Difference between revisions of "Omega Research:Map"
From Point Omega Research
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* [[Striving, Playing and Learning]] | * [[Striving, Playing and Learning]] | ||
** [[Striving, Playing and Learning#1. Critical recovery periods, an Experiment|1. Critical recovery periods, an Experiment]]<br/> | ** [[Striving, Playing and Learning#1. Critical recovery periods, an Experiment|1. Critical recovery periods, an Experiment]]<br/> | ||
| − | [[#1.1 Hormonal Feedback|1.1 Hormonal Feedback]]<br/> | + | ** [[Striving, Playing and Learning#1.1 Hormonal Feedback|1.1 Hormonal Feedback]]<br/> |
| − | [[#1.2 Recovery Intervals and Learning|1.2 Recovery Intervals and Learning]]<br/> | + | ** [[Striving, Playing and Learning#1.2 Recovery Intervals and Learning|1.2 Recovery Intervals and Learning]]<br/> |
| − | [[#2. Some models of agonistic behaviour|2. Some models of agonistic behaviour]]<br/> | + | ** [[Striving, Playing and Learning#2. Some models of agonistic behaviour|2. Some models of agonistic behaviour]]<br/> |
| − | [[#2.1 The Conflict- or Ambivalence Hypothesis|2.1 The Conflict- or Ambivalence Hypothesis]]<br/> | + | ** [[Striving, Playing and Learning#2.1 The Conflict- or Ambivalence Hypothesis|2.1 The Conflict- or Ambivalence Hypothesis]]<br/> |
| − | [[#2.2 The Psychohydraulic Model: the Catharsis Hypothesis|2.2 The Psychohydraulic Model: the Catharsis Hypothesis]]<br/> | + | ** [[Striving, Playing and Learning#2.2 The Psychohydraulic Model: the Catharsis Hypothesis|2.2 The Psychohydraulic Model: the Catharsis Hypothesis]]<br/> |
| − | [[#2.3 Aggression and Emergency Behavior|2.3 Aggression and Emergency Behavior]]<br/> | + | ** [[Striving, Playing and Learning#2.3 Aggression and Emergency Behavior|2.3 Aggression and Emergency Behavior]]<br/> |
| − | [[#2.4 Aggression,and Behavioral Reduction versus Behavioral Expansion|2.4 Aggression,and Behavioral Reduction versus Behavioral Expansion]]<br/> | + | ** [[Striving, Playing and Learning#2.4 Aggression,and Behavioral Reduction versus Behavioral Expansion|2.4 Aggression,and Behavioral Reduction versus Behavioral Expansion]]<br/> |
| − | [[#3. The Reversal Hypothesis|3. The Reversal Hypothesis]]<br/> | + | ** [[Striving, Playing and Learning#3. The Reversal Hypothesis|3. The Reversal Hypothesis]]<br/> |
| − | [[#4. An Additional Hypothesis: Integration of Theories on Aggression and on Learning|4. An Additional Hypothesis: Integration of Theories on Aggression and on Learning]]<br/> | + | ** [[Striving, Playing and Learning#4. An Additional Hypothesis: Integration of Theories on Aggression and on Learning|4. An Additional Hypothesis: Integration of Theories on Aggression and on Learning]]<br/> |
| − | [[#5. Positive and Negative Learning Spirals|5. Positive and Negative Learning Spirals]]<br/> | + | ** [[Striving, Playing and Learning#5. Positive and Negative Learning Spirals|5. Positive and Negative Learning Spirals]]<br/> |
| − | [[#6. The Use of the 'Aggression'-Label as an Element of the Agonistic Repertoire|6. The Use of the 'Aggression'-Label as an Element of the Agonistic Repertoire]]<br/> | + | ** [[Striving, Playing and Learning#6. The Use of the 'Aggression'-Label as an Element of the Agonistic Repertoire|6. The Use of the 'Aggression'-Label as an Element of the Agonistic Repertoire]]<br/> |
| − | [[#7. By way of Conclusion|7. By way of Conclusion]]<br/> | + | ** [[Striving, Playing and Learning#7. By way of Conclusion|7. By way of Conclusion]]<br/> |
| − | + | ||
* [[Towards a Cognition-Energy-Learning Model (1)|Towards a Cognition-Energy-Learning Model (C.E.L.) (1)]] | * [[Towards a Cognition-Energy-Learning Model (1)|Towards a Cognition-Energy-Learning Model (C.E.L.) (1)]] | ||
** [[Towards a Cognition-Energy-Learning Model (1)#1. The Cognition-Energy-Learning Model|1. Homeostasis versus Bi-Stability]] | ** [[Towards a Cognition-Energy-Learning Model (1)#1. The Cognition-Energy-Learning Model|1. Homeostasis versus Bi-Stability]] | ||
Revision as of 07:59, 13 June 2012
Welcome to Omega Research Wiki
About this Omega Research Wiki
- Goal of this site
- ..........
- ..........
- To finally put an end to war, destruction, genocide and wholesale rape
- Definitions of Point Omega
- What this site is about and what it is not
Reading scheme / Overview / Contents
Featured articles
- A guided tour through the Omega Research Wiki
- Guidelines
- A Wiki about human survival
- Who are you ? Why visit this Omega Research Wiki ?
- Many jig saw pieces, needed to make our picture complete and create full understanding
- More jig saw pieces, needed to create full understanding
- How to put all jig saw pieces together ? Three missing bits
- The C.E.L. (Cognition Energy Learning model), missing piece #1
- Social Selection forces and Population Cycles, missing piece #2
- Human Blindness to the Self, missing piece #3; a series of blocks to a rational and purposeful approach; strange effects from recent human evolution
- Blindness: one block, stemming from one to two million years ago
- Three more blindness blocks, stemming from 5,000 to 10,000 years ago
- What we can do to un-block awareness
- Approaching the problems with a better tool box
- Two technical reasons that prevent long lasting social equilibria
- Times are changing; what we may expect
- What will human society look like after Point Omega ?
- In summary .....
- Your support
- Point Omega (definitions)
- Point Omega (4 pages summary of this site)
- The evolutionary stability of a bi-stable system of emotions and motivations in species with an open-ended capacity for learning
- Introduction
- Reversal Theory
- Requirements of open-ended learning
- Function of the motivational states in the process of learning
- Learning-drive mechanisms
- Positive and negative learning spirals
- Positive and negative clusters of COndensed EXperience
- An illustration: the Neurotic Paradox explained
- "Trying very hard" and the process of learning
- One-sidedness of psychological theories
- Behavioural idiosyncrasies and the dimension of "self-actualization"
- Striving, Playing and Learning
- 1. Critical recovery periods, an Experiment
- 1.1 Hormonal Feedback
- 1.2 Recovery Intervals and Learning
- 2. Some models of agonistic behaviour
- 2.1 The Conflict- or Ambivalence Hypothesis
- 2.2 The Psychohydraulic Model: the Catharsis Hypothesis
- 2.3 Aggression and Emergency Behavior
- 2.4 Aggression,and Behavioral Reduction versus Behavioral Expansion
- 3. The Reversal Hypothesis
- 4. An Additional Hypothesis: Integration of Theories on Aggression and on Learning
- 5. Positive and Negative Learning Spirals
- 6. The Use of the 'Aggression'-Label as an Element of the Agonistic Repertoire
- 7. By way of Conclusion
- 1. Critical recovery periods, an Experiment
- Towards a Cognition-Energy-Learning Model (C.E.L.) (1)
- 1. Homeostasis versus Bi-Stability
- 2. The Bi-stable Organization of Motivation
- 3. Two Metamotivational States and Reversals
- 4. The Energy Dependent Basis of Motivation: Different Consequences on the Proximal and on the Ultimal Level
- 5. Motivational Sequences, Learning Spirals and Cognitive Areas of Experience
- 6. Cognitive Development
- 7. Summary and Conclusions
- References
- Research Reports and Prepublications on this subject
- Towards a Cognition-Energy-Learning model (C.E.L.) (2)
- Introduction
- Chapter 1: Lazarus' coping theory
- Chapter 2: Apter's Reversal Theory
- Chapter 3: Van der Molen's Energy-Learning Model
- Chapter 4: Lewicka's model of Antagonist Cognitive Modes
- Chapter 5: An integration of Lazarus', Apter's, Van der Molen's and Lewicka's theories
- Chapter 6: An illustration of the Cognition-Energy-Learning Model from a practical problem area
- Energy and Strokes: How the quality of social relationships influences the process of learning and individual development
- 1. Transactional Emotions and Reversals in Social Interactions from an Evolutionary Point of View
- 2. Pro-social Behaviour and Conditions for its Occurrence
- 3. Two Postulates on the way in which Social Behaviour is Regulated
- 4. Two Metamotivational States ruling Social Behaviour
- 5. Social Means or "Strokes" as the Currency in Social Transactions
- 6. Combinations of Telic and Paratelic States with Allocentric and Autocentric States
- 7. Synergetic Outcomes in Somatic and in Transactional Emotions
- 8. Conditions for Synergetic Effects
- 9. Social Contacts and Positive or Negative Learning Spirals
- 10. "Contagiousness" of Interpersonal Psychological Skills and Adaptation
- 11. Social Support: Data from Effectivity Research and what has been missing up till now
- 12. Summary and Conclusions
- References
- Research Reports and Prepublications on this subject
- Self-blindness in humans as prerequisite for the evolution of advanced intelligence (under construction)
- Good and Bad, an illusory dimension as the cornerstone of human personality (to be added)
- Impersonal Power Structures ruling our world (under construction)
- The evolution of Gene-structures and of Meme-structures (to be added)
- Consequences of the difference in speed of the gene- and the meme-evolution (to be added)
- Existential friction: Homo sapiens at the interface between the gene- and the meme evolution (to be added)
- The evolutionary stability of mass-neuroticism (to be added)
- Mechanisms that safeguard mass-neuroticism (to be added)
- Selection for Sociability and Population Cycles; the cause for periodic conflict and disaster (to be added; refer to separate article below)
- Genetic pollution precluding social stability (under construction)
- Civilization as a conspiracy against evolution
- To finally put an end to war, destruction and wholesale rape
- Corruption as the default social structure
- Genetic pollution and corruption as one of its automatic effects
- Advantages and disadvantages of corruption
- Two reasons for the need of continuous selection pressure and the impossibility of stability
- Overcrowding (to be added)
- Religions as power structures (to be added)
- Contemporary weakening of the foundations of Power Structures (under construction)
- Social-Role Blindness and the periodic emergence of conflict and disaster; on Population Cycles precluding the establishment of lasting social equilibria
- Abstract
- Outline
- Some consequences of living socially
- Hypothesis: Life cycles of social groups and structures
- Evolutionary advantages
- Data: Experiments with behavioural differences in house mice
- Experiments with beta- and omega-roles
- Other ethological research data
- Human behaviour
- Genetics
- Selection within human social structures
- Ossification
- Social-role blindness
- Discussion: Nature and nurture
- Perspective
- K.A.I. and Changes in Social Structures: on the Anatomy of Catastrophy
- Eating from the Forbidden Fruit: on the power of Good and Evil since the agricultural revolution; a consequence of "jet-lag" in recent human evolution
- "Amathology", an introduction
- No-go areas for our intelligence
- The confusing role of established religions
- The primordial niche of Homo sapiens and the feelings and emotions "fitting" that environment
- New demands and requirements since the agricultural revolution
- Friction between P-feelings and N-demands; "Primordial" versus "New"
- Some basic requirements for successful power structures
- Where evolution is leading us
- The evolutionary importance of blindness for self and the illusion of Good and Bad
- Quantity of physical energy, invested in maintaining blindness and illusion
- The illusory aspects of the Positive/negative or Good/Bad dimension
- Cultural power structures using Good and Evil as an effective blinding tool
- Power structures utilizing "jet-lag" effects in human evolution
- Good and Evil, how great religions consolidate their power
- Summary: "amathology", the science of ignorance, as a crucial tool for our survival
- The effects of genetic pollution on political structures and human history
- Personality of Mice and Men; re-arranging personality dimensions in a six-dimensional adjective space (to be added)
- Personality Traits in terms of Social-Role Probabilities; an innovative theoretical essay on the possibility of overcoming the chaotic diversity in personality theories (to be added)
- Why never peace (to be added; + SISWO-scheme)
- The significance of the Point Omega transition (under construction)
- Characteristics of human behaviour before and after Point Omega
- Directives for after Point Omega (under construction)
- Enlightenment
- What is enlightenment?
- The relationship between organized religion and enlightenment (under construction)
- Shortcuts to enlightenment (under construction)
- Further reading on enlightenment (under construction)
- Goals (to be added)
- How to contribute (to be added)
- Donations, tax free (to be added)
- Legacies (to be added)
- Volunteers (to be added)
Suggested further reading
- List of literature and references
- Comments on Richard Dawkins' "The God Delusion"
- Comments on John Gray's "Straw Dogs, Thoughts on Humans and Other Animals"
- Comments on John Gray's "Black Mass, Apocalyptic Religion and the Death of Utopia"
- Comments on Eckhart Tolle's "A New Earth, Awakening to your life's purpose"
- Comments on Daniel Quinn's "Beyond Civilization, humanity's next great adventure"
- Comments on Ruiz (To be added)
- Comments on Kris Verburgh's "Fantastisch, over het universum in ons hoofd"
- Comments on Amy Wallace's "Sorcerer's Apprentice, my life with Carlos Castaneda"
- Movie pictures and websites on related subjects
