The evolutionary development of the regulation function is shown graphically below, in 10 main steps. One can see from this scheme how the functions of the construction of physical units and of behaviour recipes pass from one carrier of effect (genome), to another (central nervous system), in a completely continuous transition. The separation of the first part of evolution (steps 1 to 7) from the second (steps 8 to 10), which manifests itself in the hitherto radical separation of biology from the liberal arts is, as this sequence of steps shows, artificial, and distorts our evaluation of reality.
 
 
 

First step: The genome G (genetic blueprint) has a direct effect (e). Within the cells, this happens a thousand times.
Second step: The genetic blueprint causes the building of an functional unit (FU), which performs a certain function itself. This function is "passive", it does not need further controlling. For example: the construction of the inner skeleton or shell of an unicellular organism. Without further influence from the genetic blueprint, this structures provide supporting and protective measures.
Third step: the genetic blueprint builds up an "active" functional unit and provides the necessary regulation as a separate function (s). For example: the construction of flagellates and the transmission of orders to them.
Fourth step: the same process as in step three, but in this case the genetic blueprint builds up an additional structure (BP), belonging to the functional unit, which causes the regulation of FU: a behavioural pattern.Whereas the genetic blueprint in step three has to ensure the regulation of the functional unit, it is "independent" in step 4. Because of unit BP (whatever it might look like), the functional unit is able to regulate its functional movement itself. This might be the cause with some organelles within cells, for example the centriole.
Fifth step: the genetic blueprint builds up a special steering organ (SO), and provides it with behavioural pattern BP needed for the steering of FU. In this case, the genetic blueprint already performs three different building functions (a,b,c) , it forms three different physical structures (FU, BP, SO). This stage of development is achieved by all animals, which have a central nervous system.
Sixth step: the central nervous system undertakes the construction of the functional unit, (a) either by taking it from the environment ready made (for example: the hermit crab, which takes a snail-shell of another crab as its protection organ), or by steering the artificial construction of a further functional unit (for example: the construction of the honeycombs of bees and wasps, the construction of the spider`s web and the beaver`s lodge.) In this case, the behaviour is innate, it is caused by the units BP and SO, which are built up by the genetic blueprint.
Seventh step: The central nervous system takes over another of the effects a, b and c exercised on step five by the genetic blueprint, in fact, effect b: the construction of the behavioural pattern BP. This is a typical process for all animals which have the ability to learn. In an individual confrontation with the environment (En), they build up the behavioural pattern, which is necessary for the steering of their functional units, themselves. With the "learning animals", this process happens during the course of "playing" and "learning". In this case, the behavioural pattern is not "innate", but "acquired". In this way, the behavioural pattern can be adapted to the respective environmental conditions.
Eighth step: The central nervous system does not just take over one, but two of the functions performed in step five by the genetic blueprint: first, it builds up a behavioural pattern (BP), in an individual examination with the environment, which then causes (a) the build of the functional unit (FU). Secondly it builds, as well in an individual confrontation with the environment (En), the further behavioural pattern BP2, which regulates the active function of FU. (for example: the production and the use of a spear. The formation (a), as well as the "handling"(s) of these functional units, have to be "trained". This scheme marks the transition between animal performances and human intelligence. This applies to all our tools, arms and equipment produced by the consumer himself.
Ninth step: Here the functional unit (BP) does not build itself, but another energon (H) sees to its building. With force or with a process of exchange (EX), the "producer" is forced to cede the result of his efforts, this means the functional unit. The behavioural pattern (BP), which is necessary for this, is self-built by "learning" and "experiencing". A concrete example: someone realises, that someone else produces spears and steals one or acquires one by exchange. The additional behaviour recipe (BP2), which is necessary for the use of the functional unit, is not self-acquired in the diagram, but built up by environmental influence. This process happens when children are educated and also with every influx of traditional knowledge, via language and writing. A promoting environment intervenes here: the "educator". This marks every production of goods inside societies practising the division of labour. Individual energons ("producers") specialise in the development of required functional units and hand them in by an act of barter (commerce, industry, trade). That is, why an immense multitude of artificial organs can be acquired.
Tenth step: The central nervous system not only comes under the control of an functional unit (FU) produced by another energon (H), but by force or exchange (EX) ensures that this functional unit (s) is appropriately utilised by another energon (T). That can be an animal (like a bullock, which pulls a plough (FU), a human being (such as a driver) or an organisation (such as a building contractor). Both behavioural patterns (V, V2), necessary for the utilising of strange energons are constructed by the environment (society), and are transferred in the form of education and tradition. The same goes for a third behavioural pattern (BP3), by which another energon (in the diagram T again) is induced to perform an immediate function. Examples: the service of a hairdresser, of a lawyer or an insurance company. This basic pattern represents all organised interweavings in human society. It is always a matter of forcing the energons to increase the size of their own effect structure by building and transferring functional units (H), or by producing a specialized activity, which serves their purpose (T). The latter can be an immediate activity (f2), or an operation or a regulation of a functional unit (s), which belongs to the own effect structure. The necessary behavioural patterns can be (as in the diagram) built free of charge by the promoting environment (educators, tribal members), or the acquisition of the behavioural patterns is carried out by robbery or exchange, that is in accordance with the relation to the energon H, which in this case, as an functional unit, builds and passes on a behaviour pattern.

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