Evolved Cognitive-Emotional Dynamics

A person driven by anger, jealousy, or greed may be emotionally driven in a movie or book, but in science, these neurologically and physiologically induced states are a product of cognitive activities.

Psychological and pharmaceutical therapy must be about cognitive-emotional development, i.e., the education and training of an individual to develop their skills, abilities, and beliefs needed to use their emotions as they have evolved. Primary school literary and cognitive-emotional health education must include both the traditional linguistic semantics of emotionally driven behavior for its experiential value and growth potential within the vicarious living of others (be they real or fictitious) and the linguistic semantics of emotional control behavior in the engineering sense where emotions are used as feedback to guide and re-process thoughts, memories, perceptions, imaginations, and logic of the cognitive mind towards the individual’s health, well-being, and success (as indicated by good feeling emotions, moods, and feelings).

Because emotionally feeling good has an evolved correlation with health, well-being, and success (and emotionally feeling bad has an evolved correlation with their negation), we have evolved to be joyous beings. If your cognitive activities (thoughts, memories, perceptions, imaginations, and/or logical reasoning) don’t feel good, they aren’t, for you or those around you. The key (to health, well-being, and success) is to learn and to develop the skills, abilities, and beliefs that are necessary to re-process emotionally negative cognitive activities into emotionally positive cognitive activities. There is a magnificent oneness and soul within creation that only the heart and mind working together in symbiotic harmony can realize.

The Linguistics of Control Within Engineering vs Psychology

Emotional control (Gross, 2014), as commonly used in literature, religion, science, law, and philosophy, means to manage, restrict, and regulate emotions because emotions are causal to biochemical and physiological changes within the brain and body that drive behavior.  In engineering control theory (Ogata, 2010; Palm, 2014), emotional control means emotions are being regulated and managed as an end product of a system. Within that system, other “manipulated variables” (i.e., cognitive activities) are changed and altered which results in a change in the controlled variable (emotions). That is, emotions are first a result of, a consequence of, or an effect of a system (Powers, 2016). Only then, if and when used as feedback to the system and create a change in cognitive reconstruction, re-processing, and beliefs do emotions become “controlled”.

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

Emotions-as-Effect and Emotional Control Theory: The Linguistic Semantics of Emotional vs. Cognitive Dysregulation (rev2022-01-08a)

 Andrew O. Jackson

(LINK: free downloadable PDF, 100 words, new tab)

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

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.

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

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 the influence of “emotional” disorders 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 that aberrant and dangerous emotions drive 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 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 health, 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 cognitive activities, and (3) how these good and bad feelings have evolved in correlation with the health and well-being of their biochemical physiology, or (4) even more detrimental, is taught 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 interpretations, understandings, and beliefs derived from their personal experiences, education, and training through life – even to the detriment of their 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 conscious 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 even 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 reflexive and self-indulgent emotional driven behavior void of any re-processing skill, education, and training.


Because joy has an evolved correlation with health and well-being, 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 that demands cognitive-emotional re-processing skill, education, and training.

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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 aberrant emotions that drive dangerous behavior. But is this science?

 

Spock’s Reason vs. Emotion: A Fictitious and Dangerous Linguistic Construct of the Human Mind (rev2022-01-08a)

Andrew O. Jackson

(LINK: free downloadable PDF (2,000 words) new tab)

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

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Cognitive-Emotional Health Education

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  Health Education:  A Primary and Secondary School Overview (rev2022-01-14a)

Andrew O. Jackson

(LINK: free downloadable PDF, 52,800 words, new tab)

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 behavior.

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. Emotions align 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.

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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 (rev 2022-01-14a)

 Andrew O. Jackson

(LINK: free downloadable PDF, 46,000 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.

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.

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When literacy sabotages philosophy, religion, science, and law and limits the growth and development of the culture and society in which they serve.

Date: 2021-11-24

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 precipitate the biochemical physiology in the brain and body that is driving behavior.

Homer’s Iliad opens with the line “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 words written almost 3000 years ago, Homer linguistically sabotaged hundreds of millions of years of emotional evolution. The civilized arena was staged for aberrant emotion to drive destructive behavior.

Have a person’s core beliefs of emotions – which may have been neurolinguistically molded from childhood (Kemmerer, 2015) through family interactions and, in later years, through reading literary works such as Dickens’s Great Expectations, Poe’s The Raven, and Austen’s Pride and Prejudice – impacted their current understanding of emotions and cognition (Tomasello, 2005)? A shared cultural and linguistic development (Bavin, 2012; Allen, 2019) of core beliefs and conceptual understandings about emotions is required for young students to comprehend and follow the emotional twists and turns within these popular English literary works. As students mature and are introduced to the more advanced works of William Shakespeare and others, comprehension is even more dependent upon the prior assimilation of cultural and linguistic paradigms (Evans, 2017; Kenrick, et al., 2015). Conceptions of emotions are further reinforced by the logic and reason applied in today’s scientific literature, research, and discussions about emotions (Ekman & Davidson, 1994).

Emotions are felt. Emotions feel good, or not. Joy feels good. Anger does not. Love feels good. Hate does not. That is, emotions are the perception of physiological changes and states within the brain and body we feel (James, 1890; Prinz, 2004). We feel anger, we feel love, we feel joy… all of which have some corresponding cognitive process and biochemical and physiological state of being that feels good, or not. Within the emotional linguistics of the “Iliad”, like Achilles, we are driven by our emotions. But within this linguistics entails a logic that would conclude that emotions precipitate the physiology that drives behavior and is then perceived as emotions. That is, emotion is causal to the physiology we perceive as emotion. But can emotions be both causal to a physiological state and being and simultaneously be the effect of that same physiology? Is that reasonable? Is the emotional psychology of Homer, literature, and modern science erroneous? There is no emotion vs. reason debate because emotions are the perception of a biochemical physiology precipitated by the individual’s cognitive activities of reason and logic as well as by other cognitive activities of awareness and knowing that include thoughts, memories, perception, conception, and imagination.

The term “emotion” is a misleading neurolinguistic cognitive construct of a civilized, literary, and religious society (Bavin, 2012; Noss & Grangaard, 2008) that has caused us to ignore the dynamic relationship between cognition and emotion within the context of emotion’s evolutionary function of modulating cognitive re-processing activities (Gross, 2014). Professor Randolph M. Nesse writes in Good Reasons for Bad Feelings: Insights from the Frontier of Evolutionary Psychiatry (Nesse, 2019), “Why did natural selection leave us so vulnerable to so many mental disorders?” The short answer is that evolution did not; society did. Depression and other disorders of the mind must exist when emotions, moods, and feelings are disregarded as an evolved bio-feedback mechanism to reprocess, reorganize, and restructure cognitive behaviors and beliefs towards those that emotionally feel better and signify a healthier physiology (Davidson & Begley, 2012; Nesse, 2019).

The current linguistic semantics is that Achilles’ anger brought countless sorrows. Achilles’ anger sent many valiant souls to Hades. Homer inscribes the emotion of anger as causal; that is, anger is the cause of Achilles’ behavior. When the neurolinguistic cognitive construct of emotions (Friederici, 2012; Ingram, 2007) used in religion and literature was created and included both (1) the causal cognitive activities of emotion that change the brain and body’s neurology and biochemical physiology (Maletic & Raison, 2017) and (2) the perceived effect of these same biological changes (Davidson & Begley, 2012; Smith, 2015; Pessoa, 2013), humankind usurped emotions’ evolutionary function. This erroneous linguistic and cognitive construct of the mind continues to this day in language, literature, philosophy, religion, law and education and has been an unquestioned foundation of modern psychology. Today, this misconstruction of destructive behavior arising from emotional dysregulation instead of cognitive dysregulation, erroneously prescribes emotional regulation, management, and control (even with the use of pharmaceuticals if necessary). However, it is cognition, not emotions, that precipitates the physiological states and changes within the brain and body that drives behavior. It is the dysregulation of cognition that is the foundation of mental illness, disorder, and destructive behavior and it is cognition that must be regulated, controlled, and managed.

How long will the academic institutions of early education, language, linguistics, literature, psychology, philosophy, and law continue teaching an erroneous and dangerous cognitive/emotional dynamic regulatory language based in a 3000-year-old literary and religious linguistics when there are, yearly, nearly 800,000 deaths by suicide worldwide (W.H.O., 2019); millions of other people are being put through a school-to-prison pipeline (LDF, 2018) within conditions of incarceration that only amplify their psychological injuries; and indiscriminate “random” shootings, bombings, murder, war, and individual dehumanization continues where people and politics have become objects to be controlled, manipulated, and subjugated for the personal greed and satisfaction of a dominate and power-hungry class of tyrants vying for economic and political control within a government of their own making? When will academia review, analyze, and question the psychological environments their teachings foster within all of these atrocities because they are oblivious to emotions’ evolutionary design? The lack of casual and scholarly questioning and review of erroneous emotional linguistics commonly misused in everyday life only add to the misfortune of these children of a lesser god (Medoff, 1979).

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.

 Jackson, A.O. (2021). Emotions-as-effect and emotional control theory: The linguistic semantics of emotional vs. cognitive dysregulation. Symbiotic Psychology Press.