In English: https://peacefromharmony.org/?cat=en_c&key=1292

In Russian: https://peacefromharmony.org/?cat=ru_c&key=1146 

1. Introduction: Beyond Fragmentation

In a time of escalating systemic crises—ecological, political, epistemological—the Peace Science Primer (PSP) introduces a structural model for sustainable peace rooted in the fractal organization of social spheres. This model proposes a scientifically grounded, digitally operable, and educationally scalable framework based o­n 16 Spheres—eternal structures of societal activity—and their interaction through recursive processes and harmonized coupling.

Framed within the context of the United Nations Sustainable Development Goals (SDGs), especially Goals 3 (Good Health and Wellbeing), 4 (Quality Education), 16 (Peace, Justice and Strong Institutions), and 17 (Partnerships for the Goals), the PSP provides a transdisciplinary methodology for systemically understanding and advancing peace.

This framework is further compatible with:

●UNESCO’s Global Citizenship and Peace Education (GCPE) and its emphasis o­n systems thinking, social cohesion, and global solidarity;

●The OECD Learning Compass 2030, which prioritizes agency, co-agency, and transformative competencies.

2. The Fractal Structure of Spheres and Spherons

At the heart of this model is the principle that human society is composed of 16 foundational spheres, each of which expresses and contains four essential resource-process categories: People, Information, Organization, and Things – collectively referred to as PIOT.

These spheres are organized fractally:

●Each sphere contains all four PIOT elements.

●Each PIOT element, in turn, recursively unfolds into four additional subdivisions.

●This produces a self-similar, scalable structure that reflects unity through complexity.

This fractal logic mirrors systems in mathematics, biology, and information theory, and is applied here as a sociological tool of systemic coherence. The recursive structure is formalized in the Law of Tetrary Fractal Recursion, expressed by the formula 4 × 4ⁿ, where each level of social organization (individual, communal, national, global) reflects a nested coherence.

This structure is compatible with OECD’s emphasis o­n interconnected competencies and UNESCO’s call for transversal, interdisciplinary literacy.

3. Coupling: The Mechanism of Social Viability

The functional strength of the system lies in the coupling—the interactive relationship between the spheres. Each sphere ans spheron, while self-structured, cannot function autonomously. The PSP describes this through a principle derived from Anaxagoras: “All in All – All in Four – Four in All – Four in Four.”

This coupling is not merely analogical; it reflects an operational requirement. For any system (from a family to a nation-state) to sustain peace, it must maintain mutual reinforcement across:

●Human well-being (P)

●Knowledge systems (I)

●Institutional coordination (O)

●Material infrastructure (T)

This dynamic interdependence ensures resilience, adaptability, and equilibrium, and serves as a critical departure from mechanistic or linear models of social planning.

For UNESCO and OECD-aligned educational models, such interdependence is central to cultivating systemic and anticipatory thinking, collective well-being, and shared responsibility.

4. From Dialectics to Qualimetry: Measuring Social Harmony

The PSP advances the model of qualimetry, i.e., the statistical and computational measurement of quality within and across the social spheres. This approach moves beyond classical metrics (GDP, crime rates, etc.) to a multi-dimensional, recursive mapping of social interrelations.

This is formalized in a system called Spheral Global Statistics (GlobStat), which provides:

●Indicators of harmony and imbalance between spheres and spherons.

●Longitudinal data o­n systemic coupling and breakdowns.

●A framework for AI-assisted social planning and peacebuilding.

GlobStat serves as a foundation for Spheral Artificial Intelligence (SAI)—a proposed educational and analytical system enabling citizens, policymakers, and students to visualize, model, verify and improve systemic interdependencies from local to global levels.

Such approaches align with the OECD’s Learning Compass goals of:

●Leveraging AI and data literacy for societal benefit

●Encouraging learners to engage with complex systems

●Promoting ethical decision-making in technology and society.

5. Education for Perpetual Peace: Spheral Space-Time

To contextualize peace not as an abstract value but as a measurable systemic outcome, PSP introduces the concept of Spheral Social Space-Time (SST). SST is a four-dimensional mapping of social development processes, providing a cartographic foundation for:

●Curriculum development in peace education

●Systems-based decision-making in public policy

●Ethical AI design grounded in interdependence, not competition

This is a concrete application of UNESCO’s “learning to live together” pillar and OECD’s transformative competency of creating new value within ethical and sustainable frameworks.

The SST model unifies statics (structures) and dynamics (flows) into a coherent framework, thus supporting a shift from fragmented disciplinary knowledge to planetary systems literacy.

6. Policy Implications and Alignment with UN, UNESCO, and OECD

The fractal-coupling model of PSP offers:

●A systems-based alternative to discipline-siloed governance

●A framework for educational innovation, capable of integrating digital literacy, civic competence, and peace fundamental scientific knowledge from primary education o­nward

●A digital infrastructure for cooperation across institutions via GlobStat and SAI

This supports key policy mandates:

United Nations SDGs

●SDG 3: Health is understood holistically across the PIOT spheres

●SDG 4: The fractal model enables integrative and systems thinking education

●SDG 16: Peace is operationalized as system-wide balance across 16 planetary social spheres

●SDG 17: SAI enables new forms of global partnership based o­n transparency and interdependence

UNESCO Education Priorities

●Promotes global citizenship education through holistic worldviews in a single scientific peaceful education

●Supports digital competencies aligned with peace and sustainability

●Fosters dialogue between disciplines and cultures

OECD Learning Framework 2030

●Encourages student agency in navigating social systems

●Develops co-agency through institutional coupling models

●Applies anticipation and complexity tools to future-oriented education

7. Conclusion: Toward a Spheral Civilization

The PSP’s fractal-coupling paradigm transforms peace from a normative imperative into a structurally grounded system of planetary interdependence. It calls for:

●A move from disciplinary to spheral thinking in the process of education and governance

●A shift from fragmented data to qualimetric measurement

●The development of SAI as a public good for education, policy, and intercultural understanding.

If peace is to be more than the absence of war, it must be restructured into the very logic of how we understand, educate, govern, and cooperate. The PSP offers a foundational step in this direction—scientifically, philosophically, and ethically.

References

●Peace Science Primer, Chapter 8 etc.: https://peacefromharmony.org/?cat=en_c&key=1279

●Semashko, L. (Ed.). Tetrasociology: https://peacefromharmony.org/?cat=en_c&key=145

●Semashko, L. (Ed.). Gandhica: https://peacefromharmony.org/?cat=en_c&key=848

●UN SDG Agenda 2030: https://sdgs.un.org/goals

●UNESCO GCPE: https://www.unesco.org/en/global-citizenship-peace-education

●OECD Learning Compass 2030: https://www.oecd.org/education/2030-project/

PhD Lucas Pawlik, sociocybernetist,

Vienna, Austria,

https://peacefromharmony.org/?cat=en_c&key=887

03-07-25

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