Dear qLOGOS participants, Today marks the 4th anniversary of qLOGOS. It is an important date and an important moment, because it shows both the determination and the consistency of what we do. A project that has lasted four years — years that were hard and full of change at the same time — will last the next 40, and 400, and beyond. This is not a finished project or the rigid frame of a company. It is a process. It is all of us, written into other processes that are changing this world, so that it becomes a better one. Let us wish one another all the best, and a continued great adventure: money, growth, and friendship in open communication. Piotr www.qlogos.io www.qverse.me www.teoriaq.com kontakt@qlogos.io

I have had one chief, basic, most important piece of luck in my life. I had extraordinary parents, to whom I owe a very great deal. My mother was passionate about geography — the analysis of tectonic plates and their dynamics. Beyond that, she specialized in international relations and took a keen interest in the life and work of the Polish diaspora around the world. My father was passionate about physics and mathematics, though his actual field was nuclear chemistry, and he conducted research at nuclear reactors. A few years ago — counting from the point on the timeline where I place this — he not only defended his doctorate but published his own patent for an effective method of neutralizing radioactive waste. That work was recognized, and it brought him an offer to work in West Berlin, at the Hahn-Meitner Institute, on the team of Professors Lutze and Lookscheiter. Later he also worked in Cologne, in West Germany. In Poland, during his student years, which fell in the Stalinist period, he was held in prison for taking part in and helping organize a student protest. It was a deep trauma for him, one he would not speak of even years later. That was how he came to be regarded as a veteran of that struggle. To my parents, to their wisdom and their devotion, I owe what may be the most important thing in a life: a very happy and secure childhood, which I was allowed to live as a magnificent adventure. It was not a carefree or stress-free childhood, but it was full of joy and play — woven together with lessons in responsibility and a very intense education. I remember my first conversations with my father under the star-filled sky of Berlin, in his quiet neighborhood of Wannsee. We talked about the stars, about the planets, about the cosmos and our place in its vastness. We talked about its harmony, its power, and the universal language by which the cosmos understands and by which it speaks — mathematics. Those conversations fascinated me. They were full of mystery, strangeness, and variety.

Maybe my Ego was way to big - to believe someone will be interested in reading my posts, but unfortunate not. So maybe I should write something about cooking, or football. But unfortunate both are not my world .... Hmm......should I change something ....

In short, one could say that even as a child, I noticed with extraordinary clarity how the Western education system fostered and built independent thinkers. This was in stark contrast to the Eastern system, where the goal was clearly to mold loyal, mindless soldiers of socialism, wrapped in an optimistic facade and a dose of sexual freedom. In contrast to both of these systems, the Polish system —which I observed through my contact with the Polish school and by watching my peers—focused on the mass production of oppressed and wronged victims. Victims who were proud of their defeats, failures, partitions, and their entire historical martyrdom. From a child's perspective, this was incredibly shocking to me. I remember bombarding my parents with a torrent of questions, and later the teachers at the Polish school at the embassy in East Berlin: Why does it have to be this way? Can't it be changed? As a child, I tried to encourage the teachers not to follow the mandatory expectations of the Ministry of Education or the school board, but to introduce a partnership-based system similar to the one I had in the West. A system that gave me pleasure and seemed highly effective. It quickly turned out that my parents couldn't answer most of my questions —at least not in a way that satisfied my endless curiosity. And the proposals I enthusiastically made at the Polish embassy school, praising the Western system, were evaluated as subversive and destructive activity. Because I was stubborn and probably quite troublesome for the teachers, I received a lowered grade for my conduct. My parents kept getting summoned to the school with demands to quickly bring me to heel and make me obedient. Interestingly, I wasn't just making these proposals on my own behalf. I remember that as a child, I was genuinely convinced that my peers would eventually be grateful to me for fighting for more freedoms, which I advocated for them as well. Meanwhile, I was met with deep contempt, a lack of understanding,

P(My Life – From My Subjective Point of View) I was in a highly unique situation. In a sense, I grew up in three different worlds, each with its own interpretation of reality. My primary world was West Berlin—a sort of oasis of freedom and the Western world, divided into the American, French, and British sectors. I lived in the American sector, attending school alongside German children and the children of American military officers. At the same time, I still had fresh memories of an East German (GDR) elementary school—steeped in propaganda, with its programs designed to indoctrinate children into the fight for socialism, and a mindset of a besieged fortress facing the entire Western world. My third world was the one I visited during vacations: Poland itself, as well as the Polish school operating out of the Polish Embassy in East Germany. What immediately stood out, providing me with immense psychological comfort and sparking my curiosity about the world, was the teaching model I encountered at the Conrad Grundschule in West Berlin. We learned with genuine passion because we had real, dedicated teachers—enthusiasts of their fields who operated in a completely relaxed atmosphere, free from absurd rules, bans, or authoritarian treatment. A partnership model prevailed, with a highly individualized approach to each student. I never felt judged or under any pressure. School was associated with the joy of acquiring knowledge and with sports. There was a huge emphasis on physical education, which we had every day, including some Saturdays and Sundays. Alongside American football and basketball, we practiced a highly unique team sport that is little known worldwide: Präball (a sort of tennis where, instead of a racket, you use a clenched fist). On top of that, Aikido classes were a staple—something that would save my life many years later. In the Western school—which is worth noting—I was not being programmed for hostility toward the Eastern or socialist world, nor was I taught that