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'''Featured articles'''
 
'''Featured articles'''
 
* [[A guided tour through the Omega Research Wiki]]
 
* [[A guided tour through the Omega Research Wiki]]
** [[A guided tour through this Wiki#Guidelines|Guidelines]]
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** [[A guided tour through the Omega Research Wiki#Introduction|Introduction]]
** [[A guided tour through this Wiki#A Wiki about human survival|A Wiki about human survival]]
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*** [[A guided tour through this Wiki#For your efficiency and comfort|For your efficiency and comfort]]
** [[A guided tour through this Wiki#Who are you ?|Who are you ? Why visit this Omega Research Wiki ?]]
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*** [[A guided tour through this Wiki#Your personal taste|Your personal taste]]
** [[A guided tour through this Wiki#Many jig saw pieces, needed to make our picture complete and create full understanding|Many jig saw pieces, needed to make our picture complete and create full understanding]]
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*** [[A guided tour through this Wiki#About human survival|About human survival]]
** [[A guided tour through this Wiki#More jig saw pieces, needed to create full understanding|More jig saw pieces, needed to create full understanding]]
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** [[A guided tour through the Omega Research Wiki#New data|New data]]
** [[A guided tour through this Wiki#How to put all jig saw pieces together ? Three missing bits|How to put all jig saw pieces together ?  Three missing bits]]
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*** [[A guided tour through the Omega Research Wiki#Novel concepts (#1 to #4)|Novel concepts (#1 to #4)]]
** [[A guided tour through this Wiki#The C.E.L. (Cognition Energy Learning model), missing piece #1|The C.E.L. (Cognition Energy Learning model), missing piece #1]]
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*** [[A guided tour through the Omega Research Wiki#More issues (#5 to #8) to take into account|More issues (#5 to #8) to take into account]]
** [[A guided tour through this Wiki#Social Selection forces and Population Cycles, missing piece #2|Social Selection forces and Population Cycles, missing piece #2]]
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*** [[A guided tour through the Omega Research Wiki#Another novel concept (#9)|Another novel concept (#9)]]
** [[A guided tour through this Wiki#Human Blindness to the Self, missing piece #3|Human Blindness to the Self, missing piece #3; a series of blocks to a rational and purposeful approach; strange effects from recent human evolution]]
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** [[A guided tour through this Wiki#Putting bits and pieces together|Putting bits and pieces together]]
** [[A guided tour through this Wiki#Blindness: one block, stemming from one to two million years ago|Blindness: one block, stemming from one to two million years ago]]
+
*** [[A guided tour through this Wiki#More bits and pieces, needed to complete the puzzle and create effective understanding|More bits and pieces, needed to complete the puzzle and create effective understanding]]
** [[A guided tour through this Wiki#Three more blindness blocks, stemming from 5,000 to 10,000 years ago|Three more blindness blocks, stemming from 5,000 to 10,000 years ago]]
+
*** [[A guided tour through this Wiki#How to put all bits and pieces together; three bits still missing|How to put all bits and pieces together; three bits still missing]]
** [[A guided tour through this Wiki#What we can do to un-block awareness|What we can do to un-block awareness]]
+
** [[A guided tour through this Wiki#The C.E.L. (Cognition Energy Learning model), missing piece #2|The C.E.L. (Cognition Energy Learning model), missing piece #2]]
** [[A guided tour through this Wiki#Approaching the problems with a better tool box|Approaching the problems with a better tool box]]
+
*** [[A guided tour through this Wiki#Explanatory power of the C.E.L.|Explanatory power of the C.E.L.]]
** [[A guided tour through this Wiki#Two technical reasons that prevent long lasting social equilibria|Two technical reasons that prevent long lasting social equilibria]]
+
** [[A guided tour through this Wiki#Social Selection forces and Population Cycles, missing piece #9|Social Selection forces and Population Cycles, missing piece #9]]
 +
** [[A guided tour through this Wiki#Human Blindness to the Self, missing piece #1|Human Blindness to the Self, missing piece #1]]  
 +
*** [[A guided tour through this Wiki#The major Blindness Block, probably stemming from some 0,5 million to 2 million years ago|The major Blindness Block, probably stemming from some 0,5 million to 2 million years ago]]
 +
*** [[A guided tour through this Wiki#Three more recent Blindness Blocks, stemming from 5,000 to 10,000 years ago|Three more recent Blindness Blocks, stemming from 5,000 to 10,000 years ago]]
 +
** [[A guided tour through this Wiki#What we can do|What we can do]]
 +
*** [[A guided tour through this Wiki#What we can do to un-block awareness|What we can do to un-block awareness]]
 +
*** [[A guided tour through this Wiki#Approaching the problems with a better tool box|Approaching the problems with a better tool box]]
 +
*** [[A guided tour through this Wiki#Two technical reasons that prevent long lasting social equilibria|Two technical reasons that prevent long lasting social equilibria]]
 
** [[A guided tour through this Wiki#Times are changing; what we may expect|Times are changing; what we may expect]]
 
** [[A guided tour through this Wiki#Times are changing; what we may expect|Times are changing; what we may expect]]
** [[A guided tour through this Wiki#What will human society look like after Point Omega ?|What will human society look like after Point Omega ?]]
+
*** [[A guided tour through this Wiki#What will human society look like after Point Omega ?|What will human society look like after Point Omega ?]]
 
** [[A guided tour through this Wiki#In summary .....|In summary .....]]
 
** [[A guided tour through this Wiki#In summary .....|In summary .....]]
 
** [[A guided tour through this Wiki#Your support|Your support]]
 
** [[A guided tour through this Wiki#Your support|Your support]]
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** [[The evolutionary stability of a bi-stable system of emotions and motivations in species with an open-ended capacity for learning#Behavioural idiosyncrasies and the dimension of "self-actualization"|Behavioural idiosyncrasies and the dimension of "self-actualization"]]
 
** [[The evolutionary stability of a bi-stable system of emotions and motivations in species with an open-ended capacity for learning#Behavioural idiosyncrasies and the dimension of "self-actualization"|Behavioural idiosyncrasies and the dimension of "self-actualization"]]
 
* [[Striving, Playing and Learning]]
 
* [[Striving, Playing and Learning]]
* [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development]]
+
** [[Striving, Playing and Learning#1. Critical recovery periods, an Experiment|1. Critical recovery periods, an Experiment]]<br/>
** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 1. The Cognition-Energy-Learning Model|Chapter 1. The Cognition-Energy-Learning Model]]
+
*** [[Striving, Playing and Learning#1.1 Hormonal Feedback|1.1 Hormonal Feedback]]<br/>
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 1. The Cognition-Energy-Learning Model|1.1. Homeostasis versus Bi-Stability]]
+
*** [[Striving, Playing and Learning#1.2 Recovery Intervals and Learning|1.2 Recovery Intervals and Learning]]<br/>
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Chapter 1. The Cognition-Energy-Learning Model|1.2. The Bi-stable Organization of Motivation]]
+
** [[Striving, Playing and Learning#2. Some models of agonistic behaviour|2. Some models of agonistic behaviour]]<br/>
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#1.3. Two Metamotivational States and Reversals|1.3. Two Metamotivational States and Reversals]]
+
*** [[Striving, Playing and Learning#2.1 The Conflict- or Ambivalence Hypothesis|2.1 The Conflict- or Ambivalence Hypothesis]]<br/>
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#1.4. The Energy Dependent Basis of Motivation: Different Consequences on the Proximal and on the Ultimal Level|1.4. The Energy Dependent Basis of Motivation: Different Consequences on the Proximal and on the Ultimal Level]]
+
*** [[Striving, Playing and Learning#2.2 The Psychohydraulic Model: the Catharsis Hypothesis|2.2 The Psychohydraulic Model: the Catharsis Hypothesis]]<br/>
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#1.5. Motivational Sequences, Learning Spirals and Cognitive Areas of Experience|1.5. Motivational Sequences, Learning Spirals and Cognitive Areas of Experience]]
+
*** [[Striving, Playing and Learning#2.3 Aggression and Emergency Behavior|2.3 Aggression and Emergency Behavior]]<br/>
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#1.6. Cognitive Development|1.6. Cognitive Development]]
+
*** [[Striving, Playing and Learning#2.4 Aggression,and Behavioral Reduction versus Behavioral Expansion|2.4 Aggression,and Behavioral Reduction versus Behavioral Expansion]]<br/>
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#1.7. Summary and Conclusions|1.7. Summary and Conclusions]]
+
** [[Striving, Playing and Learning#3. The Reversal Hypothesis|3. The Reversal Hypothesis]]<br/>
** [[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|Chapter 2. An Extension of the Cognition-Energy-Learning Model]]
+
** [[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/>
*** [[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|2.1. Transactional Emotions and Reversals in Social Interactions from an Evolutionary Point of View]]
+
** [[Striving, Playing and Learning#5. Positive and Negative Learning Spirals|5. Positive and Negative Learning Spirals]]<br/>
*** [[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|2.2. Pro-social Behaviour and Conditions for its Occurrence]]
+
** [[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/>
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#2.3. Two Postulates on the way in which Social Behaviour is Regulated|2.3. Two Postulates on the way in which Social Behaviour is Regulated]]
+
** [[Striving, Playing and Learning#7. By way of Conclusion|7. By way of Conclusion]]<br/>
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#2.4. Two Metamotivational States ruling Social Behaviour|2.4. Two Metamotivational States ruling Social Behaviour]]
+
* [[Towards a Cognition-Energy-Learning Model (1)|Towards a Cognition-Energy-Learning Model (C.E.L.) (1)]]
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#2.5. Social Means or "Strokes" as the Currency in Social Transactions|2.5. Social Means or "Strokes" as the Currency in Social Transactions]]
+
** [[Towards a Cognition-Energy-Learning Model (1)#1. The Cognition-Energy-Learning Model|1. Homeostasis versus Bi-Stability]]
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#2.6. Combinations of Telic and Paratelic States with Allocentric and Autocentric States|2.6. Combinations of Telic and Paratelic States with Allocentric and Autocentric States]]
+
** [[Towards a Cognition-Energy-Learning Model (1)#1. The Cognition-Energy-Learning Model|2. The Bi-stable Organization of Motivation]]
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#2.7. Synergetic Outcomes in Somatic and in Transactional Emotions|2.7. Synergetic Outcomes in Somatic and in Transactional Emotions]]
+
** [[Towards a Cognition-Energy-Learning Model (1)#3. Two Metamotivational States and Reversals|3. Two Metamotivational States and Reversals]]
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#2.8. Conditions for Synergetic Effects|2.8. Conditions for Synergetic Effects]]
+
** [[Towards a Cognition-Energy-Learning Model (1)#4. The Energy Dependent Basis of Motivation: Different Consequences on the Proximal and on the Ultimal Level|4. The Energy Dependent Basis of Motivation: Different Consequences on the Proximal and on the Ultimal Level]]
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#2.9. Social Contacts and Positive or Negative Learning Spirals|2.9. Social Contacts and Positive or Negative Learning Spirals]]
+
** [[Towards a Cognition-Energy-Learning Model (1)#5. Motivational Sequences, Learning Spirals and Cognitive Areas of Experience|5. Motivational Sequences, Learning Spirals and Cognitive Areas of Experience]]
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#2.10. "Contagiousness" of Interpersonal Psychological Skills and Adaptation|2.10. "Contagiousness" of Interpersonal Psychological Skills and Adaptation]]
+
** [[Towards a Cognition-Energy-Learning Model (1)#6. Cognitive Development|6. Cognitive Development]]
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#2.11. Social Support: Data from Effectivity Research and what has been missing up till now|2.11. Social Support: Data from Effectivity Research and what has been missing up till now]]
+
** [[Towards a Cognition-Energy-Learning Model (1)#7. Summary and Conclusions|7. Summary and Conclusions]]
*** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#2.12. Summary and Conclusions|2.12. Summary and Conclusions]]
+
** [[Towards a Cognition-Energy-Learning Model (1)#References|References]]
** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#References|References]]
+
** [[Towards a Cognition-Energy-Learning Model (1)#Research Reports and Prepublications on this subject|Research Reports and Prepublications on this subject]]
** [[Energy and Strokes: how the quality of relationships influences the process of learning and individual development#Research Reports and Prepublications on this subject|Research Reports and Prepublications on this subject]]
+
* [[Towards a Cognition-Energy-Learning Model|Towards a Cognition-Energy-Learning model (C.E.L.) (2)]]
* [[Towards a Cognition-Energy-Learning Model|Towards a Cognition-Energy-Learning model]]
+
 
** [[Towards a Cognition-Energy-Learning Model#Introduction|Introduction]]  
 
** [[Towards a Cognition-Energy-Learning Model#Introduction|Introduction]]  
 
** [[Towards a Cognition-Energy-Learning Model#Chapter 1: Lazarus' coping theory|Chapter 1: Lazarus' coping theory]]
 
** [[Towards a Cognition-Energy-Learning Model#Chapter 1: Lazarus' coping theory|Chapter 1: Lazarus' coping theory]]
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** [[Towards a Cognition-Energy-Learning Model#Chapter 5: An integration of Lazarus', Apter's, Van der Molen's and Lewicka's theories|Chapter 5: An integration of Lazarus', Apter's, Van der Molen's and Lewicka's theories]]
 
** [[Towards a Cognition-Energy-Learning Model#Chapter 5: An integration of Lazarus', Apter's, Van der Molen's and Lewicka's theories|Chapter 5: An integration of Lazarus', Apter's, Van der Molen's and Lewicka's theories]]
 
** [[Towards a Cognition-Energy-Learning Model#Chapter 6: An illustration of the Cognition-Energy-Learning Model from a practical problem area|Chapter 6: An illustration of the Cognition-Energy-Learning Model from a practical problem area]]
 
** [[Towards a Cognition-Energy-Learning Model#Chapter 6: An illustration of the Cognition-Energy-Learning Model from a practical problem area|Chapter 6: An illustration of the Cognition-Energy-Learning Model from a practical problem area]]
* [[Self-blindness in humans as prerequisite for the evolution of advanced intelligence]] (under construction)
+
* [[Energy and Strokes|Energy and Strokes: How the quality of social relationships influences the process of learning and individual development]]
* [[Good and Bad, an illusory dimension as the cornerstone of human personality]] (to be added)
+
** [[Energy and Strokes#1. Transactional Emotions and Reversals in Social Interactions from an Evolutionary Point of View|1. Transactional Emotions and Reversals in Social Interactions from an Evolutionary Point of View]]
 +
** [[Energy and Strokes#2. Pro-social Behaviour and Conditions for its Occurrence|2. Pro-social Behaviour and Conditions for its Occurrence]]
 +
** [[Energy and Strokes#3. Two Postulates on the way in which Social Behaviour is Regulated|3. Two Postulates on the way in which Social Behaviour is Regulated]]
 +
** [[Energy and Strokes#4. Two Metamotivational States ruling Social Behaviour|4. Two Metamotivational States ruling Social Behaviour]]
 +
** [[Energy and Strokes#5. Social Means or "Strokes" as the Currency in Social Transactions|5. Social Means or "Strokes" as the Currency in Social Transactions]]
 +
** [[Energy and Strokes#6. Combinations of Telic and Paratelic States with Allocentric and Autocentric States|6. Combinations of Telic and Paratelic States with Allocentric and Autocentric States]]
 +
** [[Energy and Strokes#7. Synergetic Outcomes in Somatic and in Transactional Emotions|7. Synergetic Outcomes in Somatic and in Transactional Emotions]]
 +
** [[Energy and Strokes#8. Conditions for Synergetic Effects|8. Conditions for Synergetic Effects]]
 +
** [[Energy and Strokes#9. Social Contacts and Positive or Negative Learning Spirals|9. Social Contacts and Positive or Negative Learning Spirals]]
 +
** [[Energy and Strokes#10. "Contagiousness" of Interpersonal Psychological Skills and Adaptation|10. "Contagiousness" of Interpersonal Psychological Skills and Adaptation]]
 +
** [[Energy and Strokes#11. Social Support: Data from Effectivity Research and what has been missing up till now|11. Social Support: Data from Effectivity Research and what has been missing up till now]]
 +
** [[Energy and Strokes#12. Summary and Conclusions|12. Summary and Conclusions]]
 +
** [[Energy and Strokes#References|References]]
 +
** [[Energy and Strokes#Research Reports and Prepublications on this subject|Research Reports and Prepublications on this subject]]
 +
* [[Self-blindness in humans as prerequisite for the evolution of advanced intelligence]]
 +
** [[Self-blindness in humans as prerequisite for the evolution of advanced intelligence#Evolution of Intelligence|Evolution of Intelligence]]
 +
** [[Self-blindness in humans as prerequisite for the evolution of advanced intelligence#Proximate and ultimate causes of behaviour|Proximate and ultimate causes of behaviour]]
 +
** [[Self-blindness in humans as prerequisite for the evolution of advanced intelligence#Breaking out of the customary intelligence ceiling|Breaking out of the customary intelligence ceiling]]
 +
** [[Self-blindness in humans as prerequisite for the evolution of advanced intelligence#Self Blindness and Social Role Blindness|Self Blindness and Social Role Blindness]]
 +
** [[Self-blindness in humans as prerequisite for the evolution of advanced intelligence#Cultural props for Self-Blindness|Cultural props for Self-Blindness]]
 +
** [[Self-blindness in humans as prerequisite for the evolution of advanced intelligence#Point Omega|Point Omega]]
 +
** [[Self-blindness in humans as prerequisite for the evolution of advanced intelligence#Where do we stand ?|Where do we stand ?]]
 +
** [[Self-blindness in humans as prerequisite for the evolution of advanced intelligence#Point Omega and Self-Blindness|Point Omega and Self-Blindness]]
 +
** [[Self-blindness in humans as prerequisite for the evolution of advanced intelligence#Before Point Omega:|Before Point Omega:]]
 +
** [[Self-blindness in humans as prerequisite for the evolution of advanced intelligence#After Point Omega:|After Point Omega:]]
 +
** [[Self-blindness in humans as prerequisite for the evolution of advanced intelligence#Towards "Amathology" or the science of ignorance|Towards "Amathology" or the science of ignorance]]
 +
* [[Eating from the Forbidden Fruit|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]]
 +
** [[Eating from the Forbidden Fruit#"Amathology", an introduction|"Amathology", an introduction]]
 +
** [[Eating from the Forbidden Fruit#No-go areas for our intelligence|No-go areas for our intelligence]]
 +
** [[Eating from the Forbidden Fruit#The confusing role of established religions|The confusing role of established religions]]
 +
** [[Eating from the Forbidden Fruit#The primordial niche of Homo sapiens and the feelings and emotions "fitting" that environment|The primordial niche of Homo sapiens and the feelings and emotions "fitting" that environment]]
 +
** [[Eating from the Forbidden Fruit#New demands and requirements since the agricultural revolution|New demands and requirements since the agricultural revolution]]
 +
** [[Eating from the Forbidden Fruit#Friction between P-feelings and N-demands; "Primordial" versus "New"|Friction between P-feelings and N-demands; "Primordial" versus "New"]]
 +
** [[Eating from the Forbidden Fruit#Some basic requirements for successful power structures|Some basic requirements for successful power structures]]
 +
** [[Eating from the Forbidden Fruit#Where evolution is leading us|Where evolution is leading us]]
 +
** [[Eating from the Forbidden Fruit#The evolutionary importance of blindness for self and the illusion of Good and Bad|The evolutionary importance of blindness for self and the illusion of Good and Bad]]
 +
** [[Eating from the Forbidden Fruit#Quantity of physical energy, invested in maintaining blindness and illusion|Quantity of physical energy, invested in maintaining blindness and illusion]]
 +
** [[Eating from the Forbidden Fruit#The illusory aspects of the Positive/negative or Good/Bad dimension|The illusory aspects of the Positive/negative or Good/Bad dimension]]
 +
** [[Eating from the Forbidden Fruit#Cultural power structures using Good and Evil as an effective blinding tool|Cultural power structures using Good and Evil as an effective blinding tool]]
 +
** [[Eating from the Forbidden Fruit#Power structures utilizing "jet-lag" effects in human evolution|Power structures utilizing "jet-lag" effects in human evolution]]
 +
** [[Eating from the Forbidden Fruit#Good and Evil, how great religions consolidate their power|Good and Evil, how great religions consolidate their power]]
 +
** [[Eating from the Forbidden Fruit#Summary: "amathology", the science of ignorance, as a crucial tool for our survival|Summary: "amathology", the science of ignorance, as a crucial tool for our survival]]
 +
* [[Good and Bad, an illusory dimension as the cornerstone of human personality]] (under construction; ook nog paragrafen opnemen)
 
* [[Impersonal Power Structures ruling our world]] (under construction)
 
* [[Impersonal Power Structures ruling our world]] (under construction)
 
** [[The evolution of Gene-structures and of Meme-structures]] (to be added)
 
** [[The evolution of Gene-structures and of Meme-structures]] (to be added)
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** [[The biological instability of social equilibria#Perspective|Perspective]]
 
** [[The biological instability of social equilibria#Perspective|Perspective]]
 
* [[K.A.I. and Changes in Social Structures: on the Anatomy of Catastrophy]]
 
* [[K.A.I. and Changes in Social Structures: on the Anatomy of Catastrophy]]
* [[Eating from the Forbidden Fruit|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]]
 
** [[Eating from the Forbidden Fruit#"Amathology", an introduction|"Amathology", an introduction]]
 
** [[Eating from the Forbidden Fruit#No-go areas for our intelligence|No-go areas for our intelligence]]
 
** [[Eating from the Forbidden Fruit#The confusing role of established religions|The confusing role of established religions]]
 
** [[Eating from the Forbidden Fruit#The primordial niche of Homo sapiens and the feelings and emotions "fitting" that environment|The primordial niche of Homo sapiens and the feelings and emotions "fitting" that environment]]
 
** [[Eating from the Forbidden Fruit#New demands and requirements since the agricultural revolution|New demands and requirements since the agricultural revolution]]
 
** [[Eating from the Forbidden Fruit#Friction between P-feelings and N-demands; "Primordial" versus "New"|Friction between P-feelings and N-demands; "Primordial" versus "New"]]
 
** [[Eating from the Forbidden Fruit#Some basic requirements for successful power structures|Some basic requirements for successful power structures]]
 
** [[Eating from the Forbidden Fruit#Where evolution is leading us|Where evolution is leading us]]
 
** [[Eating from the Forbidden Fruit#The evolutionary importance of blindness for self and the illusion of Good and Bad|The evolutionary importance of blindness for self and the illusion of Good and Bad]]
 
** [[Eating from the Forbidden Fruit#Quantity of physical energy, invested in maintaining blindness and illusion|Quantity of physical energy, invested in maintaining blindness and illusion]]
 
** [[Eating from the Forbidden Fruit#The illusory aspects of the Positive/negative or Good/Bad dimension|The illusory aspects of the Positive/negative or Good/Bad dimension]]
 
** [[Eating from the Forbidden Fruit#Cultural power structures using Good and Evil as an effective blinding tool|Cultural power structures using Good and Evil as an effective blinding tool]]
 
** [[Eating from the Forbidden Fruit#Power structures utilizing "jet-lag" effects in human evolution|Power structures utilizing "jet-lag" effects in human evolution]]
 
** [[Eating from the Forbidden Fruit#Good and Evil, how great religions consolidate their power|Good and Evil, how great religions consolidate their power]]
 
** [[Eating from the Forbidden Fruit#Summary: "amathology", the science of ignorance, as a crucial tool for our survival|Summary: "amathology", the science of ignorance, as a crucial tool for our survival]]
 
 
* [[The effects of genetic pollution on political structures and human history]]
 
* [[The effects of genetic pollution on political structures and human history]]
 
** [[The effects of genetic pollution on political structures and human history|The importance of ignorance and superstition]]
 
** [[The effects of genetic pollution on political structures and human history|The importance of ignorance and superstition]]

Latest revision as of 00:23, 21 October 2013

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