Difference between revisions of "Omega Research:Map"
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*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|2.6. Combinations of Telic and Paratelic States with Allocentric and Autocentric States]] | *** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|2.6. Combinations of Telic and Paratelic States with Allocentric and Autocentric States]] | ||
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|2.7. Synergetic Outcomes in Somatic and in Transactional Emotions]] | *** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|2.7. Synergetic Outcomes in Somatic and in Transactional Emotions]] | ||
| − | *** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|]] | + | *** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|2.8. Conditions for Synergetic Effects]] |
| − | *** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|]] | + | *** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|2.9. Social Contacts and Positive or Negative Learning Spirals]] |
| − | *** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|]] | + | *** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|2.10. "Contagiousness" of Interpersonal Psychological Skills and Adaptation]] |
| − | *** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|]] | + | *** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|2.11. Social Support: Data from Effectivity Research and what has been missing up till now]] |
| − | *** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|]] | + | *** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|2.12. Summary and Conclusions]] |
| − | *** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|]] | + | *** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|References]] |
| − | *** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|]] | + | *** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 2. An Extension of the Cognition-Energy-Learning Model|Research Reports and Prepublications on this subject]] |
* [[Self-blindness in humans as prerequisite for the evolution of advanced intelligence]] (to be added) | * [[Self-blindness in humans as prerequisite for the evolution of advanced intelligence]] (to be added) | ||
* [[Good and Bad, an illusory dimension as the cornerstone of human personality]] (to be added) | * [[Good and Bad, an illusory dimension as the cornerstone of human personality]] (to be added) | ||
Revision as of 23:30, 12 January 2011
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
- 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
- One-sidedness of psychological theories
- Behavioural idiosyncrasies and the dimension of "self-actualization"
- Towards a Cognition-Energy-Learning model (under translation)
- 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 relationships influences the process of learning and individual development (under translation)
- Chapter 1. The Cognition-Energy-Learning Model
- 1.1. Homeostasis versus Bi-Stability
- 1.2. The Bi-stable Organization of Motivation
- 1.3. Two Metamotivational States and Reversals
- 1.4. The Energy Dependent Basis of Motivation: Different Consequences on the Proximal and on the Ultimal Level
- 1.5. Motivational Sequences, Learning Spirals and Cognitive Areas of Experience
- 1.6. Cognitive Development
- 1.7. Summary and Conclusions
- Chapter 2. An Extension of the Cognition-Energy-Learning Model
- 2.1. Transactional Emotions and Reversals in Social Interactions from an Evolutionary Point of View
- 2.2. Pro-social Behaviour and Conditions for its Occurrence
- 2.3. Two Postulates on the way in which Social Behaviour is Regulated
- 2.4. Two Metamotivational States ruling Social Behaviour
- 2.5. Social Means or "Strokes" as the Currency in Social Transactions
- 2.6. Combinations of Telic and Paratelic States with Allocentric and Autocentric States
- 2.7. Synergetic Outcomes in Somatic and in Transactional Emotions
- 2.8. Conditions for Synergetic Effects
- 2.9. Social Contacts and Positive or Negative Learning Spirals
- 2.10. "Contagiousness" of Interpersonal Psychological Skills and Adaptation
- 2.11. Social Support: Data from Effectivity Research and what has been missing up till now
- 2.12. Summary and Conclusions
- References
- Research Reports and Prepublications on this subject
- Chapter 1. The Cognition-Energy-Learning Model
- Self-blindness in humans as prerequisite for the evolution of advanced intelligence (to be added)
- 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)
- 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
- 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
- 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)
- 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 Quinn (to be added)
- Comments on Ruiz (To be added)
- Comments on Kris Verburgh's "Fantastisch, over het universum in ons hoofd"
- Movie pictures and websites on related subjects
