Computer learning games Esnuka with simulation of evolution. Free Billiards Esnuka has a simulation of evolution of the billiards balls using the Conditional Evolution genetic algorithms and Mendel's laws.
There is a specific option designed to show a fast evolution without needing to play billiards, making easier to understand the rules behind the computer learning games of simulation of evolution.
Apart from playing billiards on the computer following the aforementioned rules, Esnuka also has a strictly speaking option for simulating the evolution. The figure shows the fractal shape that the balls take and its colors when creating new generations, in accordance with the rules that, to a large extent, represent the provisions of the Conditional Evolution.
To some extent, it is believed that simulation of evolution with genetic algorithms have proven the theory of Darwin but, obviously, it is not like that. In fact, it could be just the opposite because the genetic algorithms are math's functions to search new situations with different approaching methods.
There is always the need for a goal or a math function to optimize within the genetic algorithms and that is closer to a teleological or finalist evolution than a Darwinian evolution.
Furthermore, as the genetic algorithms of the simulation of evolution have been design by humans, they are always the result of a vital impulse design.
It does not seem very adventurous to think that a greater understanding of the way in which evolution of life is produced could affect, besides genetics and biology, many other branches of knowledge, especially those that are commonly categorized as social sciences, the complex systems and developmental psychology.
By way of example, we can cite the book online of the Global Cognitive Theory about evolution and development of intelligence, memory, will power and, in general, the cognitive aspects of the brain. These aspects will undoubtedly affect psychology of education and human development.
In the book online on the Global Scientific Method is included a new methodology of complex systems based on the Conditional Evolution called Conditional Vitalism.
Although it is not the aim of this initial presentation of the theory to analyze their possible consequences with detail, it is indeed considered convenient to briefly point out some of the most important details 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 one hand, the acceptance of the fact that certain types of intelligence and of memory being 80-90% hereditary; and on the other, the possibility that much higher levels of cognitive abilities can be transmitted to the descendants than those that are present in the parents.
Another example, the female gender seems to have a certain speciality in materials technology, since it is the one responsible for developing or providing resources and materials to the individual in its first stages of development. In turn, it could imply that it has a more developed sense of smell; it would also be possible that the popular saying of women having more intuition may start to have a more scientific basis.
There are still many people that think - 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, I would say that developmental psychology of boys and girls is different since very early due to innate conditioning towards certain tendencies while choosing some behaviors.
From a point of view of the family, it can help in the understanding of differences between family members, their origins, their problems, their advantages, etc.
However, I think that the most important effect would be of 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, at the same time, man began to be considered with generality, as 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 as a whole has gotten passed the phase of the humanist and anthropocentric rationalism.
We can cite the following as extended concepts compatible with this new philosophy: the theory of chaos, the fractals as reflection of complex systems with their own dynamics, the necessary acceptance of the inequalities without meaning any type of complex or searching guilty subjects as certain current of the developmental psychology does regarding economic growth.
The observable scientific development in the short-term basis and, similarly, the evolution of new technologies with the derived expressions in all of the fields of human activity, are the source of this new culture o social psychology.
The purely personal strategy about the study and the permanence in the educational system including even its higher levels will vary by that greater knowledge of the individual cognitive abilities from the Global Cognitive Theory.
Furthermore, this permanence in the educational system must not be understood only in its quantitative aspect but rather 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 he only way. There is other perfectly valid ways, even more adequate depending on the particular characteristics of each individual.
Regarding the development of education, it is worth remembering the human brain’s different ways of functioning when confirming certain hypotheses for operations that apply the method of external verification, such as intelligence and mathematical memory; and those that do not apply it, such as the intuitive reasoning, the normal memory and the linguistic memory, the latter with its specific nature.
Likewise, it is easily imaginable that these new contributions to cognitive psychology can influence in the strategy of public powers in relation to the learning system and the evolution of the education in general terms.
History, not as if it could be any other way, is full of infinite events, facts, situations, etc., suitable for the application of the Conditional Vitalism methodology proposed for the analysis of vital impulse systems.
Now I will cite some examples of art development and evolution of history that have attracted my attention the most.
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 of the possible evolutionary leaps. I 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 that produced by 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 6 and 8 centuries, in despite of being substituted by societies with a noticeably inferior culture, art and technology.
I leave this discussion about evolution and human, economic and technological development for another moment and for the reader's reflection, because it would be too broad for a detailed analysis.
On the contrary, for an event of evolutionary psychology in history as important as the French Revolution I 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.
However, in my opinion, 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 or pictures that have by subject this period of art, many people are seen close up, such as 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. This could just well be the immediate cause of the revolution: a technological change or leap that radically altered the relationship of forces between the different social classes.
Just to mention here, for being another topic of great scope, the evolution of the languages. With the new approaches of social and evolutionary psychology, many of its characteristics are understandable. Nonetheless, I want to point out that I am not the first in giving this evolutionary focus to them, that is, as if they had their own life throughout history.