Erratum to “The Social-Friendly, Learning-Instructional Theory”

Abstract

E vidence for the greater effectiveness of the “Social-Friendly, Learning-Instructional Theory” ( ST ) includes: (1) the design of ST methods to implement (meaningful) convivial social experiences (the sign stimulus) which engender (the joy of) the Mebir innate response shown to improve learning, (best (if possible) without use of rewards, punishment, and competition (manipulation)). (2) ST’s basis on the proof of “The Peaceful Composure Theorem” ( PCT ), (PCT shows that humans are loving, non-competitive and non-aggressive), 1. extoling ST methods as being truly more effective, and 2. unveiling novel, important social-learning methods (eliciting the Mebir) including a. topics and creative works of human interest, b. a cooperative thesis (of human interest), and c. (an awakened) heightened social consciousness. Evidence for the greater effectiveness of ST also comes from (3) its’ basis on new and past empirical evidence for the greater effectiveness of ST learning. The Mebir response is shown to improve retention, intellectualizing, and (as inferred in part from dog behaviour) elicits sociality, and mental curiosity, creativity, exploration, and playfulness. Other sign stimuli eliciting the Mebir (besides ST methods) include Gquic psychology methods (also based on PCT and the Mebir), high levels of social consciousness, non-secular spirituality, and individualized attention (with ST methods). The proof of PCT includes a) the acknowledgement of two new theories of evolution, showing evolution is a growth (not a selective) process, ( and resolution of “ controversy ” plaguing them from a culmination of robustness per the concept of natural selection having an extraneous variable ( not the new theories of evolution ), the Mebir substantiating the social brain hypothesis , the freedom to intellectualize theory being robust in explaining the evolution of higher intelligence ( but not the social competition theory ), and the evidence that the common bottlenose dolphin evolved higher cognition per “ The Freedom to Intellectualize Theory ”), b) nomadic hunter and gatherer egalitarianism, c) (as inferred from comparative behavioural ecology) factors enabling an ability to reason to evolve including reduced conflict between conspecifics, reduced predatory impact, a friendship-favourable group composition, and possibly eye contact, and d) that the common bottlenose dolphin has a peaceful composure between conspecifics and likely an ability to reason (per the freedom to intellectuali s e theory), (inferred from their uniquely exceptional evolutionary freedom). Succinctly, the concept of natural selection is refuted . Despite ST and Gquic psychology’s basis on the Mebir and PCT, and low social consciousness in certain nations, ST and Gquic psychology have relevance to every nation, school, and class, and are critical for solving global problems.