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# Line 111  exploration of the fundamental beliefs u Line 111  exploration of the fundamental beliefs u
111    
112  There is no exit beyond this point.  @strong{You have been warned!}  There is no exit beyond this point.  @strong{You have been warned!}
113    
114    In this chapter, we attempt to strengthen the link between spirituality
115    and autism research.  We find significant overlap despite vast
116    differences in terminology and methodology.  Our strategy is to try to
117    avoid introducing new concepts.  As far as possible, we aim to harmonize
118    the two ontologies without significant modifications.
119    
120  @menu  @menu
121  * Categories of Feeling::  * Categories of Feeling::
122  * Compassion::  * Compassion::
# Line 122  There is no exit beyond this point.  @st Line 128  There is no exit beyond this point.  @st
128  @node Categories of Feeling, Compassion, The Foundation, The Foundation  @node Categories of Feeling, Compassion, The Foundation, The Foundation
129  @section Categories of Feeling  @section Categories of Feeling
130    
131  @multitable @columnfractions .55 .45  The words emotion, spirit, and feeling are used to mean a
 @item The words emotion, spirit, and feeling are used to mean a  
132  variety of different things in different contexts.  The defintions used  variety of different things in different contexts.  The defintions used
133  here are as follows:  here are as follows:
 @tab  
 @iftex  
 @imbox{@image{feelings,,,Feelings}, -.5cm}  
 @end iftex  
 @ifnottex  
 @image{feelings,,,Feelings}  
 @end ifnottex  
 @end multitable  
134    
135  @itemize @bullet  @itemize @bullet
136  @item  @item
137  `Emotion' is a feeling which arises in the context of  `Affect' -- Classical emotions are a subset of a more
138  two separate people.@footnote{We can give a definition for `thought',  general category of affective states.  Beside emotion, affective
139  however, distinguishing between thought and emotion is a hindrance  states include moods such as curiosity, abandoned, criticizing or
140  to this discussion. Here `emotion' is meant inclusive of thought --  invitation.  Affect may also include cognitive
141  any non-physical sensation arising in the context of two separate people.}   components.@footnote{Affect doesn't require two living breathing people,
142  @item  but the @emph{context} of two people is important.
 `Spirit' is a feeling which does not admit the idea of separation.  
 @item  
 `Compassion' is a special feeling which bridges spirit to  
 emotion.@footnote{Emotion doesn't require two living breathing people.  
 Only the @emph{context} of two people is important.  
143  For example,  For example,
144  if you have compassion for a stone then emotion can  if you have compassion for a stone then affect can
145  arise between you and the stone (maybe you are a sculptor).  arise between you and the stone (maybe you are a sculptor).
146  Anthropomorphic emotions are still emotions.}  Anthropomorphic affect is valid affect.}
147    @item
148    `Spirit' is the set of feelings which do not admit the idea of separation.
149  @item  @item
150  `Feeling' is the most general word, including emotion,  `Feeling' is the most general word, including affect,
151  spirit, and compassion.  spirit, and compassion.
152  @end itemize  @end itemize
153    
154  @node Compassion, Subject Object, Categories of Feeling, The Foundation  @node Compassion, Subject Object, Categories of Feeling, The Foundation
155  @section Compassion  @section Compassion
156    
157  @multitable @columnfractions .7 .3  We equate compassion with the evolutionary development of ``theory of
158  @item  mind''.  For more information about ``theory of mind'', see:
159  Compassion awakens gradually in each individual.  
160  A good mother ususally sooths the development into a balanced path.  @url{http://www.autismresearchcentre.com/papers/1999_BC_evolution.pdf}
 If for some reason compassion goes out of balance then  
 horrible atrocities can result.  The business of slavery  
 and the Nazi killings in Germany can be attributed to a  
 terrible imbalance in compassion.  
 @tab  
 @iftex  
 @imbox{@image{nocompassion,,,No Compassion}, -.5cm}  
 @end iftex  
 @ifnottex  
 @image{nocompassion,,,No Compassion}  
 @end ifnottex  
 @end multitable  
161    
162  Before compassion awakens, an individual can be described as follows:  As compassion dawns, four perspectives come into focus:
 His main focus is on the 1st person perspective.  There is no partition  
 between personality and emotion.  There are no situations, only  
 @emph{my} situation (singular).  Charming, huh?  As compassion dawns,  
 the four perspectives come into focus:  
163    
164  @multitable @columnfractions .3 .3 .4  @multitable @columnfractions .4 .6
165  @item  @item
 Balanced compassion crystalizes the four perspectives:  
 @tab  
166  @iftex  @iftex
167  @imbox{@image{fourpp,,,Four Perspectives}, -.5cm}  @imbox{@image{fourpp,,,Four Perspectives}, -.5cm}
168  @end iftex  @end iftex
# Line 196  Balanced compassion crystalizes the four Line 172  Balanced compassion crystalizes the four
172  @tab  @tab
173  3th person perspective, situation@*  3th person perspective, situation@*
174  2nd person perspective, personality@*  2nd person perspective, personality@*
175  1st person perspective, emotion@*  1st person perspective, affect@*
176  0th person perspective, pure spirit  0th person perspective, pure spirit
177  @iftex  @iftex
178  @vskip .1cm @hbox{}  @vskip .1cm @hbox{}
179  @end iftex  @end iftex
180  @end multitable  @end multitable
181    
182  That fostering compassion is ``the answer'' is nothing new.  These perspectives correspond with the grammatical pronouns.  We add one
183  However, we can do better than talking about it in the typical  more ``perspective'' to represent pure spirit.  The numbering is
184  vague terms. Since balanced compassion is defined as awareness  arbitrary.  While pure spirit is denoted as the 0th perspective, we
185  of the four perspectives, we can study the relationships  could also denote it as the 4th perspective.
 between perspectives. These relationships may reveal a way to  
 foster compassion with scientific certainty.  
186    
187  @node Subject Object, Attention Configurations, Compassion, The Foundation  @node Subject Object, Attention Configurations, Compassion, The Foundation
188  @section Subject Object  @section Subject Object
# Line 234  about the object. Line 208  about the object.
208    
209  In the context of compassionate individuality, there are various ways  In the context of compassionate individuality, there are various ways
210  attention can be configured.  What are all the permutations?  The  attention can be configured.  What are all the permutations?  The
211  connection with grammer makes it is easy to generate examples for  connection with grammer makes it easy to generate examples for
212  a given configuration.@footnote{Approximately: subject-pronoun is  a given configuration: ``subject-pronoun is informed about object-pronoun.''
 informed about object-pronoun.}  
213  Once posed as an example, we can consider the  Once posed as an example, we can consider the
214  utility of a configuration and draw any further conclusions.  utility of a configuration and draw any further conclusions.
215    
# Line 250  utility of a configuration and draw any Line 223  utility of a configuration and draw any
223  @end ifnottex  @end ifnottex
224  @tab  @tab
225  (a) @t{detachment}@*  (a) @t{detachment}@*
226  For example: ``i am angry, but i am detached from  For example: ``I am angry, but I am detached from
227  my anger.  The anger is an object of my attention.  i forgive,  my anger.  The anger is an object of my attention.  I forgive,
228  i forgive.  Now i do not feel angry.''  (In Sahaja Yoga terms,  I forgive.  Now I do not feel angry.''  (In Sahaja Yoga terms,
229  you @emph{are not} detached when you are catching on one or more chakras.  you @emph{are not} detached when you are catching on one or more chakras.
230  You @emph{are} detached when your chakras are clear and your attention  You @emph{are} detached when your chakras are clear and your attention
231  can rise to Sahasrara.)  can rise to Sahasrara.)
# Line 261  can rise to Sahasrara.) Line 234  can rise to Sahasrara.)
234  @end iftex  @end iftex
235  @item  @item
236  @iftex  @iftex
237  @imbox{@image{empathy,,,Empathy}, 0cm}  @imbox{@image{empathy,,,Mindreading}, 0cm}
238  @end iftex  @end iftex
239  @ifnottex  @ifnottex
240  @image{empathy,,,Empathy}  @image{empathy,,,Mindreading}
241  @end ifnottex  @end ifnottex
242  @tab  @tab
243  (b) @t{empathy}@*  (b) @t{mindreading}@*
244  Perhaps the most obvious example of empathy is  Perhaps the most obvious example of mindreading is
245  what happens while watching a film.  A film is nothing but 3rd  what happens while watching a film.  A film recording contains no
246  person perspective: image and sound.  However,  affect, only picture and sound.  However, people can easily
247  people can easily empathize with the actors and @emph{feel} a  mindread the actors and feel a precise replica of the
248  precise replica of the emotions depicted onscreen.  The film  affects depicted onscreen.  The film is the object and
249  is the object and emotion is the subject, hence  affect is the subject.@footnote{Our definition of mindreading
250  empathy.@footnote{A few people fail to developed a sense of empathy  is slightly narrower than Prof. Simon Baron-Cohen (Autism
251  as children.  Such people are called ``autistic''.}  Research Center).  Autistic people have difficulty with
252    2nd person personality as well as 3rd person situations.
253    We constrain mindreading to mean the reading of 3rd person
254    situations only and use the phrase ``joint attention'' to
255    denote the reading of 2nd person personality.}
256  @iftex  @iftex
257  @sp 1  @sp 1
258  @end iftex  @end iftex
# Line 288  as children.  Such people are called ``a Line 265  as children.  Such people are called ``a
265  @end ifnottex  @end ifnottex
266  @tab  @tab
267  (c) @t{situation assessment}@*  (c) @t{situation assessment}@*
268  ``Based on how i feel, what is the structural situation?''  What are the cognitive pre-cursors to affect?
269    Based on my affective state, what is the structure of the situation?
270  This style of question is posed repeatedly in Aleader  This style of question is posed repeatedly in Aleader
271  (see Key Questions in the reference manual).  (see Key Questions in the reference manual).
272  @iftex  @iftex
# Line 296  This style of question is posed repeated Line 274  This style of question is posed repeated
274  @end iftex  @end iftex
275  @item  @item
276  @iftex  @iftex
277  @imbox{@image{follow,,,Follow Everyone Else}, -.2cm}  @imbox{@image{follow,,,Joint Attention}, -.2cm}
278  @end iftex  @end iftex
279  @ifnottex  @ifnottex
280  @image{follow,,,Follow Everyone Else}  @image{follow,,,Joint Attention}
281  @end ifnottex  @end ifnottex
282  @tab  @tab
283  (d) @t{follow everyone else}@*  (d) @t{joint attention}@*
284  ``What are other people doing?''  Extra-ordinary personal  ``What are other people doing?''  
285  preference and fashions are expressions of this configuration of  Bruner (1983)@footnote{Bruner, J. (1983). Child's talk: learning
286  attention.  For example, ``Everyone is going to the pub therefore  to use language.  Oxford: Oxford University Press.}
287  i will also go to the pub.''  defines joint attention as those behaviours produced by
288    the person which involve monitoring or directing the target of
289    attention of another person, so as to coordinate the person's own
290    attention with that of sombody else.  Such behaviours include
291    the pointing gesture, gaze-monitoring, and showing gestures.
292    Joint attention may seem innocuous, but
293    extra-ordinary personal preference and fashions are also expressions
294    of this configuration of attention.
295    For example, ``Everyone is going to the pub therefore
296    I will also go to the pub.''
297  @iftex  @iftex
298  @sp 1  @sp 1
299  @end iftex  @end iftex
# Line 322  i will also go to the pub.'' Line 309  i will also go to the pub.''
309  How would an ideal personality behave?  How would an ideal personality behave?
310  For example, ``How would my mother behave in my place?''  Good parents  For example, ``How would my mother behave in my place?''  Good parents
311  or great teachers of morality can serve as a role-model.@footnote{Actually  or great teachers of morality can serve as a role-model.@footnote{Actually
312  this is a combination with @code{empathy}.  For example, consider  this is a combination with @code{mindreading}.  For example, consider
313  ``i will behave in accord with how my mother would feel about this  ``I will behave in accord with how my mother would feel about this
314  situation.''  The  situation.''  The
315  first part is @code{empathy}: ``@dots{} how my mother would feel about this  first part is @code{mindreading}: ``@dots{} how my mother would feel about this
316  situation''.  The second part (or both together) is  situation''.  The second part (or both together) is
317  @code{ideal role-model}, ``i will behave in accord with @dots{}''.}  @code{ideal role-model}, ``I will behave in accord with @dots{}''.}
318  @iftex  @iftex
319  @sp 1  @sp 1
320  @end iftex  @end iftex
321  @end multitable  @end multitable
322    
323  The word `character' generally indicates the  The word `character' generally indicates the
324  relationship between emotion and personality:  relationship between affect and personality:
325  A person of poor character is easily swayed by emotion and  A person of poor character is easily swayed by momentary affect and
326  will often follow whims or trends.  will often follow whims or trends.
327  A person of sound character, despite feeling the same emotions as  A person of sound character, despite experiencing the same affects as
328  everyone else, always behaves in accord with ideal principles.  everyone else, always behaves in accord with ideal principles.
329    
330  @multitable @columnfractions .3 .7  @multitable @columnfractions .3 .7
# Line 367  into your living reality. Line 354  into your living reality.
354  @end ifnottex  @end ifnottex
355  @tab  @tab
356  (g) @t{divine expression}@*  (g) @t{divine expression}@*
357  After meditation, part of my attention remains  After meditation, some of my attention remains
358  connected with the spirit, thereby enlightening the experience  connected with the spirit, thereby enlightening the experience
359  of individuality.  of individuality.
360  Divine expression makes individuality most beautiful and enjoyable,  Divine expression makes individuality most beautiful and enjoyable,
# Line 396  sensical configurations: Line 383  sensical configurations:
383  (a) detachment@*  (a) detachment@*
384  @image{detachment,,,Detechment}  @image{detachment,,,Detechment}
385  @tab  @tab
386  (b) empathy@*  (b) mindreading@*
387  @image{empathy,,,Empathy}  @image{empathy,,,Mindreading}
388  @item  @item
389  (c) situation assessment@*  (c) situation assessment@*
390  @image{situation_assessment,,,Situation Assessment}  @image{situation_assessment,,,Situation Assessment}
391  @tab  @tab
392  (d) follow everyone else@*  (d) joint attention@*
393  @image{follow,,,Follow Everyone Else}  @image{follow,,,Joint Attention}
394  @item  @item
395  (e) ideal role-model@*  (e) ideal role-model@*
396  @image{role_model,,,Ideal Role-Model}  @image{role_model,,,Ideal Role-Model}
# Line 422  sensical configurations: Line 409  sensical configurations:
409  (a) detachment@*  (a) detachment@*
410  @image{detachment,,,Detechment}  @image{detachment,,,Detechment}
411  @tab  @tab
412  (b) empathy@*  (b) mindreading@*
413  @image{empathy,,,Empathy}  @image{empathy,,,Mindreading}
414  @tab  @tab
415  (c) situation assessment@*  (c) situation assessment@*
416  @image{situation_assessment,,,Situation Assessment}  @image{situation_assessment,,,Situation Assessment}
417  @item  @item
418  (d) follow everyone else@*  (d) joint attention@*
419  @image{follow,,,Follow Everyone Else}  @image{follow,,,Joint Attention}
420  @tab  @tab
421  (e) ideal role-model@*  (e) ideal role-model@*
422  @image{role_model,,,Ideal Role-Model}  @image{role_model,,,Ideal Role-Model}
# Line 451  spirit.@footnote{It should be obvious fr Line 438  spirit.@footnote{It should be obvious fr
438  problems that divine expression is not directly assessible.}  problems that divine expression is not directly assessible.}
439  Self-realization (f) is the only configuration to accomplish this  Self-realization (f) is the only configuration to accomplish this
440  (pure spirit as an object).  (pure spirit as an object).
441  Even if somehow i attain self-realization (f) for a moment,  Even if somehow I attain self-realization (f) for a moment,
442  the attention quickly flows outward through divine expression (g)  the attention quickly flows outward through divine expression (g)
443  into other configurations and the divine quality (g) of  into other configurations and the divine quality (g) of
444  attention is soon dilute.  attention is soon dilute.
# Line 481  If detachment (a) supports self-realizat Line 468  If detachment (a) supports self-realizat
468  what kind of experiences support detachment (a)?  what kind of experiences support detachment (a)?
469  The pressures of daily life keep attention bouncing  The pressures of daily life keep attention bouncing
470  around the various configurations.  around the various configurations.
471  At least the emotions can be kept as the object of  At least affect can be kept as the object of
472  attention.  If emotion is the object then the attention is  attention.  If affect is the object then the attention is
473  already halfway configured as detachment (a).  already halfway configured as detachment (a).
474    
475  While having some importance,  While having some importance,
476  empathy (b) and following everyone else (d) need not  mindreading (b) and joint attention (d) need not
477  be full-time pursuits.  The two remaining attention configurations  be full-time pursuits.  The two remaining attention configurations
478  take emotion as the object: (c) and (e).  take affect as the object: (c) and (e).
479  Here we are concerned with situation assessment (c), which is  Here we are concerned with situation assessment (c), which is
480  of equal potential as compared with studying an ideal role-model (e)  of equal potential as compared with studying ideal role-models (e)
481  in support of detachment (a).  in support of detachment (a).
482    
483  @iftex  @iftex
# Line 505  divine expression is soon diluted by sub Line 492  divine expression is soon diluted by sub
492    
493  @item  @item
494  Only detachment (a) can lead to self-realization (f).  Only detachment (a) can lead to self-realization (f).
   
 @item  
495  Detachment (a) demands a subtle understanding  Detachment (a) demands a subtle understanding
496  of all types of attachments.  of all types of attachments.
497  Detachment (a) is supported when emotion is the  
498    @item
499    Detachment (a) is supported when affect is the
500  object of attention.  object of attention.
501    
502  @item  @item
503  The configurations situation assessment (c)  The configurations situation assessment (c)
504  and ideal role-model (e) both take emotion as  and ideal role-model (e) both take affect as
505  the object of attention.  the object of attention.
506    
507  @item  @item
# Line 768  to all-out to meet the high standard of Line 755  to all-out to meet the high standard of
755    
756  @item  @item
757  Aleader makes use of pre-conceptual tautology.  To verify the  Aleader makes use of pre-conceptual tautology.  To verify the
758  empathy mapping, we are asked to judge the similarity among a set of  mindreading mapping, we are asked to judge the similarity among a set of
759  film clips.  As the clips are expected to evoke a similar feeling, a  film clips.  As the clips are expected to evoke a similar feeling, a
760  tautology is formed.  This tautology is at least partial pre-conceptual  tautology is formed.  This tautology is at least partial pre-conceptual
761  because film is more or less pre-conceptual.  because film is more or less pre-conceptual.
# Line 835  Associated with many discoveries is a fa Line 822  Associated with many discoveries is a fa
822  story about how the discovery took place.  Aleader is no exception in  story about how the discovery took place.  Aleader is no exception in
823  this regard.  this regard.
824    
825  It is easy activate the empathy mechanism.  Watch a film.  However, it  It is easy activate the mindreading mechanism.  Watch a film.  However, it
826  is not at all obvious how to record the parameters and structure of an  is not at all obvious how to record the parameters and structure of an
827  abstract story.  In other words, what are the @emph{minimum} factors needed to  abstract story.  In other words, what are the @emph{minimum} factors needed to
828  activate the empathy mechanism?  activate the mindreading mechanism?
829    
830  The utility of an abstract model is whether it provides a one-to-one  The utility of an abstract model is whether it provides a one-to-one
831  mapping between abstract situations and abstract emotions, since we need  mapping between abstract situations and abstract affects, since we need
832  this mapping for reconciliation.  this mapping for reconciliation.
833  So what is the best model to use  So what is the best model to use
834  for recording experience?  By thinking about this question like a  for recording experience?  By thinking about this question like a

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