4 Answers

  1. Yes, there is no conflict between the mind and the senses.

    Conflict is between opposing desires. For example, I want to meet a girl – and I want to avoid shame(she may refuse).

    Our needs are signaled by our feelings.

    In our example, the feeling of erotic arousal and the feeling of fear.

    And then there's that funny mistake that makes people talk about a”conflict of mind and feelings.”

    If I don't recognize the MIX of my feelings and desires well (and don't understand it. that it is ALWAYS a mix!), then I will THINK that I have ONLY ONE desire (need) – to get acquainted.

    But when moving to the girl, my feelings are clearly prosemaphoryat that nenene, you cho! – there is a desire (need) to avoid shame, and wow!

    And then it seems that it is a dispute of reason and feeling.

    No. This is a conflict of two needs, one of which was poorly understood.

  2. I see it somewhat differently than Evgeny (with all due respect). The conflict of mind and feelings is the confrontation of two primary principles, two components of the dual universe-light and darkness, heaven and earth, spirituality and matter-where the first corresponds to the mind, and the second to the senses. Let's look at the example of the same girl, but add for clarity the moment that we are already married and have children. Reason in this situation asserts that close communication with a beautiful girl is a pernicious and destructive step, which, having brought a brief pleasure, will turn into long-term problems. Reason can tell me that this behavior has a destructive effect not only on my personal relationships and well-being, but also on society as a whole. Since a society where infidelity and debauchery flourish is much less stable and viable. All these are very strong arguments to nip in the bud any possible communication with foreign girls. For the mind.

    But not for the senses. Feelings are dominated by instincts – our natural component, what we have in common with any forest animal. Guided only by their instincts, humanity would achieve absolutely nothing. Humans, like animals, would only consume food, copulate, fight with each other, and try to survive. The development of humanity in general, and of man in particular, begins where reason takes over instinct, over feeling, turning it from a master into a servant. A society where reason reigns is developing. A society dominated by feelings degrades. This does not mean that development implies dryness and insensitivity, since it is also not reasonable to completely reject what we feel, our animal nature. It is, and will be, regardless of our desires. It's wise to understand this, accept it, and not let it get the better of you.

    In general, it turns out that the conflict between reason and feelings is a conflict between development and degradation. The rational person overcomes himself and does – learns, works, creates, while the animal nature requires something else. Reason tells us that it is beneficial to contain our anger and maintain good relationships, while feelings require us to destroy, and throw out words for which we will later be ashamed. The mind says that everything has its time, everything will come if you do not leave effort, the senses demand everything at once, and declare useless the activity that does not give immediate results.

  3. Here everything is clearly divided into what is innate and what is acquired by us as an object in the process of education. Why do cats like to be petted, if not from the fact that they have a memory of communicating with their mother cat, who washed them with her tongue and surrounded them with warmth? Here is a child chasing pigeons, pulling a cat's tail, pulling an older sister's hair, etc. Here are two explanations of the situation and two developments. Or those around him (according to the reasoning: “he is still small, does not understand anything”; or it is so convenient for me – “whatever the child is not amused with, as long as it does not cry and does not distract from communicating with friends and guests”) do not stop, do not stop the child's activities, or stop them. If they are condoned and encouraged, the child perceives that driving and hurting another is associated with general fun and a good attitude towards me, and their own positive emotions of the object of upbringing. Here the child is hurt, and the subject of education (older sister, brother or parent), as it seems to him, doing more important business, beats the “culprit” of the fall and injury to calm the sufferer from the injury. There is no time to realize – after all, it is more important to calm down and distract from pain-other consequences of such educational influence: the child remembers (is programmed) for the rest of his life that it is necessary to hit someone so that it becomes easier for you. Including libido is formed mainly in the process of educating the individual.

    Whatever happens to a person, in a person there is a comparison and comparison of what is observed and analyzed in reality with the mental image based on the associativity of thinking, the image that was formed in the process of education.

    For example, a dislike of mathematics can be formed, although a person has long “forgotten” about it, when a mother or father told a 3-4-year-old child, when he caught them doing accounting, that, they say, don't bother your son (doc), it's so tedious, I'm tired/tired here. For example, they gave you an abacus so that the child would not be distracted, and the child went for a ride on large accounts with knuckles. I myself observed such an episode with friends.

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