1.1) Equilibrium Principle
Like the habituation (descrived below), there is a pulsion, a force in direction of the natural equilibrium (of different systems), between the stability in face of instability and the opposite, being a dialetic relation (whenever closer to the extremes of opposite poles, grater the gravity to the center, to the nucleus , for an example: the greatness and smallness of life itself).
It seems it needs to exist a “equilibrium” that guide us even though we don’t understand it’s real meaning; a pulse that we don’t fully understand but acts and has a regulatory functional that have the equilibrium as reference.
1.2) Habituation
This principle is analogue to the concept of homeostasis. There so, it’s a global tendency, a direction and not a “reality”. When a new contingency causes effect, rather if it is coercive or positively reinforced, there is naturally a period of adaptation; that in a smaller or longer time, tend to a stabilized adaptation (it is a constant and direction and by the same time a guide line, a north and not a reality).
For an example: to win a lotto x felicity (with the action of time, the high magnitude of felicity tends to get smaller in direction of baseline).
The opposite can be also possible and concomitant. It depends on time answer, magnitude of the stimuli and biopsychosocials contingencies . Because of that, ephemeral events tends to a super high or low cognitive evaluations. This though can also be correlated to the “aggregate value”. A determinate resource in an environment where the same resource lacks, tends to aggregate more value that the same resource in an environment where it is abundant, independently in what resource we are putting in analyses.
A classical example: a glass of water in the desert tends to be more valuable (by the own contingencies) than a glass of water with the same amount of liquid in a natural water resource.
There is an adaptively capacity in direction of habituation of contingencies within the passing of life, no matter if it is “good or bad”.
That is on only processed when a determinate contingency has a magnitude so strong that immediately exercises its influence in adaptation (traumas, accidents, etc.) but in a generic way it is a pattern.
1.3) Cognitive/Psychic Relativity
In the same direction of these principles (Habituation and Equilibrium), exists a relativity of the perception of these factors.
The higher quantity of something – smaller the aggregate value
The smaller quantity of something – bigger the aggregate value
(examples: food, economy)
Once again the opposite also can be true, one do not exclude the other, they can be complementary.
The higher quantity of something – bigger development
The smaller quantity of something – smaller development
(examples: faith, knowledge...)
Let’s take a look to one practical analyses fact:
Situation 1) a determinate person goes out to work in the “rush hour” (He already knows about the high traffic level found in this context), pick up one of the available lines of a determinate avenue and it flows faster than the other ones and he gets at his job earlier than usual 30’.
Situation 2) the same person at the same trajectory, gets out of home in a light traffic time. In the avenue, he founds an accident that do not allow to move on during sometime and makes the person get later than expected, he arrives in 30’.
In the first situation the person tends to get happier than the second one, no matter the quantitative time was identical, but not the contingencies and inclusive the interpretation of them.
1.2) Habituation
When a new contingency causes effect, rather if it is coercive or positively reinforced, there is naturally a period of adaptation; that in a smaller or longer time, tend to a stabilized daptation (it is a constant and direction and by the same time a guide line, a north and not a reality).
For an example: to win a lotto x felicity
The opposite can be also possible and concomitant. It depends on time answer, magnitude of the stimuli and biopsychosocials contingencies . Because of that, ephemeral events tends to a super high or low cognitive evaluations. This though can also be correlated to the “aggregate value”. A determinate resource in an environment where the same resource lacks, tends to aggregate more value that the same resource in an environment where it is abundant, independently in what resource we are putting in analyses.
A classical example: a glass of water in the desert tends to be more valuable (by the own contingencies) than a glass of water with the same amount of liquid in a natural water resource.
There is an adaptively capacity in direction of habituation of contingencies within the passing of life, no matter if it is “good or bad”.
That is on only processed when a determinate contingency has a magnitude so strong that immediately exercises its influence in adaptation (traumas, accidents, etc.) but in a generic way it is a pattern.
Conclusion
It is not the phenomenon itself that influence in perception, but his (their) relation(s) in face of situational contingencies.
Like the relativity notion of time, the is a psychological interpretation of cognitive and physical relativity interpretation notion, these tendencies are timeless and archetypal, no matter the culture and localization.
Part II
2.1)
Categorizations
We categorize facts in order to facilitate the comprehension, didactic and communication. The phenomena itself is not relative, “they are what they are”, but it doesn’t get a practical signification. Categorizations should be functional in the didactic way; the important thing it is not to focus on the “label” but its functions in related to it’s contingencies.
The name of a phenomenon is merely didactical simbologisms; independently, “they, still, are what they are”.
Some determinate factor for being “true” doesn’t mean that it is functional. The optics and the attributions are, a very same phenomenon can be communicated differently and have different consequences (the method depends on the objective). In objective terms, independently of values judgments (despite the fact that must count to). A “true” in a wrong moment or miss expressed can be more dysfunctional than an “adequate” lie (functional)
como visto, os fenômenos são o que são.
As óticas e as atribuições é que são,
2.2)
Behavior
The behavior is held or excluded by its adaptation/evolution. The functionality of behavior it is not by itself determinant to this process. There is also the cognitive interpretation (by the singular historical of a individual, by related contingencies, and phylo and onthogenical aspects, and on...). One thing is when a determinate behavior is functional to someone, the other is to be adaptative (like saw during this text) and the other is the respective point of view/interpretation.
2.3)
“Trues” and Beliefs
The reality is a parameter, the “truth” is not so determinant in the maintenance/ extinction/ elaboration of facts. The beliefs of someone/some people are more relevant and determinant than the “objective true”. Like time (Relativity Theory), the “wright” or “wrong” in holistic and global terms, are perspectives interpretated through perception and facts.
That justify the importance to know where we are “stepping”. Knowing the beliefs and mainly considerating them, gives important artifacts to arrive the desired goal.
Beliefs are important motivators and referential to reach a goal (besides, when the objectives are clear, the choice of the method is easier). The more consistent with the context/situation, higher will be the probability of achieve the intention.
A basic example of contextualization to situate the lector: beliefs that are reinforced in one way or another (the reinforce depends too on the context/history/interpretation) tends to maintain, stabilize and those which are not, no. Charles Darwin knew that more than 100 years ago.
Conclusion
Epiphanies can be reached in either, deductive or inductive ways depending on the phenomenon, start point, reach point and approach. Anyway, both in ultimate analysis converge to a common point. In practical and actual terms, in the “information era” the problem is at the epistemology of learning, didactic and organization of knowledge and not in the knowledge itself.
