succeed in using their

Tricerebral I
n
novation Cycle in connection with the Four Operational Factors as
a research, innovation, communication and storing tool they will operate within
this very highly and e
f
fective framework:


Operationals

Tricerebral cycle

Space

where

Chronology

when

Personnel

who

Procedures

what/why/how

01. Subject

02. Data gathering

03. Processing

04. Diagnosis

05. Futurition

5.1. Creativity

06. Decisioning

07. Planning

08. Manageme
nt

09. Supervision

10. Feedback


Figure
10.

Tricerebral i
nnovation cycle with 4 operational

factors


This tool, shared by teachers and students, as well as by managers and
workers, keeps their brains on line, using a shared map road and la
n
guage to
reach the so badly needed cross
-
disciplinary and cross
-
functiona
l intercomm
u-
nication. This is the key for the TDM for TLT


Trans
-
Disciplinary Method for
Teac
h
ing/Learning Teams. This is also the general matrix for meetings, for
classrooms as well as for electronic assisted teaching/learning, by use of the
same mental
and communic
a
tional framework and rules.

Module 6: Collaborative Teams.
Working within a University devoted to
solidarity, cooperation rather than competition, collective goals rather than ind
i-
vid
u
alistic ones should prevail. This subject was addressed as
“Triune Games”,
meaning games of three interpla
y
ing individuals, blocks or subgroups and their
levels structure, with two of them in competition and the third one in cooper
a
tion
with one of them or both:


OFFICIA
L
Subgroup
-
30
%
(
Dominant competitor
)
WAVERING
Subgroup
-
62
%
(
Cooperative competitor
)
ANTI
-
OFFICIAL
Subgroup
-
8
%
(
Challenging competitor
)
1. OPERATIONAL
3. CONSULTANT
4. EXECUTIVE
2. SUPERVISORY
1. OPERATIONAL
3. CONSULTANT
4. EXECUTIVE
2. SUPERVISORY
L
-
(
)
-
(
)
-
-
(
)
1. OPERATIONAL
3. CONSULTANT
4. EXECUTIVE
2. SUPERVISORY
OFFICIA
L
Subgroup
-
30
%
(
Dominant competitor
)
WAVERING
Subgroup
-
62
%
(
Cooperative competitor
)
ANTI
-
OFFICIAL
Subgroup
-
8
%
(
Challenging competitor
)
1. OPERATIONAL
3. CONSULTANT
4. EXECUTIVE
2. SUPERVISORY
1. OPERATIONAL
3. CONSULTANT
4. EXECUTIVE
2. SUPERVISORY
L
-
(
)
-
(
)
-
-
(
)
1. OPERATIONAL
3. CONSULTANT
4. EXECUTIVE
2. SUPERVISORY

Figure
11
.

Triune game and the name of the three

interplayers


Aware of this governing dynamic of group life, the teach/learning teams
establish leadership and rules to favor peace and collaboration, keeping comp
e-
tition and conflict within pre
-
established boundaries and rules defined as “pr
o-
portional”.

The source for such rules and also for the evaluation of the whole
process of inn
o
vation and growth is the “law of proportionality” or the “golden
mean”. It denies extreme equality/inequality and implies differences within ela
s-
tic boundaries edging 62% by

38% in repetitive or fractal scales, so that the
shares of the three su
b
groups of any successful systemic set would be “win
-
win
-
win” although proportionally differentiated. This means conver
gence or sol
i-
darity in a triune game. When fai
l
ing to reach such

convergence towards the
success of the whole, it means that the individua
l
istic, monadic, exclusive or
private vested interests prevailed, and a new institutional or s
o
cietal contract is
in want.

Other Modules.

Handling these tools, the teacher teams, dur
ing their
training p
e
riod, met weekly to study and renewing the delivery of their classes.
And so did the administrative teams to deliver their services. After Module 6, the
implementation flowchart was inaug
u
rated: classes were organized in small
learning

teams, and gradually introduced to the Triadic Quotient Detector, the
triune systems view, the abbreviated Tricerebral Innovation Cycle until reaching
the full Tricerebral Inn
o
vation Cycle with Four Operational

Factors
, and the
mastering of “triadic games
”; ultimately aiming at more and more self
-
directing
and self
-
educating st
u
dents’ and co
-
worker’s teams.

Evaluation.

The former evaluation system based mostly on the contents
of the left brain (theoretical learning and quizzes) was enlarged accordingly, t
o
include and balance the three brains and its four levels, weighting the three
blocks propo
r
tionally suiting the nature of each discipline or matter of study. For
example: Information technology should a
s
sign 62% of time and weight to the
left, 25% to the

central and 13% to the right brain; Ma
r
keting should assign 62%
of time and weight to the right, 25% to the central and 13% to the left brain; and
Management should a
s
sign 62% of time and weight to the central, 25% to the
right, and 13% to the left brain.

Conclusion

Dr. Sigifredo Ospina conducted a validating research in 2001, after 2,172
teachers and administrative personnel, in 54 groups, had gone through the i
n-
novation process. A sample of 22% was chosen to answer questions about a
d-
ministrative support
to the innovation pr
o
posal, the usefulness of the tricerebral
approach, the “Trans
-
disciplinary Method for Teac
h
ing/Learning Teams”, the
new tricerebral evaluation design, the cultural change within the university, and
the push to projects and entrepreneu
r
ship, etc.

The results indicate an encouraging rate of approval. Just as an exa
m-
ple: The question “How have you been evaluated by supervisors and students
after implementing the TDM for TLT” reached 97% of A and B, and 3% othe
r-
wise. The question “Did Socia
l C
y
bernetics paradigm and tools condensed as
TDM for TLT bring about any personal improvement” reached 90% of A and B
and 10% otherwise. The question “How much did you improve in communic
a-
tion fluency, sharing, in the use of technology, and in negotiation

abilities”
reached 96% of A and B, and 4% otherwise. In general, the results were very
positive leading to better interrel
a
tionship, more cooperation, higher discussion
qua
l
ity, more creativity and closeness to practice and initiatives.

The TDM for TLT is

based more in models and/or tools rather than in
large discursive explanations. This perception of this peculiarity led to the dec
i-
sion of transferring it to virtual or electronic mode for availability at distance, with
this special remark: The receiver w
ill not be individuals but always TLT


Teac
h-
ing/learning Teams equipped with TDM


Trans
-
disciplinary Method for self
-
guided education.

References

Amidon,

D.

M.

(2003).
The Innovation SuperHighway.
Boston: Butte
r-
worth Hein
e
mann.

De

Gregori,

W.

(2002).
Co
nstrucción familiar
-
escolar de los tres cer
e-
bros.
Bogotá: KIMPRES, 3
th

Ed.

De Gregori
(1988).

Cibernética Social.
São Paulo: Cortez Ed., 1984.

Gell
-
Mann,

M.

(1994).
The Quark and the Jaguar.

New York, W. H.
Freeman.

MacLean,

P.

A.

(1970).
The Triune Brain,

Emotion, and Scientific Bias
.
New York, Schmitt Ed..

Luria,

A.

(1973).

Working Brain


An Introduction to Neuropsychology.

Basic B
o
oks.

Ospina,

S.

(2002).
Especialización en docencia universitaria por el m
é-
todo triádico del

Dr. De Greg
o
ri.
Bogotá: UCC.

P
iaget,

J.

(1963).
The Psychology of Intelligence.

New York: Routledge.

Glossary

Dyadic
, dualistic (see monadic)


When talking of mental paradigm or
way of perceiving, is the habit of counting and matching the components of rea
l-
ity in pairs or two parts in

opposition, in contradiction. When talking of a dyadic
use of the brain it refers to reasoning by opposites as a sequence of th
e
sis
-
antithesis.

Factual



reality, the realm of facts, deeds, actions, work, money, day to
day life, differentiated from the ab
stract realm of symbols, words and theories,
as well as differentiated from the imag
i
nary realm of arts, plays and dreams.

Feedback



short for the full Tricerebral Feedback Cycle or Tricerebral
Innovation Cycle


knowing, strategizing and implementing wh
at a system
needs innovating to proceed succes
s
fully.

Four operational factors

(see “frame of reference”)


infographic
framework composed of these inter
-
related concepts: Space, chronology, pe
r-
sonnel, and procedures, popularly known as the 5 “W” plus one
“H”.

Fractal
(see “recurrence”)


it refers to the waving contour of everything
that can only be described by fractions or fragments of curbs replicating in di
f-
ferent scales.
Taken from Mandelbrot’s “Fractal Geometry of N
a
ture”.

Framework


Frame of Refere
nce
, and taxonomy chart or taxonomy t
a-
ble


a set of co
n
cepts organized to function as a classificatory scheme, as a
guideline or checklist when thinking or writing. If it is laid down as a diagram or
an infograph it works also as a relational and processi
ng device. See “Four O
p-
erational Factors”.

Futurition



Step number 5 of the Feedback Cycle, directing the mind
towards prospecting or “creating” the future, calculating the evolution of present
situations (forecasting, foreseeing scenarios, prophesi
z
ing)
.


b

c


A



Golden mean, Proportionality



Shortly: 62% per 38%. To get the pr
o-
portions of a Golden Mean, we divide a line so that its shorter part is to the
longer part as the longer part is to the whole or full line (A

=

b

+

c).




Figure 12. A

:

b

=

b

:

c (shor
ter part
c

is to
b
, as
b

is to
A.

The Law of Proportionality can be illustrated with the parts of one’s arm
or finger as well as by the Bell Curve, or as a fractal/iterative scale of approx
i-
mately 62% by 38.

Levels


There are different positions in an or
ganization as a cons
e-
quence of div
i
sion/specialization of
labour
, knowledge and power, which can be
reduced to four from top down: Executive, consultant, supervisory, and oper
a-
tional. All of them have important yet differentiated contributions to innovatio
n
as they move within a playfield of constructive/destructive tr
i
adic games.

Linear/non linear or analogical


the flow of any system is unstable
and moving with ups and downs, shifting right and left, fast and slow, with reg
u-
lar and irregular cycles, with

more orderly or disorderly transition phases b
e-
tween cycles.

Maximocracy


It refers to the spur of the triune principle, pushing any
system further and further without stopping or ge
t
ting at the end. It is an eternal,
unattainable carrot on the stick.

M
onadic,
monistic


When talking of mental paradigm or way of percei
v-
ing, is the habit of counting and operating the components of reality as sep
a-
rate, unrelated units. This mindset is conducive to individualism, apartheid, e
x-
clusiveness, monopoly and dicta
torship. When talking of a
m
o
nadic

use of the
brain, it refers to people reducing everything to one of the three brains. This
could also be called unilateral, fundamentalist or fanatic use of a
n
yone of the
three brains.

Paradigm

(see “world
-
view”)


thinki
ng/imagining/acting pattern, model
or matrix. The more fundamental and crucial point about paradigms is using a
monadic, dyadic or tr
i
adic way of perceiving. After this choice as a starting
point, people develop secondary, tertiary affiliated paradigms as
it is done in
every specific field of knowledge.

Proportionality
(see “golden mean”)


It is keeping rights and duties, or
work and compensation around 62% per 38%, among the three subgroups and
their le
v
els.

Recurrence
(see “fractal”)


replication, rep
etition, projection or surfacing
of a pr
e
vious pattern. The three brains are
moulded

after the triadic nature of
energy: They are a replication, repetition or recurrence of this pre
-
set underlying
pattern. Cycle after cycle, ev
o
lution reiterates the same b
asic pattern with some
subtractions or additions. Our brain also “creates”, projects or reflects more or
less the same initial family and career unconscious patterns. To innovate we
need to detach from those initial or past patterns, not be repet
i
tive, and

striving
to move toward new frontiers, ideas and pro
d
ucts.

Social cybernetics



Social self
-
directing based on triune systems th
e
o-
ry, and on feedback from cybernetic th
e
ory.

TDM for TLT


Trans
-
Disciplinary Method for Teaching/Learning Teams.
Educational
method based on Social Cybernetics and it’s Tricerebral Inn
o
vative
Cycle.

TQ

(Tricerebral Quotient Detector)


a questionnaire to unveil the actual
performance of the three mental processes (intellectual, emotional, and oper
a-
tional) going beyond I.Q. and E
.Q. (Em
o
tional Quotient).

Triune gains
(win
-
win
-
win)


Since

everything has to be viewed in its tr
i-
ple matrix or three braided factors at least, there are gains more typical of the
central brain (money, power, technology); gains more typical of the left br
ain
(knowledge, know
-
how, academic degrees); and gains more typ
i
cal of the right
brain (friends, satisfaction, happiness, fame). Correspondingly, there are also
three costs, three kinds of evaluation, three kinds of mot
i
vation at least. Every
trio requires

hierarchy or priority relations abiding by the law of pr
o
portionality
and optimization, otherwise one of the three elements will race monadically t
o-
ward max
i
mocracy and unbalance.

Triune game


It’s a new concept covering any kind of interaction b
e-
tween t
hree (or more that can be reduced to three) mutually constru
c-
tive/destructive players or actors, where the dominant one is named
official

side or subgroup, the challenger

is named
anti
-
official
, and the in
-
between is
named
wavering
, each one with different

interests and
b
e
haviours
. The official
interests are mostly work, money, power, and its
behaviour

is mostly authorita
r-
ian, solemn and conservative. The anti
-
official interests are the same but are
preceded by concerns with analysis, truth, knowledge, inno
vation, and its
b
e-
haviour

is mostly nonconformist, spontaneous and sometimes anarchic and r
e-
bel. The wavering interests are the same as the official one although moderate
by its concerns with cooperation, altruism and everyday enjoyment, and its
b
e-
haviour

is mostly submissive, conformist and a neutral fo
l
lower.

Tricerebral innovation cycle



Tricerebral Transformation Cycle,
Tricerebral Feedback Cycle


Is the functioning of the three brains together: i
n-
formation
-
creativity
-
action


proceeding either in a l
ineal, or non
-
lineal or re
-
iterative mode as in a recurrent and growing sp
i
ral.

Tri
-
unity, triune principle



The basic assumption about the mode of
existing, working, or self
-
transforming of energy, which states that energy is a
three
-
sided self
-
organizin
g and self
-
propulsive system at any level of
complexity. This implies that beings are triadic energy systems in motion,
forming nets within the whole ecosystem net. Other words for tri
-
unity or triune
concept are: triplets, triads, tripods, triangles, trig
onal, triplicity, trilateral, trifocal,
trinal, trimorph, tridimensionality.

World
-
view,

or mental mapping of the world (see paradigm)


set of first
basic assumptions and mental rules through which we perceive, think and
operate the world or our r
e
ality.