Instinctually Learned Emotionality (full) with Gemini
P1 – In one paragraph followed by six two sentence summarizing bullet points, describe the essence of Sylvan Tomkins’ conceptual components of the affect system and how they interact. https://g.co/gemini/share/6d18290c26a9
P2 – Considering your last response, would the word “potentiator” be a good ways of describing an affect? https://g.co/gemini/share/5b3286e803c4
P3 – Setting aside whether “emotions” and “thoughts” (affective / cognitive) are co-implicate manifest explications of the same underlying processing, do you agree that they have different attentional and somatic effects and functions and different temporal dynamics that can interact with each other as if relatively autonomous semantic processes? https://g.co/gemini/share/fce012d46305
P4 – Consider the role of affect in emotional motivation and as well as the role of cognition in filtering the selection and thresholding of affect triggering and the feedback/forward sustaining that sustains particular affected emotionality. In that model aren’t affects potentiators in the sense that they take a more implicate co-implication experiencing and amplify it? Potentiator also in the sense that there is an implicit “set” of these basic e-motors that have the potential to become dominantly affecting (depending on extrinsic to affects variables). https://g.co/gemini/share/f87f2989c8f3
P5 – Please refresh yourself with our conversation about learning disabling words for learning (https://learningstewards.org/words-for-learning/) and our conversation about how we use words like grow when we mean learning (https://davidboulton.com/outgrow-outlearn/). Confirm you will add to our agreement about this conversation to keep these additional agreements about careful word use as we proceed. https://g.co/gemini/share/3a5cc45d9bc6
P6 – In your last response you said: We’ll strive to use accurate terms to describe different aspects of learning, such as “develop” instead of “grow” when referring to the process of acquiring knowledge and skills.
Doesn’t the word develop, like grow, emphasize a process that is more materially and less agency ordained? We develop film and chemicals. We develop products. But the difference between the morphology of develop and the morphology of learning is the participation of a living agency. Learning is the interior processing of agency presencing in time. Develop and grow are external objectifying descriptions that imply agency-less change. https://g.co/gemini/share/aa0910fc087f
P7 – Review: https://learningstewards.org/engaging-learning/ – can we again agree on describing learning as the central dynamic of life? From cellular adaptation to evolution of the species, from emotional habits to scientific paradigms, learning is the inner dynamic that transforms cells and societies into what they are becoming. https://g.co/gemini/share/99c989172f0d
P8 – Based on our shared definition of learning, revisit the beginning of this conversation about affect. Now using the “potentiator” model of affect, describe the relationship between learning and affect. https://g.co/gemini/share/8ceac4435e10
P9 – So you agree that affects motivate learning and learning triggers, thresholds, and sustains or disentrains affect. https://g.co/gemini/share/fff1b484653a
P10 – Do you agree that: Affects are innately endowed emotional potentiators. Emotions are learned patterns of affect activations that orient and situationalize learning now. https://g.co/gemini/share/cad060ebcd4b
P11 – Re your last response: 1) how could there not be a continuous interplay between innate affective tendencies and our learned emotional responses? They are co-implicates in the same spectrum of dynamics. When you use the term “innate affective tendencies”, are you describing unlearned affective behaviors? If so provide 10 two sentence long descriptions of examples of unlearned affective behaviors (again considering our “cells to societies” definition of learning). https://g.co/gemini/share/9719e13591ad
P12 – Removing from consideration all the emotions that depend on or are modulated by learning, there remains a core set of biologically innate instinctual emotions. These emotions are motivated by and yet more than their elemental affects. These are evolutionarily rather than individually learned. How do you describe these more than elemental affect emotional behaviors that are not learned? https://g.co/gemini/share/cfaa67a87b89
P13 – The value of using “not learned” as a filter in describing more than elemental affect, behavior motivating, emotions is that it defines the edge of our inner most emotional interface. The greater our differentiation between learned and not learned the less our license to attribute choice and responsibility (and blame and shame) to our unlearned emotionality and the greater our capacity to focus on learning that can affect our unlearned emotionality. https://g.co/gemini/share/3122a68c47b7
P14 – Of course unlearned emotions are not set in stone. Remember our shared view of learning. The point here is that some aspects of our emotionality aren’t learned yet all aspects of our emotionality that can be changed are changed by learning. Learning is where adaptation switches from being inherited to individual. https://g.co/gemini/share/c4b4cd1e1fda
P15 – So learning about the role of learning in emotion is the key to learning to understand and change our emotionality. https://g.co/gemini/share/6f63504b268d
P16 – Affects are clearly irrational. Emotions are scripted affects. As they are scripted they are learned. Are they not also therefore unconsciously rational, non rational, and, irrational? https://g.co/gemini/share/0c0544a26801