Equations for the
Joyous Mind - Chapter 1
What follows is the
first step; the introduction to a body of work I have had in process for nearly twenty years.
“True knowledge often begins with small note of
fear. But this is mostly fear of the
unknown – or, lack of knowledge.”
The brain actively seeks
information, unceasingly, from the world around it. Stimuli
is being processed and evaluated continuously.
Even while sleeping, areas of the brain are processing and sensory
organs that provide input for survival are functioning at a subliminal level.
Caption: Starting from the
highest level of meta-cognitive processing.
What has been researched and named "the
flow". I call the
"Omega Mind" for puropses of the equations that follow.
The MIND in the "Omega State" is
achieved only when the "Brain" is in a fully disciplined state
("Omega-minor") and the Emotional State is completely neutral
("Omega-minor")
This is Equation 1 ( Prime Equation ) of what I am calling "Joyous Equations" ©Dale Clarence Peterson 2016
In the fetal stages the human
brain begins to accommodate stimuli.
This developing organ builds recall data banks correspondingly as it
develops awareness. There is no stage in
our lives from the first moment of awareness until death that human beings are
not learning something. In life as we grow to adulthood the means and
manner with which we accumulate knowledge changes.
During periods of intense physical growth the
human brain areas that control motor functioning and cognitive processing often
are required to multi-function
with other areas that begin meta-cognitive reactions. There are very few fallow years in terms of
knowledge acquisition prior to the completion of puberty. And yet it is during all those years that
the greatest strain and stress is put on the human brain.
The simple acknowledgement of the human MIND is
left to whatever societal influences are present for each one of us. We cannot avoid stimuli. We cannot avoid perception of that stimuli. Most often we can control very little of the peripheral
and subliminal
stimuli that also surrounds us. Even
though we may not be consciously aware of it, we are affected by our
environments with a totality of
these influences.
It is not so much a matter of
being able to change, as it is
a matter of being able to evolve. In relation to human global welfare, slow
genetic evolution does not work.
The mass extinction of the inadaptable does work,
but it is not necessarily the most positive result or humane.
The majority of American Schools today are
collapsing from their own gluttonous administrative weight. The head has gotten so much bigger than the
body, that the neck can no longer support it.
The pedagogical systems that get the highest test scores tend to produce
human memory chips that, while amazingly accurate, couldn’t find their way out
of a room with two doors unless they were marked. Looser systems that allow for creative
critical thinking, tend to score not as high as the more rigid systems and thus tend to
receive far less community and financial support.
&&&
We live in a modern world where multi-tasking
exists as a survival requirement. We
must include this in all our considerations as we evaluate contemporary
pedagogical systems. The question(s)
arises “How does thought move
from the body organ called the brain
to what we call the mind, or what is
refered to as meta-cognative thought, and what happens after it
does?”
The means and manner of accruing memory
(memories) has been studied for centuries and yet it has always been done as scientific study. In my extensive study, research and three
decades of teaching children ages from 8 years old to college level courses, I
have never found any of this Alexandrian Library quantum of material reduced to
simple mathematics.
And, while I write here, simple mathematics, I do not mean to imply that what I will be
presenting is, by any meaning, simple. By everyday logic just about all of the human experience can be put into an arithmatic system. This system
is commonly referred to as calculus,
whereby concepts and sometimes far ranging elements can be represented by symbols.
An example would Albert Einstein’s, historically arbitrary, use of the
letter (or symbol) of c to refer to
the speed of light.
Dear Reader:
Depending on readership
I will flesh this theoretical concept out much more.
I believe it is time to begin to build a deeper understanding
of how the evolved human mind
might possibly actually work.
dalepeterson.us
Just published “Twelve
Roses for Kathy – A journey on a motorcycle out of the darkness of bipolar
disorder”
Fascinating. I need to read more to actually get it, but an interesting beginning.
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