About the Creative Process as a scientific phenomenon
The creative process was conceived as a scientific conflict resolution phenomenon upon two observations: The first was of a pattern repeated five times in the Greek creation stories leading to the inception of the Olympian religion. The second observation was detecting the same pattern but with different resolutions in four major religions. These observations led to identify science behind this periodic and directional phenomenon: its structure was that of a six-role process, these corresponded to three pendulum oscillations, implying an energetic transformation ending with the upgrading of order. Resolutions varied. They followed the three equilibrial operations of the trays of a scale.
The two scientific phenomena defined the creative process as an energetic transformation leading to four interrelated types of conflict resolution and transformed the unconscious from something vague to becoming both a scientific and a moral order or conflict resolution phenomenon.
This realization has been of great significance. It redefined the unconscious as having a homeostatic function, emotions are energetic quantities. The unconscious reduces unpleasant psychic tension by transforming conflict energy to resolution, attitude change, restoring the rest state. It introduces the unconscious as a mechanism processing of emotional energy becoming a simple and measurable natural science phenomenon, the atomistic unit of the social sciences. This natural science conflict resolution process, an energetic transformer, integrates the social science disciplines into the Science of Conflict Resolution or the Moral Science. It integrates art and science, psychology and morality. It crosses the last frontier of knowledge. The process is the measurable psyche pursuing meaning; it is also all the divines as the alternative types of conflict resolution. The psyche and the divine are definable now as measurable solutions of the formulas of the two scientific phenomena.
Relevance
Methodologically the process as the unit order is ‘the key that opens all doors, the master key of knowledge’. It is the common denominator of the social sciences. This concept has a dramatic role for education, psychology, religions and politics. It integrates knowledge across all disciplines of psychology. It improves agnostic psychology offsetting the medicalization of the field; it introduces new diagnostic categories, a new diagnostic and therapeutic assessment, the Conflict Analysis Battery, and it demystifies religions, while clarifying moral values. The new science has a crucial role in our current times of an agnostic psychology unable to understand the divisive dogma-based theistic moralities.
Emotional and moral literacy
The public needs mental health services and a new clear moral paradigm. Since the Moral Science unifies psychology and morality into scientific knowledge, this knowledge represents the needed scientific moral paradigm. It is useful for the public to deal with emotional, interpersonal and cross-cultural conflicts. The public needs this knowledge as emotional and moral literacy. Like other literacies this knowledge and skills are a civil right, education should convey them to the public. The process is the Promethean fire needed by the mortals. Professionals should provide this science-based education in the classroom, in psychotherapy, in training and in preaching. This education actually enables the core curriculum to deliver its objectives for self-knowledge, integration of art and science, and clarity of moral values.
Sharing the discovery of the Science of Conflict Resolution
The Formal Theory, inspired by world conflicts led me to study the creative process, the plot of stories, in whose structure I identified the unconscious as a scientific conflict resolution phenomenon, the scientific moral paradigm. The scientific and moral order unconscious became the integrative paradigm of art and science, revamping the disciplines of psychology into the Science of Conflict Resolution. Upon this basis I developed a concise program of emotional education useful for educators and therapists but also for the general public becoming wise through studying CREATIVITY AND POWER MANAGEMENT.