Emotional Intelligence, Identification, and Self-Awareness According to the Sphere Model of Consciousness

Abstract

While emotion and cognition were previously considered separate concepts, current research demonstrates an interplay between them. In the current chapter, we discuss the importance of the body in relation to emotional intelligence (EI) and executive functioning. In particular, we address a specific movement meditation called Quadrato Motor Training (QMT), which has been shown to enhance emotion regulation and neurocognitive functions. We then examine the importance of emotion regulation in the context of the Sphere Model of Consciousness (SMC) and related neurocognitive studies. The SMC is a neuro-phenomenal model of consciousness based on three main axes: Emotion, Time, and Self-Determination. It presents all phenomenal experiences in a sphere-shaped matrix, aiming to account for different interactions among the axes. Through this model, the processes leading to improved EI can be framed in a general theory of consciousness and described in relation to the three axes. We discuss three key concepts in relation to the SMC: (1) EI; (2) identification, namely excessive self-involvement or feeling caught up by experience (3) self-awareness, or awareness and management of ongoing inner processes.

Tackling the Electro-Topography of the Selves Through the Sphere Model of Consciousness

“…Probably the biggest challenge in the study of consciousness is how to deal with the first-person subjective experience within an objective measurable framework. According to the SMC, all phenomenal characteristics of experience can be placed along three axes: Time, Emotion, and Self-Determination (see Figure 1 ; Paoletti , 2002a ; Paoletti and Ben-Soussan, 2019 , 2020 , 2021 ). The highest degree of self-awareness can be represented as an equal relationship between the periphery of the sphere, or the extremes of the axes on which the features of first-person experience are placed, and the center, where we place consciousness-as-such/non-dual consciousness.…”

What can we learn from the COVID-19 pandemic? Resilience for the future and neuropsychopedagogical insights

“…Tabibnia ( 2020 ) highlights three neuroscience-based strategies that are key for building resilience: (1) reducing the negative impact of experience (e.g., via cognitive reappraisal) and therefore the distress responses of the amygdala, hypothalamic-pituitary-adrenal axis, and autonomic nervous system; (2) increasing positive experience (e.g., optimism and social cohesion) and associated activation of mesostriatal reward circuits, which can counteract stress responses; (3) cultivating self-transcendence (with techniques such as meditation, mindfulness), thereby reducing the activation of the default mode network (DMN) and associated rumination, self-reflection, and mind-wandering. Different meditation techniques, such as Quadrato Motor Training (QMT), can indirectly incentivize resilience by increasing prefrontal activation and decreasing the DMN (Dotan Ben-Soussan et al, 2013 ; Paoletti and Ben-Soussan, 2021 ; Paoletti et al, 2022a ).…”

A Three-Fold Integrated Perspective on Healthy Development: An Opinion Paper

“…Moving toward the center of the sphere means moving from the more projective dimension of the Narrative Self, related mostly to default mode network activity [ 39 , 40 ], to Minimal Self, in which we are more connected to the present through the body. Being present to oneself is a necessary condition for enhancing awareness of emotions and the ability to regulate them [ 41 ]. The SMC can, thus, have an inherent educative element, as it provides the student with visual feedback with respect to an inner state/position and, eventually, a way to move from it toward the center [ 35 , 36 , 37 ].…”

“…The SMC can, thus, have an inherent educative element, as it provides the student with visual feedback with respect to an inner state/position and, eventually, a way to move from it toward the center [ 35 , 36 , 37 ]. Becoming more aware of oneself is crucial to develop emotional intelligence and reach emotional well-being [ 41 ].…”