An Athlete’s Evolutionary Heritage

Because the science of cognitive dysregulation is not readily available or taught in our academic colleges and universities, I developed these websites to freely offer PDF downloads of my publications. The neuroplasticity that makes the brain so effective at adapting to the innumerable of cultures and societies that have existed on earth, this same neuroplastic adaptation creates a barrier for the comprehension of contrary understandings, archetypes, and paradigms.  See Plato’s Allegory of the Cave.


The Personal Power of Qi

Success or failure in competition, or in life itself, is a cognitive- emotional state first determined within the battlefield of the mind.

“Qi” has been studied in China for thousands of years and is an integral part of their culture while remaining a fantasy to much of western civilization. Rather than dwelling upon the different styles or forms of athletic competition and wushu, I wish to emphasize the cognitive-emotional energy of Qi behind the physicality of forms and use the metaphor of sports to understand and resolve the internal conflicts and competitions within the mind.

Bruce Lee never resolved the emotional dissonance brought on by the conflicts within his mind and thus was never able to move beyond the confines of a physical universe and become the master he so desired to be.

Cognitive-Emotional Theory and The Personal Power of Qi: An Athlete’s Evolutionary Heritage of Strength, Speed, Agility, Cunning, and Success 

(rev 2021-06-16b)

 Andrew O. Jackson

(LINK: free downloadable PDF, 40,700 words, new tab)

Published by: Symbiotic Psychology Press · P.O. Box 930153 · Verona, WI 53593 USA

All of life is QiGong, the cultivation of energy.

Dear Coaches, Instructors, Athletes, and Sports Enthusiasts,

My intention is to use sports and athletic competition (directly or metaphorically) to empower athletes with their evolutionary heritage of strength, speed, agility, cunning, and success.  All of this, including “Qi” is known through our evolved biological feed-back mechanism known as emotions, moods, and feelings. Where athletes and sports has generally replaced the warrior and the brutality of their physical battles of the past, today’s conflicts and battles are akin to chess and refer to a competition for dominance and possession of realities within the mind.  Champions, in sport or in life, prevail because their cognitive-emotional projection of reality becomes dominant and prohibits the competition from seeing the reality of their own success.

Coaches talk about “execution” because that is all they can “see”.  A master/champion must perfect the physical movement, motion, and action within their sport along with their emotions, moods, and feelings within that perfect movement, motion, and action.

Cognitive-Emotional Theory and The Personal Power of Qi: An Athlete’s Evolutionary Heritage of Strength, Speed, Agility, Cunning, and Success” provides a unique methodology for developing an athlete’s powers and creativity. And for the sports enthusiast, it offers a different perspective for understanding the physical “reality” being observed on the field of play.


Andrew O. Jackson

If an athlete learns how to harmonize their cognitive activities with their emotions to feel good, they have the capacity to reach through time and space and attract the necessary ingredients and circumstances for their success, including luck.


The Cognitive-Emotional Wisdom of Golf

Current principles of psychology, sports psychology, and Zen teachings of golf are based on a faulty premise. This premise is that aberrant and dangerous emotions exist and that these emotions are causal to the biochemical physiology that drives dysfunctional behavior.

Symbiotic Psychology honors the synergistic relationship between mind, body, emotions, and consciousness that has evolved over millions of years. Emotions, moods, and feelings must be trusted and must be used to determine appropriate and healthy cognitive and emotional behavior, especially in competition on the golf course.

Cognitive-Emotional Wisdom of Golf: A Symbiotic Psychology


Andrew O. Jackson 

LINK: free PDF Download (new tab)

Published by: Symbiotic Psychology Press · P.O. Box 930153 · Verona, WI 53593 USA

Champions, in sport or in life, prevail because their cognitive-emotional projection of reality becomes dominant and prohibits the competition from seeing the reality of their own success.


Emotions-as-Effect Theory

Figure 1: Yinyang, Cognitive-Emotional Process Flow Chart (page 51, “Personal Power of Qi”).

  1. Within a cognitive-emotional event, cognitive activities of the brain (maximum yang) stimulate an….
  2. emotional neurology. This neurology is not the emotions a person feels, but is a neurology of the brain that through chemical (hormones) and neural (nerves) creates, changes, and sustains the….
  3. biochemical physiology of the brain and body. (Physiology is the study of functions and mechanisms in a living system (Wikipedia, 2021).) These biochemical mechanisms activate a….
  4. sensory neurology of the brain and body that consciousness perceives as….
  5. good- and bad-feeling emotions, feelings, and moods (maximum yin) which also accentuate a
    1. reflexive cognitive-emotional behavior or
    2. re-processed cognitive-emotional behavior.
  6. Consciousness uses this emotional awareness and understanding to modulate 1) cognitive activities which stimulate a 2) emotional neurology… and the yinyang movement and flow of cognition and emotion continues….

Ignorance is to speak of desire itself as the cause of suffering rather than understanding that it is the continual cognitive awareness upon the lack of that which is desired that is the cause of suffering.


It is the dysregulation of cognition, not emotion, that is causal to the aberrant changes in an individual’s biochemical physiology.

Current cognitive-behavior therapies (CBTs) are based on the erroneous belief that emotions are causal to the biochemical physiology changes within the brain and body.  And because of this erroneous and false paradigm of aberrant and dangerous emotions, emotions must be controlled, managed, and regulated, even with the use of pharmaceuticals if deemed necessary. It is the dysregulation of cognition, not emotion, that is causal to the aberrant changes in an individual’s biochemical physiology that leads to suicidal depression, psychotic mania, and a dysfunctional biochemical physiology susceptible to disease and illness.

Cognitive-behavior therapies work because cognition changes the biochemical physiology that is perceived as emotions.

Emotions-as-Effect Theory: The Linguistic Semantics of Emotional vs. Cognitive Dysregulation


 Andrew O. Jackson

(LINK: free downloadable PDF, 14,000 words, new tab)

Published by: Symbiotic Psychology Press · P.O. Box 930153 · Verona, WI 53593 USA


“Goddess, sing me the anger, of Achilles, Peleus’ son, that fatal anger that brought countless sorrows on the Greeks and sent many valiant souls of warriors down to Hades, leaving their bodies as spoil for dogs and carrion birds: for thus was the will of Zeus brought to fulfilment” (Homer, 800-700/2009). With these beginning words written almost 3000 years ago, Homer’s Iliad linguistically sabotaged hundreds of millions of years of emotional evolution. The civilized arena was staged for aberrant emotion driving destructive behavior.

Achilles’ anger brought countless sorrows. Achilles’ anger sent many valiant souls to Hades. Homer inscribes the emotion anger as causal, that is, anger as the cause of Achilles’ behavior. These statements misconstrue emotion as being causal to behavior.  This erroneous linguistic cognitive construct of the mind continues to this day in all of language, literature, philosophy, religion, law and their education and has been an unquestioned foundation of modern evidence-based-therapies. Today, this misconstruction of destructive behavior arising from emotional dysregulation, instead of cognitive dysregulation, inaccurately prescribes emotional regulation, management, and control. But, cognition, not emotions, precipitate the physiological states and changes that drives behavior and it is the dysregulation of cognition that is the foundation of mental illness and disorder and it is cognition that must be regulated, controlled, and managed.


Andrew O. Jackson

Homer. (2009) Iliad (A.S. Kline, Trans.). Poetry in translation. (Original work published ca. 800-700 BCE)

The Great Debate: Emotional Dysregulation vs. Cognitive Dysregulation

Emotional Dysregulation: Current psychological therapy understands emotions as potentially aberrant and dangerous because they believe emotions change the biochemical physiology that drives behavior. Therefore, these emotions must be controlled, regulated, or managed and, if necessary, with pharmaceuticals. And because emotions can lead to aberrant and dangerous behavior, emotions are not to be trusted. Cognitive behavior therapies use the intellect to reason out appropriate and desirable cognitive and emotional responses and behavior.

Cognitive Dysregulation: Emotion-as-Effect Theory argues that cognition, not emotions, changes the biochemical physiology that drives behavior. Therefore, cognition must be controlled, regulated, or managed. Emotions are the perception of biochemical and physiological changes of the brain and body (precipitated by cognition) where good feeling emotions have an evolved correlation with a healthy physiology and bad feeling emotions have an evolved correlation with an unhealthy physiology. Cognitive behavior therapies work because cognition changes the biochemical physiology that is then perceived as emotions. Cognitive-emotional behavior therapies trusts these emotions, moods, and feelings to understand and to guide appropriate, desirable, and healthy cognitive behavior.

Rather than demonizing emotions as aberrant, destructive, out-of-control and in need of regulation because of an emotional disorder, Emotions-as-Effect Theory understands emotions as an evolved sensory system, akin to the senses of pleasure and pain, giving conscious feedback on the healthy/unhealthy state of biochemical physiology. Cognition, not emotions, precipitates the biochemical physiology of the brain and body that drives behavior. Emotions, moods, and feelings instead of being regulated by cognitive behavior, are used to guide cognitive behavior and decision making for the health, well-being, and prosperity of the individual.

Warning 1: Denial of the emotional biofeedback mechanism.  Emotional disorders (Barlow, 2014) such as depression, anxiety, suicide, mania, bipolar disorder, borderline personality disorder are not emotional disorders, but cognitive disorders that deny an evolved emotional biofeedback mechanism.  A belief in emotional control, management, and regulation because of “emotional” disorders influence on a person’s biochemical physiology convolutes emotions’ evolutionary role to pivot off of emotionally negative cognitive behaviors towards emotionally positive cognitive behaviors.  If emotions are deemed untrustworthy because of a false belief in aberrant and dangerous emotions driving behavior, the emotional biofeedback mechanism is further sabotaged in fulfilling its evolutionary role.

The emotional rollercoaster ride provided by the entertainment industry through such mediums as movies, television, books, songs and music is dependent on a certain denial of the evolved emotional bio-feedback mechanism to guide cognitive activity towards well-being. This suspension of emotional understanding can bleed into daily life and disrupt emotions’ role in guiding cognitive behavior.

Warning 2: Camouflaged aberrant cognitive behaviors. Any psychological or pharmaceutical therapy that changes a person’s natural and evolved cognitive-emotional correlations can camouflage aberrant cognitive behaviors normally exposed through emotional dissonance. These unabated cognitive behaviors can continue to change a biochemical physiology so that a person erupts into dangerous, psychotic, and suicidal behaviors.

Warning 3: Unrecognized defense against illness, infections, and disease.

Biochemical abnormalities that are emotionally perceived may not originate from psychological cognitive activities. Instead, they may be attributed to illness, infection, or disease. However, by consciously working to feel good, the body builds another evolutionary defense for survival. Feeling emotionally good has an evolved correlation with being biologically healthy and vigorous. Therefore, by consciously working to feel good rather than just succumbing to emotionally negative biological activity, evolution has set up another layer of resistance to fight off illness, infection, and disease.

However, modern psychology attributes the power of causality to emotions. As previously mentioned, emotions cannot be trusted. Emotions can be aberrant and destructive and cause overly aggressive behavior. If negative emotions stemming from an emotional disorder are managed pharmaceutically, science is again usurping emotions’ evolutionary role in maintaining one’s heath, vigor, and well-being during a physical illness. By cultivating a cultural attitude that dismisses the emotional “dashboard light” of negative emotions and does not recognize the role of negative emotions in informing one’s consciousness that extra effort must be made to maintain an emotionally good-feeling attitude, science is creating a physically weak society. People who have developed cognitive abilities needed to maintain an attitude and mood of emotionally positive feelings empower themselves to survive pandemics such as the COVID-19 pandemic.

Warning 4: Misguided action upon an external world. If an individual or patient is never taught (1) how to use their cognitive-emotional biofeedback mechanism and (2) that good- and bad-feeling emotions, moods, and feelings are about their own cognitive activities and (3) how these good and bad feelings have evolved in correlation with the health and well-being of their own biochemical physiology, or (4) even more detrimental, to ignore, constrain, or inhibit this evolutionary biofeedback mechanism, they will continually associate and give credit or fault to the origins of these emotions, moods, and feelings to an external world. An individual or patient will then act upon their external world according to their own interpretations, understandings, and beliefs derived from their personal experiences, education, and training through life – even to the detriment of their own health, well-being, and success because feeling good or bad is not about what “I” am doing: “I feel this way because of what ‘they’ and the external world of circumstances, events, and happenings are doing to me. And if they and the world do this to me, how can I act in ways other than what I understand, know, and believe.” Feeling good has become about changing, controlling, or acting upon “them” and the external world – as people have been taught.

Warning 5: Misguided “feels-good-is-good” morality. Rather than rigorously adopting and adhering to a set of feels-good religious, political, or academic set of beliefs and understandings that deny an internal reflection of personal cognitive behaviors, our educational institutions (parents, schools, religions, governments, etc.) must teach, develop, and empower a feels-good-is-good cognitive-emotional dynamic that can rationally and comprehensibly debate the moral dilemmas facing each new generation.

Warning 6: Literacy can adversely affect natural cognitive-emotional development.

The current linguistic semantics of emotional behavior depicted in secular and religious literature can reinforce a self-indulgent reflexive behavior driven by emotions. This reptilian portrayal of emotional behavior ignores any re-processing cognitive activities towards a behavior accentuated by a better feeling thought. To enjoy the thrill and excitement of a fantasy world and to understand and comprehend the more complex emotional behaviors within the intricacies of some advanced character and plot progressions, a reader must be more willing to suspend their disbelief and accept a self-indulgent reality of emotions driving behavior. Literacy becomes problematic when natural cognitive-emotional re-processing development is usurped by a singular reality of self-indulgent emotional driven behavior void of any re-processing skill, education, and training.

If law is ignorant of what drives human behavior and decision making, how can there be but laws of ignorance and injustice (and disorder, conflict, and crisis). Justice founded upon falsehood is itself false and unjust. 

All evidence-based therapies change, develop, or re-process cognitive behavior to change emotions.  But, does cognition or emotion change the biology that drives behavior. The tradition answer, based in 3000-year-old religious and literary linguistics, is “emotion.”  Emotions-as-effect theory argues that when the cause-effect process is diagrammed with the logic of current cognitive research and the evolutionary process, cognition precipitates the biological changes that drives behavior and that are perceived as emotions.

If evidence-based practices (EBP) such as cognitive behavior therapy (CBT), eye movement desensitization and reprocessing (EMDR) with its theory of adaptive information processing (AIP), forgiveness therapy, mindfulness, positive psychology, interpersonal psychotherapy, and emotional intelligence are falsely founded in an illusionary cognitive construct of the mind called “emotional dysregulation” then what is all their research proving? The foundation of these evidence-based practices is an evolved emotional bio-feedback system as described in “Emotions-as-Effect Theory: The Linguistic Semantics of Emotional vs. Cognitive Regulation”.

Emotions have evolved for millions of years. They had become a very effective tool giving valuable feedback on the nature of one’s personal cognitive activities. Yet, when Homer wrote the Iliad, he began a false inscription of emotions’ evolved role in effective, behavior, decision making, and creativity to develop and maintain an individual’s health, wealth, and well-being. The importance of knowing, understanding, and teaching our children how emotions carry out these primary functions in human development can not be overstated.

How long will academia continue the instruction and edification of an emotional/cognitive dynamic regulatory theory erroneously based in a 3000-year-old literary and religious linguistics?

Andrew O. Jackson


Cognitive-Emotional Wisdom

Cognitive-emotional development within an individual is a process of learning, practicing, and utilizing a variety of cognitive-emotional re-processing techniques to where positive feeling emotions, moods, and feelings accentuate physical behavior.

How long will the academic institutions of education, language, linguistics, literature, psychology, and philosophy continue the instruction, edification, and liability of an erroneous emotional/cognitive dynamic regulatory theory based in a 3000-year-old literary and religious linguistics when there are yearly, nearly 800,000 suicide deaths worldwide (W.H.O., 2019), millions of other people are being put through a child-to-prison pipeline where incarcerating conditions only amplify their psychological injuries, and indiscriminate “random” shootings continue with no review of the psychological environments that are fostering all of these atrocities and that are oblivious to emotions’ evolutionary design?  Lack of personal and academic questioning and review of psychological and pharmacological emotional dysfunction theory would only add to the misfortune of these children of a lesser God (Medoff, 1979).

Basic Education should be founded in the science, reason, and evolution where cognition precipitates the biochemical physiology of the brain and body that drives behavior and not in the linguistics of secular and religious literature where dogma dictates that emotions drive behavior.

 The success of any educational institution cannot be defined solely by their students’ ability to cognitively achieve; success must be defined by their students’ ability to achieve with the presence of health, vigor, and joy along with the necessary cognitive skills, abilities, and motivation to nurture these learning conditions throughout life by employing their own evolved cognitive-emotional bio-feedback mechanisms.

 Cognitive-Emotional Wisdom, Education, and Training:  A Primary and Secondary School Overview


Andrew O. Jackson

(LINK: free downloadable PDF, 48,200 words, new tab)

Published by: Symbiotic Psychology Press · P.O. Box 930153 · Verona, WI 53 USA

Did Homer’s 3000-year-old emotional linguistics in the “Iliad” lay the foundation for erroneous emotional comprehension, understanding, and beliefs in your education, literature, philosophy, law, and religion and in your psychology of cognitive/emotional development, behavior, creativity, and decision-making abilities?

If law is ignorant of what drives human behavior and decision making, how can there be but laws of ignorance and injustice (and disorder, conflict, and crisis). Justice founded upon falsehood is itself false and unjust.