Cognition, not emotion, precipitates the biology that drives behavior!

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

 Cognitive-Emotional Wisdom, Education, and Training:

 A Primary and Secondary School Overview

(rev2021-03-04a)

 Andrew O. Jackson

 (LINK: free downloadable PDF  (48,000 words, new tab)

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

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  • 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-emotional behavior therapies trusts these emotions, moods, and feelings to understand and to guide appropriate, desirable, and healthy cognitive behavior.

Emotions-as-Effect Theory: 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, mods, 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: Any psychological or pharmaceutical therapy that change a person’s natural and evolved cognitive-emotional correlations can camouflage aberrant cognitive behaviors normally exposed through emotional dissonance. These unabated cognitive behaviors can still continue to change a biochemical physiology which may erupt into dangerous, psychotic, and suicidal behaviors.

Warning 2: Because we, as a humanity, have evolved with a “feels-good-is-good” morality, our educational institutions (parents, schools, religions, governments, etc.) must teach, develop, and empower a personal cognitive-emotional dynamic that can rationally and comprehensibly debate the moral dilemmas facing each new generation.

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”.

Contrary to the linguistics of literature and religion, cognition, not emotion, precipitates the biology that drives behavior!

Figure 1 of Emotions-as-Effect Theory: The Linguistic Semantics of Emotional vs. Cognitive Regulation (page 36)

 

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

(rev2021-03-04a)

 Andrew O. Jackson

(LINK: free downloadable PDF  (13,000 words, new tab)

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

Abstract

“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.

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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?

Passionately,

Andrew O. Jackson

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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.

“Qi” has been studied in China for thousands of years and is an integral part of their culture while remaining a fantasy to western civilization.

Coaches talk about “execution” because that is all they can “see”.

For many this publication will remain science fiction, but there are those who will understand the reality behind their own Personal Power of Qi.

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

(rev 2021-03-04b)

 Andrew O. Jackson

(LINK: free downloadable PDF, 38,800 words, new tab)

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

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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).

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 A Memoir Short:What You Reap Is What You Sew (rev2021-03-04a)

 Andrew O. Jackson

free downloadable PDF  (14,600 words, new tab)

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

Reaping the Past While Sewing the Future

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Andrew O. Jackson suffered from psychotic mania and suicidal depression and was in and out of mental hospitals from 1979-1996.  Once after another “blackout” period, he “awoke” in a mental ward and wondered how he got there this time.  The nurse said he went up to a police car and told them that his friend needed help.  His “friend” was a trash can.  Another time he “awoke” with a rope in his hand ready to put an end to this torturous life when a voice asked him, “Can you go on?”  “They” wanted him to continue this existence a while longer.  He replied, “Yes” and got himself to a hospital.

Around 1992, in a moment of inspiration that has now led to his emotions-as-effect theory, he began a self-directed healing program using his emotions as feedback for his biochemical, neurological, and physiological state of being. After a couple more psychotic episodes – one that landed him in the El Paso county jail and led to a divorce from his first wife – and after seventeen years of therapists, psychologists, and psychiatrists, he no longer needed the benefits of their assistance.  He has been medication free and without disassociation, depression, or mania episodes since 1996.

Since 2005, he has been writing to academics around the world advancing a new emotional paradigm that defines cognition as causal to and emotions as an effect of biochemical, neurological, and physiological states of being. Emotions, instead of being regulated by cognitive behavior as current psychological academia prescribes, have evolved to guide cognitive behavior for the health, well-being, and prosperity of the individual.

He has an MS in Technology Education and an MS in Management Technology from the University of Wisconsin – Stout. He was a high school shop teacher, a college CAD (computer aided design) instructor, a guest instructor in China teaching quality and inventory management, and a quality manager at an OEM (original equipment manufacturer).  He is now happily married and retired from mechanical engineering, spending his summers sailing and winters alpine skiing.

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