Evolved Cognitive-Emotional Re-Processing Dynamics

     A character may be emotionally driven in a book, movie, opera, play, song, or video, but in science emotions do not drive behavior. Cognition, not emotion, precipitates the changes and states of neurological, biochemical, and physiological being in the brain and body that drives behavior. Emotions are the perception of these changes and states of physiological being. This is the evolved cognitive-emotional foundation within humanity that allows well researched and evidenced based cognitive behavior modification therapies to work and be successful.

 _________________________________________________________________________________

The Language of Cooperation vs. the Language of Conflict and Control: The Linguistic Semantics of Cognitive vs. Emotional Dysregulation

Ancient Greek philosophers and today’s academic dissertations of emotional suffering, slavery, and vulnerability exist only when cognitively dwelling upon the lack or absence of that which is wanted, desired, or intended. When these emotionally negative cognitive activities are re-processed, re-structured, and re-developed into emotionally positive cognitions, a being of emotional suffering, slavery, and vulnerability is transformed, transmuted, and renovated into a being of joy, freedom, and power with the imaginative, artistic, and creative mind necessary to fashion and manifest their wanted, desired, and intended world, reality, truth, and favored fortune.

Every writer since Homer reflects the emotional linguistics of his “Iliad” (inscribed nearly 3000 years ago);  and millions of years of cognitive-emotional evolution have been (and are being) linguistically redefined and sabotaged by our language and literary institutions (Jackson, 2023). Language and literary artisans are instrumental to the hundreds of thousands yearly suicide deaths, reprehensible mass shootings, and the human degradation and insanity now on exhibit in the Mid-East.

Contrary to writing standards, conventions, and implications, cognition, not emotion, precipitates the changes and states of biochemical, neurological, and physiological being that drives behavior. Emotions are not causal but an effect and the perception of these changes and states of physiology. Teachers within all academic disciplines and authors, poets, journalists, and playwrights must re-learn and re-develop our emotional language to mirror our cognitive-emotional evolutionary, and symbiotic heritage of the heart, mind, and body.

Positive, good-feeling emotions, moods, attitudes, and feelings have an evolved correlation with health, well-being, and effective and successful decision-making abilities and prowess. Negative, bad feeling emotions, moods, attitudes, and feelings have an evolved correlation with their negation. If this were not so, humanity would not have survived the evolutionary mill.

And therefore, contrary to our literary works of science and art, emotions instead of conflicting with, and controlled by, the cognitive mind as professed by psychology (and our psychological institutions of religion, law, politics, and philosophy), have evolved to guide our cognitive and physical acts away from negative, bad feeling destructive behavior and towards positive, good feeling constructive behavior. The solution to the Palestinian-Israeli conflict lies within this new linguistics of cognitive-emotional cooperative, instead of conflict and control, behavior and law.

Reference: Jackson, A.O. (2023). Cognitive-Emotional  Re-Processing Control, Cultivation, and Education: The Linguistic Semantics of Cognitive vs. Emotional Dysregulation in Cognitive-Emotional Re-Processing Control Paper with Supplements. Symbiotic Psychology Press.    (15,500-word paper, free PDF download, new tab)

Abstract

 Homer’s “Iliad” opens with the line, “Goddess, sing me the anger [wrath] of Achilles, Peleus’ son, that fatal anger [wrath] 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).  Achilles’ anger [wrath] brought countless sorrows. Achilles’ anger [wrath] sent many valiant souls to Hades. Homer inscribes the emotion of anger as causal; that is, anger is the cause of Achilles’ behavior. But this paradigm of emotionally driven behavior, as used through-out history within the language and literature of religion, philosophy, sociology, and law and adapted into modern, evidenced based cognitive behavior modification therapies, is flawed.

This cognitive-emotional linguistic construct ignores emotion’s evolutionary role in re-processing, re-developing, and re-constructing destructive, emotionally negative cognitive behavior towards emotionally positive and constructive cognitive behavior that signifies an individual’s (and society’s) health, well-being, and success.  The paradigm of destructive behavior arising from emotional dysregulation (instead of cognitive dysregulation) erroneously demands emotional regulation, management, and control (even with pharmaceuticals if necessary) to the detriment and cultivation of language, literature, philosophy, religion, law, and education and limits the efficacy of modern evidence-based therapeutics within the psychological and psychiatric rehabilitative sciences.

This paper establishes that the foundation of extensively used (and evidenced based) cognitive behavior modification therapies is dependent upon (1) the good (or bad) feeling conscious experience of emotions, moods, attitudes, and feelings as the perceived effect of neurological, biochemical, and physiological changes and states of being within the brain and body precipitated by (causal) cognitive activities and (2) positive, good feeling emotions, moods, attitudes, and feelings have an evolved, positive correlation with health, well-being, and effective and successful decision-making abilities and prowess.  A person driven by anger, jealousy, or greed may be emotionally driven in a movie or book, demonstrating the need for emotional control, but within engineering process control theory, these neurologically and biologically changes and states of emotional being are a product of cognitive activities which must be managed and controlled. The significance of teaching the science of emotions (separate from their literary, religious, and philosophical conceptualization) in our educational institutions cannot be overstated.

Language acquisition and literacy education teachers are now teaching a flawed psychology of emotionally driven behavior without incorporating the necessary appreciation of emotions’ evolutionary role to guide and re-process cognitive behaviors toward healthy and successful decision-making.  Cognitive-emotional health education in pre-school, primary, and secondary curriculums is necessary to develop individual skills, abilities, and beliefs to re-process emotionally negative, bad feeling, and destructive cognitive behavior into good feeling, emotional positive, and constructive cognitive behaviors. Every individual must develop an awareness of their own cognitive-emotional states of being and then have the skills, abilities, and beliefs to consciously use their emotional awareness to control, manage, and regulate one’s own cognitive behaviors towards health, well-being, and success and for the health, well-being, and success of the culture and society in which they live.

What can be reasonably understood and concluded about the “pathological world of aberrant and dangerous emotions driving destructive behavior” if emotions are not causal to, but an effect of, the neurological, biochemical, and physiological changes and states of being that do drive behavior? How reliable are existing psychological dependent studies if variation within an individual’s capacity for re-processing, re-structuring, and re-organizing one’s own cognitive-emotional dynamics towards health, well-being and successful decision-making prowess and ability exists and is unaccounted for? If this mechanism exists and hasn’t been academically accounted for, how reliable is psychological and psychiatric science as well as the humanities of sociology, philosophy, religion, and law? How does philosophy, religion, law, and the educational sciences reconcile the individual and personal physiological requirements for health, well-being, and successful and effective decision-making prowess and ability (within an evolved what-feels-good-is-good (biologically speaking) and, what-feels-bad-is-bad (biologically speaking) ethics and morality) with the health and well-being of others and with the health and well-being of the culture and society in which we all live.

Traditional, Incomplete (Without Changes in Physiology) Process Flow

New, Incorporating Changes in Physiology and Cognitive-Emotional Re-Processing Mechanism

____________________________________________________________________________________________

Evolved Cognitive-Emotional Dynamics: Emotions Are an Awareness of a Physiology Precipitated by Cognition

Extensively researched and evidence based cognitive behavior modification therapies work because emotions are an awareness of changes and states of biochemical and neurological being precipitated by cognition.

Emotions have evolved not to be controlled by cognitive behavior but to guide cognitive behavior because positive, good emotional feeling cognitive behavior has an evolved correlation with health, well-being, and effective decision-making prowess and abilities; and negative, bad emotional feeling cognitive behavior has an evolved correlation with the negation of health, well-being, and effective decision-making prowess and ability.  If this were not so, humanity would not have survived the evolutionary mill.

Cognitive-Emotional Health Education in our Schools, Prisons, and Psychological Therapies for the Health, Well-Being, and Success of
Every Individual and the Culture and Society in Which They Live

Literary educators (as well as play writes, authors, and psychotherapists) should all embrace and teach how an individual’s own internal (and external) language precipitates the physiology of positive, good-feeling emotions, moods, attitudes, and feelings (that have an evolved correlation with health, well-being, and effective and successful decision-making prowess and abilities). Literary educators can also teach how an individual’s internal (and external) language precipitates the physiology of negative, bad-feeling emotions, moods, attitudes, and feelings (that have an evolved correlation with the lack of health, well-being, and successful decision-making prowess and abilities). 

The Symbiotic Awareness Between Thoughts, Emotions, and Biochemistry

In 1993, while reaching for the key to get into my apartment, I had my “eureka” moment…. “I am aware of a connection between my thoughts and my feelings. Does that mean I am also aware of my biochemistry?” The significance of this question echoes within my nearly 15-years of mental and emotional disorders and dysfunction… from psychotic mania, suicidal depression (with tendencies of schizophrenia) along with the accompanying (and necessary) mental hospitals, therapists, psychologists, psychiatrists (and their torturous medications) …. all because I have a “biochemical imbalance.”

“Stop…stop…STOP…. Think! The scientific community once failed to recognize the equivalency between mass and energy… (until a guy named Einstein came along)…. Is there an interdependence between emotions, cognition, and physiology that current psychological science has failed to acknowledge?”

As I put my key into the lock and unbolted the door to my apartment, I again asked myself, “Are thoughts and emotions two separate entities or does biochemistry provide some interconnective link?” That is, by my awareness of my thoughts and feelings, am I also aware of my biochemistry? Do I now have my own key to manipulating my own biochemical makeup other than the pharmaceutical remedies prescribed by my doctors?  When I am depressed or manic and I have a “biochemical imbalance” does that mean when I am doing well I have a “biochemical in-balance?” Do good emotional feeling thoughts have a correlation with a healthy biochemistry? And, do bad emotional feeling thoughts have a correlation with an unhealthy biochemistry? My answer was “YES!” … and 3-years later, 17-years after my first psychotic/manic episode, I saw the last of mental hospitals, psychiatrists, psychologists, therapist, and their pharmaceutical therapies.

My internal war was over. I had won my freedom. But another conflict, the re-education of those very same academics who kept me imprisoned within their flawed emotional dynamics based on Homer’s 3000-year-old erroneous emotionally driven behavior linguistics, had just begun. My battle was (and is) to free the current population of mental and emotional inmates who are falsely imprisoned, suffer, and even die within a torturous illusion of cognitive-emotional disorders and dysfunction.

Reference: Jackson, A.O. (2023). Cognitive-Emotional  Re-Processing Control, Cultivation, and Education: The Linguistic Semantics of Cognitive vs. Emotional Dysregulation in Cognitive-Emotional Re-Processing Control Paper with Supplements. Symbiotic Psychology Press.    (15,500-word paper, free PDF download, new tab)

Revitalizing a Failed SEL (Social Emotional Learning) Initiative:

The Role of Primary and Secondary School Language and Literary Educators

As primary and secondary school language and literary teachers establish how an author molds, shapes, and develops the emotional aura that drives a character, scene, and totality of a book to their students, so too can these same educators demonstrate to their students how one’s own cognitive perceptions, thoughts, beliefs, and rationale molds, shapes, and develops one’s own emotional constitution.  These educators teach how an author intentionally and purposely designs into a character their cognitive-emotional make-up to drive the author’s story. These same teachers can demonstrate to their own students how they also can intentionally and purposely develop their own cognitive-emotional being within their own life’s story. The question is, how does the student want and desire to feel as they go through their own life’s adventures? (Answer: What cognitive activities (perceptions, thoughts, memories, imaginings, beliefs, and rationale) is the student developing and dwelling upon in their own life’s story? The caveat being that positive, good-feeling emotions, moods, attitudes, and feelings have an evolved correlation with health, well-being, and successful decision-making prowess and abilities and negative, bad-feeling emotions, moods, attitudes, and feelings have an evolved correlation with the negation of health, well-being, and successful decision-making prowess and abilities.)

Reference: Jackson, A.O. (2023). Cognitive-Emotional  Re-Processing Control, Cultivation, and Education: The Linguistic Semantics of Cognitive vs. Emotional Dysregulation in Cognitive-Emotional Re-Processing Control Paper with Supplements. Symbiotic Psychology Press.    (15,500-word paper, free PDF download, new tab)

Emotions: The Engineering Mechanics vs. The Linguistic Poetry

The imagery, poetry, and metaphoric linguistics of a “sunset” or “sunrise” abound throughout the thousands of years of language and literature. But, from an engineering mechanics viewpoint, the sun is not setting, nor is it rising. The viewer is standing on a sphere that is rotating and it is this rotation that gives the illusion of the sun setting or rising in the distance. But what song would it be to say instead of “Sunrise, sunset; swiftly flow the days…,” but to say “Rotating earth, rotating earth; 400 miles per hour (at our latitude) speed the days……?”

But there is a serious matter within the linguistics of emotional words, such as hate, love, anger, envy, joy, etc.  Understanding the emotional beauty, mystery, and depth within the great literary and poetic works of the ages is not the same as understanding emotions engineering mechanics within the physical body and brain to guide cognitive behavior towards health, well-being, and successful decision-making prowess and ability.

Love, hate, revenge, envy, or joy may “drive” a character in a book, movie, video, or song, but technically, emotions do not drive behavior. Emotions are the conscious awareness of the neurological, biochemical, and physiological changes and states of being that do drive behavior. And, it is our cognitive activities of the mind, such as thoughts, memories, imagery, and reasoning that precipitates the highly orchestrated changes in physiology that drives behavior.

Our language of emotionally driven behavior is a flawed, linguistic shortcut that fails to convey the evolutionary role of negative, bad-feeling emotions, moods, attitudes, and feelings in guiding our cognitive activities away from destruction and towards positive, good-feeling emotions, moods, attitudes, and feeling of health, well-being, and successful decision-making prowess and ability.

Our primary and secondary language and literary educators are teaching a flawed psychology of emotionally driven behavior. This poetic, metaphoric, and literary education must be augmented with the awareness and understanding of emotions evolutionary function to re-process, re-structure, and re-organize unhealthy, dis-empowering, negative, and bad feeling cognitive behaviors of failure into healthy empowering, positive, and good-feeling cognitive activities of success. Teaching the skills, abilities, and understandings of our cognitive-emotional health dynamics is especially critical in socioeconomically disadvantaged communities that lack the social capitol of success.

Our Language Is Our Plato’s Cave

The neuroplasticity of the human brain reinforces the habitual linguistics and conceptual meanings and understandings surrounding the use of a word. Therefore, can a lifetime of neurolinguistic programing be “challenged” without an immediate emotional push-back and reflexive rebuttal to defend our professional teachings, research, and publications?

Why can’t American academia distinguish the difference and utilization of the psychology of emotional linguistics and behavior founded in language and literature versus that developed through the evolutionary process for individual health, well-being, and successful decision-making ?  That is, why does American academia get trapped in the emotional linguistics and behavior founded in language and literature first inscribed within Homer’s “Iliad” nearly 3000 years ago and ignore their own, internal psychology of emotional awareness founded through the evolutionary process of human development?

On August 26, 2023, in Jacksonville, Florida, was Ryan Palmeter emotionally driven by his racial anger, hate, and despair to shoot down Angela Carr, A.J. Laguerre, and Jerrald Gallion at a Dollar General store and then take his own life? But, do dangerous and aberrant emotions drive destructive behavior as language and literary educators have linguistically taught since Achilles’ anger and wrath brought countless sorrows on the Greeks in Homer’s “Iliad”? And, therefore, must emotions be controlled, regulated, and managed, even with pharmaceuticals as our modern psychology professes? There is another paradigm of cognitive-emotional behavior and linguistics that must be explored before answers to these questions can be understood:

1.0 Extensively researched and evidenced based cognitive behavior modification therapies (CBTs) work because:

1.1 cognition, not emotion, precipitates the states and changes of neurological, biochemical, and physiological being that drives behavior

1.2 Emotions are the perception of these states and changes of physiology

1.2.1 Cognition is causal

1.2.2 Emotions are a perceived effect

1.3 Dysfunctional cognitive behavior, not emotional awareness, must be controlled, regulated, and managed

 2.0 Emotions have evolved to guide cognitive reprocessing, re-constructing, and re-developing activities known as (extensively researched and evidenced based) cognitive behavior modification therapies (CBTs)

2.1 emotions have an evolved correlation with physiology such that:

2.1.1 negative, bad feeling emotions, moods, attitudes, and feelings correlate with an unhealthy physiology subject to illness, sickness, disease, and poor decision-making

2.1.2 positive, good feeling emotions, moods, attitudes, and feelings correlate with health, well-being, and successful decision-making prowess and abilities

 3.0 Psychological and pharmaceutical efforts to control emotion, rather than cognition, sabotage emotions evolutionary function to guide cognitive behavior towards health, well-being and successful decision-making prowess and ability

3.1 Like physical pain killers, emotional anesthetics must be carefully monitored and utilized as a temporary crutch while cognitive-emotional dysfunction heals and is revitalized through cognitive-emotional health rehabilitation and education

Reference: Jackson, A.O. (2023). Cognitive-Emotional  Re-Processing Control, Cultivation, and Education: The Linguistic Semantics of Cognitive vs. Emotional Dysregulation in Cognitive-Emotional Re-Processing Control Paper with Supplements. Symbiotic Psychology Press.    (15,500-word paper, free PDF download, new tab)

Test Question: Why does the prosecution of “hate crimes” further misconstrue the actual sin, injustice, and causal linguistics of prejudiced-motivated destructive behavior?

Test Answer: Letter: Dear New Researchers,  2023-010-09a (free PDF download, new tab)

________________________________________________________________________

If philosophy, religion, science, and law are 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.

Today’s academic theory of emotionally driven behavior, first linguistically inscribed within Homer’s “Iliad” nearly 3000 years ago, and currently utilized within today’s philosophy, religion, sociology, and law, is flawed and fails to incorporate changes and states of physiology in its cognition-emotions-behavior triangle paradigm.

Publications (free PDF download):

 Cognitive-Emotional  Re-Processing Control Paper (15,500 words) with Supplements

Cognitive-Emotional Theory: Three Articles and an Essay

Cognitive-Emotional Health Education: A Primary and Secondary School Overview (58,000 words)

The Personal Power of Qi: An Athlete’s Evolutionary Heritage of Strength, Speed, Agility, Cunning, and Success (46,200 words)

The Yin-Yang of Cognitive-Emotional Dynamics and the Personal Power of Qi (Outline: 4,400 words)

_____________________________________________________________________________________________

“They” will expound to you all about their research and “evidenced based” therapies. Yes, their “studies” show an “improvement” and the “effectiveness” of today’s psychological and pharmaceutical therapies, but 46% of our country’s 46,000 yearly suicide deaths, were or had seen a professional therapist and they still killed themselves. Yes, there is “proven” success, but that just means a flawed psychology is better than no psychology. Universally accepted and “proven” Newtonian physics was replaced when Einstein came along. And a new quantum physics is replacing Einstein. What about an improved psychology? What about eliminating just the deficiencies within current psychological emotional behavior theory?

“Because cognition precipitates the neurological, biological, and physiological changes and states of being that is perceived as emotion, cognition, not emotion, drives behavior. Emotion is an effect, cognition is cause.”

” Positive, good feeling emotions, moods, attitudes, and feelings have an evolved correlation with health, well-being, and successful decision-making prowess (and their actualization).  Negative, bad feeling emotions, moods, attitudes, and feelings have an evolved correlation with their negation. If this were not so, humanity would not have survived the evolutionary grindstone to pass on their genes to the next generation.”

“Dwelling upon that which you do not want, desire, and intend generates negative, bad-feeling emotions, moods, attitudes, and feelings that have an evolved correlation with an unhealthy and depressed physiology. Dwelling upon that which you do want, desire, and intend generates positive and empowered good-feeling emotions, moods, attitudes, and feelings that are indicative of the strength, speed, stamina, agility, cunning, and successful decision-making prowess needed to thrive within the evolutionary mill.”

“Instead of emotions being regulated, managed, and controlled by cognition and cognitive behavior modification therapies as current psychological theory professes, emotions have evolved to be trusted and to guide and re-process cognitive behavior towards the joyous, good feeling emotions, moods, attitudes, and feelings indicative of health, well-being, and successful decision-making prowess (and their actualization).”

“An individual or athlete’s physiological capacity to succeed in sports or in life correlates with their cognitive-emotional skills, tools, and understandings to re-process, re-structure, and re-organize dis-empowering, negative, and bad feeling cognitive behavior into empowering, positive, and good-feeling cognitive activities.”

“Preschool, primary, and secondary educators are indoctrinating our children with the erroneous linguistics of emotionally driven behavior first inscribed within Homer’s “Iliad” nearly 3000 years-ago and which current academia adopted and continues to profess in its flawed cognitive behavior modification therapies designed to control, regulate, and manage, emotional behavior.”

I am doing my best to rationally explain to the academic world of psychological and pharmaceutical therapies that their theory of emotionally driven behavior and emotional control is flawed. But when a promising University athlete I know commits suicide after I have warned academics in psychology and psychiatry there and around the world of psychology’s deficiencies in emotional theory, I have lost patience. The world’s academic paradigm of emotional behavior is defective and people are dying because of it! And more patients, students, and athletes are going to die because of their arrogance.

The Dangers and Hazards of Today’s Psychological and Pharmaceutical Therapies: A YouTube Presentation 2023-06-20

Current academic psychology and sports psychology is an erroneous adaptation of Homer’s 3000-year-old linguistics of emotional driven behavior where cognitive behavior modification therapies (and pharmaceuticals) are used to control aberrant, dangerous, and dysfunctional emotional behavior because emotions are [incorrectly] deemed causal to driving destructive behavior. In other words, academia inaccurately understands depression as a mood disorder.

Within symbiotic psychology emotions cannot be aberrant and destructive because cognition, not emotion, precipitates the changes and states of biochemical and neurological physiology that drives behavior. Emotions have evolved, not to be controlled, but to symbiotically re-process dysfunctional cognitive behavior towards  positive and good-feeling emotions, moods, attitudes, and feelings that signify health, well-being, and successful decision-making prowess (and their actualization on the field of competition). In other words, depression is a cognitive disorder.

Free PDF download Link: Sports Psychology Motivational Slide Presentation

Is your success in academics limiting your potential to succeed in life?

 Are athletes being limited in their ability to successfully compete because of  academic deficiencies in sports psychology?

 Do you know anyone who is depressed, cognitive-emotionally challenged, or committed suicide?

Homer’s (the Iliad) erroneous linguistics of emotionally driven behavior is foundational to academic studies in literature, sociology, philosophy, religion, law, psychology, medicine, and is fundamental to the sports psychology provided to university and professional athletes. Instead of emotional control, management, and regulation (even with the use of pharmaceuticals), Andrew O. Jackson, uses the sport of competitive sailing to revise modern academic understandings of the evolution of emotions and their role in an athlete’s health, well-being, and successful decision-making prowess (and its actualization) in sports competition.

“The Personal Power of Qi: A Revolution in Sports Psychology”

“Effective and Successful Decision-Making (and Its Actualization) in Sports Competition:
An Athlete’s Evolutionary Heritage of Strength, Speed, Stamina, Agility, Cunning, and Success”

Part I, Chapters 1-4 updates the role of cognitive-emotional dynamics associated with sports psychology. Part II, Chapters 5-8 is an esoteric presentation of the eastern traditions of our conscious energy called Qi within a quantum universe of the Tao. Maybe an awareness of another’s experiences will help a coach or athlete interpret their own for better performance and greater success. Maybe not. Only you can make that decision.

YouTube Link Recording

Part I

“Chapter 1, 3000 Years of Erroneous Emotionally Driven Behavior Dynamics” :https://youtu.be/hOlktwg9E0U

“Chapter 2, Evolutionary Significance of Feeling Good and Feeling Bad” : https://youtu.be/1dwArk_frhM

“Chapter 3, Cognitive-Emotional Re-Processing Dynamics”: https://youtu.be/I-_270e0xDQ

“Chapter 4, Ignoring Emotion’s Warning Signals”: https://youtu.be/JrlKeFNe5TQ 

Part II

“Chapter 5, Western Language of the Tao”: https://youtu.be/SN42CGc24xc

“Chapter 6, Retrocausality Within the Tao”: https://youtu.be/YuG6SjPfhpw

“Chapter 7, Personal Power of Qi”: https://youtu.be/FedCvzBugOo 

“Chapter 8, All Life is Qigong: The Cultivation of Energy”:https://youtu.be/odQTGMt5B8Y

YouTube PDF Transcripts:

Part I

“Chapter 1, 3000 Years of Erroneous Emotionally Driven Behavior Dynamics”

“Chapter 2, Evolutionary Significance of Feeling Good and Feeling Bad” 

“Chapter 3, Cognitive-Emotional Re-Processing Dynamics”

“Chapter 4, Ignoring Emotion’s Warning Signals”

Part II

“Chapter 5, Western Language of the Tao”

“Chapter 6, Retrocausality Within the Tao”

“Chapter 7, Personal Power of Qi”

“Chapter 8, All Life is Qigong: The Cultivation of Energy”

Publications (free PDF download):

 Cognitive-Emotional  Re-Processing Control Paper (15,500 words) with Supplements

Cognitive-Emotional Theory: Three Articles and an Essay

Cognitive-Emotional Health Education: A Primary and Secondary School Overview (58,000 words)

The Personal Power of Qi: An Athlete’s Evolutionary Heritage of Strength, Speed, Agility, Cunning, and Success (46,200 words)

The Yin-Yang of Cognitive-Emotional Dynamics and the Personal Power of Qi (Outline: 4,400 words)

_____________________________________________________________________________________________

     Good feeling emotions, moods, attitudes, and feelings have an evolved positive correlation with a person’s health, well-being, and successful decision-making ability and its actualization. Bad feeling emotions, moods, attitudes, and feelings have an evolved correlation with their negation. We as a human species have the uniquely evolved capacity to re-process negative feeling unhealthy cognitive-emotional behaviors into good feeling cognitive-emotional behaviors that signify health, well-being, and success.

             Why aren’t Universities teaching the necessary cognitive-emotional re-processing skills necessary to use emotions to guide cognitive activities from dis-empowering, unhealthy, and emotionally negative cognitive activities into empowering, better feeling, and healthier cognitions needed for a successful life as part of their general requirement to help students learn what they need to know, not just for making a living, but also for making a life.

      If academic literature, sociology, psychology, medicine, philosophy, religion, and law are ignorant of humanity’s natural and evolved cognitive-emotional re-processing capacity to precipitate their own health, well-being, and effective decision-making prowess (and its actualization), how can there be but laws and a society of ignorance and injustice (and disorder, conflict, and crisis)?

     How reliable are existing psychological dependent studies in literature, sociology, psychology, medicine, philosophy, religion, and law if variation within an individual’s capacity for re-processing, re-structuring, and re-organizing one’s own cognitive-emotional dynamics is unaccounted for?

     Should gun manufacturers be held liable for society’s deficiencies in cognitive-emotional health education in our schools, prisons, and mental health institutions?

     Is punishment for crimes against society really justice in our system of criminal law if society itself is deficient in providing the necessary cognitive-emotional health education needed for a successful life?

     Our military is very proficient at neurolinguistically programing the human mind for combat and service in a socialized military environment, but why are they allowed to do nothing to re-program the mind with the cognitive-emotional re-processing behavior needed for a person’s health, well-being, and successful decision-making prowess in a less structured civilian life after service?


      In the very first sentence of the Iliad written nearly 3000 years ago, Homer ascribes to Achilles a psychology of emotionally driven behavior which has since been universally adopted and become an unquestioned paradigm of thought in western linguistics and literary education. Today’s primary, secondary, and collegiate language and literary educators teach and instill this same psychological shortcut of emotionally driven behavior that forms the cognitive, emotional, behavior, and physiological foundation of literature, sociology, philosophy, religion, law, psychology, psychiatry, medicine, and education and their academic teaching, research, and publication.

       Cognitive behavior therapies, which use logic and reason to guide irrational thoughts and beliefs to control emotions that “drive behavior” continue individual disassociation and alienation of a highly evolved human cognitive-emotional dynamics that uses emotions to guide the cognitive behavior that precipitates the biochemical and neurological physiology that does drive behavior. 

    Emotions do not precipitate the states and changes of neurological and biochemical physiology that drive behavior and are perceived as emotions; cognition does.

     Good-feeling emotions have an evolved correlation with health, well-being, and successful decision-making prowess and actualization and bad-feeling emotions with their negation. Rather than using cognition to control emotional behavior, emotions have evolved to guide cognitive re-processing behavior into better feeling and healthier states of being.

     Emotions have evolved not to be controlled by cognitive reason and logic, but to guide cognitive activities of awareness and knowing that do precipitate the states and changes of neurological and biochemical physiology that drive behavior and are perceived as emotions.  Cognitive behavior therapies (CBTs) work because cognition, not emotion, precipitates the neurological, biochemical, and physiological being in the brain and body that drives behavior and is perceived as emotions.

     Until literature, sociology, philosophy, religion, law, psychology, psychiatry, medicine, and education understand the human neuroplastic capacity within emotionally guided cognitive behaviors to consciously re-process unhealthy bad-feeling neurological and biochemical physiology into good-feeling and healthy neurological and biochemical physiology that supports health, well-being, and effective decision making prowess and actualization, modern academia will continue to sabotage the human condition.

     Ancient Greek philosophers and today’s academic dissertations of emotional suffering, slavery, and vulnerability exist only when cognitively dwelling upon the lack or absence of that which is wanted, desired, or intended. When these emotionally negative cognitive activities are re-processed, re-structured, and re-developed into emotionally positive cognitions, a being of emotional suffering, slavery, and vulnerability is transformed, transmuted, and renovated into a being of joy, freedom, and power with the imaginative, artistic, and creative mind necessary to fashion and manifest their wanted, desired, and intended world, reality, truth, and favored fortune.

      Ignorance is to speak of desire itself as the cause of suffering rather than understanding that it is the continual cognitive activity 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 that leads to suicidal depression, psychotic mania, and dysfunctional biochemical physiology susceptible to disease and illness.

Paper:  Cognitive-Emotional  Re-Processing Control, Cultivation, and Education: The Linguistic Semantics of Cognitive vs. Emotional Dysregulation (15,500-words)

Supplement A: Supplement A: Dangers, Hazards, and Liabilities of Homer’s Theory of Emotionally Driven Behavior (2,000 words)

Supplement  B: Cognitive-Emotional Re-Processing Gymnasium: Unleashing a Student’s Evolutionary-Self of Strength, Stamina, Cunning, and Success (8,000 words)

Cognitive-Emotional  Re-Processing Control Paper (15,500 words) with Supplements

By Andrew O. Jackson

Link: free downloadable PDF, new tab (rev2023-12-27a)

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

_____________________________________________________________________________________________________

Cognitive-Emotional Theory: Three Articles and an Essay

Article: Emotional Feedback: An Evolved Human Cognitive-Emotional Re-Processing, Control, and Regulatory Mechanism (2022-08-21a) (1,330 words)

Emotion does not drive behavior as literature portrays in its poetic dance. Emotion is first an effect a reflection and awareness within the mind providing another dimension to its cognitive memories, thoughts, beliefs, logic, and imaginations that do precipitate the biochemical physiology in the brain and body that is driving behavior. If philosophy, religion, science, and law are 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.

Essay: Cognitive-Emotional Development and Cultivation (rev2022-08-21a) (550 words)

Language acquisition and literacy education teachers are indoctrinating our students into a psychological theory of reflexive and animalistic emotionally driven behavior as found in literature, religion, psychology, law, and philosophy to the determent of a child’s health, well-being, and success. This linguistic short cut misconstrues emotions’ evolutionary role in re-processing a student’s cognitive activities and processes that do drive behavior. Cognition, not emotion, precipitates the changes and states of neurological, biochemical, and physiological being that does drive behavior (and is perceived as emotions).

 Article: Spock’s Reason vs. Emotion: A Fictitious and Dangerous Linguistic Construct of the Human Mind (rev2022-08-21a) (1,680 words)

Star Trek’s Spock and his Vulcan heritage of powerful emotional being that must be controlled through logic is resurrected on Earth with psychology’s cognitive behavior therapies (CBTs) which are designed to reign in so called “aberrant emotions” that supposedly drive dangerous behavior. But cognition, not emotions, precipitate the states and changes in biology that does drive behavior and  literary shortcuts in cognitive-emotional understanding misconstrue cognitive-emotional evolutionary dynamics and the symbiotic relationship of emotions to re-process negative feeling cognitive-behaviors towards positive feeling cognitive behaviors that correlate with health, well-being, and success.

Article: Dangers and Hazards of Homer’s Theory of Emotionally Driven Behavior (2,000 words)

Current cognitive-behavior therapies (CBTs) are based on the misleading belief that emotions are causal to biochemical, physiological changes within the brain and body. Because of this erroneous and false paradigm of aberrant and dangerous emotions, psychological science concludes that emotions must be controlled, managed, and regulated, even with the use of pharmaceuticals, if necessary. But 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 dysfunctional biochemical physiology susceptible to disease and illness.

Cognitive-Emotional Theory: Three Articles and an Essay

By Andrew O. Jackson

  LINK: free downloadable PDF, new tab (2023-12-27a)

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

____________________________________________________________________________________________________

Cognitive-Emotional Health Education

Language acquisition and literacy development through our primary, secondary, and collegiate education are neurolinguistically programming a culturally defined psychology of emotions and advancing a paradigm of emotionally driven behavior at the detriment to a child’s health, well-being, and success. Without our primary, secondary, and collegiate language teachers incorporating any understanding of human’s evolved cognitive-emotional re-processing mechanisms, language acquisition and literacy education sabotage philosophy, religion, science, and law and limit the growth and development of the culture and society in which they serve. It is human evolution (apart from animal) that has created the cognitive-emotional mechanisms that precipitate the neurology, biochemistry, and physiology consciously perceived as emotions and which are then consciously used to re-process, re-construct, and re-organize individual cognitive activities of memories, thoughts, beliefs, logic, and imaginations into the better emotional feeling state of being that signifies a person’s health, well-being, and success… if the skills, abilities, and beliefs are nurtured to do so.

   Because joy has an evolved correlation with health, well-being, and successful decision-making prowess and actualization, we have evolved to be joyous beings. Yet a self-centered feels-good-is-good morality must be tempered within a compassionate awareness of the symbiotic connection between all humanity.  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 one’s own evolved cognitive-emotional bio-feedback mechanisms within a compassionate awareness of the interdependence of all life.

Cognitive-Emotional  Health Education:  A Primary and Secondary School Overview (58,800 words)

Andrew O. Jackson

LINK: free downloadable PDF, new tab (rev2023-12-27a)

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

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 expression and behavior.

_________________________________________________________________________________________

 Education, especially early childhood education must strive to develop the skills, abilities, and beliefs necessary to transform unhealthy emotionally negative cognitive behaviors into emotionally positive cognitive behaviors that signify health, well-being, and success of the individual as well as the health, well-being, and success of the culture and society in which they live.

Recommended: The Resilience Workbook for Kids, Published by: New Harbinger Publications

by Caren Baruch-Feldman and Rebecca Comizio

________________________________________________________________________________________

All of life is QiGong, the cultivation of energy.

If an individual 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.

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

The Personal Power of Qi: An Athlete’s Evolutionary Heritage of Strength, Speed, Agility, Cunning, and Success (46,200 words)

 Andrew O. Jackson

LINK: free downloadable PDF  new tab (rev2023-01-21b)

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

_____________________________________________

The Yin-Yang of Cognitive-Emotional Dynamics and the Personal Power of Qi (4,400 words)

 Andrew O. Jackson

LINK: free downloadable PDF (rev2023-04-26a) new tab

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

_____________________________________________

The greatness of the human life experience emerges from the flames of individual desire arising out of hell’s fiery conflicts on earth. Intention is forged in these fires. Emotion aligns our journey with these new intentions. Each succeeding generation will have its own mountains to climb and waters to cross with their own stars to navigate towards. Intent is that guiding star; and it is our emotions that perceive its light. The more joyous the feeling, the more harmonious and powerful the wonders revealed through life’s journey.