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Few words in modern society have become as positively charged as the word innovation. Of course, premodern societies were also innovative in their way. Still, technology, ideas, and organizational forms have changed over time, and it is only in modern society that innovation has become almost mandatory; that is to say, ranked uppermost in society's value system. “Be innovative!” has become an imperative in modern society.

In the fields of social choice, public choice, and political economics, the key difference between private and political decision-making is whether preferences have to be aggregated to make a decision. A related, yet much less studied difference is whether also beliefs have to be aggregated. In this chapter, we argue that belief aggregation creates different incentives for individual belief updates in private and political choice. We review contemporary theories of biased beliefs in politics: Bayesian misperceptions, behavioral anomalies, and rational irrationality. We examine assumptions and consequences of all the approaches vis-à-vis issues of common knowledge, stability, symmetry, and multiplicity of stable states. As a route for further analysis, we construct an evolutionary model including a coordination failure. Differences in learning dynamics make the political play of this baseline game Pareto-inferior to the private play.

At present, education often takes place in an organized setting. From the end of the 18th century onwards, the educational system has unmistakably become differentiated — into the nonorganized family and the organized school or university. This evolution is connected with the growing complexity of modern society and with evolutions in other social subsystems, such as politics and the economy. The family context normally creates numerous moments of casual education, but it can hardly provide adequate support for lengthy and complex processes of learning. Formal organizations are able to specify and preserve the criteria necessary to steer these complex processes in the right direction. Accordingly, the introduction of compulsory schooling — in Western Europe during the long 19th century, reaching from Prussia (1764) to Belgium (1914) — has strengthened the role of organized education. How has this fact, viz. that education now takes place in an organized setting, influenced the nature of educational interaction?

As they say, “Change is the only constant.” Thriving and surviving during a period of extraordinary collision of technological advances, globalization, and climate change can be daunting. At any given point in one’s life, a transition can be interpreted in terms of the magnitude of change (how big or small) and the individual’s ontological experience of change (whether it disrupts an equilibrium or adapts an emergent way of life). These four quadrants represent different ways to live in a highly dynamic and complex world. We share the resulting four-quadrant framework from a quantitative and a mixed methods study to examine responses to various ways we respond to transitions. Contingent upon these two dimensions, one can use a four-quadrant framework to mobilize resources to design a response and hypothesize a desired outcome. Individuals may find themselves at various junctions of these quadrants over a lifespan. These four quadrants provide “requisite variety” to navigate individual ontology as they move into and out of fluid spaces we often call instability during a time of transition. In this chapter, we identified social, cognitive, psychological, and behavioral factors that contribute to thriving transition experiences, embracing dynamic stability. Two new constructs were developed, the first measures the receptivity to change, Transformation Quotient (TQ) and second measures the range of responses to transitions from surviving to thriving, Thriving Transitional Experiences (TTE). We hope our work will pave the way for Thriving to become a “normal” outcome of experiencing change by transforming the lexicon and expectation of engaging with transitions.