7. SIMULATION OF EVOLUTION
Computer learning games Esnuka with a simulation of evolution. Free Billiards Esnuka has a simulation of the evolution of the billiards balls using the Conditional Evolution of Life genetic algorithms and Mendel's laws.
There is a specific option designed to show a fast evolution without needing to play billiards, making more natural to understand the rules behind the computer learning games of simulation of evolution.
Apart from playing billiards on the computer following the rules above, Esnuka also has an option for simulating the evolution. The figure shows the fractal shape that the balls take and its colors when creating new generations, by the rules representing the provisions of the Conditional Evolution.
To some extent, it appears that simulation of evolution with genetic algorithms have proven the theory of Darwin, but it is not true. In fact, it could be just the opposite because the genetics algorithms are math’s functions to search new situations with different approaching methods –as in the Esnuka algorithms.
There is always a goal or a math function to optimize within the genetic algorithms, and that is closer to a teleological or finalist evolution than Darwinian evolution.
Furthermore, as humans have designed the genetic algorithms for the simulation of evolution, the simulation is always the result of a vital impulse design.
8. EVOLUTION AND DEVELOPMENTAL PSYCHOLOGY
A greater understanding of how the evolution of life takes place could affect, besides genetics and biology, many other branches of knowledge, especially social sciences, the complex systems, and developmental psychology.
As an example, we can cite the Global Cognitive Theory about evolution and development of intelligence, memory, willpower and, in general, the cognitive aspects of the brain. These aspects will undoubtedly affect the psychology of education and human development.
Although the aim of this initial presentation of the Conditional Evolution is not to analyze their possible consequences, we considered convenient to briefly point out some of the essential particulars on evolution and developmental psychology.
8.a) Personal development and social psychology
Regardless of the Vitalism philosophy, which upholds the Conditional Evolution, in the personal context, it would help to comprehend oneself in the sense of understanding the cognitive abilities and the objectives of personal development that one can try to achieve, keeping in mind the personal costs that they can involve.
The most illustrative evolutionary psychology example would be, on the one hand, the acceptance of the fact that certain types of intelligence and memory could be 80-90% hereditary; and on the other hand, the possibility that much higher levels of cognitive abilities could materialize in the descendants than those that are present in the parents.
Another example, the female gender seems to have a particular specialization in materials technology, since it develops or provides resources and materials to the individual in the early stages of development. In turn, it could imply that it has a more developed sense of smell; it would also be possible that the famous saying of women having more intuition may start to have a scientific basis.
There are still many people thinking –perhaps they are right!– the difference of behavior of boys and girls in very early ages are due to environmental and educational factors. On the contrary, we would say developmental psychology of boys and girls is different due to natural conditioning.
Within a family approach, it can help in understanding the differences between family members, their origins, their problems, and their advantages.
However, the most relevant effect would be on social psychology. Only realizing that the set of ideas related to evolution accepted until nowadays, outlined in purely rationalist-humanist esthetics, is deeply rooted in current society. It is clear that a significant alteration in the ideas would mean a change similar to what occurred in the 17th and 18th centuries when the sun stopped revolving around the Earth and, strangely enough, man continue being the only intelligent animal with feelings!
In this sense, the Conditional Evolution would make up a part of a new social culture once the population overcomes the humanist and anthropocentric rationalism.
The observable scientific development in the short-term basis and the evolution of new technologies in all fields of human activity is the source of this new culture or social psychology.
8.b) Cognitive psychology and development of education
The purely personal strategy about the study and permanence in the educational system will vary by a better knowledge of our cognitive abilities from the Global Cognitive Theory.
Furthermore, this permanence in the educational system must not be understood only in its quantitative aspect but also qualitative; for example, the types of subjects in which a person can be specialized. On the other hand, learning and specialization in the educational system is not the only way to develop oneself. There are other perfectly valid ways depending on the particular characteristics of each person.
Regarding the education, it is worth remembering the human brain’s different ways of functioning when analyzing specific hypotheses. For some operations, it applies the method of external verification, such as intelligence and mathematical memory; and for others, it does not apply it, such as the intuitive reasoning, the standard memory, and the linguistic memory.
Likewise, these new contributions to cognitive psychology can influence in the strategy of public powers about the learning system and the evolution of the education.
8.c) Evolution and economic development
History is full of multiple events, facts or situations suitable for the application of the Conditional Vitalism methodology proposed for the analysis of vital impulse systems.
There are some examples of art development and historical evolution that called our attention.
The long-term mix of races of any species is beneficial for the genetic development; in fact, it could be one of the more general bases of the genetic evolution and the possible evolutionary leaps. We have explained this effect with greater or lesser clarity throughout the exposition of the Conditional Evolution. In a way, the effect would be similar to the sexual differentiation in comparison with the germline evolution.
Perhaps, this type of evolutionary psychology explains better why the Egyptian Empire lasted more than 4,000 years, or because the Greek and Roman empires both lasted approximately between six and eight centuries, despite being substituted by societies with a noticeably inferior culture, art, and military technology.
We leave this discussion about evolution and human, economic and technological development for another moment and the reader's reflection because it would be too broad for detailed analysis –and emotionally dangerous:)
On the contrary, for an event of evolutionary psychology in history as important as the French Revolution we can indeed, although briefly, point out its most important cause. It seems clear that social psychology aspects such as the struggle for freedom and justice are not exclusive to that historical moment, so they cannot be the direct cause of the French Revolution.
There is a fact that could allow this revolution to take place. If one observes a famous painting, perhaps more than one of the paintings of this period of art, many people are seen close up in a battle, a protest or a demonstration, but right in the central point of the painting, right in the center, a hand appears strongly gripping a pistol. It could be the immediate cause of the revolution: a technological change or leap that radically altered the relationship of forces between the different social classes.
Another topic of vast scope, the evolution of the languages. With the new approaches of social and evolutionary psychology, many of its characteristics are understandable. Nonetheless, we want to point out that we are not the first in giving this evolutionary focus to them, that is as if they had their own life throughout history.