The Dangers and Hazards of Today’s Psychological and Pharmaceutical Therapies: A YouTube Presentation 2023-06-20
Current academic psychology and sports psychology is an erroneous adaptation of Homer’s 3000-year-old linguistics of emotional driven behavior where cognitive behavior modification therapies (and pharmaceuticals) are used to control aberrant, dangerous, and dysfunctional emotional behavior because emotions are [incorrectly] deemed causal to driving destructive behavior. In other words, academia inaccurately understands depression as a mood disorder.
If philosophy, religion, science, and law are ignorant of what drives human behavior and decision-making, how can there be but laws of ignorance and injustice (and disorder, conflict, and crisis)? Justice founded upon falsehood is itself false and unjust.
Within symbiotic psychology emotions cannot be aberrant and destructive because cognition, not emotion, precipitates the changes and states of biochemical and neurological physiology that drives behavior. Emotions have evolved, not to be controlled, but to symbiotically re-process dysfunctional cognitive behavior towards positive and good-feeling emotions, moods, attitudes, and feelings that signify health, well-being, and successful decision-making prowess (and their actualization on the field of competition). In other words, depression is a cognitive disorder.
“They” will expound to you all about their research and “evidenced based” therapies. Yes, their “studies” show an “improvement” and the “effectiveness” of today’s psychological and pharmaceutical therapies, but 46% of our country’s 46,000 yearly suicide deaths, were or had seen a professional therapist and they still killed themselves. Yes, there is “proven” success, but that just means a flawed psychology is better than no psychology. Universally accepted and “proven” Newtonian physics was replaced when Einstein came along. And a new quantum physics is replacing Einstein. What about an improved psychology? What about eliminating just the deficiencies within current psychological emotional behavior theory?
Preschool, primary, and secondary educators are indoctrinating our children with the erroneous linguistics of emotionally driven behavior first inscribed within Homer’s “Iliad” nearly 3000 years-ago and which current academia adopted and continues to profess in its flawed cognitive behavior modification therapies designed to control, regulate, and manage, emotional behavior.
Good feeling emotions, moods, attitudes, and feelings have an evolved positive correlation with a person’s health, well-being, and successful decision-making ability and its actualization. Bad feeling emotions, moods, attitudes, and feelings have an evolved correlation with their negation. We as a human species have the uniquely evolved capacity to re-process negative feeling unhealthy cognitive-emotional behaviors into good feeling cognitive-emotional behaviors that signify health, well-being, and success.
Why aren’t Universities teaching the necessary cognitive-emotional re-processing skills necessary to use emotions to guide cognitive activities from dis-empowering, unhealthy, and emotionally negative cognitive activities into empowering, better feeling, and healthier cognitions needed for a successful life as part of their general requirement to help students learn what they need to know, not just for making a living, but also for making a life.
If academic literature, sociology, psychology, medicine, philosophy, religion, and law are ignorant of humanity’s natural and evolved cognitive-emotional re-processing capacity to precipitate their own health, well-being, and effective decision-making prowess (and its actualization), how can there be but laws and a society of ignorance and injustice (and disorder, conflict, and crisis)?
How reliable are existing psychological dependent studies in literature, sociology, psychology, medicine, philosophy, religion, and law if variation within an individual’s capacity for re-processing, re-structuring, and re-organizing one’s own cognitive-emotional dynamics is unaccounted for?
Should gun manufacturers be held liable for society’s deficiencies in cognitive-emotional health education in our schools, prisons, and mental health institutions?
Is punishment for crimes against society really justice in our system of criminal law if society itself is deficient in providing the necessary cognitive-emotional health education needed for a successful life?
Our military is very proficient at neuro-linguistically programing the human mind for combat and service in a socialized military environment, but why are they allowed to do nothing to re-program the mind with the cognitive-emotional re-processing behavior needed for a person’s health, well-being, and successful decision-making prowess in a less structured civilian life after service?
