Bitte sehen Sie sich Ihre Ergebnisse an, die Ihnen per E-Mail zugesandt werden.
Analyse-Tools
Anhand der Ergebnisse, die Sie per E-Mail erhalten haben, können Sie die folgenden Analysetools nutzen und sich mit den psychologischen Merkmalen der sozio-temporalen Matrix vergleichen. Sie können einen detaillierteren und personalisierten Bericht mit Handlungsempfehlungen anfordern (siehe unten).
Finden Sie Ihren Archetyp auf der Grundlage der Treiber und psychologischen Merkmale
Triebkräfte und psychologische Merkmale der sozio-temporalen Matrix
Archetypes
Dringlichkeit versus Wichtigkeit
Die zeitlich komprimierte Beziehung der Dringlichkeit zu den zwischenmenschlichen Erwartungen der nahen Zukunft impliziert, dass die Wichtigkeit der Angelegenheit später nur als Funktion der Zeit abnimmt. Dies ist ein Beweis dafür, dass die vorübergehend zugewiesene Bedeutung nicht real ist.
Die Zukunft gehört allen: unseren Kindern, ihren Kindern und den Kindern der Kinder aller anderen Menschen.
Es ist ein weit verbreiteter Irrglaube, dass materielles und geistiges Leben unvereinbar sind. Wir haben mehr Kontrolle über den so genannten spirituellen Bereich, als wir denken.
Im Licht spiegelt sich immer noch der Abglanz unserer Vorfahren, das gleiche Licht, das unsere visuelle und energetische Erscheinung für immer transportieren wird. Ob Gegenwart, Zukunft oder Vergangenheit, alles existiert folglich parallel im Licht.
Hauptarten der Identifikation und Wege der Wertschöpfung
Wenn unser Bewusstsein die ganze Menschheit und eine ewige Vorstellung von Zeit so einbeziehen kann, dass sich unser identitätsbasiertes Ego nicht bedroht fühlt, sondern von einschränkenden Regeln, Vorurteilen und ungesunden Gewohnheiten befreit wird, entwickelt sich die Bewusstseinsintelligenz bereitwillig.
Wenn Sie den vollständigen, personalisierten Bericht kaufen möchten, können Sie ihn hier bestellen. Innerhalb von 10 Tagen erhalten Sie Ihre Analyse per E-Mail.
Please see your results, which are sent by E-Mail to you.
Analysis tools
Looking at the results sent to you by E-Mail, you can use the following analysis tools and compare yourself to the psychological features of the socio-temporal matrix. You may order a more detailed and personalized report, including actionable recommendations (see below).
Find your archetype based on high-level drivers and psychological features
Drivers and psychological features of the socio-temporal matrix
Archetypes
Urgency versus importance
The time-compressed relatedness of urgency to near-future inter-personal expectations implies that later in time the importance of the matter will fade only as a function of time. This provides proof that the temporarily assigned importance is not real.
The future belongs to all; to our children, to their children, and the children of all other people’s children.
It is a common misconception that material and spiritual life are irreconcilable. We have more control over the so-called spiritual realm than we think.
There is still the reflection of our ancestors in the light, the same light that will transport our visual and energetic appearance forever. That’s how, whether present, future, or past, consequently, everything exists in light in parallel.
Main types of identification and ways of creating value
If our awareness can scope in all humanity and an eternal notion of time in a way that our identity-based ego does not feel threatened but rather liberated from limiting rules, prejudices and unhealthy habits, Awareness Intelligence readily and willingly will develop.
Hello all. As promised, here are a few selected practical points/questions, which, among others, were discussed at the Education 2.0 Conference in Dubai last weekend from an international, multi-disciplinary and inter-generational perspective.
Panel discussion “Art and Art Education in the Shadow of the Pandemic”. Education 2.0 Conference Dubai 2022
I’m very grateful for the honor of having been part of the Education 2.0 Conference in Dubai these days. Getting the opportunity to discuss with so many bright and kind minds and receiving the Outstanding Leadership Award is another fantastic kind of motivation to further contribute to humane and awareness-intelligent learning and education with progressive and well-balanced multi-disciplinary, cross-cultural, and inter-generational approaches. I want to thank the organizers, the committee and jury, and all participants and supporters for this vital work in serving the successful and healthy development of human potential.
Outstanding Leadership Award Ceremony at the Education 2.0 Conference in Dubai 2022
Let’s continue the discussion. How would you answer?
If learners (including learners with special conditions) do not understand how we teach, then we should make ourselves understood. Do you agree that communication is the sender’s responsibility (not the receiver’s)?
Peer-to-peer learning is about students teaching each other. Do you see how you could use this approach more at our organization?
The cell phone offers a (low-threshold) possibility to report difficult topics to address in person, if necessary. Could we use the cell phone constructively and even more in our education work? Perhaps there would be a fun way to reward more regular contact, even during absences? Perhaps we could also use apps for tele-counselling/supervision more often?
To promote creativity and the openness required for it, it is important to prevent judgments as much as possible for the time being in the process. Are we (at any time) sufficiently judgment-free to make this possible?
Often ideas and solutions are judged based on our educational and cultural background. Do we always ask “why” to be aware of this?
Example: autistic people may stand out at school/work but be “normal” at home/recreation and learn more successfully there. Do we ask this environment enough about how learning happens otherwise?
The Institute for the Future predicts that about 80 percent of technology jobs in 2030 are unknown today. So how/what needs to be learned to keep up with the reality of work? Is there still a need for school/education in its current form?
The people concerned (e.g., people with ASD) are always the real experts on their condition. Are we using their expertise enough?
Psychological services/approaches in everyday life can help clients. Should/could we promote even more mindfulness training, meditation, and similar methods?
—
9 zu beantwortende praktische Fragen für bessere Lernerfahrungen (Education 2.0 Conference Dubai)
Hallo zäme. Wie versprochen, hier ein paar ausgewählte, evtl. für uns relevante und praktische Punkte/Fragen, welche unter vielem anderem an der Education 2.0 Konferenz in Dubai von letztem Wochenende international, inter-disziplinär und generationsübergreifend diskutiert wurden.
Wie würdet ihr antworten?
Wenn Lernende (inkl. Lernende mit speziellen Konditionen) nicht verstehen, wie wir lehren, dann sollten wir Lehr-/Erziehungspersonen dies verständlich machen. Findet ihr auch, dass Kommunikation in der Verantwortung des Senders (und nicht in der des Empfängers) liegt?
Peer-to-Peer Lernen nutzt, dass Kinder/Jugendliche sich gegenseitig Sachen beibringen. Seht ihr Möglichkeiten, wie wir diesen Ansatz bei uns noch mehr nutzen könnten?
Das Handy bietet eine (niederschwellige) Möglichkeit, persönlich schwierig anzusprechende Themen ggf. trotzdem zu melden. Könnten wir das Handy diesbezüglich konstruktiv und noch mehr in unserer Bezugspersonen-/Arbeitscoach-Arbeit nutzen? Vielleicht gäbe es eine spielerische Art, regelmässigere Kontakte auch während Zimmerzeiten und auf Kurven zu belohnen? Eventuell könnten wir auch Apps für Tele-Beratung/Betreuung verwenden?
Um Kreativität und dazu dienliche Offenheit zu fördern ist es wichtig, Beurteilungen/Urteile vorerst im Prozess möglichst zu verhindern. Sind wir (jederzeit) tatsächlich ausreichend urteilsfrei, um dies zu ermöglichen?
Oft werden Ideen und Lösungen aufgrund unserer erzieherischen und kulturellen Prägung beurteilt. Fragen wir dabei immer nach dem «Warum», um uns dies bewusst zu machen?
Beispiel: Autisten können in der Schule/am Arbeitsplatz auffallen, zu Hause/in Freizeit jedoch «normal» sein und dort erfolgreicher lernen. Fragen wir die Eltern/das Umfeld genug, wie Lernen sonst stattfindet?
Das Institute for the Future sagt voraus, dass ca. 80 Prozent der Technologie-Jobs von 2030 heute noch nicht bekannt sind. Wie/was muss also gelernt werden, damit die Entwicklung mit der Arbeitsrealität schritthält? Braucht es Schule/Erziehung in der heutigen Form noch?
Die Betroffenen (z.B. Leute mit ASS) sind immer die eigentlichen Experten ihrer Kondition. Nutzen wir ihre Expertise ausreichend?
Psychologische Dienste/Mittel im Alltag können Klienten helfen. Sollten/könnten wir noch mehr Achtsamkeitstraining, Meditation und die Nutzung ähnlicher Methoden fördern?
LEARNING FROM THE INTRA-PAST
M. Sager, 2021
Acrylic on board
50 x 70 cm
Learning for life, for one’s own identity, is learner-led and requires conditions of personal freedom; this also applies when learning from the past. The free Self (one’s intrapersonal level), not culture, societal history, religion, and judgment of others around us, teaches us about our true Self.
There are three main obstacles to self-reflective learning from the intrapersonal past (or short in Awareness Intelligence terms, ‘intra-past’)
Obstacle 1: Focus on inter- and extra-personal aspects of the past
The extrapersonal level of the past can be defined as the societal scope beyond interpersonal relationships, including the historic narratives we get during raising, enculturation, and religious education. In the worst case, traditions, beliefs, religious scripts, etc., strictly adhere to fundamentalist attachment. Especially older people sometimes show a propensity towards retrospective non-self-related thoughts. One explanation is that age can cause a weakened ability to recall individual (intrapersonal) past experiences. But others possess the cognitive ability and stick to the non-intrapersonal aspects in creating their worldview. Societal pressure, lack of personal freedom and agency, and learned mechanisms to defend privileges are possible reasons. In any case, a strong emphasis on family history and ancestral heritage usually holds an individual back from updating one’s self-concept meaningfully as advantageous for adaptations to current and future situations. It is to hope that we create the conditions for individuals to be closer to themselves, which is the only way to become closer with humanity overall.
Obstacle 2: Exclusive mindfulness in the intra-present
See upcoming painting
Obstacle 3: Over-identification with the inter-present
You get an understanding and compassionate ear here, but the most significant benefit lies in permitting me to offend you. First of all, if I didn’t dare to offend, I couldn’t be honest. Being offended offers a real-world check outside of one’s comfort zone. Second, if I solely entertained you, I’d waste your time distracting from the real work to be done. I will, however, offend you with substance, so you can accomplish getting very clear on your worldview / identity: Who are you really beyond social conditioning? What would you stand for if you had the self-confidence to overcome social pressure? Why are you here as a complete human being beyond economic considerations? Also, the feeling of being offended is a warning indicator that is showing you where to look within yourself for unresolved issues.
I may offend people, but I also make it easy for them to forgive me. You’re not alone; my content and approaches contain wisdom that offends quite everyone. I love people in general (not only the proximate ones who flatter me), and that’s why I care to offend you too. To be genuinely kind means to have the courage to offend. Of course, people like sugar. But shall I, therefore, feed them with more of what is not suitable for health? I’ve learned that if I love myself, I have the courage to allow me to get offended (which doesn’t mean to let me abuse, though).
If we feel offended without being able to forgive the offender, we actually say to disagree with the Right of Freedom of Expression. By instilling more fear, people become more susceptible to being offended without the willingness to forgive. And that’s how the freedom of expression gets strategically undermined by authoritarian systems. Today people are brought to be offended by others just breathing (we can even see it by people wearing masks;-)). It’s more important than ever to stand up for the right to offend, which is implicitly part of the Right of Freedom of Expression. So, have the courage to use the right to offend “sacred” symbols (who says they are sacred?), offend emotions and feelings, offend countries, governments, organizations, as well as political parties, religions, and traditions, and cultures.
Living in a comfort-seeking and fear-based materialistic society, my humanistic approach rejecting salvation-seeking from extrospection is offending people, of course. For me, however, respecting people doesn’t mean accepting their illnesses, victim roles, and unfulfilled potential.If we respected such unhealthy limitations, we’d offend humanity (and life, or god, as you like) as a whole. Indeed, many people live life in the offense to life itself as they put material goods over life. Yes, we justify our physical survival (which in our society doesn’t have much to do with survival rather than with a decadent luxury lifestyle) by not assuming responsibility for the many who suffer hunger, exploitation, and abuse.
I deliberately combine the science of psychology, the wisdom of philosophy and the intuition of art. Art is often very well suited to insulting people, challenging them and opening them up to creative and self-reflective thinking. Unfortunately, it’s impossible to offend or hurt someone who doesn’t care. This is the reason why people often have no interest in the artistic (or spiritual).
Group thinking inhibits critical thinking in favor of a wider human community. For example, religions proclaim to spread unconditional love and the universal truth of their respective God, but feel offended by other religions that believe in another God, who in turn should represent the same unconditional love and absolute truth according to these others. That’s the big lie of hypocrites on both sides. Such belief systems do base on exclusivity to offer fearful people the seeming security of belonging, which, however, they nevertheless never experience (therefore their defensive attitude). But there is a more inclusive way to feel more satisfyingly human. Learn to love truly! Love is the opposite of fear. If you’ve learned to get offended, you’ve learned to love. Love is hard to offend; a heart full of love doesn’t get irritated and offended irrevocably; it doesn’t see the world in terms of threats against one’s ego-assumed superiority, advantages, and privileges over others. Instead, strongminds who dare to seek being offended, not for hate but growth purposes, can find what humans actually are looking for: actualizing themselves through meaningful change toward their best self (which can’t be measured by material success alone, to make that clear once more).
You may have enough “friends” who will tell you what you want to hear and who are happy that you are unsuccessful (because it justifies their own stagnation). If I can’t offend you, I haven’t done my work of serving you decisively. With this in mind, thank you for allowing us to offend each other, not with style, but with substance for learning opportunities for our personal growth, individually and as a human collective.
Think about personal development as a
threefold set of understanding, that includes the psychology of learning,
leadership, respectively self-leadership psychology, as well as developing a
growth and global mindset. Growth always starts with you. This short program
provides you with the knowledge, which, if you internalize and apply it, can
radically change your behavior, and consequently, the results you produce, in
your personal and professional life.
This recording contains progressive views and in-depth background information in a summarized way. Therefore, especially if you did not attend any prior program of mine, I recommend that you repeatedly listen to the following 99 ways to grow the learner and leader in you.
Human beings have an innate curiosity. The bigger the world, the bigger the field for exciting discoveries. The broader one’s awareness, the broader the grid available to navigate the human mind and cartograph the explorations. There are three entry points to universal humantime:
The mind-travel to before birth,
the travel into parallel time, and
the one to after death.
They all represent different approaches respectively different combinations of dimensions of human relations and time. Like a room may have a door, a window, and a balcony, all three openings contribute to its well-lightening. All three Awareness Intelligence pointers together ultimately lead to the most profound possible enlightenment.
Is what we teach our children mutually beneficial for other children too?
Is our teaching inclusive and useful to all humanity?
Is it timeless?
If so, these are awareness-intelligent lessons worth to be spread. Such shared insights would come from and support full human potential. Unfortunately, the propagation of obscured views is in vogue. It seems like blind people are leading blind people and nobody realizes the lack of sight. Possible, because “in the land of the blind, the one-eyed man is a king,” as the proverb goes. In any case, many do feel that there is something wrong. All the unnecessary conflicts and aggression are the awareness-blind persons’ desperate canes searching for a way out of disorientation and anticipating hurting clashes.
It’s the awareness-blind persons’ own helplessness and frustration that leads them to hatred, self-harming, and violent behavior.
Without prescribing a specific cure, it’s always possible to provide everybody in minimum a reference system to aid their orientation to find their cure themselves. If we teach humantime by means of explaining and internalizing the socio-temporal matrix, Awareness Intelligence, and therefore peace will ensue. If you want to re-produce your humanness beyond survival mode, create and enthusiastically inspire others by teaching how to consciously apply systematic thinking to activate the inner eye of awareness that is including the full scope of the socio-temporal system of human life.
According to the World Health Organization (WHO), both obesity and hunger are increasing globally. According to foodaidorganization.org, one out of seven people is not able to live a healthy active life due to famine, while one-third of food globally is wasted. More than three million children under the age of five die every year because of poor nutrition.
How unaware must we be to allow worldwide military budgets whose weekly amount is as high as the costs of eradicating world hunger for a whole year?
If we help an affluent person getting richer, we get lavishly rewarded; to help a starving child, we have to do unpaid volunteering. This is the value system as reflected by the economic, capitalist system. No human being would agree with that if she or he was aware of what’s going on.We know the facts, but there is no thought reference system in place that prevents fallbacks into forgetting due to agreeing to narrow scopes and competitive win-lose thinking. All education aiming at providing individuals, companies, and nations competitive advantages obviously teach no better than to fragment our awareness on a specific level against others and become trapped in self-protecting unwholesome thought and behavior.
Children are asked to study the substantial features of the planet earth in school, but why don’t they systematically learn how to navigate the mental landscape too? Later on, given the money, people travel and report from the beautiful places and cultural objects around the world they have learned about in school as this would be a personal achievement in itself. Have they explored the people’s souls as well? Do they come back with lasting connections and solidarity with the people they have met on their journey? Why don’t we with the same passion and effort also mentally travel the collective human soul wherever we are and bring back its perpetuating sense of higher inclusiveness that would make the world a better place? Rather than mere geography, people should also be taught something like ‘mentography,’ respectively Awareness Intelligence as the science of how to get the chance to become a healthy and health-giving human being from early on. It’s possible to understand love in any context in any part of the cosmos.
Mental travel can bring us to all humanity, to all life at all times, even just within ourselves.
Instead of teaching how to justify current political structures, which are always local, we should educate for how to become global citizens who care for all. It’s not age, but rather learned self-efficacy and imagination that would create true wisdom. Children don’t have a history. Burdening our history on them is unfair. Let’s help them to build their own future.
Teaching attitude (which is the ‘how to do’), rather than knowledge about content (that is the ‘what to do’) would empower people to evolve from consumers to creators, from passive endurers to active shapers of their life. It has been proven over and over that people cannot count on current global economic practices in preventing them from being seduced into unhealthy, addictive, and otherwise harmful transactions. An awareness-intelligent person would not support the broad and public selling of toxic substances like nicotine by exploiting people’s longing for support in leading a happy life. Again, a branch of a tree would never try to harm branches of the same tree.
Is it really possible to change education and increase people’s awareness-related intelligence? Is it like a sorcerer’s seeming folly to insist in the impossibility to make bones for a jellyfish, as Carlos Castaneda in his book “A separate reality” pictures? Yes, and no. It’s not necessary to miraculously create some physical spine. However, everyone can insist on the possibility to teach humanity the use of Awareness Intelligence as a mental spine, which will reliably stabilize immoral forms of economies and societies in its own even more effective way. Cultivate an upright posture to reflect your awareness-intelligent mental attitude. Teaching the visualization of the socio-temporal matrix could well become the source of change towards a more stable world of flourishing human beings. The more Awareness Intelligence is practiced, and the more insight gained, the more interest awakens. As a result, a virtuous circle would establish ever more seeking of inspiration, which then leads to the continual sustainment and increase of intelligent awareness.
Awareness Intelligence, by appreciating individual differences, helps everybody in individually clarifying the most fundamental values of the humanity of which they are an equal part. When speaking about values in organizations, for example, corporate values, I think the term is misleading, and values should rather be named as what they are: interests.
What other values than human values can human beings have?
It’s absurd to put price tags on life, although wages, life insurances, and VIP statuses are doing precisely that. Based on the awareness-intelligent value of humantime, listening and servicing capacities in place of marketing and sales will meet the true human needs and find new solutions for unlocking people’s suppressed desires to be kindly and cooperatively of true, not only financial, value.
The new leaders of the 21st century will inspire the next generations through their display of Awareness Intelligence.
Progress, hard work, ambition, and desires will still play a role, but these will not be spent to aggravate excesses and addictions to harmful behavior. Mating will involve more show-casing of one’s true human qualities so that every Jack will find his Jill. The world of awareness won’t be built on scarcity anymore as the mental attitude is based on the constant knowing of the existing abundance and the possibility of its sharing to meet all the needs anybody in possession of the capacity of awareness can ever have. Exchange of genuineness and authenticity will evolve in which everyone will find whom and what she or he really wants and needs. Humanity will progress in its own favor by not focusing on the preservation of current privileges, but by empowering the next generation who will ask whether you have been an awareness-intelligent hero as well.
You can book a 1-to-1 online session to earn your Awareness Certificates as there are currently, due to Covid-19, no onsite nor group events happening.
You can choose from the 18 topics available, each qualifying for a session certificate. For a bundle of 6 sessions, the school issues a module certificate, and for the completion of the whole program (18 sessions), you are granted the highly distinguishable program-level certificate.
Warming up “uhm”:-) for the ‘80% is Psychology’ webinars. Looking forward to this exciting series, starting from August 1st, 2019 together with Patty Wolters!
As you know I’m passionate about making a positive impact
through promoting psychological concepts and practices. Over the last years I’ve
developed and tested a program that is called ‘80% is Psychology (powered by
Awareness Intelligence),’ which I’m relaunching on August 1st also as a Live
Webinar. It would be great if you’d like to join sometime as well. Here are all
the information and seat reservations: https://mathias-sager.com/80-is-psychology-online/
To farther spreading the word, to serve and inspiring more
people, and to let you participate, you can refer the courses to your family,
friends, etc. through the following affiliate program.
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Empathic concern •Empathic concern goes beyond simply understanding others and sharing their feelings; it actually moves us to take action, to help however we can (https://www.inc.com)
Positive Empathy (and the avoidance of antipathy) can be taught! •The main roadblock to be removed is the distraction from paying attention. Motivate yourself to be more empathetic by knowing how important empathy is to personal (private and career) and collective well-being!
Emotional hypersensitivity •Emotional hypersensitivity does even sense covered negative emotions (Rozell, E., & Scroggins, W., 2010); Overdoses of negative feelings and pain of others may be a burden for anybody exposed to it (Young, E., 2016)
Misuse of empathy •Empathy can be for the good or the bad, e.g., not only for help, but for manipulation, bullying, and exert cruelty where it harms others most (Fairbairn, 2017)
Emotional contagion •Empathy for the physical and psychological suffering of others, can spread across a team. This is a relevant phenomenon for work places to address as it can cause depression and sickness. Some organizations, therefore, introduce stress-free zones (Young, E., 2016).
Social amplification of risk •Media plays a crucial role in reminding people of threats, coalition challenges, and feelings of uncertainty, which results in increases of the proclivity for prejudices against out-group members.
Empathic imagination •Imaginative empathy is one of the great gifts that humans have and it means that we can live more than one life. We can picture what it would be like from another perspective. – Dan Chaon
Strategic thinking involves SYSTEM THINKING, reframing (e.g., positive thinking), and reflection (e.g., evaluating one’s reasoning). Strategic thinking is best enabled in unforceful leadership communities and has positive effects on information seeking behavior (Pisapia, J., 2006)
A system thinker (as compared to a linear thinker) is able to improve the performance of a whole by not only improving its parts but by enhancing the RELATIONSHIPS AMONG THE KEY PARTS systemwide.
Often, solution approaches are rather reactive and focus on addressing symptoms rather than the underlying problems. CHANGES COMES AT THE LEVEL OF CULTURE, mindset, by regenerating MENTAL MODELS based on (self-) awareness.
Be aware of the heuristics (“rules of thumbs”) in DECISION-MAKING STRATEGIES. For important decision, mental shortcuts may rely too heavily on limited (personally available) and representative (personal image) information.
Although GLOBAL MOBILITY SURVEYS (BGRS, 2016) report the strategic importance of global mobility function for the competitive advantages of large organization, only 10% of the respondents answered that their company’s global mobility strategy is aligned with the broader talent agenda.
Immersion into international assignments/expatriation may foster more deep LEARNING ABOUT THE ‘HOW’ AND ‘WHY’ of how foreign cultures on the otherwise invisible level work. This can be beneficial for individual career capital and talent retention.
Different career trajectories (e.g., dual careers) require a more strategic ALIGNMENT OF LIFETIME STAGES AND CAREER STAGES that are integrated into the organization’s strategic direction.
Cultural tightness (independent of nationality, culture, and legislation for gender equality), in some organizations in some countries, hinders ADVOCATING WOMEN LEADERSHIP (Toh, Leonardelli, 2013)
REVERSE/BACKWARD MENTORING can help to bring together the younger generations’ digital talent and the older colleagues rich experience, while providing both a possibility to engage and develop (Claire, 2011).
More PROFESSIONAL FREEDOM, MEANINGFUL WORK, and WORK-LIFE BALANCE tend to constitute job characteristics increasingly crucial as a high-level tendency across different cultures. The question remains how far these can be achieved in environments of fierce competition and profit requirements.
Human capital refers to the production factors, coming from human beings, that are used to create goods and services. These include knowledge, skills, habits, and social and personality attributes (marketbusinessnews.com).
Neuroplasticity
Changes to neurological pathways in the brain take place with practice. This would suggest that innate talent has no/little role to play (C. Ackerman, 2018)
Metacognition
Metacognition as the study of mental processes is about “thinking about thinking” and “learning how to learn” (Flawell, 1979).
Expert learners
Expert learners are more aware of/able to monitor systematic cognitive processes and therefore have more knowledge and better problem solving capabilities (Laureate education).
Self-efficacy
Self-efficacy comes from own believes and attitudes that are stronger than social discouragement (Adapted from Bandura, 1997).
Efficacy judgments
Self-efficacy is influenced by four factors: Verbal persuasion (encouragement), vicarious experiences (role models), performance outcomes (motivational lifts), and physiological feedback (arousal) (Bandura, 1977; Redmond, 2010).
Motivation success
Motivation success will increase if the individual attributes his/her successes & failures to internal, unstable factors over which he/she has control (e.g., effort) (Weiner, 1974).
Just World Hypothesis
To make meaning of the world, people tend to have a need for believing that the world is fair. However, people often are less generous about other people than about themselves (M.J. Lerner, 1980).
1.Know that the brain has different chemical processes for addictive pleasure experiences (neurotransmitter is dopamine) versus more long-term, empathic, and self-sufficient happiness-related behavior (neurotransmitter is serotonin).
2.Reducedistractions, especially to avoid over-dependence (addiction) to technology and social networks that interrupt your attention and learning.
3.Increase for how long you are able to stay offline and/or exclusively focused for better learning results.
4.Train your brain through exercising, diet, sleep, and alternative learning strategies.
5.Recognize how your consciousness requires the joint operation of brain, body, and the world. Brain activities may be necessary, but not sufficient preconditions for human behavior.
6.Experiment with stretching your sense of time and thinking of cyclical time. The soul/spirit wants to expand. As the earth is not a plate where you can fall off the edges, time may not be a simple line with birth and life ‘abysses.’
7.Do not fear the future. The brain takes even distantly thought threats for real and causes already now suffering, anxiety, and depression.
8.Do not fear loss. If we are only our physical brain, we don’t need to fear any regrets or pain after death. If there is something more permanent than our brain, death isn’t an existential threat to fear either.
9.Useintuition, imagination, and intention to ‘real-life check’ what really counts in everything you learn: Is it meaningful, unlimited, and purposeful? If not, it’s not worth it.
10.Read to activate your brain, increase the working memory’s capacity, and expand attention span.
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