Zbornik 25. mednarodne multikonference INFORMACIJSKA DRUZBA Zvezek D Proceedings of the 25th International Multiconference INFORMATION SOCIETY Volume D Kognitonika Cognitonics Urednika  Editors: Vladimir A. Fomichov, Olga S. Fomichova Ljubljana, Slovenija 10. oktober 10 October Ljubljana, Slovenia httpis.ijs.si Zbornik 25. mednarodne multikonference INFORMACIJSKA DRUŽBA – IS 2022 Zvezek D Proceedings of the 25th International Multiconference INFORMATION SOCIETY – IS 2022 Volume D Kognitonika Cognitonics Urednika / Editors Vladimir A. Fomichov, Olga S. Fomichova http://is.ijs.si 10. oktober 2022 / 10 October 2022 Ljubljana, Slovenia Urednika: Vladimir A. Fomichov Department of Intelligent Monitoring Systems, Institute No. 3 Control Systems, Informatics and Electric Power Industry, Moscow Aviation Institute (National Research University), Orshanskaya street 3, 121552 Moscow, Russia Olga S. Fomichova Centre of Social Competences "Dialogue of Sciences", State Budget Professional Educational Institution “Sparrow Hills”, Universitetsky prospect 5, 119296 Moscow, Russia Založnik: Institut »Jožef Stefan«, Ljubljana Priprava zbornika: Mitja Lasič, Vesna Lasič, Lana Zemljak Oblikovanje naslovnice: Vesna Lasič Dostop do e-publikacije: http://library.ijs.si/Stacks/Proceedings/InformationSociety Ljubljana, oktober 2022 Informacijska družba ISSN 2630-371X Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 127483139 ISBN 978-961-264-244-0 (PDF) PREDGOVOR MULTIKONFERENCI INFORMACIJSKA DRUŽBA 2022 Petindvajseta multikonferenca Informacijska družba je preživela probleme zaradi korone. Zahvala za skoraj normalno delovanje konference gre predvsem tistim predsednikom konferenc, ki so kljub prvi pandemiji modernega sveta pogumno obdržali visok strokovni nivo. Pandemija v letih 2020 do danes skoraj v ničemer ni omejila neverjetne rasti IKTja, informacijske družbe, umetne inteligence in znanosti nasploh, ampak nasprotno – rast znanja, računalništva in umetne inteligence se nadaljuje z že kar običajno nesluteno hitrostjo. Po drugi strani se nadaljuje razpadanje družbenih vrednot ter tragična vojna v Ukrajini, ki lahko pljuskne v Evropo. Se pa zavedanje večine ljudi, da je potrebno podpreti stroko, krepi. Konec koncev je v 2022 v veljavo stopil not raziskovalni zakon, ki bo izboljšal razmere, predvsem leto za letom povečeval sredstva za znanost. Letos smo v multikonferenco povezali enajst odličnih neodvisnih konferenc, med njimi »Legende računalništva«, s katero postavljamo nov mehanizem promocije informacijske družbe. IS 2022 zajema okoli 200 predstavitev, povzetkov in referatov v okviru samostojnih konferenc in delavnic ter 400 obiskovalcev. Prireditev so spremljale okrogle mize in razprave ter posebni dogodki, kot je svečana podelitev nagrad. Izbrani prispevki bodo izšli tudi v posebni številki revije Informatica (http://www.informatica.si/), ki se ponaša s 46-letno tradicijo odlične znanstvene revije. Multikonferenco Informacijska družba 2022 sestavljajo naslednje samostojne konference: • Slovenska konferenca o umetni inteligenci • Izkopavanje znanja in podatkovna skladišča • Demografske in družinske analize • Kognitivna znanost • Kognitonika • Legende računalništva • Vseprisotne zdravstvene storitve in pametni senzorji • Mednarodna konferenca o prenosu tehnologij • Vzgoja in izobraževanje v informacijski družbi • Študentska konferenca o računalniškem raziskovanju • Matcos 2022 Soorganizatorji in podporniki konference so različne raziskovalne institucije in združenja, med njimi ACM Slovenija, SLAIS, DKZ in druga slovenska nacionalna akademija, Inženirska akademija Slovenije (IAS). V imenu organizatorjev konference se zahvaljujemo združenjem in institucijam, še posebej pa udeležencem za njihove dragocene prispevke in priložnost, da z nami delijo svoje izkušnje o informacijski družbi. Zahvaljujemo se tudi recenzentom za njihovo pomoč pri recenziranju. S podelitvijo nagrad, še posebej z nagrado Michie-Turing, se avtonomna stroka s področja opredeli do najbolj izstopajočih dosežkov. Nagrado Michie-Turing za izjemen življenjski prispevek k razvoju in promociji informacijske družbe je prejel prof. dr. Jadran Lenarčič. Priznanje za dosežek leta pripada ekipi NIJZ za portal zVEM. »Informacijsko limono« za najmanj primerno informacijsko potezo je prejela cenzura na socialnih omrežjih, »informacijsko jagodo« kot najboljšo potezo pa nova elektronska osebna izkaznica. Čestitke nagrajencem! Mojca Ciglarič, predsednik programskega odbora Matjaž Gams, predsednik organizacijskega odbora i FOREWORD - INFORMATION SOCIETY 2022 The 25th Information Society Multiconference (http://is.ijs.si) survived the COVID-19 problems. The multiconference survived due to the conference chairs who bravely decided to continue with their conferences despite the first pandemics in the modern era. The COVID-19 pandemic from 2020 till now did not decrease the growth of ICT, information society, artificial intelligence and science overall, quite on the contrary – the progress of computers, knowledge and artificial intelligence continued with the fascinating growth rate. However, the downfall of societal norms and progress seems to slowly but surely continue along with the tragical war in Ukraine. On the other hand, the awareness of the majority, that science and development are the only perspective for prosperous future, substantially grows. In 2020, a new law regulating Slovenian research was accepted promoting increase of funding year by year. The Multiconference is running parallel sessions with 200 presentations of scientific papers at twelve conferences, many round tables, workshops and award ceremonies, and 400 attendees. Among the conferences, “Legends of computing” introduce the “Hall of fame” concept for computer science and informatics. Selected papers will be published in the Informatica journal with its 46-years tradition of excellent research publishing. The Information Society 2022 Multiconference consists of the following conferences: • Slovenian Conference on Artificial Intelligence • Data Mining and Data Warehouses • Cognitive Science • Demographic and family analyses • Cognitonics • Legends of computing • Pervasive health and smart sensing • International technology transfer conference • Education in information society • Student computer science research conference 2022 • Matcos 2022 The multiconference is co-organized and supported by several major research institutions and societies, among them ACM Slovenia, i.e. the Slovenian chapter of the ACM, SLAIS, DKZ and the second national academy, the Slovenian Engineering Academy. In the name of the conference organizers, we thank all the societies and institutions, and particularly all the participants for their valuable contribution and their interest in this event, and the reviewers for their thorough reviews. The award for life-long outstanding contributions is presented in memory of Donald Michie and Alan Turing. The Michie-Turing award was given to Prof. Dr. Jadran Lenarčič for his life-long outstanding contribution to the development and promotion of information society in our country. In addition, the yearly recognition for current achievements was awarded to NIJZ for the zVEM platform. The information lemon goes to the censorship on social networks. The information strawberry as the best information service last year went to the electronic identity card. Congratulations! Mojca Ciglarič, Programme Committee Chair Matjaž Gams, Organizing Committee Chair ii KONFERENČNI ODBORI CONFERENCE COMMITTEES International Programme Committee Organizing Committee Vladimir Bajic, South Africa Matjaž Gams, chair Heiner Benking, Germany Mitja Luštrek Se Woo Cheon, South Korea Lana Zemljak Howie Firth, UK Vesna Koricki Olga Fomichova, Russia Mitja Lasič Vladimir Fomichov, Russia Blaž Mahnič Vesna Hljuz Dobric, Croatia Alfred Inselberg, Israel Jay Liebowitz, USA Huan Liu, Singapore Henz Martin, Germany Marcin Paprzycki, USA Claude Sammut, Australia Jiri Wiedermann, Czech Republic Xindong Wu, USA Yiming Ye, USA Ning Zhong, USA Wray Buntine, Australia Bezalel Gavish, USA Gal A. Kaminka, Israel Mike Bain, Australia Michela Milano, Italy Derong Liu, Chicago, USA Toby Walsh, Australia Sergio Campos-Cordobes, Spain Shabnam Farahmand, Finland Sergio Crovella, Italy Programme Committee Mojca Ciglarič, chair Nikola Guid Andrej Ule Bojan Orel, Marjan Heričko Boštjan Vilfan Franc Solina, Borka Jerman Blažič Džonova Baldomir Zajc Viljan Mahnič, Gorazd Kandus Blaž Zupan Cene Bavec, Urban Kordeš Boris Žemva Tomaž Kalin, Marjan Krisper Leon Žlajpah Jozsef Györkös, Andrej Kuščer Niko Zimic Tadej Bajd Jadran Lenarčič Rok Piltaver Jaroslav Berce Borut Likar Toma Strle Mojca Bernik Janez Malačič Tine Kolenik Marko Bohanec Olga Markič Franci Pivec Ivan Bratko Dunja Mladenič Uroš Rajkovič Andrej Brodnik Franc Novak Borut Batagelj Dušan Caf Vladislav Rajkovič Tomaž Ogrin Saša Divjak Grega Repovš Aleš Ude Tomaž Erjavec Ivan Rozman Bojan Blažica Bogdan Filipič Niko Schlamberger Matjaž Kljun Andrej Gams Stanko Strmčnik Robert Blatnik Matjaž Gams Jurij Šilc Erik Dovgan Mitja Luštrek Jurij Tasič Špela Stres Marko Grobelnik Denis Trček Anton Gradišek iii iv KAZALO / TABLE OF CONTENTS Kognitonika / Cognitonics ......................................................................................................................................... 1 PREDGOVOR / FOREWORD ................................................................................................................................. 3 PROGRAMSKI ODBORI / PROGRAMME COMMITTEES ..................................................................................... 5 Theoretical Foundations and Experience of Six All-Russian Creative Web-based School-contests “Portrait of Your Town” / Fomichov Vladimir, Fomichova Olga ........................................................................................... 7 The Case of the Civic University of Landscape/Living Environment as a Model of Learning/ Process/ Action for Ternary Systems Human/Society/Life Environment / Micarelli Rita, Pizziolo Giorgio ..................................... 13 Were the Principles of Cognitonics Met in Online Education During the Covid-19 Pandemic? / Panev Ida ....... 17 The Method of Cognitive Painting as an Effective Tool for Constructing a Positive Cognitive-Emotional Space for Children and Adolescents under Conditions of the COVID-19 Pandemic / Fomichova Olga, Fomichov Vladimir ............................................................................................................................................................. 21 Chess as a Tool for Developing 21st Century Skills with a Deliberate Practice Approach / Krivec Jana ............ 27 Karma and Dharma: Two Ways of Human Living / Kim Joonho .......................................................................... 31 Indeks avtorjev / Author index ................................................................................................................................ 35 v vi Zbornik 25. mednarodne multikonference INFORMACIJSKA DRUŽBA – IS 2022 Zvezek D Proceedings of the 25th International Multiconference INFORMATION SOCIETY – IS 2022 Volume D Kognitonika Cognitonics Urednika / Editors Vladimir A. Fomichov, Olga S. Fomichova http://is.ijs.si 10. oktober 2022 / 10 October 2022 Ljubljana, Slovenia 1 2 FOREWORD / PREDGOVOR Seventh International Conference on Cognitonics - the Science about the Human Being in the Digital World (Cognit-2022) Since October 2009, the international scientific conference on Cognitonics (“Kognitonika” in Slovenian) is a part of the international scientific multiconference INFORMATION SOCIETY (Slovenia, Ljubljana, Jozef Stefan Institute). In the Preface to the Proceedings of the Sixth international conference Cognit-2019, we formulated the following expanded definition of Cognitonics: it is the science about the trajectories of raising the human being to such level of intellectual and spiritual height where the scale of his/her personality becomes proportional to the scale of the digital world. The first objective of Cognitonics, or the Science about the Human Being in the Digital World, is to explicate the distortions in the perception of the world caused by the information society and globalization. The second, principal objective of Cognitonics is to cope with these distortions in different fields by means of elaborating systemic solutions for compensating the negative implications of the kind for the personality and society, in particular, for creating cognitive-cultural preconditions of the harmonic development of the personality in the information society and knowledge society and for ensuring the successful development of national cultures and national languages. The goal of the conference is to combine the efforts of the scholars from numerous scientific fields and educators in order to establish a new synergy aimed at ensuring the harmonic, well-balanced development of the personality, national cultures, and national languages in the forming knowledge society (smart society) and, as a consequence, to compensate a number of broadly observed negative distortions. From the standpoint of educational practice, Cognitonics suggests an answer to the following question: what precious ideas and images accumulated by the mankind, at what age, and in what a way are to be inscribed into the world's conceptual picture of a person in order to harmonize his/her intellectual and spiritually-coloured emotional development and to contribute to the successful development of national cultures and national languages? Cognitonics formulates a new, large-scale goal for the software industry and Web science: to develop a new generation of culture-oriented computer programs and online courses (in the collaboration with educators, linguists, art historians, psychologists) - the computer programs and online courses intended for supporting and developing positively-oriented creativity, cognitive-emotional sphere, the appreciation of the roots of the national cultures, the awareness of the integrity of the cultural space in the information and smart society (knowledge society), and for supporting and developing symbolic information processing and linguistic skills, associative and reasoning abilities of children and university students. Being a relatively young scientific discipline, Cognitonics both is of high social significance just now and has great prospects of the kind. It is due to the fact that it suggests new, deep and constructive ideas, new angles of look and original, effective solutions to a number of socially 3 significant problems emerged in adjacent fields, including education. The examples of such solutions are as follows. During last decade, big international companies, fulfilling the casting of the specialists for vacant positions, have been paying a high attention to the level of emotional intelligence (EI) of the pretenders. Cognitonics suggested a highly effective system of teaching methods aimed at supporting and developing EI of the learners. This system includes, in particular, a many-staged method of early children's socialization in information and knowledge society and a method of developing creativity, figurative thinking, the skill of integrating information from numerous dispersed sources. Cognitonics enriched psychology by means of introducing the notion of Thought-Producing Self and of suggesting the most deep today (on the world level) model of developing conscious control in the childhood: control of thought, emotions, and actions. Art cognitonics - one of the most developed branches of cognitonics - makes a considerable contribution to cultural studies and theory of up-bringing. It develops a complex method of using the works of art for positive development of the child's, adolescent's, and university student's personality. Art cognitonics suggests a new paradigm of delivering lectures on art. Cognitonics is a quickly developing scientific discipline being ready to answer the emerging challenges of time. A new example is given by one of our papers below. It introduces the Method of Cognitive Painting as an effective tool for constructing a positive cognitive-emotional space for children and adolescents under conditions of the COVID-19 pandemic. The Programme Committee accepted for the conference 6 papers from 5 countries: Croatia, Italy, Japan, Russia, Slovenia. The editors would like to thank the authors of the papers for their contributions and the members of the Program Committee for their precious comments ensuring the high quality of the accepted papers and making the reading as well the editing of this volume a rewarding activity. Editors and Programme Presidents / Urednika • Vladimir A. Fomichov • Olga S. Fomichova 4 PROGRAMSKI ODBOR / PROGRAMME COMMITTEE Dr. Vladimir A. Fomichov, Co-President (Russia) Dr. Olga S. Fomichova, Co-President (Russia) Dr. Maria Bontila (Greece) Dr. Angela Christofidou (Cyprus) Dr. Paul Craig (PR China) Dr. Vassilis Dagdilelis (Greece) Dr. Joonho Kim (Japan) Dr. Jana Krivec (Slovenia) Dr. Rita Micarelli (Italy) Dr. Ida Panev (Croatia) Dr. Giorgio Pizziolo (Italy) 5 6 Theoretical Foundations and Experience of Six All-Russian Creative Web-based School-contests “Portrait of Your Town” Vladimir A. Fomichov Olga S. Fomichova Department of Intelligent Monitoring Systems, Centre of Social Competences "Dialogue of Sciences", Institute No. 3 “Control Systems, Informatics and State Budget Professional Educational Institution Electric Power Engineering”, “Sparrow Hills”, Moscow, Russia” Moscow Aviation Institute (National Research University), Moscow, Russia olga.s.fomichova@gmail.com vfomichov@gmail.com ABSTRACT It is a delicate opportunity for the child at the age from 7 to 18 years to tell about the beauty and peculiarity of her/his town The paper sets forth the theoretical foundations and experience being for the child the place of living, to feel the own roots, to of six All-Russian creative school-contests (the years 2017 – perceive herself/himself as a link in the chain of generations, to 2022) “Portrait of your town” for children and adolescents at the have a sophisticated look at her/his world and find her/his age from 7 to 18 years. The methodological basis of this school-personal look at the outstanding or usually not noticed facets of contest is the ideas of cognitonics, or the science about the human her/his town - such facets without which, according to her/his being in the digital world. This school-contest emerged as a civic opinion, the complete portrait of the country can't be formed. The initiative of this paper’s authors. The winners of the school-technical support (Web-platform) was provided to our school-contest are awarded by a Letter of Gratitude signed by a senator contest by the Association of Living Cities, supported by the of Russian Federation (RF) in accordance with a subject of RF. Public Chamber of the Russian Parliament. The number of the school-contest winners in 2022 is 518. A The most bright, beautiful thoughts from the compositions of special attention in the paper is given to the tracks “Say thank the winners of the school-contests 2017 - 2022 were presented at you” and “World, nature, universe’s essence (Nature oriented the first and second exhibitions "Country as an Orchestra" and behavior)”. In the year 2022, the school children from 58 subjects the third and fourth exhibitions “Portrait of the country depicted of RF (68% of all RF subjects) participated with the essays in this by children with all their heart” in the Federation Council of school-contest. It is concluded that every-year school-contest Russian Federation (RF) - the upper chamber of the RF “Portrait of your town” can be interpreted as the third Parliament ("it is called "State Douma"). The authors of the implementation of the student-self oriented learning model essays presented (partially) at the first – fourth exhibitions were introduced by the authors several years ago and as smart learning awarded by a Letter of Gratitude signed by a senator (a member environment of a new kind. of the RF Federation Council) in accordance with a region. In the beginning of 2019, the new tracks "Say thank you" and KEYWORDS “World, nature, universe’s essence” (it is a line from the poem Creative school-contest, cognitonics, art cognitonics, smart “When it clears up” by Boris Pasternak) were included into the learning environment, student-self oriented learning model, school-contest "Portrait of your town". The diapason of ages was nature oriented behavior, creativity development, soft skills, considerably expanded: it is from 7 years to 18 years. The transversal skills, personality development, system of emotional-participants are to realize what persons from their native towns imaginative teaching have made a difference in their life, who have influenced them a lot in their choice of future occupation, who has given the model of behavior children would like to emulate. 1 INTRODUCTION The participants of the track "Say thank you" submit the One of the significant social problems in modern Russia is as essays explicating their feeling of gratitude to the persons of the follows. The most gifted and highly motivated students of high kind. Our first working hypothesis was that this track will be able schools enter the leading universities in biggest cities of the to considerably contribute to developing in young people the country (mainly, in Moscow and Saint-Petersburg), receive an sense of belonging to the native town. Then, after receiving an excellent education and never return to their native towns and academic degree in a university, a part of young specialists will villages. A part of them finds jobs in abroad. As a consequence, return to their native region or will regularly do something useful the population of middle and small towns has been diminishing. for their region. In the beginning of 2017, we launched an All-Russian Web- The school-contest "Portrait of your town" has a methodical based creative school-contest for school children "Portrait of provision in the form of five written lectures posted on the Web. your town"; it took place for the sixth time in January - June 2022. These lectures are prepared by the second author of this paper 7 and are oriented at the adult specialists (from a school or a Russian Federation during a festive reception in a region capital library) helping children to prepare the sketches for the school- organized for the winners of the school-contest. contest. This interaction with an adult helps children and It is important that the school-contest contributes to coming adolescents a lot to better explicate their feelings. back to the society of the perception of a bright, beautiful (but Since the year 2017, we have found and successfully non-commercial) thought as a value. implemented two original ways of using modern information and communication technologies for developing a broad spectrum of soft skills in children and adolescents. During last decade it has been broadly realized that education in knowledge society (or smart society) is to pay a particular attention to supporting and developing in the learners the significant, domain independent skills called soft skills [2, 30] or transversal skills [1, 31], first of all, analytical and critical thinking, creativity, out of box thinking, thinking and acting in terms of public good. The significance of creativity perceived by the world leading experts has been quickly increasing. The experts of the World Economic Forum (WEF) in Davos, Switzerland published in [25] the list of top 10 skills for the year 2015 and a forecast of the similar list for the year 2010. It is sufficient to say that the position of creativity shifted from the position No. 10 in 2015 to the position No. 3 in 2020. The forecast of the WEF list – 2020 includes also new skills in comparison with the WEF list 2015: emotional intelligence (the position No. 6) and cognitive flexibility (the position No. 10). Our second working hypothesis was that the school-contest "Portrait of your town" and, in particular, the track "Say thank you" will contribute not only to developing the sense of belonging but also to supporting and developing a number of significant soft skills. The analysis of the submitted best essays shows that the school-contest supports and improves emotional intelligence of the participants and develops such significant transversals (or soft skills) as analytical thinking, critical thinking, figurative thinking, creativity, out of box thinking, the ability to think and act in terms of public good. The first track "Say thank you" (February - June 2019) attracted the participants from 18 subjects Figure 1: Dynamics of school – contest (2017 – 2022) of Russian Federation, including the subjects in Siberia, North and South of the country. The next sections describe the scientific background and 2 GENERAL INFORMATION ABOUT THE ALL- educational objectives of this school-contest. RUSSIAN CREATIVE SCHOOL-CONTEST The significant benefits for the personality development of “PORTRAIT OF YOUR TOWN” AND ITS TRACK children and adolescents – the participants of the All-Russian “SAY THANK YOU” creative school-contest “Portrait of your town” have caused a quick growth of the school-contest’s popularity. The figure 1 The school-contest "Portrait of your town" has a methodical shows the dynamics of the number of Russian Federation provision in the form of five written lectures posted on the Web. subjects participating in the school-contest during the years These lectures are prepared by the second author of this paper 2017-2022. It should be underlined that the growth of this and are oriented at the adult specialists (from a school or a number during the year 2022 reached 50%. library) helping children to prepare the essays for the school-The result of the step-by-step evolution of the All-Russian contest. This interaction with an adult helps children and creative school-contest “Portrait of your town” during six year is adolescents a lot to better explicate their feeling. as follows. Now it is a unique education and up-bringing oriented The statistical results of the third school-contest “Portrait of platform realizing a dialogue between the bright, deeply feeling your town” (January – June 2019) are as follows: the participants children and adolescents from even remote regions and the were from 18 subjects of Russian Federation, they lived in 39 representatives of the state. The forms of the feedbacks received places, including 27 towns and 12 settlements in country side. by children and participants are the comments of the teachers, the 240 sketches became the winners of the school-contest, including comments in analytical every-year reports prepared by the 72 sketches from the new track “Say thank you”. scientific advisors of the school-contest (the volume of each In the year 2022, the school children from 58 subjects of RF annual report is from two to four hundred pages), the comments (68% of all RF subjects) participated with the essays in this in the mass media, and the words pronounced by the senators of school-context. 518 participants received a letter of Gratitude from a senator of RF (in accordance with a region). 8 The fourth exhibition “Portrait of the country depicted by Today the children throughout the world study the nature children with all their heart” in the Federation Council of the RF from the standpoints of botanic, biology, geography, chemistry, Parliament (June 2022) consisted of 56 pictures containing the and physics. Our accumulated experience shows that this fragments with the brightest ideas from the essays of the winners. approach is too narrow, it is not assuming a philosophy of The analysis of the essays submitted to the track “Say thank understanding the nature, of grasping the whole spectrum of you” enabled us to construct an unexpectedly rich classification knowledge about the world and about the behavior of a person in of the persons receiving “Thank you” from the participants. This the world of people, this philosophy is encoded in the phenomena classification is as follows: 17% - friend; 15% - school teacher; of nature. 12% - mother; 10% - teacher of extra education; 10% - inspiring Outstanding poets, writers, and painters give numerous person; 7% - father; 7% - relatives; 7% - manager; 5% - examples of decoding deep meanings of nature’s phenomena, the grandmothers and grandfathers; 5% - unknown person; 3% - examples of expressing these deep meanings by means of verbal tutor; 2% - school employee. The constructed classification was and visual images being comprehensible for the human beings. used as a system of nominations. We are convinced that it is possible and necessary to use the Let’s consider several examples of home compositions. lessons of literature, poetry, and the arts as the possibilities of a Example 1 (analytical thinking). The 8 year old girl Kate dialogue between the person and the nature, while searching for writes: "One autumn day the parents led me to a ballet school. the answers to acute questions during the period of personality’s Yana K. became my teacher. She seemed to me being just, kind, maturing. and beautiful. She is teaching us good but rigorously. She wants The habit to conduct a dialogue of the kind creates cognitive everything to be OK in our life and that is why we are to preconditions of forming a principally new level of ecological undertake efforts. I've realized that it is necessary to make much consciousness when the nature becomes your permanent efforts for achieving a result. I've realized that if one undertakes dialogue partner which is able to listen to you and to give the much efforts and works very much then the world and the people answers. This is the true meaning of the broadly known phrase in this world will become better. “It is necessary to be able to read the book of nature”. Thank you, my teacher, for evoking in me the belief that I will The most important result of forming this new level of be able to cope with everything, and it means that I'll be able to ecological consciousness is the creation of strong inner do everything”. restrictions concerning the destroying impact of the human being Example 2 (empathy, mindfulness). A 11 years old girl Maria on the nature: you can’t destroy something that is in your writes: “One spring day a young men opened a door of his car, consciousness a life prompter and assistant. intending to drive away. Suddenly he noticed a young girl who Analyzing the essays submitted to the considered nomination was crying, because her cat was unable to climb down to her from in the years 2019 - 2022, we concluded that the idea of nature- the top of a high tree. The young men reached the top of the tree, oriented behavior was broadly perceived by young children and grasped the cat, and returned back with the cat. The young girl teenagers and became a part of their conceptual world’s picture. was happy”. Example 1 (the girl Alexandra E.). “Let’s consider the Example 3 (empathy, thinking and acting in terms of public emergence of the leaves on the trees in spring and the shedding good). A 8 years old boy Andrey writes: "I would like to say of leaves in autumn. I selected this phenomenon, because it is THANK YOU VERY MUCH to my teacher Maria K. She is a similar to the situation as people emerge in our life: some time very kind person and a person of ready sympathy. One autumn they are close to you and then, in autumn, their interest in you day we with my class had an excursion in Kremlin. It was fades, your relations are fading, and such people lose the November, and it was cold. I lost my hat in school. At the connection with you, just as the leaves during the shedding. Only moment when all the classmates were dressed and were waiting those people stay near you, who interlock with the tree and are for me, I was looking for my hat, but all my efforts failed. Then fading together with it”. my classmates started to help me to find my hat, but we failed to Example 2 (the boy Ilya K.). “A leaf from a tree fell in the do it. Then our teacher gave me her hat and went on excursion water of a river, the river grasped it and carried away. May be, it without hat. Everything was good, we successfully went on will stop on the beach of the river, but, may be, it will put on excursion, and nobody from us became ill". weight and sank. The same situation can be observed in the life. If a person has no own opinion, he/she will “flow” across the life, achieving nothing. It is necessary to have the own opinion”. Taking the above said into account, we suggest a new 3 REALIZATION OF A NEW fundamental approach to upbringing of young children and FUNDAMENTAL APPROACH TO UP- adolescents (considering up-bringing as directed socialization): BRINGING to systematically establish the parallels between the phenomenon Since the year 2019, the school-contest “Portrait of your town” of nature and social agreements, life situations. includes the track “World, Nature, Universe’s Essence”. The rationale for introducing this track is as follows. The broad prospects of developing the personality of children and adolescents not understood, not used by modern education as a whole are opened by systematic, starting in early childhood, establishment of a correspondence between the situations observed in the nature and everyday situations. 9 4 THE SCHOOL-CONTEST “PORTRAIT OF YOUR TOWN” AC establishes the links between the objects, situation, AS THE THIRD IMPLEMENTATION OF THE STUDENT- processes, views of a person (a beholder) and the work of art that SELF ORIENTED LEARNING MODEL becomes a metaphor or a vivid illustration (vivid mental representation) of something the beholder is considering about. It is possible to indicate an interesting interpretation of the That is why the consciousness of the beholder receives a school-contest “Portrait of your town” in the context of the considerable impulse to developing the ability of establishing achievements of modern education theory. During last decade, diverse analogies and consequently to finding a new look at a the peculiarities of knowledge society have created the need for situation. a new paradigm of educational process. One of the most Example. For enriching the colour of their canvases, the significant peculiarities of the kind is the necessity to change a impressionists made use of what is known as division of colour profession several times during the working period of life. and optical blending. E.g., to represent a green meadow, they put Proceeding from broadly accepted role of emotional little tabs of blue and yellow on the canvas which are supposed intelligence (EI) in professional and personal life, we suggested to be combined to form green in the eye of the beholder – a far a new learning model (LM) called Student-Self Oriented LM more intense green than one taken straight from the artist’s (SSOL-model). It is defined as the model being beneficial for palette. That is why it is impossible to understand the idea of a self-cognition and self-construction through the prism of the picture standing close to the canvas. We have to step aside and acquired knowledge and life experience [15-17, 24]. look at it from a certain distance to enjoy it and to have the The scientific literature describes two successful desired effect. implementations of the SSOL-model. The first one is the System The same situation we have in every-day life. “Multiple debs, of Emotional-Imaginative Teaching ( the EIT-system), based on reflections” prevent us from grasping the sense of what is the Theory of Dynamic Conceptual Mappings (the DCM-theory). happening. As in case with impressionists’ canvases, we have to The EIT-system is aimed at systematic development of EI, have a look at the situation from a distance, and distance in this reasoning skills, sound creativity, figurative thinking, language case is equal to time distance. We need some time to better skills, and communication culture at the lessons of language - understand what has happened, and this will help us to cope with mother tongue and SL, literature and poetry in two languages (on the situation. the example of Russian and English), symbolic languages of The following principal factors provide the possibility to painting, sculpture, garden-park art, classic dance. We have interpret the All-Russian creative school-contest “Portrait of accumulated the 32-year-long successful experience of using the your town” as the third implementation of the SSOL-model of EIT-system in extra education in Moscow, Russia. Many aspects educational process. As it was mentioned above, the main idea of the DCM-theory and the EIT-system are described, in underpinned the creation of the SSOL-model was, while particular, in [4 – 17, 19 – 24]. interacting with the learners, to take into account and to improve The DCM-theory and the EIT-system belong to the emotional intelligence of the learners. constructive core of cognitonics, or the science about the human We indicate a spectrum of the themes’ facets but not the being in the digital world [11 – 24]. We organized as the co-theme. The children and adolescents participating in the main chairs seven international conferences on cognitonics in track of the school-contest are to ask the question about the conjunction with the international scientific multiconferences existence in their towns of such precious peculiarities that the “Information Society” (Slovenia, Ljubljana, Jozef Stefan portrait of the whole country would be incomplete without Institute, October 2009, 2011, 2013, 2015, 2017, 2019, 2022, see describing these peculiarities. Every participant of the track “Say https://is.ijs.si/?page_id=903). Totally, the researchers from 24 thank you” is to ask herself/himself whether there are such counties participated with the papers in seven international people in her/his surroundings that the interaction with whom conferences on cognitonics. turned out to be a defining experience for the participant. The ideas and methods of cognitonics underpinned a number Children discover the delighting traits of character, the manner of educational projects in several countries, in particular, in of speech, the ability to attentively listen to for a long time, etc. Croatia and Macedonia [29], Croatia [28], United Kingdom [26, After having delighted, a child or an adolescent is to critically 27], and Mexico, United Kingdom and PR China [3]. have a look inside herself/himself and ask herself/himself In [16, 18, 24], we formulated the following expanded whether she/he possesses the traits of the character delighted definition of cognitonics: it is the science about the trajectories her/him and whether she/he wants to improve her/his character. of raising the human being to such level of intellectual and The participants of the track receive the possibility to understand spiritual height where the scale of his/her personality becomes and to appreciate what they do know. We create a thought-proportional to the scale of the digital world. provoking situation which stimulates children and adolescents to The second successful implementation of the SSOL-model is analyze facts, to think over, to develop critical thinking (when a Art Cognitonics (AC) [14 – 17, 24]. AC is one of the principal school girl or boy understands that she/he doesn’t possess an branches of cognitonics. AC aims at tuning the EI of the young attractive trait of the character). children and adolescents with the help of well-known works of The transfer of an experience from one situation to another art. The goal is to create a bright semantic trace in the world’s situation contributes in many cases to developing cognitive conceptual picture of the learner corresponding to an idea flexibility. explaining or illustrating a moral value, communicative situation, a situation of making a decision, cognitive process itself, the process of self-cognition and consideration, the seething cocktail of emotions, a way of viewing the world around, etc. 10 5 GOODNET: THE GROWTH OF SELF-ESTIMATION IN to this lecture is distributed via e-mail by the responsible PEOPLE OF USUAL, MASS PROFESSIONS specialists from various subjects of Russian Federation. That is why there are reasons to say that every year school- In every country, a great majority of people have the professions contest “Portrait of your town” can be interpreted as a small which don’t attract public attention so much. This applies, in learning environment of a new kind. particular, to school teachers, hospital workers, nurses, bus drivers, postmen, gardeners. Such people usually believe that nothing in the country depends on them. REFERENCES The victory of a school girl or boy in the track "Say thank [1] Bottino, Rosa Maria, Chioccariello, Augusto, Freina, Laura, and you" becomes a thought-provoking event in a small settlement or Travella, Mauro. 2019. “Digital Games in Primary Schools for the Development of Key Transversal Skills”. In Sustainable ICT, Education town. In many cases, the local newspaper reports about both a and Learning. IFIP WG 3.4 International Conference, SUZA 2019, child and an adult being the hero of her/his sketch. Zanzibar, Tanzania, April 25–27, 2019, Revised Selected Papers, A. As a result, many people in the country having usual, mass Tatnull and N. Mavengere, Eds. Cham, Springer, pp. 55-65. 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Vol. F: composed by the region stage winners are submitted by the Kognitonika/Cognitonics. Oct. 12th-13th, 2015, Ljubljana. Jozef Stefan responsible specialists in the bunches via e-mail to the team of Institute, pp. 27-32, 2015. [15] Fomichov, Vladimir, and Fomichova, Olga . 2017. “The Student-Self scientific advisors. The analytical year reviews of the results and Oriented Learning Model as a Paradigm for Supporting and Developing the peculiarities of the school-contest (prepared by the scientific Emotional Intelligence and Creativity” . In Informacijska druzba - IS advisors of the school-contest – the authors of this paper) are 2017. Proceedings of the 20th International Multiconference - IS 2017, Edited by V. A. Fomichov, O. S. Fomichova. Vol. posted in June on the Web site of the school-contest. Kognitonika/Cognitonics. October 9th-10th, 2017, Ljubljana, Slovenia. Additionally, the results and the peculiarities of the school-Jozef Stefan Institute, Ljubljana, pp. 11-16. [16] Fomichov, Vladimir, and Fomichova, Olga. 2018. Cognitonics and Its contest of the year 2022 are discussed in a video record prepared Significance for Education in the Digital Age. Moscow, Publishing by second author of the paper and posted on the Web. The link House MAKS Press (in Russian). 11 [17] Fomichov, Vladimir, and Fomichova, Olga. 2019. “The Student-Self https://weform.org/agenda/2016/01/the-10-skills-you need-to- Oriented Learning Model as an effective paradigm for education in thrive-in-the-fourth-industrial-revolution/ knowledge society”. Informatica. An International Journal of Computing [26] Kane, Thomas. 2014. “Using cognitive tunnels in a new approach to and Informatics, No. 1:95-107. buildingsocial elevators in the information society”. Informatica. An [18] Fomichov, Vladimir, and Fomichova, Olga. 2019. International Journal of Computing and Informatics (Slovenia ), No. “Predgovor/Foreword”. In Informacijska druzba - IS 2019. Zvezek E. 3:263-271. 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Foundations of a New Method of Teaching Children Effective Information Processing”. Informatica. An Internatiional Journal of [28] Panev, Ida. 2019. “Creating multimedia systems according to Computing and Informatics, No. 3:381-399. principles of cognitonics”. In Informacijska druzba - IS 2019. Zvezek E. [21] Fomichova, Olga, and Fomichov, Vladimir. 2000. “Computers and the Proc. of the 22nd Intern. Multiconference - IS 2019, Edited by V. A. Thought-Producing Self of the Young Child”. The British Journal of Fomichov, O. S. Fomichova. Vol. E, Kognitonika. International Educational Technology , No. 3:213-220. Conference on Cognitonics. October 7th-8th, 2019, Ljubljana, Slovenia. [22] Fomichova, Olga, and Fomichov, Vladimir. 2009. “Cognitonics as an Jozef Stefan Institute, Ljubljana, pp. 50-53, 2019. Answer to the Challenge of Time”. In Proceedings of the 12th [29] Panev, Ida, Pogarcic, Ivan, and Gjergjeska, Ljubinka, 2017. International Multiconference Information Society - IS 2009, Slovenia, “ Goals of cognitonics in formal ICT education”. In Informacijska Ljubljana, 12 – 16 October 2009. The Conference druzba - IS 2017. Zvezek D. Proc. of the 20th Intern. Multiconference - Kognitonika/Cognitonics. Jozef Stefan Institute, Ljubljana, 431-434. IS 2017, Edited by V. A. Fomichov, O. S. Fomichova. Vol. D, [23] Fomichova, Olga, and Fomichov, Vladimir. 2019. The Pillars of Higher Kognitonika/Cognitonics. October 9th-10th, 2017, Ljubljana, Slovenia. Personality Development of Net Generation in Smart Society. In Jozef Stefan Institute, Ljubljana, pp. 61-65. Informacijska druzba - IS 2019. Zvezek E. Proc. of the 22nd Intern. [30] Soft skills, 2019. Soft skills. TVETipedia Glossary, Accessed December Multiconference - IS 2019, Edited by V. A. Fomichov, O. S. Fomichova. 21, 2019. Vol. E, Kognitonika. International Conference on Cognitonics. October https://unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A- 7th-8th, 2019, Ljubljana, Slovenia. Jozef Stefan Institute, Ljubljana, 15- Z&filt=all&id=602 18. [31] Transversal skills. 2019. TVETipedia Glossary, Accessed December 21, [24] Fomichova, Olga and Fomichov, Vladimir. 2020. “Education with the 2019. Focus on Up-bringing in Knowledge Society” . Moscow, Publishing House MAKS Press (in Russian). https://unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A- [25] Gray, A. 2016. “The 10 skills you need to thrive in the fourth industrial Z&id=577 revolution”, Accessed December 17h, 2019. 12 Natural Environments, this sense of belonging is The Case of th gradu e Ci all vy wea ic kenin Ung. i versity of Landscape/Living Environment as a Model of Learning/ Process/ Action for Ternary Systems Human/Society/Life Environment prof. Rita Micarelli prof. Giorgio Pizziolo International Institute for Advanced Studies International Institute for Advanced Studies in System Research and Cybernetics (IIAS), in System Research and Cybernetics (IIAS), Ontario, Canada Ontario, Canada European Division Florence, Italy European Division, Florence, Italy rita.mica@gmail.com pizziologiorgio@gmail.com ABSTRACT Thus the deep relational structure typical of any The hypothesis expressed in this article is the possibility ecosystem is being replaced by mechanical and digital of linking in an evolutionary dynamic, beyond conflict, technological structures that now dominate most of their the world of nature to the world of digital information, spontaneous dynamics. whose entities are detached from natural constraints, distant from the reality of life and evolution but deeply The relationships spontaneously produced within the rooted in it and now dominant. In spite of all this, living world, thus weakened and overwhelmed by the Humanity - even though thus affected - remains an integral external influence of the mechanical and digital world, part of the Human/Society/Environment Ternary Systems, also progressively disturb the learning dynamics and the which are now facing the new Digital World, detached transitional modes of all human and natural ecosystems on from Nature but capable of heavily influencing it, the planet. depriving them of their evolutionary prerogatives. All this In them, the accumulation, hetero-controlled preservation is happening while increasingly dramatic crises affect the of "data" is opposed to their self- management and entire Biosphere, and while Science is getting closer to the autonomous processing of natural learning that stimulates deeper origins of Nature's dynamics and the self-creating the evolutionary dynamics of the systems on which all life roots of its evolution. in our world depends. We propose to put in place Relational Structures of Since the last century, the relational structure that Research-Action and Learning, modelled on the complex Human/Society/Environment ecosystems have revealed disordered Systems of People, Human Societies and the to us through the approach of human ecology has been Environment (in our case the H/S/E Ternary Systems) and recognized as a structure common to all systems in our the new Hybrid Human/Society// Living/Digital world, from physical to natural and human. Environment Systems, where the disordered and complex World of Nature remains the protagonist of evolution, 1.1 The Complex Disordered Systems collaborating with the Digital World but not subordinating to it. We ground the concept of the Civic University of The Physics of Complex Disordered Systems has led us Landscape/Living Environment as a means of promoting to discover the common roots of all the evolutionary and reconstructing relational and research-action in the dynamics of the world, and to recognize complexity and disordered complex systems of our contemporary world. disorder as prerogatives shared by physical disordered systems, biological systems, and the most complex human and social ecosystems; all of which leads us today KEYWORDS to recognize the world as a living totality in which all the Disordered complex systems, evolutionary processes, dynamics of evolutionary transitions are mutually ternary relationships Man/Society/Life // Digital connected. Environment, experiential learning The latest outstanding achievements in Physics (Giorgio 1 INTRODUCTION Parisi, Nobel Prize in Physics 2021) [7] teach us that the (evolutionary) transitions of nature's complex disordered The sense of belonging to one's own community and living Systems occur due to "various stimuli" due to certain environment is common to all living beings and constitutes parameters that in turn, during the system transitions, the Relational Structure that enables the formation and become more and more complex, depending on the evolutionary becoming of every Ecosystem (see, in characteristics of the systems with which they interact. particular, [1]). Today the parameters that have stimulated the transition In contemporary, increasingly exasperated Human and dynamics of Human/Society/Living Environment 13 and experiences (personal and social) originated in the ecosystems, usually from the natural environment, are multiplicity of human and natural dynamics that have instead artificially produced in the digital environment characterized and transformed them over time. and tend to dominate the evolutionary dynamics (which Today all these environments have been pervaded by had previously brought systems to higher and higher artificial dynamics (technological, cultural, financial) levels of complexity) leading them to an increasing produced by the globalized/digital world that tends to simplification their configurations, which become- dominate them all, creating in them another unexpected paradoxically- more and more complicated. hybrid living environment. This environmental, In this new condition, it becomes urgent to keep these economic, cultural and social crisis is reflected and heterodirected mechanisms in control and to protect leaves traces in individuals, societies and living complex and disordered Systems by supporting their environments, where processes of degradation and evolutionary processes, in contrast to the mechanical shattering are triggered from which new crises are simplifications imposed by the Digital World. generated and multiplied. Human/Society/Living Environment Ternary Systems gradually lose their capacity for self-control and their evolutionary 1.2 Transition Dynamics of Human/Society/Living autonomy, failing to counter the linear mechanics of the Environment dominant globalized-technological-digital world and Taking all this as the foundation of our research/action international finance. within the ternary systems of Human/Society/Life The administrative, economic and territorial policies on Environment, we can reconstruct favourable conditions which the transformations of H/S/E ecosystems are based for multiple experiential learning processes, achievable are themselves conditioned by the pressures of the through territorial Ecosystemic Laboratories. globalized world to which the Administrations fail to These laboratories consist of a whole structure of counteract the interests of citizens, who in turn are relationships that support diverse experiences and non- conditioned and overwhelmed by the uncontrollable hierarchical information exchanges. This whole in turn intrigues of the dominant mechanics of globalization, becomes an increasingly complex relational structure in down to the personal, behavioral and interpersonal level. which new knowledge and stimuli are processed and produced. 2.1 Ecological Dynamics versus Digital Mechanics In this condition, information exchange occurs between In these situations, there is no possibility of direct the natural and digital environments, while this new environment accommodates the elaborations produced opposition between the ecological dynamics of within the Laboratories and intensifies exchanges on a Human/Society/Environment and the invasive larger scale. technological, financial and digital mechanics that tend to dominate the planet, to the point of destruction. This whole in turn becomes a relational structure in At present, a global opposition to these phenomena is which new knowledge is processed and new almost unthinkable, while it would instead be possible to evolutionary dynamics towards new levels of ecosystem sustain and promote multiple forms of resilience in ternary complexity are activated. systems-already recognized as such-and activate new ones. The case of the Civic Landscape//University can be This can be realized through new forms of experiential emblematic as a research/process/action model for the practices addressed to different Ternary Systems, in a ternary systems to which the participants belong. This multiplicity of unpredictable stimuli and relationships. can also be emblematic as a learning process model for These can in turn give rise to new transitional phases and ternary systems within which everyone can practice configurations in a succession of dynamic equilibria different types of action/research, strengthening the typical of all complex disordered systems, as occurs in sense of belonging between participants and their living Nature. environments.1 This approach becomes strategic at a time when climate 2.2. The Relational Fields change is disrupting every environment, every human This open-ended relationality can create new and ever society and every living environment. At this step we can changing Relational Fields, whose dynamics go beyond reformulate all ecosystem relationships and consequently the preconceived rules on which Artificial/Digital Games all modes of social- are usually structured (as opposed to the relational environmental learning in its becoming. dynamics of Nature) toward new Plays of collective invention and joy, capable of stimulating new 2 THE SIGNIFICANCE OF CIVIC evolutionary transitions of ternary complex Systems LANDSCAPE UNIVERSITY composed of different interacting Entities, such as: This university is an experiential learning structure that - People, with their desires, availability, competencies can operate in any civic society that feels an active part and active skills. of its life environment. - Social groups interacting and practicing friendly mutual In each of these environments the affections, memories learning, a fundamental condition for the activation and self- regulation of processes; - the Landscape/Living Environment identified from time 1 The Landscape is intended as Life Environment, according to European to time as the Field in which the Action Research Landscape Convention , Florence, 2000 14 neighborhood cultivation, care and maintenance of takes place and the evolutionary transformations are ecosystem relationships typical of any living environment, perceptible and directly appraisable by the participants. self-management of interactive digital environments) From their reciprocal and continuous dynamic -In the impossibility of recovering degraded contexts by interactions originate relational Fields, which give rise activating specific modes of lasting interaction between to new ternary Human/Society/Living Environment people and the environment Ecosystems, still complex, disordered and in continuous -In the impossibility of producing new ways of working transition. and circular economies in connection between local societies and living environments. 2.3 The Relational Interface - In the political arrogance of "Large Public Works" and The Civic Landscape University constitutes a relational the profound alterations they induce. Interface that, by interacting with these Ternary Systems, ensures that they maintain their own evolutionary 2.6 How can the University be useful to Ternary dynamics in the face of the growing and oppressive abuses Ecosystems of power of the globalized/digital world. In any condition of socio-environmental distress where Wholeness, circularity, dynamic H/S/Environment interactive ecological processes are activated or formed balances and equal interaction with the globalized/digital and where new stimuli, energy and creativity can come world are the basis of every activity of the Civic into play, escaping the traditional planning methods and University of Landscape whose name already expresses problem-solving procedures (sanitation, health, waste, the wholeness and multiplicity of Knowledge and public transportation, etc.) usually chosen by government Research Action differently expressed by its members: departments, the University is welcome. - University, expresses the boundless wholeness of knowledge (with science, art and philosophy being part of 2.7 Who can be involved in its activities it) Experts from different disciplines who contribute to the - Civic, expresses the totality of knowledge, values and knowledge of the complex systems interacting in each desires present in every person, and in every society ternary H/ S/ E System and participate in learning and - Landscape, expresses the totality of the living action-research processes modeled on each specific environment in all its natural, human, technological and context. even digital articulations. Participants who, on a personal and/or social level, have had spontaneous experiences of action or struggle for the 2.4 The Common Good environment with groups, associations and committees in These three components in turn express a concept of various social realities. Common Good articulated in the different Environments Exponents of cultural, scientific, educational and support of Life, a Field in which specific Research and Actions institutions, in their national and local articulations, can be developed for the formation of stable participatory willing to activate and/or contribute to Participatory Social structures, differently rooted in each context, through Learning Processes on the various Life Environments of specific methods to manage, protect and promote the reference. different Environments of Life. National-regional administrative institutions already present and active in local contexts and willing to support 2.5 Where the Civic University can work innovative participatory processes aimed at the The conditions of discomfort, protest and awareness management, protection and promotion of the living shared by the inhabitants of the many different environments under their competence. environments of contemporary living, almost ignored or denied by political decisional structures, constitute fertile 3 THE WORKING GROUPS ground on which the activity of the Civic University can Within the Civic Landscape University, different working grow and articulate. groups are formed from time to time to establish friendly These conditions manifest themselves in different places and equal interactions among the heterogeneous actors and ways: involved in participatory processes. - In mountain environments already recognized by law but They support and encourage mutual learning and often usurped (excavation, theft of pastureland) or project/laboratory experiences on the changing dynamics mismanaged by public agencies (municipalities, regions). of human /society/living environments systems and to - In usurped or privatized public lands independently address and control the pervasive -In the sale of public housing complexes valued as phenomena coming from the globalized digital world. commodities in a speculative sense Thus, a new, unexpected Life Environment is formed in -In the poor planning of urban/metropolitan areas that which the Digital World interacts-without overwhelming deny citizens civic services fundamental to their quality of them-with the H/ S/ E ecosystems, which remain life protagonists in their evolutionary processes. -In the abandoned agricultural areas adjacent to In these new conditions multiple dynamic processes of population centers, exploited in favor of the development ecological protection and promotion of the participants' of private wellness centers and luxury sports facilities living environments coexist, as well as self-management -In the denial of any prospect of management of Services of the new living environments in connection with the essential to the ecological vitality of densely populated Digital Environment. areas (public transportation, food, sanitation, 15 Florence Metropolitan Area). In order to achieve more complex levels of mutual 0.2 Second cycle - Relational reactivation in complex exchange and knowledge among all components of the (consolidated or exacerbated) Systems. new Living Environments, the Civic Landscape Experiences of rediscovering or reconstructing University is organized as a Structure of Relation and relationships in Ternary Microsystems to foster or Propagation of scientific elaborations and experiences highlight their evolutionary potential. among concrete territorial realities that confront the - Long-term (successful) experiential cases - La Pica abstraction of the digital world. All this can take place Garden - Mirandola (Emilia Romagna). through the continuous interconnection between the - Experiences of contrasted participatory processes theoretical elaborations, experiential realizations Palmaria Island (Liguria) the denial and destruction of developed in the Ternary Systems and the digital the ecosystem. components involved in this new "Hybrid - The usurped pastures of the Apennines (Abruzzo); Environment." - the legal claim to collective ownership of their marble The University thus becomes a complex interface between quarries (Apuan Alps, Tuscany). Digital World and Ternary Ecosystems, in a continuous 0.3 Third round - General discussion on the intertwining of digital/virtual and concrete realities that contributions produced. work in synergy and stimulate each other toward new - Ecological/Systemic balance of contributions stages of transition and dynamically balanced integrated and proposed in previous cycles. configurations. - Fragility, stability, balance highlighted in the cases discussed. 4 THE MODEL OF THE ORGANIZATION AND - Comparative (critical) assessment of the state of OPERATION OF THE UNIVERSITY Research-Learning Action in the presented cases. - Proposals for the next cycle activities. This model can be summarized as follows. Online publication and extensive final discussion on the 0.0 General Introduction - Development of social activities carried out. participation in ecosystems and the entire relational sphere Contributions and proposed problems discussed can be (cf. Italian Constitution - Article 9). requested from experts and participants who have spoken or 0.1 First round of meetings - general themes and lived are interested in providing their suggestions and support for cases future activities. - Human Ecology and Democracy in the living environments of contemporary societies 5 CONCLUSION - The principles and criteria of the Ecological Approach We would like to emphasize that the Civic University compared with the principles and criteria practiced by structure we have devised can become a fertile Research - territorial Administrations and Public Managers Learning - Action Environment aimed at implementing new established in the territories according to the current frontiers of knowledge and experience, both towards the democratic and economic "rules." most significant scientific elaborations of the 20th and 21st - Presentation of experiences already practiced, in centuries and the implementation of new forms of progress or proposed by local groups, compared with the experiential democracy opposite approaches of local Institutions and Inhabitants (Collective Domains; Simeto-Panaro River Contracts; Metropolitan Crisis Management and Alternatives - REFERENCES [1] O.S. Fomichova and V.A. Fomichov. The Web-based Lectures as Leverage for Developing the Sense of Belonging in the All-Russian Creative School- Contests. In: 2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO), September 28 – October 2, 2020, Opatija, Croatia. Proceedings. Rijeka: Croatian Society for Information, Communication and Electronic Technology - MIPRO, 2020, pp. 855-860. [2] R.Micarelli, G.Pizziolo. L’arte delle Relazioni and Dai margini del caos,l’ecologia del progettare, it.ed., Alinea, Firenze, 2003. [3] M.Pascucci. Causa Sui, it. ed.Ombre Corte, 2009 . [4] M.Pascucci. La Potenza della Povertà, it. ed. Ombre Corte, Verona, 2006. [5] M.Pascucci. Macchina Capitale, it Ombre Corte, Verona, 2022. [ 6] K. Hiwaki, Culture and Economics in the Global Community. A Framework for Socioeconomic Development. UK and USA, Gower Publishing Company, 2011. [7] G.Parisi. In un volo di storni it. Ed. Feltrinelli, Milano , 2021. [8] E.Marinari. La Fisica dei sistemi complessi, by Corriere della Sera, Milano, 2022 [9] K. Hiwaki. From Growing to Maturing Integral Harmony and Global Integrity, International Journal of Human Sciences and Education, (IJHSSE), Vol.8, February 2021. [10] The site of association GRASPTHEFUTURE.EU, www.graspthefuture.eu 16 Were the Principles of Cognitonics Met in Online Education During the Covid-19 Pandemic? Ida Panev Business Department Polytechnic of Rijeka Rijeka Croatia ipanev@veleri.hr ABSTRACT The question of this research was whether distance education during the Covid – 19 pandemic was conducted according to Cognitonics is a scientific discipline developed with the aim of some principles of Cognitonics. studying the human being in the digital world. The aim of this study is to investigate through survey and to analyse whether e- learning in which students suddenly found themselves, due to Covid - 19 pandemic, was conducted in accordance with some 2 RESEARCH ABOUT IMPLEMENTING principles of cognitonics. THE PRINCIPLES OF COGNITONICS IN KEYWORDS ONLINE EDUCATION DURING COVID-19 LOCKDOWN Cognitonics, e-learning, online education, distance education, Covid - 19, pandemic, lockdown, survey The aim of this research is to evaluate the realization of some of the Cognitonics' goals in online education during Covid - 19 lockdown in Croatia. With the closure of educational institutions, 1 INTRODUCTION the need for a rapid and unexpected transformation from onsite to online learning emerged. The created survey shows to what Cognitonics is the science about human being in the digital world extent online education due to Covid - 19 affected the mental and [4]. “It is the science about the trajectories of raising the human physical condition of students and was it conducted according to being to such level of intellectual and spiritual height where the some principles of Cognitonics. scale of his/her personality becomes proportional to the scale of Created survey included 23 closed questions. The obligation the digital world” [5]. It, among other things, questions the of the respondents was to answer each question. The survey was impact of information and communication technology on the created using Google Forms platform and distribution was identity (personality) of an individual, a particular group, or a conducted through the outreach of social media and messaging society as a whole. Cognitonics seeks to point out the need for services. Clear instructions were provided to ensure that the development of person’s creativity and independent thinking, respondents must be from a student population. No individual sense of harmony and beauty, awareness of belonging to a was forced against their will to fill in the survey and no particular national culture or social heritage, language skills identifying information was collected. When analyzing the (primarily skills of quality use of the official language of the results of the survey, descriptive statistical data analysis was culture to which a person belongs), ethical behavior, abilities for used. self-regulation (i.e. monitoring and controlling one's own Total 50 answers were gathered through survey, so this paper behavior),… within the society of rapidly developing can be a stimulus and can give an idea for further research. information and communication technologies and globalization [10]. 2.1 Survey questions As we all witness, with the growing popularity of ICT – Information and Communications Technology, the popularity of 1. Gender. online learning, especially in higher education, also arises [1]. 2. Age group. Despite this, online (distance) education (e-learning) has not 3. Select your current level of education. been involved in the educational process to such an extent. With 4. What is your perception of the situation in which you suddenly the advent of the Covid - 19 pandemic, this changed so online found yourself during the "lockdown" referring to the transition education suddenly became the main mode of education. In to distance education? general, educational institutions were not prepared for the sudden 5. During distance education, was your creativity in different shift to online teaching, so as we witness this became a topic of spheres mostly encouraged (e.g. creativity in expression, many researches. learning, communication, problem solving, etc.)? 6. If the answer to the 5th question was "Yes", choose in which spheres your creativity was encouraged during distance 17 education: creative expression, creative ways of using Regarding the current level of education, 72% of the technology, creative ways of learning, creative ways of respondents are in the higher level of education, 24% are in high communication, creative task / problem solving, my creativity school and 4% are in elementary school. was not encouraged, I can’t estimate. When stating what is their perception of the situation in 7. If the answer to the 5th question is "Yes", evaluate whether which they suddenly found themselves during the "lockdown", your creativity was more stimulated during distance education and it refers to the transition to distance education, 56% of the than during classroom education? respondents answered that it was positive perception. 24% of the 8. During distance education, were you mostly encouraged to respondents answered neither positive nor negative, and 20% think independently and solve tasks / problems? answered that their perception was negative. These positive 9. During distance education, was the development of your findings have also been confirmed in other researches [3] [13]. language skills mostly encouraged (was your spelling and When talking about the creativity in different fields like grammatical correct expression in written/oral communication, creativity in expression, learning, communication, problem creativity and task/problem solving encouraged)? solving, etc., 48% of the respondents answered that their 10. During distance education, was your ethical behavior mostly creativity was mostly encouraged during online education, 36% encouraged in communication, cooperation, solving tasks / answered that their creativity was not encouraged, and 16% of problems? the respondents could not estimate. Among respondents who 11. During distance education, were you mostly encouraged to answered that their creativity was mostly encouraged, 12% of behave responsibly towards yourself and others when using them answered that their creative expression was encouraged, information and communication technology? 44% answered that the creative ways of using technology were 12. Do you think that you have gained the same amount of encouraged, 36% answered that the creative ways of learning knowledge and experience through distance education as you were encouraged, 40% answered that the creative ways of would have gained through classroom education? communication were encouraged, 28% answered that the 13. Do you think that distance education has affected your mental creative task / problem solving was encouraged, while the rest of state? the respondents where those who did not answer positively about 14. Do you think that distance education has affected your creativity encouragement, or they could not estimate. It can be physical condition? concluded that the creative ways of using technology were 15. During distance education, did you experience a more encouraged to the greatest extent and creative expression was individual approach to you as a student by the teacher than during least encouraged. classroom education? When asking whether students creativity was more 16. During distance education, were you mostly a passive stimulated during distance education than during classroom observer or were you encouraged to actively participate in the education, 40% of the respondents could not estimate, 32% of learning process? the respondents answered positive, 12% of them answered 17. During distance education, did you feel connected to the negative, and the rest of the respondents were in population community in which you live (such as a community of fellow which stated that their creativity was mostly not encouraged students; a community of friends; a community of residents of during distance learning. your city, etc.) or did you feel isolated? When asking respondents were they mostly encouraged to 18. During distance education, did you mostly encounter the think independently and solve tasks / problems independently understanding and empathy of the teacher for the situation you during distance education, 68% of them responded positively, found yourself in? 28% of them responded negatively and 4% could not estimate. 19. Did you have enough prior knowledge to use technology Other researchers also gathered the results which speak in favour during distance education? that students were encouraged to take the responsibility for their 20. During distance education, were you able to better organize own learning during distance education [13]. your study time and free time? Interestingly, the same amount of the respondents (40%) 21. During distance education, was your curiosity to acquire new stated positively and negatively to the question if during distance information / knowledge / skills mostly encouraged? education the development of their language skills was mostly 22. How much time per day (during the working week) did you encouraged, and 20% of the respondents could not estimate. spend at the computer during distance education (to attend When asking if during distance education their ethical classes or to fulfil school / college obligations or to study)? behavior was mostly encouraged in communication, cooperation, 23. During distance education, were you as motivated to learn / solving tasks / problems, 52% of the respondents answered complete your duties as during classroom education? positively, 28% of them answered negatively, and 20% could not estimate. This is a positive indicator and points to the fact that it is possible to influence the ethical behavior of students so that, 3 SURVEY RESULTS EXPLANATION among other things, for example, the writing of online exams is The results of the survey analysis show that there were 60% of in accordance with the principles of the educational system. male respondents, 32% of female respondents, while 8% of When asking if during distance education the respondents respondents did not want to make a statement about their gender. were mostly encouraged to behave responsibly towards The majority of the respondents (64%) were in the age group themselves and towards others when using information and 19-24, 28% were in the age group 25 and more, and the rest of communication technology, 48% of the respondents answered the respondents (8%) were younger than 19. yes, 28% of the respondents answered no, and 24% of the respondents could not estimate. For example, the need to 18 encourage responsible behavior among students during online for the situation they found themselves in, 60% of the communication is also emphasized in a paper written by respondents answered positively, 24% answered negatively and Martinez [8]. 16% of the respondents could not estimate. In the next question, the respondents were asked do they feel The only question answered 100% positively was the that they have gained the same amount of knowledge and question asking did the respondents have enough prior experience through distance education as they would have gained knowledge to use technology during distance education. This through classroom education. 56% of the respondents answered proves that today’s students are digital natives. It means that they positively, 40% responded negatively and 4% could not estimate. use technology as an integral part of their everyday lives where When talking about mental and physical state, 36% of the they use it for internet searching, socializing, and communication respondents stated that distance education had a negative impact [2]. on their mental state, the same percentage – 28% stated or that it 80% of the respondents answered that during distance had a positive effect, or that it did not have any impact on their education they were able to better organize their study time and mental state. 8% of the respondents could not estimate. This can their free time, 16% answered negatively to this question and 4% support the statement that there is evident academic – related of the respondents could not estimate. In other researches the stress or anxiety which effects mental health and well - being of same result was given – students were able to study at their own the students during distance learning caused by the pandemic pace [13]. However, this is supported by the fact that the majority [7][9][13]. Researchers also find out that although before of respondents are between 19 and 24, so they have already mentioned issues, students were free of depression during acquired working and organizational habits. distance education [13]. Interestingly, Zhou & Shang [13] stated When asking the respondents has their curiosity to acquire in their study that students showed improved mental health new information / knowledge / skills been stimulated during during pandemic. distance education, 60% of the respondents answered yes, 32% As for physical state, 44% of the respondents answered that of the respondents answered no and 8% of the respondents could distance education did not have impact on their physical state, not estimate. 28% of the respondents answered that it had a positive impact, As the answer to the question how much time per day (during 24% of the respondents answered that it had negative impact, and the working week) did the respondents spend at the computer 4% of the respondents could not estimate. This can be explained during distance education (to attend classes or to fulfill school / by the fact that the majority of respondents are in the age group college obligations or to study), 60% of the respondents that has already acquired habits related to physical activity, so answered 1 – 4 hours a day, 28% of the respondents answered 5 the lockdown did not have a negative impact on that aspect of – 8 hours a day, 8% of the respondents answered more than 8 their lives. hours a day and 4% of the respondents answered less than 1 hour When answering if during distance education respondents a day. experienced more individual approach from the teacher to them The last question of the survey was asking the respondents as a student, than during classroom education, 48% of were they as motivated to learn / do their homework during respondents answered no, 28% answered yes and 24% of the distance education as they were motivated during classroom respondents could not estimate. This shows that, unfortunately, education. 40% of the respondents answered that they were less there are not enough human, time and material resources for an motivated, 32% answered they were equally motivated, 20% of individual approach, which is often a problem with traditional the respondents answered that they were more motivated and 8% education, let alone with online education. Similar results were could not estimate. As already emphasized, during online found in other researches where the lack of interaction between education it is necessary to make students active participants in student and teacher was found [3][13]. the educational process, and it is also necessary to motivate them Furthermore, 60% of the respondents answered that they to participate and learn in an online environment. were passive observers during distance education, 32% of the respondents answered that they were encouraged to actively participate in the learning process during distance education and 4 CONCLUSION 8% of them could not estimate. This is the topic that must be In this study, the survey was conducted with the aim of reaching addressed. Percentage in this answer has to be changed because a conclusion as to whether online education was carried out in one of the main goals of the online education must be to actively accordance with some principles of Cognitonics. Findings in big involve students to participate in the educational process. There part show that it was. Students mostly had positive perception are a lot of papers that specify how to actively engage students about distance learning, their creativity and curiosity were during distance education. For example: [12][14] etc. encouraged, they were encouraged to think independently, their When asking if the respondents felt connected to the ethical and responsible behavior was encouraged. Also, most of community in which they live during distance education, 40% of the respondents stated that distance learning did not have impact the respondents answered positively, 28% responded that they on their physical state, that they felt connected to their felt isolated from the community, and 32% of the respondents community despite online communication, that they encounter could not estimate. Zhou and Zhang also stated in their research the understanding and empathy of the teachers and that they were that students felt belongingness to their learning community able to better organize their study and free time. The negative during online education due to the pandemic [13]. sides of distance education in this study were: slightly negative When answering if during distance education respondents impact on the mental state of the respondents and lack of mostly encounter the understanding and empathy of the teachers teacher’s individual approach. Also, the respondents mostly 19 perceived themselves as passive observers in educational process [4] O. Fomichova & V. Fomichov (2021). Cognitive Painting as a Broadly and less motivated to learn and do their educational obligations Applicable Method of Constructing a Positive Cognitive - Emotional Space for Young Children and Adolescents under Conditions of the while attending online learning. Coronavirus Pandemic. Proceedings of MIPRO 2021 (pp. 659-664). At the beginning of Covid-19 pandemic, educational Opatija, MIPRO. [5] V. Fomichov & O. Fomichova (2019). Predgovor/Foreword. In institutions were not prepared for sudden need for distance Informacijska druzba - IS 2019. Zvezek E. Proceedings. of the 22nd education. Researchers [11] show that at the beginning of the International Multiconference - IS 2019, Edited by V. A. Fomichov, O. S. Fomichova. Vol. E, Kognitonika. International Conference on lockdown due to Covid – 19 pandemic, educational institutions Cognitonics. October 7th-8th, 2019, Ljubljana, Slovenia. Jozef Stefan were not prepared regarding ICT infrastructure, grading policy, Institute, Ljubljana, pp. 3-4. student support etc. Students were in a worry about the efficiency [6] T. Gonzalez, M. De La Rubia, K. Hincz, M. Comas-Lopez, L. Subirats, S. Fort et al. (2020). Influence of COVID-19 confinement on students’ of distance education and were confronted with academic stress, performance in higher education. PLoS ONE. anxiety and depression. However, with the time passing by and [7] A. Mahapatra, & P. Sharma (2020, September). Education in times of COVID-19 pandemic: Academic stress and its psychosocial impact on educational institutions catching up with all the academic needs children and adolescents in India. International Journal of Social during distance learning, students demonstrated positive learning Psychiatry. experience [6][13]. This study also shows that students’ overall [8] C. Martinez (2021). Imagine the Person in Front of You: How Teachers Promote Responsible Online Communication in Swedish Leisure-Time learning experience was found to be mainly positive. Despite Centers. Scandinavian Journal of Educational Research, 65. that, findings in this study indicated that the Covid - 19 pandemic [9] Y. Nishimura, K. Ochi, K. Tokumasu, M. Obika, H. Hagiya, H. Kataoka, & F. Otsuka (2021). Impact of the COVID-19 Pandemic on the has made a significant impact on students. This situation Psychological Distress of Medical Students in Japan: Cross-sectional highlights key challenges, provides an opportunity to further Survey Study. JOURNAL OF MEDICAL INTERNET RESEARCH. evaluate alternate measures in the online education and indicates [10] I. Panev, I. Pogarčić, & L. Gjergjeska (2017). Goals of cognitonics in formal ICT education. Proc. of the 20th Intern. Multiconference - IS 2017, the need to prepare educators and students for eventual future Edited by V. A. Fomichov, O. S. Fomichova. Vol. D, Cognitonics (pp. 61-necessity of online education. 65). Ljubljana: Jozef Stefan Institute. [11] J. Reich, C. Buttimer, A. Fang, G. Hillaire, K. Hirsch, L. Larke et al. (2020). Remote Learning Guidance from State Education Agencies REFERENCES During the Covid-19 Pandemic: A First Look. MIT Teaching Systems Lab. [1] S. Abbasi, T. Ayoob, A. Malik, & S. Memon (2020.). Perceptions of [12] M. Valente, & M. MacMahon (2020). Virtual communication for student students regarding E-learning during Covid-19 at a private medical group projects: the COVID-19 effect. ALL IRELAND JOURNAL OF college. Pak J Med Sci. vol. 36, pp. doi: HIGHER EDUCATION, 3. https://doi.org/10.12669/pjms.36.COVID19-S4.2766. [13] J. Zhou, & Q. Zhang (2021). A Survey Study on U.S. College Students’ [2] D. A. Akuratiya & D. N. Meddage (2020, September). Students’ Learning Experience in COVID-19. Educ. Sci. doi: Perception of Online Learning during COVID-19 Pandemic: A Survey https://doi.org/10.3390/educsci11050248 Study of IT Students. International Journal of Research and Innovation in [14] D. Zuidema, & R. Zuidema (2021). From Passive Observers to Active Social Science (IJRISS), pp. 755-758. Participants: Using Interactive Remote Demonstrations to Increase [3] R. Chang, Y. Hung, & C. Lin (2015). Survey of learning experiences and Student Involvement in Online Chemistry Instruction. Journal of influence of learning style preferences on user intentions regarding Chemical Education, 3. MOOCs. Br. J. Educ. Technol., 46. 20 The Method of Cognitive Painting as an Effective Tool for Constructing a Positive Cognitive-Emotional Space for Children and Adolescents under Conditions of the COVID- 19 Pandemic Olga S. Fomichova Vladimir A. Fomichov Centre of Social Competences "Dialogue of Sciences”, Department of Intelligent Monitoring Systems, State Budget Professional Educational Institution Institute No. 3 “Control Systems, Informatics and “Sparrow Hills”, Moscow, Russia Electric Power Engineering”, Moscow Aviation Institute (National Research University), Moscow, Russia olga.s.fomichova@gmail.com vfomichov@gmail.com ABSTRACT only by the adults but also by children and adolescents increased several times in comparison with previous value. This situation The paper expands the authors’ theory of dynamic conceptual caused a number of negative impacts not only on physical health mappings by means of introducing an original, broadly of the person but also on his/her emotional state and mental applicable method of creating a highly useful online method (or health. prop) being appropriate for the particular situation when children During last year and the first months of the year 2021, many and adolescents find themselves in the pandemic restrictions scholars from different countries analyzed the influence of the launched into the digital cosmos without being trained to bear a corona virus pandemic on moral state of children and flight lasting almost half a year, being a member of a busy crew, adolescents, on the development of their negative attitude to the though they have never had an experience of being together with world. In particular, the papers [1], [2], [3] explicate, first of all, for twenty four hours a day. This method is called cognitive such negative phenomena as high rates of anxiety, depression, painting. Within an original online course “Cognitive-emotional stress. personality development” in addition to the usual tasks the authors started up a project dealing with creating a new year story Proceeding from the fulfilled analysis of the situation, the underpinned by students’ own perception of snow (in case of authors of [1] indicate the necessity of creating the activities for snowy winters), their love towards their favorite Christmas toys, improving “the individual health of children and adolescents and their Christmas wishes and hopes and underpinned by sound their families, the health of the community, and the intellectual reasoning about Christmas gift in general, Christmas miracles a and working capacity of these individuals over the long term, and Santa Clause. 62 school children took part in this work (the with positive economic and social results for each nation”. age from 7 to 18 years). As a result, a 92-pages printed book is Similarly, the authors of [2] underline the significance of helping obtained as an output of that co-creative work. A very precious children and adolescents to deal with mental health burden of the feature of the introduced method is that it can be effectively pandemic. applied in arbitrary countries, taking into account the peculiarities The study described in the present paper just satisfies these of national culture and nature. demands, the paper is of constructive character. KEYWORDS Our analysis has shown that cognitive danger of corona virus Cognitonics, constructing a positive cognitive-emotional pandemic is a consequence of the following principal factors: space, cognitive painting, cognitive-colour scheme, cognitive - Children and adolescents are bereft of their maturity, emotional maturity, creativity, student-self oriented usual surroundings (school life, strolls with their learning model, personality development, theory of dynamic friends, off-line education, extracurricular activity); conceptual mappings, little “C” creativity, big “C” creativity - They are bereft of co-creative off-line activity, which is underpinned with strong emotions, discussions, brainstorming sessions in which all the 1 INTRODUCTION members of a group suggest the ideas and then discuss them; - Children and adolescents are bereft of off- The interpretation of cognitonics as the science about the line group activities, such as round table discussions, human being in the digital world emerged one and half decade sport events, creative contests, balls, parties, museums; before the COVID-19 pandemic. This global dangerous event added new significant facets to the concept of the human being - Their interaction with the parents is an illusion, in the digital world. The average number of hours spent every because parents are at home but in fact they are not. The are day for interaction with computer systems (including Web) not 21 working online all the day. It disappoints children’s hopes circumstances, their vision of the situation is negative or and looks like the fraud, it doesn’t meet their expectations. mainly negative. Children have to make peace with it, but it is difficult, even Recommended way out (the most general impossible in particular age. formulation): In this connection let’s try to have a look at the work of Step 1. Try to find in the CWP of the learners certain astronauts on board of the cosmos station during a long bright, positively coloured fragments. period of time (half a year, for example); Step 2. Invent a kind of intellectual, emotional activity - Astronauts are grown-up people who know beforehand closely linked with found bright, positive fragments of the how long they would stay on board of the station; CWP and transporting the positive colour of such fragments - They are trained well how to cope with the restrictions (or a fragment) to the perception of the current situation. of all kinds; The next sections describe our successful implementation - The members of the crew are well matched of this method by means of distance education. Besides, we psychologically and roughly equal in ability, they are well set forth the theoretical foundations of our method in addition motivated and are inspired by what they are doing; to the ideas stated above. - Each of them is highly involved in the activity he/she 2 SCIENTIFIC FOUNDATIONS OF is carrying out, and it helps to overcome the restrictions. COGNITIVE PAINTING We may assume that children and adolescents were launched into the “digital cosmos” without any preparations 2.1 The Method of Drawing Together Little and, due to their small age, they were lack of highly “C” and Big “C” Creativity motivated creative activity and ability to initiate creative The paper [4] presented a new look at little "C" and big work which could be overwhelming. "C" creativity. Big "C" creativity (BCC) is regarded in Negative response to the situation of restrictions and the connection with the creative ability of outstanding scientists, necessity to work hard without improved ability to think over musicians, painters, writers, poets [2]. Smart society and then put forward his/her own ideas, without being demands little "C" creativity (LCC). It reveals the smart propped up by the creative surroundings makes it clear that society's necessity of creative thinking [3, 4] and creative children and adolescents need an emotional and creative approach to solving the every-day tasks. LCC improves prop. problem solving skill, which is one of most important skills. We have invented a broadly applicable method of BCC is defined by two main characteristics. It is regarded creating a highly useful online prop being appropriate for the as original and highly significant creative activity for big particular situation, when children and adolescents find groups of people. Creativity of children (LCC) usually is themselves in the pandemic restrictions launched into the subjective and is defined by their previous knowledge. The digital cosmos without being trained to bear a flight lasting main characteristics of LCC is their imagination [8]. Smart almost half a year, being a member of a busy crew, though society demands the necessity of supporting and improving they have never had an experience of being together with LCC in order to create the preconditions for increasing the twentyfour hours a day. This method called cognitive proportion of the specialists in significant application painting is stated below. domains who possess BCC. The main impulse to the birth of cognitonics was given Our paper [4] suggests a method of combining as early as by our Theory of Dynamic Conceptual Mappings (the DCM- possible LCC and BCC in the process aimed at realizing the theory). During the first decade of its development the central Thought-Producing Self (see [9], [10]) of the child. idea was as follows: while thinking over how to inscribe a piece of theoretical materials into the conceptual world’s The first step of the method suggests the understanding by the children of the significance of thought. It helps to picture (CWP) of a learner, it is useful to find (or to create return the notion "value of thought" to the world's conceptual during a lesson) in his/her CWP a bright, positively coloured picture of the school children. fragment and to establish a correspondence between the entities and relationships from the considered piece of theory The second step suggests the awareness of the school and the entities and relationships from this selected (or children of the fact that their ideas, metaphors, way of created) fragment of CWP [9, 10, 23-28]. viewing nature, communicative situations, the pictures, etc. Last year we faced a new problem: not to introduce a may be highly significant for relatively big groups of people certain piece of theory but to initiate positive changes in the in case of sharing their ideas with the others. The reason is children’s attitude to the world, in their moral state. That is that they have given a sophisticated look at something and why we transformed the central idea of the DCM-theory and have revealed an example of serendipity (the ability to make suggested the following method called the Method of pleasant and unexpected discoveries entirely by chance). It Cognitive Painting: happens due to their natural ability to see out of the way things in usual things and usual things in out of the way Starting situation: The learners (the children or things. It might be thought provoking for grown-up people. adolescents) are morally suppressed by certain 22 Example (one of the examples of nature inspired 2009, 2011, 2013, 2015, 2017, 2019, 2022, see behaviour). “The crown is sitting on the twig. The crown is https://is.ijs.si/?page_id=903). Totally, the researchers form heavy and big, the twig is thin. But the crown is no nervous. 24 countries participated with the papers in six international It is not afraid of the fact that the twig may break, because conferences on cognitonics. the bird doesn't think about the twig, it trusts its swings” In [13], [15], [22], the authors formulated the following (Anne, a seven year girl). expanded definition of cognitonics : it is the science about the The third step is to make children aware of the beauty and trajectories of raising the human being to such level of wisdom they have discovered, because in most cases they do intellectual and spiritual height where the scale of his/her it without a second thought, intuitively. It just dawned upon personality becomes proportional to the scale of the digital them. They need encouragement to continue mental and world. spiritual work on that level. Their efforts and their inspiration Cognitonics provides the methods to reach cognitive should be discussed and appreciated by the community. engagement of the learners at the lessons and to arise their The fourth step is to show the examples of BCC revealing curiosity. the same idea to make children believe that the value of The ideas and methods of cognitonics underpinned a thought doesn't depend on age and experience, but age and number of educational projects in several countries, in experience help us to penetrate the very essence of the particular, in Croatia and Macedonia [29], Croatia [30], thought, to comprehend it. United Kingdom [31], [32], and Mexico, United Kingdom In the case considered in the present paper, we work with and PR China [33]. little “C” creativity, and, as a result, it reaches the level of the big “C” creativity. That means the situation when the written storis of the children, adolescents, and even grown-ups reveal 3 THE METHOD OF COGNITIVE the images and the way of consideration on such level that it PAINTING is possible to put them together with images and ideas of such Let’s consider our successful implementation of this great poets as Alexander Pushkin and Boris Pasternak. method. Within an online course “Emotional-imaginative 2.2 Student-Self Oriented Learning Model personality development’ in addition to the usual tasks, we have started up a project dealing with creating a new year Our method of cognitive painting introduced in the story underpinned by students’ own perception of snow (in present paper is based on the Student-Self Oriented Learning case of snowy winters), their love towards their favorite Model (SSOL-model). The principal motive for its creation Christmas toys, their Christmas wishes and hopes and was the idea that educational processes in knowledge society underpinned by sound reasoning about Christmas gift in (or smart society) should be based much more on taking into general, Christmas miracles and Santa Clause. account and improving emotional intelligence (EI) of the This story aimed at evoking their emotions, reminiscence learners. of childhood, memories of Christmas and New Year parties, The SSOL-model is defined as the model being beneficial favorite Christmas decorations and toys, the recalling of past for self-cognition and self-construction through the prism of events and pleasant experiences, penetrance into the magic the acquired knowledge and life experience [11], [12], [13], world of whirling snow and even the world of heavy [14], [15]. The principal distinguished features of the SSOL- Christmas snowfalls, Christmas holidays when children can model are as follows: (a) it takes into account and bases enjoy the snow in lots of way, can put on skates and have a slide across the ice may somehow “outwit” the exhausted educational process on EI of the learners; (b) it aims at reaching cognitive engagement of the learners; for this, it brain and let it have an inspiring rest, plunging into proposes a conceptual learning environment instead of the reminiscence of favorite things. environment based on mechanical remembering (it means The similar idea underpins the well-known song “My addition of emotional color to the studied notions and, as a favorite things from the wonderful film “The Sound of consequence, makes much easier the comprehension of these Music” (1965): notions). “Girls in white dresses with blue satin sashes, 2.3 The Role of Cognitonics Snowflakes that stay on my nose and eye-lashes, The SSOL-model is one of the fundamental results of a Silver white winters that melt into spring, new scientific discipline called cognitonics, or the science These are a few of my favorite things. about the human being in the digital world [13], [15], [16], [17], [18], [19], [20], [21], [22]. The birth of cognitonics was prepared by the authors’ papers [23], [24], [25], [26], [27], When the dog bites, when the bee stings, [28]. When I am feeling sad, The authors organized as the co-chairs seven international I simply remember my favorite things, conferences on cognitonics in conjunction with the international scientific multiconferences “Information And then I don’t feel so bad”. Society” (Slovenia, Ljubljana, Jozef Stefan Institute, October 23 This approach has nothing to do with virtual reality, on other ways of viewing the usual things (out of box thinking based the one hand, but it is used with the help of the opportunities on putting together little “C” and big “C” creativity. provided by the digital space in general and online education, We received 62 descriptions of snow. in particular. With the help of virtual reality, human try to outwit the brain, but they immediately face the danger of Example 1 (Katja G., 11 years old). addiction (like drug addiction) with all possible “… You are keeping a snowflake on your palm It is not consequences ahead. melting, because it trusts you. If it doesn’t melt, it means that you In November, we distributed via e-mail an initial version have tamed it. And it has nothing to do with the fact that you are of a new year story, it consisted of four pages and contained wearing a glove”. the slots on the themes listed below for inserting later the students’ compositions. By the middle of December, we Example 2 (Katja F., 10 years old). obtained a printed book “Wonderful New Year Story” “In the morning I looked out of the window. The whole sky composed by 62 students (from 7 to 18 years old) and was covered with snowflakes, they were whirling as if they were consisting of over 90 pages. The book includes also several dancing. I went out to enjoy the snow. I stepped on the colourful Christmas pictures done by the students. Printing a snowflake, and it took me up to the heaven above the clouds. I book was aimed at showing vividly to the students and their looked up and saw the blue dome of the infinite sky where the parents the results of their intellectual and emotional efforts, snowflakes were born”. the power of creativity, its possibility to transfigure the Example 3 (Alyona V., 17 year sold). reality. “The snowfall is crying quietly In the considered case, the children were given a four- page frame of a specially invented new year story with three Whipping off the face of the day. slots introduced as follows: The sunset’s enfolding the garden - Describe the snow, snowflakes, snowfall, snow like a carpet of resplendent hue; And the peace is spread above”. - Describe your favorite Christmas toy and Example 4 (Herman N., 9 years old). explain why it is your favorite toy; “White snowflakes are spreading afar, covering colourful - Write about your Christmas wishes, what are autumn leaves, making a carpet of resplendent hue, it is you dreaming about at Christmas time. crunching pleasantly. I looked up and found that the snowflake The story itself describes one Christmas Eve when two which was the fairest of all. I called her Snowy. She was dancing children (brother and sister) were at home alone. They were gracefully. She was very delicate. She was the miracle created by looking at the window painted silver by frost and waiting for their Nature”. parents. And outside it was solemn snowfall. Then children and Example 5 (Savely O., 17 years old). adolescents were asked to write about the snow. “I like snowstorm, because it is the only element that can Children were given the poetical examples of viewing the dance. I like to dance with snow in pair, matching the speed and snow when the rhythm of falling snow and whirling snow is rhythm of music. compared with the pace of life: a solemn snowfall like the slow pace of life in the country; heavy snowfall when it is stormy I like to learn new dance steps and to dance to the music of outside, and the windows is roaring like the perception of life the snow and the wind with delight. When the storm dies down, when it seems to quicken its space, and it is difficult to keep up and the dance is over, I have my red cheeks not due to the fact with it. that the frost is hard, and the snowfall is heavy, but as a reminder of my excitement and pleasure, because the partner is perfect, The falling snow seems to reveal the pace of life which is and we have been dancing all the way to my school”. going on with the same laziness or with the same swiftness keeping pace with heavy snowfall or walking in step with the The obtained results allow us to say that a new, broadly falling or whirling snow. applicable method of constructing a positive cognitive-emotional space for young children and adolescents is created. It may be Boris Pasternak made an assumption that the year is following called the method of cognitive painting. the year like the snow is falling or like a word is following another word in the poem. In one of the poems Pasternak gave During the last decade, it has been broadly realized that the following metaphor: “In the gate a snowstorm is knitting the education in knowledge society (or smart society) is to pay a net out of the swiftly following snowflakes”. particular attention to supporting and developing in the learners the significant, domain independent skills called soft skills [34], It is possible to say that the children were given some space [35] or transversal skills [36], [37], first of all, analytical and drawn by the world known poet Boris Pasternak (big “C” critical thinking, creativity, out of box thinking, thinking and creativity) to express their way of viewing and perceiving the acting in terms of public good. snow to reveal little “C” creativity. The idea is to inspire children and adolescents to hover about the reality and give birth to some The examples received from children and adolescents show the revealing of creative thinking, out of box thinking, analytical 24 thinking, and figurative reasoning. The application of the SSOL- [3] U. Ravens-Sieberer, A. Kaman, M. Erhart, J. Devine, R. Schlack model supports and improves emotional intelligence and and C. Otto, “Impact of the COVID-19 pandemic on quality of life and mental health in children and adolescents in Germany”. imagination. That co-creative work underpinned with the SSOL- European Children and Adolescents Psychiatry. 2021 Jan 25:1- model helps to transfigure the reality (which is the property of 11. doi: 10.1007/s00787-021-01726-5. Online ahead of print. the big “C” creativity). [4] O. S. Fomichova and V. A. Fomichov, “The pillars of higher personality development of net generation in smart society”, in Zbornik 22. mednarodne multikonference INFORMACIJSKA 3 CONCLUSION DRUZBA - IS 2019. Zvezek E. Proceedings of the 22th International Multiconference INFORMATION SOCIETY - IS 1. Cognitive and emotional maturity has a strategic 2019, Volume E. Kognitonika/Cognitonics. Uredila/Edited by significance, because it leads to active creative work and helps to Vladimir A. Fomichov, Olga S. Fomichova. 7.-8. oktober 2019/ 7-8 October 2019, Ljubljana, Slovenia. Ljubljana : Jozef Stefan improve out of box thinking. Under the condition of pandemic Institute, 2019, pp. 15-18. situation, it helps to expand the limits of life space and helps to [5] H. Gardner. “Creating Minds: an Anatomy of Creativity Seen substitute obvious restrictions by the strong cognitive activity Through the Lives of Freud, Einstein, Picasso, Stravinsky, Eliot, giving way to mental representation of one’s spiritual life. Graham, and Gandhi”. Basic Books, New York, 1993. [6] V. T. Kudryavtsev. “The phenomenon of child creativity”. 2. Student-self oriented learning model, used in our approach International Journal of Early Years Education. 2011, vol. 19, No. 1, pp. 45-53, to solving the problem of unexpected location of non-trained https://doi.org/10.1080/09669760.2011.570999. children and adolescents on board of “digital space ship”, is [7] A. Craft. “Little c creativity”. In A. Craft, B. Jeffrey and M. proved to be fruitful, because it leads to cognitive engagement Leibling (Eds.), Creativity in Education. Continuum, London, and strong emotional output. We “outwit” the brain, and it 2001, pp. 45-61. doesn’t suffer from the restrictions. [8] A. Craft. ‘Creativity in Schools: Tensions and Dilemmas’. Routledge, Abingdon, 2005. 3. The necessity of having an emotional and creative prop https://doi.org/10.4324/9780203357965. [9] V. A. Fomichov and O. S. 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Several slots are Oriented Learning Model as a Paradigm for Supporting and De constructed within the frame of the poems in order to make veloping Emotional Intelligence and Creativity” , in children fill the slots, occupy all the space in these cognitive slots Informacijska druzba - IS 2017. Proceedings of the 20th International Multiconference - IS 2017, Edited by V. A. with descriptions and metaphors based on their own way of Fomichov, O. S. Fomichova. Vol. Kognitonika/Cognitonics. viewing the given entity or subject under discussion. October 9th-10th, 2017, Ljubljana, Slovenia . Jozef Stefan Institute, Ljubljana, 2017, pp. 11-16. 4. 62 school children took part in that work (from 7 to 18 [12] V. A. Fomichov and O. S. Fomichova, “The student-self years old). As a result, we have a 90-page printed book as a oriented learning model as an effective paradigm for education result of that co-creative work. in knowledge society”. Informatica. 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Kane, “Using cognitive tunnels in a new approach to building social elevators in the information society”, Informatica. An International Journal of Computing and Informatics (Slovenia ), 2014, vol. 38, p. 263-271. [32] T. B. Kane, “A Cognitonics methodology for artificial persons”, in Zbornik 20. mednarodne multikonference INFORMACIJSKA DRUZBA - IS 2017. Zvezek D. Proceedings of the 20th International Multiconference INFORMATION SOCIETY - IS 2017, Volume D. Kognitonika/Cognitonics. Uredila / Edited by Vladimir A. Fomichov, Olga S. Fomichova. 9.-13. oktober 2017/ 26 Chess as a Tool for Developing 21st Century Skills with a Deliberate Practice Approach Jana Krivec School of Advanced Social studies Slovenia jana.krivec@fuds.si ABSTRACT skills" or "soft skills," are non-academic thinking skills that involve managing oneself and available resources to achieve a How to study to achieve the highest quality of acquired goal [9]. They are necessary to develop successful work habits, knowledge? Modern pedagogical approaches have extended organization, time and materials management, project planning, classical learning of specific content and propose to learn general and mental control with self-regulation. Examples include skills applicable to specific needs through targeted practice. adaptability, time management, impulse control, collaboration, Chess is a good tool for this purpose. It allows the simultaneous organizational skills, decision making, and project management development of many skills that can be transferred to different [1]. Most definitions of 21st century skills include critical areas of life in the 21st century. Chess training includes several thinking with problem solving, creativity, and communication aspects and protocols of deliberate practice approach, which with collaboration. makes it a modern educational tool. The 21st Century Learning Model (see Figure 1) is a unified vision for learning to ensure student success in a world where KEYWORDS change is constant and learning never stops. It defines and Chess, 21st century skills, deliberate practice illustrates the skills, knowledge, expertise, and support systems students need to succeed in work, life, and society [2]. 1 MODERN PEDAGOGICAL APPROACH Christodoulou [7] points out that experts in all fields rely on extensive and detailed knowledge structures stored in their long-term memory. These structures, often referred to as schemas or mental models, enable the expert to encounter new problems and solve them with ease. How can one reach the highest level of this knowledge, which can be applied to various areas of life? 1.1 Deliberate practice approach Modern pedagogical approaches favor the generic competencies and, in particular, deliberate practice over memorization, which focuses on specific knowledge and regular practice. The main problem with the generic skills approach is that the skills learned under this term are usually specific rather than generic. The goal is to teach the desired skill directly, with activities reflecting the Figure 1: 21st century skills with learning model desired end product. However, the educational process should develop general skills such as problem solving or critical thinking that can be applied in many different areas of life. 1.3 Obstacles to instructing and assessing 21st Deliberate practice is an appropriate approach for this purpose. It Century skills means practicing with a clear awareness of the specific The challenges and considerations for assessing 21st century components of a skill we want to improve and knowing exactly skills that the educational community must resolve are: poorly how to improve it. While regular practice involves mindless defined constructs, limited understanding of how students repetition, deliberate practice requires focused attention and is develop these skills over time (e.g., learning progressions), lack done with the specific goal of improving performance. of understanding of the interactions and relationships among the Deliberate practice is a way to improve a skill through a series of various skills, the appropriateness of separating skills from planned activities, reflection, and collaboration. This includes content and context. The 4 C's are not adequately addressed in setting personal goals, targeted practice and feedback, observing the core curriculum [11]. Can chess in education be the solution? and discussing lessons, and monitoring one's progress [21]. 1.2 21st Century Skills 2 EDUCATIONAL VALUE OF THE 21ST What should be the content of modern learning? The experts' CENTURY CHESS answer is: "21st century skills, sometimes called "executive Although the game of chess is over 1500 years old, it seems relevant to address the challenges of modern centuries. Chess, a 27 highly motivating and potentially competitive game, can be a chess player is a self-determined, persistent problem solver who valuable tool for developing many of the 21st century skills, as is ready to face any challenge [19]. Mikhalchishin [22], a top they are central factors in successful play. These skills are needed chess grandmaster and one of the best coaches, describes the by future citizens who must be adaptive problem solvers. In the thinking and decision making of chess players on the three levels: study by Chitiyo et.al. [6], 62 teachers assessed eight skills of 1,502 students in the chess group and 634 students in the non-1. Based on precise acquired knowledge (e.g. openings) chess group. Teachers rated higher improvement in problem- 2. Logical reflection (calculation of variants) solving skills (3.9 versus 3.5 out of 5) at all grade levels among 3. Intuitive decision (gut feeling/implicit decision based on a the chess players. Students in the chess group were rated as better large knowledge base) problem solvers (78%), critical thinkers (73%), and strategic thinkers (75%). Students in a chess class reported working harder Jelen [17] defines the process of move selection with the on their schoolwork (82%), enjoying learning more (76%), and following steps: now being able to solve the most difficult problems when they try (80%). Results from the Chess in Education program (CIE) 1. After each opponent’s move, before each intended move, [8] showed increased enthusiasm for learning, an increase in sometimes even during variant calculation, a chess player overall knowledge, an increase in student attendance, an increase asks himself: Which move is a threat and over which in self-confidence, an increase in parent involvement, etc. important squares has the opponent gained control? What According to the studies presented in McDonald [20], chess has the move overlooked or given up control of? develops several generic skills such as concentration, patience 2. The evaluation of the position. and perseverance (with careful and concentrated observation), 3. Based on the evaluation of the position, the chess player visualization (imagining the sequence of moves before they makes a plan for further play. actually happen), planning (thinking a move in advance; in chess 4. On the basis of the evaluation and the plan, the player you must think first and then act. There should be no selects all candidate moves that should be considered in choosing the best move. impulsiveness. You need to see the possible consequences of 5. He calculates all the candidate moves and makes an your actions), weighing options (you do not have to do the first evaluation of each move based on the calculations. thing that comes to mind. There are other options as well. We 6. He selects the best move, i.e. the move with the best need to consider them), accurate analysis, systematic, scientific evaluation. When he re-checks it, the move can be played. thinking, precision, logical reasoning, abstract thinking (a chess player needs to see the big picture), curiosity. A chess player must also learn to manage time (he plays against the clock or against a time limit set by the coach, with rapid chess Sala and Gobet conducted a meta-study [24, 25] to verify the being the most challenging). He not only knows mathematically validity of several previous studies showing the beneficial effects the difference between five and ten minutes, but he also knows of chess and its transfer to other domains. They concluded that how these different periods of time feel. Chess players need to chess practice enhances some general cognitive skills, such as control impulses (holding back a move until both players' short- and long-term memory, executive functions, positions have been assessed, and considering cause and effect metacognition, visuospatial skills, critical appraisal, and general when making multiple moves) and organize materials (pieces on intelligence, which in turn improves students' academic the board) [4]. These are crucial skills for standardized testing performance. The analysis also showed a direct correlation situations, in which experienced chess players generally feel between the duration of the chess intervention and the magnitude more comfortable because they have a lot of practice in dealing of the effect. Costello [10] argued that the positive effects of with different amounts of time and stressful situations [8]. chess also depend on the appropriateness of the approach and the developmental period of the training (the best period is early 2.2 Creativity and flexibility childhood). Further, we present studies showing that chess Creativity is a phenomenon in which something new and develops some of the core skills of the 21st century, as shown in somehow valuable emerges, usually based on existing Figure 1. knowledge. In chess, almost every move is creative because no two games are the same, but a lot of chess knowledge is required. 2.1 Critical thinking and problem solving Former world chess champion Gary Kasparov said, " Chess is not Ferguson's systematic study [14] shows that chess was more about being an inventor with occasional flash of creativity, but effective in developing critical and creative thinking than any about being constantly innovative in your decision-making other "enrichment" activity he tested. An innovative, process." In chess, you also have to be flexible because the groundbreaking initiative to promote child development through position changes with each move and you have to adjust your chess in schools, Alabama Chess in Schools [1], similarly calculations and evaluations. Creativity adds a motivational note showed that critical thinking skills (measured with Cornell to the game of chess. As former world champion Kramnik said Critical Thinking Test) improved more for students playing chess " a chess player feels beauty when he succeeds in creating in the lower grades, but not as much in the upper grades. situations that contradict expectations and the rules, and when he manages to master that situation". According to Ferguson Chess players are problem solvers. Every day they practice [15], chess players are better than non-chess players in various solving chess problems. In this way, they develop not only aspects of creativity: fluency, flexibility, and originality (Figure analytical and problem-solving skills, but also perseverance to 2). find the right solution [3]. From a functional point of view, a 28 with it? What is my short- and long-term goal? Both the training process and playing require a high level and long lasting focus. In chess, one bad move may nullify 40 good ones. - targeted feedback, observation and discussion of lessons: evaluation of one's game is inevitable in chess. Moreover, each game of a chess player is carefully analyzed with the computer and the trainer from different aspects (chess, psychology, time management), so that a chess player can progress. - monitoring your progress: chess progress can be easily measured not only by the result, but also by the ELO Figure 2: Comparison of the increase in creativity aspects rating. This is an objective measure of the chess player's with chess players and non-chess players [15] strength. - modelling: if you want to advance, you need to learn 2.3 Communication and collaboration from the best. During training, a chess player must Chess emphasizes the importance of good sportsmanship and analyze hundreds of games of better grandmasters to respect for others. The nature of chess as a "gentleman's game" improve his performance. He must understand why they contributes to the development of positive interpersonal are so good - what do they do differently, how do they relationships as well as the formation of lifelong friendships think, etc. The process of recreating excellence is called based on a common interest, despite participation in modelling. It starts with finding a suitable expert who competitions. Chess also teaches players to listen well [23]. best fits your learning objective (e.g., the best player of a Many sales managers recommend the 80-20 rule of listening 80% particular chess opening). Then you should collect the of the time and talking 20% of the time. Educators from the relevant information (instructive chess games). As with Chess in Education (CIE) program [5] have found that chess deliberate practice the complex behaviors should first be creates a bond between students and teachers and improves the broken down into smaller meaningful parts (called classroom and school environment. In a year when the pandemic chunks), transparent components, following the rule "as and distance learning have caused many students to miss out on simple as possible and as complex as necessary"(e.g., the social learning that occurs during a normal school year, CIE chess motif). Any task is manageable if it is broken down can help overcome this deficit. Chess is also good socialization into sufficiently small parts and trained step by step from training. A study by McDonald [20] showed that introducing an early age (see Figure 3). These units are later chess to children with special needs reduced suspensions for recognized during play and recalled when deciding on misbehavior by 60%. the best move (see Figure 4). The player then organizes the patterns into logical, coherent structures (opening 2.4 Chess as deliberate practice tree), tests the effectiveness of the model (plays a game), if possible, reduces the model to the simplest form that Chess has been shown to be a powerful pedagogical tool by leads to the desired result (deletes irrelevant lines), making deliberate connections for transferring skills to other identifies the model to transfer the knowledge to other domains. Educators attribute the depth and breadth of chess's (similar) situations (understand in which position a effectiveness to many factors: Chess accommodates all learning particular motif works and where it doesn’t), evaluate the modalities and requires the integrated use of multiple skills model (results) and understands its limitations (where the simultaneously. In chess, there is an almost infinite variety and particular position and adequate move does not quality of problems to solve. There is always a problem that has correspond to the learned line) [13]. not been seen before. Some are simple, while others are difficult and complex. Chess provides immediate punishments and rewards for students' choices (during play) on the one hand, and requires the ability to delay the reward between practice time and play on the other. The game of chess causes players to develop a particular style of thinking in which they are always looking for more and different alternatives. Competition in chess increases motivation and mental alertness [18]. Chess training in many ways follows the protocol of deliberate practice: - Goal setting and focused practice: no chess training can begin without setting goals. Among the inevitable questions in chess training are: Will the training focus be on the opening, the middle game, or the endgame? Which opening will we train, and what do we want to achieve Figure 3: Step by step learning [26] 29 [8] Code to the Future. Retrieved on 13.9.2022 from: https://www.codetothefuture.com/parents/classes/chess) [9] Cooper-Kahn, J., & Dietzel, L. C. (2008). Late, lost and unprepared: A parents' guide to helping children with executive functioning. Bethesda, MD: Woodbine House. [10] Costello, P. J. (2013). The gymnasium of the mind: teaching chess in early childhood. Early Child Development and Care, 183(8), 1133-1146. [11] Dawson, P. & Guare, D. (2010). Executive skills in children and adolescents: A practical guide to assessment and intervention, 2nd Edition. New York: The Guilford Press. [12] Etkina, E., Brookes, D. T., & Planinsic, G. (2019). Investigative science learning environment. Morgan & Claypool Publishers. [13] Excellenceassured (2019). NLP Retrieved on 12.9.2022 from: https://excellenceassured.com/nlp-training/nlp-certification/nlp- modelling [14] Ferguson, R. (1986, April). Developing critical and creative thinking through chess. In report on ESEA Title IV-C project presented at the annual conference of the Pennsylvania Association for Gifted Education, Pittsburgh, Pennsylvania. [15] Ferguson, R. (1998). Study I. The ESEA Title IV-C project: Developing critical and creative thinking through chess. [16] Gobet, F., & Simon, H. A. (1996). Templates in chess memory: A mechanism for recalling several boards. Cognitive psychology, 31(1), 1-Figure 4: Example of a pattern in a chess position [16] 40. [17] Jelen, I. (2006). Delavnica: postopek izbiranja poteze. Ljubljana: Zavod Chess is an active teaching tool that leads to comprehensive za šolstvo. [18] Langen, R. (1992). Putting a Check to Poor Math Results. The Reporter. acquisition and development of higher skills, independent [19] Liaskos, L. (2019). 7 reasons you should hire a chess player. Retrieved on learning methods, comprehensive acquisition and higher 14.9.2022 from: https://en.chessbase.com/post/7-1-reasons-why-you- motivation to work. However, it is extremely important to create should-hire-a-chess-player [20] McDonald, P. S. (2008). The benefits of chess in education. A collection a classroom environment where students feel safe and accepted, of studies and papers on chess and education. Unpublished manuscript. respect diversity and differences, allow for differing opinions [21] Miami-Dade County Public Schools (M-DCPS): retrieved 14.9. 2022 https://mdcdhr.entest.org/pdf/PDE/Module%204- and criticism, and where mistakes challenge learning and %20Deliberate%20Practice.pdf collaboration. The way in which knowledge is acquired should [22] Mikhalchishin, A. (2018). Decision making process. Blitz chess and rapid follow the circular experiential learning from critical games [12] chess video. https://www.youtube.com/watch?v=uDW74zZvw- s&t=12s&fbclid=IwAR3cmokqohOYFSPPqIjWkizpGwJAps8kMdE3Yh in the following protocol: DzKVJxRaBjRnVrtzyfW20 [23] Rabin, E. (2019). Making a difference in Africa. en.chessbase.com. https://en.chessbase.com/post/making-a-difference-in-africa 1. Concrete experience: we first select a critical game, where [24] Sala, G., Burgoyne, A. P., Macnamara, B. N., Hambrick, D. Z., Campitelli, G., & Gobet, F. (2017). Checking the “Academic Selection” argument. we encounter problems or lack of understanding. Chess players outperform non-chess players in cognitive skills related to 2. Reflective observation: analysis of thought processes and intelligence: A meta-analysis. Intelligence, 61, 130–139. experiences during the game (written down immediately [25] Sala, G., & Gobet , F. (2016). Do the benefits of chess instruction transfer after the game) together with a time consumption analysis. to academic and cognitive skills? A meta-analysis. Educational Research Review, 18, 46-57. 3. Theoretical analysis: chess-psychological analysis of [26] Zaretsky, V. (2019). Internal material. critical games after the tournament based on data from chess books and other sources of knowledge. 4. Active experimentation: in unimportant games we can test new insights, ideas and skills gained in earlier stages of learning. Last, but not least, the learning environment is a game, but the effects can be transferred to other areas. Studies and projects on chess as an educational tool are underway, one of which is the project CGS: Chess: a Game to be Spread in schools, funded by Erasmus+ and ECU. REFERENCES [1] Alabama State Department of Education - ASIE (2016). Gifted Standards and Student Outcomes. Retrieved on 12.9.2022 from: (https://chessplus.net/research/the-alabama-school-chess-initiative/) [2] Battelle For Kids. Retrieved 13.9.2022 from https://www.battelleforkids.org/networks/p21 [3] Burgoyne, A. P., Sala, G., Gobet, F., Macnamara, B. N., Campitelli, G., & Hambrick, D. Z. (2016). The relationship between cognitive ability and chess skill: A comprehensive meta-analysis. Intelligence, 59, 72-83. [4] Chess in education. Retrieved on 12.9.2022 from: https://chessineducation.org/21st-century-skills/ [5] Chess in education. Retrieved on 12.9.2022 from: https://chessineducation.org/life-skills [6] Chitiyo., G:, Zagumny, L., Akenson, A.B., Littrell, M., Davis, K., Besnoy, K., 2019. Teaching with Chess: Exploring the Relationship between Chess and Student Learning Outcomes. ACIS Years 1-3 Report. [7] Christodoulou, D. (2017). Making good progress? The future of assessment for learning. Oxford University Press-Children. 30 Karma and Dharma : Two ways of human living Joonho KIM Department of International Relations Tokyo International University Matoba 1-13-1, Kawagoe, Saitama, Japan toko9a@gmail.com ABSTRACT Karma is causality beyond life and death. One may suffer the effects in this paired concept and set it as the central principle of life. life due to the causes in the previous lives. Dharma is the principle of In this paper, I analyze the two concepts with a focus on the relation overcoming this karma. This article tries to make clear the structure and between the two, and categorize two individual or social logic of life process of karma. And through understanding these two concepts of living a concerning the overcoming of the ego. life, one may find a solution for self-development. 2. KARMIC LOGIC KEYWORDS 2.1 Reincarnation as the precondition of karma karma, dharma, reincarnation, causality, karmic structure, karmic process If we try to understand the karmic logic, we must recognize the reality of reincarnation1 of the human being as its precondition because karma 1 INTRODUCTION: TWO CONTRASTING develops its logic through rebirth. You should suffer, but you must not know CONCEPTS IN THE RELIGIOUS AND SOCIAL the reason why. That which connects this gap between ontological CONTEXT Grenzsituation and epistemological agnosticism is rebirth; that's why no Indian philosophy is abundant in religious concepts and thoughts which can reincarnation, no karma. be applicable to contemporary human society. Above all, karma and In the 18th century, Swedenborg made a significant contribution to the dharma are essential and have many implications for human life. These understanding of the afterlife based on Christian mysticism. In the early concepts are used in broader religious, social, and cultural environments 20th century, Evans-Wentz made a decisive interpretation of death and with the background, not only of Hinduism or Buddhism but also of rebirth by introducing the Tibetan Bardo Thodol [2]. Christianity or Islam. Bardo Thodol's process is precisely described as below, in modern The word karma has been understood as fate and has become a general and terminology: “The first contest of the soul in each incarnation is other souls popular term in the West as well as in the East. Karma is understood as the seeking rebirth. With the union of sperm and ovum to begin the formation law of cause and effect. But this law has continuity beyond life and death, of a new human body, a flash of light appears in the astral world, the which is reincarnation. Sufferings resulting from sin in previous lives, called heavenly home of souls between incarnations. That light transmits a pattern karma, are almost synonymous with fate. But the term karma originally which attracts a soul according to that soul's karma- the self-created means action in Sanskrit. And at the same time, it signifies the result of the influences from actions of past lives. In each incarnation, karma works itself action. It hints that human activity intrinsically includes negative characteristics. 1 The process of reincarnation has been described in not a few mystical religious books. And recently, Dharma is an ethical concept, and it has been developed and formulated as a the reality of reincarnation has been reported by those who have extraordinary talents in this field. But moral ordinance, especially in the Buddhist doctrine, which is not based it is still terra incognita, the scientific test of which is not completed. Science may criticize this issue as upon the idea of God. The concept of dharma is related to the righteous unscientific or superstitious because it does not know much about that. But that means that science is value criteria, law, and religious symbols. Historically, it has been used as not so much advanced as to understand that. the name of Buddhist saints, idol, and in the Indian national flag. Socially Evans-Wentz mentioned a similar point: Thus while the Occidental may not question the validity of and spiritually, dharma signifies the ideal law requiring men's ideational this law of cause and effect when applied to physics, he does question it when applied to psychics, he lives. does question it when applied to universally to psychics. In assuming such an attitude, the Occidental, There are so many references with a profound analysis of each concept in in the eyes of the Oriental, ceases to be scientific, inasmuch as he fails to see that in any complete the field of humanities, but I could not find one that considers them as a science of man the physical cannot be separated from the psychic ([3], p. 47). 31 out partly through hereditary forces; the soul of a child is attracted into a Reincarnation line family in which heredity is in conformance with the child's past karma. Many souls vie to enter this new cell of life; only one will be victorious (in 1 a 2 a the case of a multiple conception, more than one primal cell is present) ([4] A B C p.7).” This shows once more again that reincarnation is deeply related to karmic Figure 2: Causal reincarnation law. 2.2 The structure and process of karma When 1 a transited to 2 a in the next life, a more complicated causality Many people in the East Asian social culture often say, when they suffer appears. 1 a died and is reborn as 2 a , because he adheres to the seriously from something beyond their capability: What sin had I physical world of A , B , C …. committed in the previous life? They believe that there must be some reason 1 2 a → a transition (=reincarnation) is performed with the ontological for this hardship the reason why they don't know. Karma is usually paired identity of 1 2 a = a . Across the reincarnation line, 2 a has the same with reincarnation. If there is no reincarnation, there is no karma. The identity as 1 a , so that the result of 1 B → a is succeeded as the hardship, the cause of which one can understand, is no karma. The essence 2 B → a . 2 a succeeded B as well as 1 a . This reincarnative identity of karma lies in the continuity of being beyond the lives by which one is karma. transforms oneself into another identity. B is applied to 2 a , because 2 a is 1 a . Stimulated by B , 2 a 1 a in the previous life is 2 a in this life (Figure 2). What connection reacts, and produces C . This triangular relation 2 B → a → C is does the identity of 1 a in the last life have with that of 2 a in this life? simplified as B → C . So the A → B → C causality continues. Why should 2 a pay the price of 1 a ? This process is based upon two structures: the causal triangle and the Accept the premise that the suffering in this life is due to the sin in the incarnative identity triangle. 1 a − A− B forms the causal triangle and previous life and suffer the pain: is this the right way of living? Should we 1 2 B − a − a forms the incarnative triangle. In the former, 1 a is make redemption for the debt we can't remember whether we borrowed it influenced by A → B causality. In the latter, B is applied evenly to or not? It is a mental pressure that makes us compensate for the sin, which is 1 a and 2 a on the ground that not directly linked to I as it is now in this life. Original sin in Christianity is 1 2 1 2 a = a  B → a = B → a something similar to this religious, psychological pressure. Humankind suffers the burden that Adam and Eve had made. Human being must suffer Here by B , an existential transformation of 1 2 a → a is mediated, and in this life or be born again spiritually to compensate for this original sin. the action 2 B → a brings about the reaction 2 a → C , which gives Karma forms a unique worldview by merging several factors: the casual process B → C , which can be called karmic causality. And causality+action +feedback+reincarnation. 2 B → a → C forms the karmic causality triangle. The unique karmic worldview begins with two categories (Figure 1): This resulted in two processes: ontological continuity of the actor (ego), Elements: actor( a ), object of the action( A ), the result of action( B ) 1 2 n a → a → → a → , and the causal continuity of the object of the Function: action( a → A ), causality relation( A → B ), feedback of action A → B → → Z → (Figure 3). the result to the actor( B → a ) a 1 a 2 a 3 a n a Continuity of the ego beyond life and death A B Continuity of A B C D Z the cause and effect Figure 1: Simple causality triangle Figure 3: Truss structure of the karmic bridge a is an actor (ego) who acts A , which results in B , and this B The truss has been traditionally thought to be the most robust bridge returns its effect to a . Action is feedbacked to the actor through causality, structure. The continuity of the ego line and that of the cause and effect line that is, cause and effect. Here A is the cause and B the effect. So this go side by side forever in Figure 3. This is the basic concept of karmic triangle shows the action of a and its result to a , and the cause-effect structure and process. In Figure 3. the truss of two triangles solidifies the relation between A and B . karmic structure, from which only few can escape. 3 DECONSTRUCTION OF KARMA How can we deconstruct this karmic truss? It lies in dismantling the process 32 and the structure of karma, in other words, in disassembling the triangles characteristics of karma include the process of the feedback of the result to and, as a result, in removing the causality line and the ego line. the actor. One's action necessarily returned to oneself: this is the karmic The first one, which is the removal of the causality, is basically the causality. The problem is that this consequence of the action is applied to a discontinuation of the reaction. The most effective response to nullify this person (ego) beyond life and death. If the consequence is happiness, that's cause-effect relation is to stop the reaction to the evil cause. good, but if it were hardship, then the ego suffers without knowing the Jesus said that "You have heard that it was said, 'Eye for eye, and tooth for reason why. tooth.' But I tell you, do not resist an evil person. If anyone slaps you on the Let's suppose one ( 1 a ) goes through A → B → C with the identity right cheek, turn to them the other cheek also (Matthew 5:38-39). This is not of 2 a in the next life (Figure 3). He who did A is reborn with B , a masochistic behavior but a call for the cessation of the continuity of action and suffers from the painful reality B . He, who cannot understand the and reaction based upon the egoistic causality, "by yourself." causality A → B , shouts' why?.' This 'why?' is karmic fate. He said again: "You have heard that it was said, 'Love your neighbor and The name of the game through incarnation is karma, and the rule of the hate your enemy.' But I tell you, love your enemies and pray for those who game is that the actor must accept his own action's result, which he doesn't persecute you, (Matthew 5:43-45). The continuity of revenge brings about a know the meaning of why beyond life and death, therefore beyond his vicious cycle in human society. understanding. The action was free, but the result is binding. The second one regarding the removal of the ego line is the other aspect of Then should all the hardships in this world be justified? the first one. a is bound to the causality of A → B , because he What he did to others returns to himself. In effect, he did it to himself. expects B , which is the result of A . In the background of action and Other's suffering cannot be felt unless he himself becomes that other. He reaction exists ego. According to various religious scripts, such as himself, who became that other through reincarnation, experiences that Buddhist's or Hindu's, the feedback B → a is said to be due to a 's feeling, not knowing the reason why. If the state in this world is the result of adherence to B (Figure 1,2,3). B is feedbacked to A when a the action in the previous life, then this state is justified as it is, and there is requires B as the result of A . Where there is ego, there is attachment to no need to sympathize with the suffering, and one should accept one's the result of an action. By expecting B , a accepts the causality of suffering as it is. A→ B , that is, the feedback from B . If a doesn't desire B , then Is this the realization of justice beyond life and death? Or a dextrous trick of causality does not function. a → A is all. This is an orientational duty. God to make us feel the same feeling that we made others feel in our There is no feedback B → a . previous lives. Through the indifferent viewing of one's suffering, just like Bhagavad Gita teaches the pursuit of pure action as its essential lesson, others', we can get out of that suffering. Then we may conclude that karma's which can be expressed as below: Do your duty without expecting the significance lies in the realization of justice beyond life and death reward for it. To attach to the result of the action is to damage the In that sense, karma is dharma, dharma is karma, and the meaning of life significance of the action in its pure form. If one attaches too much to the lies in enjoying the game of karma through repeated reincarnation. result of an action in the pursuit of ego-centric interest, he loses the significance of the action as a duty. Duty is not an investment for the ego's 4 FROM KARMA TO DHARMA profit; it is a dedication to something beyond the ego. By performing duty There are two ways of living; karmic and dharmic (Table 1), in other words, beyond ego, you behave as the Absolute. causal or orientational. About karma, much has been said in the previous A dutiful action means a performance denying the spillover to the ego. Is part. The dharmic way of living is the antithesis of the karmic way. there any action that ends in itself? One of the actions, which is not bound to Table 1. Characteristics of karma and dharma the result of the action, is meditation practiced with the absolute orientation. Ontological Motivation Principle of Behavioral Geometrical Meditation means the orientation in general towards the Absolute, through characteristic of action behavior characteristic characteristic which one is rerecognized. By this recognition, an orientational action that ego-centric triangular Karma ego-centric causal attachment does not regress to oneself is possible in the consciousness as the act of interest causality Absolute, not ego. Therefore, meditation is said to be the best way of Dharma Self-centric duty teleological orientational linear escaping from karmic life and the ultimate expression of dharma. Meditation brings about the collapse of the ego, and the equality of ‘I = The essence of dharma lies in orientation. The orientation means being apart other’ appears in the orientation towards the Absolute. from ego-centric existence. Karma is causal, dharma is teleological and Thirdly, karmic destruction may be possible by fully experiencing karma, orientational. Dharmic action is done by deciding the deed based upon the which can be called karmic justice. fundamental value criteria, which makes the actor free from the result of the As was said previously, karma begins with the action. Here the 33 action. This can be interpreted that if one is free from oneself, then he is 5 CONCLUSION: THE SUN AND THE SHADOW freed from the result of his action. Overcoming ego by turning to the right direction is the essence of dharmic In a → A , dharma has the mono-linear relationship between the actor life. a and its orientational purpose A (Figure 1). Here A is for A , When you have the sun at your back, you see the shadow of yourself. And whereas in karmic triangular structure, A is for B . A is relativized you find it impossible to erase your shadow on the ground. The body is ego, to B . a has the direct object A and indirect object B . B is and the sun is dharma. The shadow is the reflection of the ego appearing the purpose of A and at the same time the result of A . This mixed and when you defy the sun. Shadow is pain and hardship. Shadow is karma. To complicated relation between a and B by way of A makes a see the dark side of ego is suffering. attached to B , and B rules a . The unfulfilled desire of 1 a is Being against the sun visualizes the dark side of ego, and however hard we attached to 2 a in the next life. try to erase it, it does not disappear. The only way to erase it is to orientate You reap as you sow the seed. This is a universal truth. If you follow the sun again. The sun is dharma, the righteous direction. The shadow dharma in the original cause, receive the dharmic result. The dharmic disappears of itself. The ontological orientation deletes the epistemological orientation of sowing the seed brings about salvation from karma. Karma is shadow. Orientation to dharma makes karma disappear naturally. The the result of a dharmic response to the individual, egoistic claims which shadow itself ceases to exist. Therefore the direction is the ultimate solution. despise the universality. When one resolves to stand up from the shadow and proceed to the sun, A → B darkness dissolves. If A is dharmic, then B is happiness. If A is ego-centric, then B We can make some analogical interpretations of karmic or dharmic action is unhappiness. Karma and dharma are closely related. Dharma functions as in relation to the international order and human society. Therefore, the cause setting of karma. We are asked every moment: Self-centered life overcoming a small ego for the universal Self can be adapted to or ego-centered life? An orientational act of a causal act? international society. We are witnessing continuous action, revenge, and We can do the cause but cannot control the result. The result is decided reaction, due to the historical and political causality. We must get out of this following the cause, and we cannot but accept it. That's why the international karma attributed to the national ego towards the global dharma. righteousness of the cause is salvation. The idea that the best way to get out Right direction from ego to Self, this will put an end to the karma of of hardship is to get out of the ego, to where the hardship returns, is logical humankind, individually, socially, and globally. and fundamental and rational or even utilitarian. And it goes without saying that dharmic orientation is the essence of The universal expression of karma is dharma. The individual application of education, which can be applied to children as well as adults. dharma is karma. So that the universal orientation beyond individuality is Until the 16th century, Ptolemaic theory prevailed. According to that, the sun the dharma of overcoming karma. It's a matter of the whole or the moves around the earth. This planetary ego was justified by religious belief. individual. And then heliocentrism proved to be true. Not that the sun (Self) turns Karmic law is applied mathematically beyond life and death, which is a around the earth (ego), but that the earth (ego) turns around the sun mystical ontology. Reincarnation is the ultimate expression of ontology. (Dharma); this Copernican turn must be introduced to our lives to overcome When the causality continues with reincarnation, it is transformed into the karmic bondage. ontological issues from logical, epistemological issues. Therefore, the karmic idea resulted in the question 'who am I ?'. Karmic shout 'why am I REFERENCES suffering?' is, in turn, transformed into 'who am I that is suffering?' and [1] Brunton, Paul and Munagala Venkataramaiah (1996) Conscious immortality: beyond 1 a and 2 a , an approach towards the real Self begins. This Conversations with Ramana Maharshi, Sri Ramana Asramam. transformation of question from 'why?' to 'who?' is the dramatic turning [2] Evans-Wentz, W. Y. (1927) The Tibetan Book of Death, Oxford University Press. point in the long journey of karma because the wanderer in the darkness [3] Evans-Wentz, W. Y. (1958) Tibetan yoga and secret doctrines, Oxford University Press. asked the right question to be answered, that is, the right step towards the [4] Yogananda, Paramahansa (1996) God Talks With Arjuna: The Bhagavad Gita, Self light. At last, reincarnation begins to lose its significance2. Realization Fellowship 2 Ramana Maharshi says: the body is born again and again. We wrongly identify ourselves with the body, and hence imagine we are reincarnated constantly. No. We must identify ourselves with the true Self. The Realised One enjoys unbroken consciousness, never broken by death — how can he die? — or by birth. Only those who think ‘I am the body’ talk of reincarnation. To those who know “I am the Self” there is no rebirth. Reincarnations exist only so long as there is ignorance. There is no incarnation, either now, before or hereafter. This is the truth (Talk 363) [1]. 34 Indeks avtorjev / Author index Fomichov Vladimir .................................................................................................................................................................. 7, 21 Fomichova Olga ....................................................................................................................................................................... 7, 21 Kim Joonho .................................................................................................................................................................................. 31 Krivec Jana ................................................................................................................................................................................... 27 Micarelli Rita ............................................................................................................................................................................... 13 Panev Ida ...................................................................................................................................................................................... 17 Pizziolo Giorgio ........................................................................................................................................................................... 13 35 36 Kognitonika Cognitonics Urednika  Editors: Vladimir A. Fomichov, Olga S. Fomichova Document Outline 02 - Naslovnica - notranja - D - TEMP 03 - Kolofon - D - TEMP 04 - IS2022 - Predgovor - TEMP 05 - IS2022 - Konferencni odbori - TEMP 07 - Kazalo - D Blank Page 08 - Naslovnica - notranja - D - TEMP Blank Page 09 - Predgovor podkonference - D 10 - Programski odbor podkonference - D Blank Page 1 - FomichovsVladimirOlgaCognit2022fin1 2 - MicarelliPizzioloCognit2022fin1 3 - PanevCognit2022fin1 4 - OlgaVladimirFomichovsCognit2022fin1 5 - KrivecCognit2022fin1 6 - KimCognit2022fin1 12 - Index - D Blank Page 08 - Naslovnica - notranja - D.pdf Blank Page Blank Page