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 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)

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     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?

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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 with Supplements

By 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

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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 (2023-01-06a)

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

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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)

By: 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

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.

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 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

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     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

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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 53593 USA

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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.