Language acquisition and literacy educators teach a theory of emotionally driven behavior as used in literature, religion, psychology, law, and philosophy. But emotions do not precipitate the states and changes of neurological and biochemical physiology that drive behavior and are perceived as emotions, cognition does. 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.

Paper (free downloadable PDF, 15,500 words) by Andrew O. Jackson:

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

With Supplement

The Cognitive-Emotional Re-Processing Gymnasium: Unleashing the Evolutionary Self of Strength, Power, Agility, Cunning, Creativity, Intelligence, and Success (rev2022-08-21a)

LINK: free downloadable PDF new tab

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.

 

 Paper (15,500 words)

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

With Supplement

Cognitive-Emotional Re-Processing Gymnasium: Unleashing a Student’s Evolutionary-Self of Strength, Power, Cunning, and Success (rev2022-08-21a)

 Andrew O. Jackson

LINK: free downloadable PDF, new tab

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

 Fear, with its many philosophical constructs and corroborative research and arguments, is only one aspect of the emotionally negative feeling side of a three-sided neuroplastic coin where all three sides have evolved and function together as a unit in symbiotic harmony for the health, well-being, and success of the individual. What can be reasonably understood and concluded about the pathological world of aberrant and destructive negative emotions without simultaneously integrating the other two sides: joy and the cognitive-emotional re-processing mechanism that connects the two? 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 exists and is unaccounted for? This paper has outlined the necessary existence of an evolved cognitive-emotional re-processing mechanism. If this mechanism exists and hasn’t been academically accounted for, how reliable is psychological and psychiatric science?

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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.

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.

Essay (550 words)

 Cognitive-Emotional Development and Cultivation (rev2022-06-12b)

Andrew O. Jackson

  LINK: free downloadable PDF new tab (550 words)

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

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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 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 (1,680 words)

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

Andrew O. Jackson

(LINK: free downloadable PDF (1,680 words) new tab)

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

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Nurturing Literature’s Poetic Dance

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.

 Article (1,330 words)

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

Andrew O. Jackson

LINK: free downloadable PDF (1,330 words) new tab

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

A person driven by anger, jealousy, or greed may be emotionally driven in a movie, play, or book, but in science, these neurologically and physiologically induced states are a product of cognitive activities. Cognitive-behavior therapies work because cognition changes the biochemical physiology that is then perceived as emotions.

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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-behavior therapies work because cognition changes the biochemical physiology that is then perceived as emotions. 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 exists and is unaccounted for? This paper outlines the necessary existence of such an evolved cognitive-emotional re-processing mechanism. If this mechanism exists and hasn’t been academically accounted for, how reliable is psychological and psychiatric science?

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”.

Emotions-as-Effect and Emotional Control Theory: The Linguistic Semantics of Emotional vs. Cognitive Dysregulation (rev2022-08-10a)

Andrew O. Jackson

LINK: free downloadable PDF (25,000 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. 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 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.

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Cognitive-Emotional Health Education

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. 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 (rev2022-08-09a)

Andrew O. Jackson

(LINK: free downloadable PDF, 53,700 words, new tab)

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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Because good feeling emotional being has an evolved correlation with health, well-being, and success of an individual and bad feeling emotional being with its negation, we have evolved to be joyous beings.  Education, especially early childhood education must strive to develop the skills, abilities, and beliefs necessary to transform emotionally negative cognitive behaviors into emotionally positive cognitive behaviors for the 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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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 2022-08-09a)

 Andrew O. Jackson

LINK: free downloadable PDF (46,200 word) new tab

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 (rev2022-08-03a)

 Andrew O. Jackson

LINK: free downloadable PDF (4,400 words) 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.