The Scientific Interpretation of Metaphors, Publishing Proposal; by Amy Anselmo

PUBLICATION PROPOSAL ALBERT J LEVIS M.D. VOLUMES 7 AND 8 PART I THE SCIENTIFIC INTERPRETATION OF METAPHORS HEALING THE PERSON PART II THE MEANINGFUL INTEGRATION OF KNOWLEDGE HEALING THE WORLD

TABLE OF CONTENTS VOLUMES 7 and 8 INTRODUCTORY LETTER: Overview of the Project VOLUMES 7 and 8

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VOLUME EIGHT: The Meaningful Integration of

THE FORMAL THEORETICAL PREMISE

MARKETING

Interventions utilizing the CAB Knowledge. II, Theory’s Applications

Part

The unconscious as the common denominator

Museum of the Creative Process

The unconscious as a natural science conflict resolution entity

The Formal Theory Training Center and Gallery

SCIENCE: Contrasting Traditional Psychology with the Moral Science

Readiness & Educational Programs Audience

HISTORY: The Discovery of the Conflict Resolving Mechanism VALIDATION: CONCEPTS: The formal analysis of the creative process revamps contemporary psychology’s concepts. The unconscious is a homeostatic psychological sociological entity The clinical manifestation of the unconscious: A syndrome and four alternative ways of resolving conflict

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ABOUT DR. ALBERT LEVIS Biography A personal note, my quest for meaning

Wellness relational modalities depart from DSM 5 illness diagnoses as clusters of symptoms

The Conflict Analysis Battery, CAB, a diagnostic, and therapeutic self- assessment

44 45

Political activism projects Healing the world My Metaphors

50 53

CONCLUDING REMARKS Regarding the importance of the publications Cultural Relevance Religions versus the Moral Science

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APPENDIX

Moral Order as determined by the unconscious PAST PUBLICATIONS: Research on the Formal Theory Spans the Last Fifty Years

Reflections from Members of Case Studies

Appended files Chapters of the volume

The Argives Contributions

Links available to two case studies Table: Page and Word Count

Conflict Analysis Theory and Training

Stealing Fire of the Gods Creativity and Power Management Moral Monopoly OUTLINES OF THE TWO VOLUMES

Volume Seven: Part I, Theory. The Scientific Interpretation of Metaphors

INTRODUCTORY LETTER TWO VOLUMES CONTRIBUTING A PARADIGM SHIFT I wish to explore your interest in the publication of two volumes about a new theory of behavior: the Formal Theory, accompanied with evidence presenting its validation into the Moral Science. The essence of the books is introducing the study of the creative process as a scientific conflict resolving phenomenon representing the unconscious. The creative process resolving conflict following laws of science places both psychology and morality/religions on a scientific foundation. Psychology and religions become integrated with science into the ‘Science of Conflict Resolution’ or the ‘Moral Science’. The formal theoretical premise, the books’ conceptual innovation consists in examining conflict (emotions) as physical energy and that the function of the unconscious is a homeostatic transformation of this energy to meaning, moral order, as an attitude change. The premise of energy and attitude change allows the introduction of two scientific phenomena in the analysis of the creative process; thus, science and morality are introduced in the definition of the unconscious. The constructs and formulas of the two scientific phenomena are applied to the analysis of the creative process/unconscious as a natural science conflict resolution phenomenon. (Read further information on the premise below.)

TITLES OF THE TWO VOLUMES THE SCIENTIFIC INTERPRETATION OF METAPHORS THE MEANINGFUL INTEGRATION OF KNOWLEDGE The books could be subtitled, the first as Healing the Person, and the second as Healing the World. The two volumes are complementary. The first introduces the concept of the unconscious as a natural science conflict resolution phenomenon and its experimental validation with a number of case studies. The second presents the integration of the social sciences utilizing the unconscious as their common denominator illustrating the conceptual advantages in formalizing the disciplines thus examining psychological phenomena as measurable, meaningful, predictable and manageable. Both volumes have practically the same outline; chapters focus sequentially on methodology, the study of the process, its manifestations as diagnostic categories, its measurement through a new assessment and under the study of morality, adoption of conflict resolutions as sanctified normative institutions. The first volume introduces the research on the creative process representing the unconscious as the atomistic unit of the social sciences; it makes the creative process the obvious object of scientific research in psychology. It allows us to analyze behavioral phenomena as measurable and graphically portrayable variations of the conflict resolution process. The Formal Theory introduces wellness diagnostic categories, the alternative ways of resolving conflict, a self-assessment utilizing creativity to identify the unconscious path to conflict resolution. This volume introduces the self-assessment validating the theory by healing the person. Case studies using the psychological assessment illustrate it as didactic, diagnostic and therapeutic. The same program can be delivered as therapy and as a wellness-based concise emotional education.

The second volume applies the theory to the integration of the social sciences showing how the unconscious process is the common denominator of the social sciences reconciling art and science, including religions. This volume begins by integrating psychology with the rigorous sciences, physics and mathematics. Chapters contrast current concrete language with the revamped abstract concepts redefining the unconscious, revamping diagnostic categories, rethinking assessment technologies, exposing the scientific nature of morality integrating religions into the science. An educational game, Moral Monopoly, analyzes cultural stories as a continuum of scientific discoveries addressing the resolution of conflicts of the family institution; the game integrates psychology and morality as a continuum of complementary discoveries of the Science of Conflict Resolution, the Moral Science. The self-assessment and the game can be delivered in the classroom to fulfill education’s three elusive objectives: the integration of the humanities and the sciences, imparting self-knowledge and providing clarity on moral values. Thus, these two books represent a historic breakthrough introducing psychology as a moral and as a natural science, demystifying religions integrating both into a fathomable Moral Science, applying the concepts and also validating them with the self-assessment and the educational game. The MS has widespread practical applications and enormous conceptual implications, such as the graphic representation of abstract concepts, their applications to diagnosis and therapy, to emotional education, to reconciling cultural differences the volumes are bound to become a bestseller, indeed an international bestseller.

INTRODUCTION OF THE FORMAL THEORY’S PARADIGM SHIFT The wizard is crying and saying, ‘How come, after all my stories, the world is not living happily ever after?’ The scale, science, responds: ‘Do not despair the secrets to happiness are in all stories, but instead of believing them, see what is universal in all of them; the secrets are in the plot of stories as a scientific conflict resolution mechanism. (The teary-eyed Easter Island Head is the initial station in ‘The Sculptural Trail in the History of Love’ at the Museum of the Creative Process.)

VOLUME 7 THE SCIENTIFIC INTERPRETATION OF METAPHORS

The suggested jacket imagery for this volume exemplifies the scientific interpretation of metaphors that is of the creative process as a syndrome and as four relational modalities. The image presents the Goddess Nut and four anthropomorphic characters depicting an Egyptian creation story interpreted as a syndrome, the six-part emotional sequence of a conflict resolution, encompassing its heroes, each identified as a relational modality. The metaphor of the creation story is interpreted as leading to a conflict resolution, implicit usually in stories, but explicit here as a religion-associated moral message. The image shows how science is superimposed on the cultural art interpreting the metaphor measuring the moral message as a scientific process as a conflict, an exploration of the origin of creation, and its resolution as moral wisdom. The image sums up the position advanced by the Formal Theory on the nature of the unconscious. The formal thesis interprets the creative process as a scientific conflict resolution mechanism consisting of an energetic six-part dialectic propelled by three formal operations, leading to four alternative types of conflict resolution. The significance of the formal analysis is that it clarifies the unconscious as a natural science conflict resolution phenomenon with measurable and graphically portrayable dimensions. The unconscious becomes the unit of meaning and the measuring rod of reality. It provides a personality typology as wellness diagnoses; it entails the use of creativity for self-discovery, and it clarifies morality as a scientific innate homeostatic conflict resolution mechanism. The unconscious is the origin of all moral thinking. The Formal Theory is validated by its self-assessment, the Conflict Analysis Battery, CAB, using metaphor tasks for self-analysis leading to self-discovery and self-help. The Animal Metaphor Test is one of them. The fortuitously chosen animals and their interactions represent relational ideograms, which reflect the creator’s personality characteristics, her type of relational modality as a particular conflict resolution and also the modality’s unfolding as the emotional dialectic. The first part of the volume presents the scientific analysis of the creative process. The theory is shown to be practically useful and personally relevant with the development of the self-assessment technology, the Conflict Analysis Battery, CAB. It samples the creative process for self-discovery. The self-assessment is available online and as a workbook, generating metaphors interpreted by their creators confirming the transformation of conflict to resolution as moral order, or change of attitude. The second part of the volume consists in the presentation of case studies showing how the assessment by examining samples of one’s own creativity helps the test taker in identifying her personality type, related pathology, as attitude and power deviation, and also in resolving conflicts as power and attitude modifications, validating the formal theoretical premise and demonstrating the clinical and educational effectiveness of the Formal Theory and its assessment technology. The assessment generates insights and guidance for changes; it is an extremely effective psychodynamic psychotherapeutic modality.

VOLUME 8 THE MEANINGFUL INTEGRATION OF KNOWLEDGE

The second volume uses the unconscious conflict resolution constructs, syndrome and modalities, as the unit of the social sciences to integrate the diversity of social science disciplines into the unifying Moral Science. The suggested image on this jacket is labeled the ‘Flag of the United Metaphors’. (It is mural #2 of the Sanctuary of the Wizard, an exhibit of the Museum of the Creative Process.) It modifies the American flag by presenting a variety of religions and ideologies, reduced to stripes and stars of the flag, corresponding to identifying for each religion a syndrome and a relational modality. The stripes present the syndromal unfolding of the conflict resolution process. They vary in configurating the cultural relational features. The stars vary in location on the star section of the flag. Their placement on orbits of the normative field clarifies the paradigms’ relational power and attitude dimensions. The image exemplifies how stories, religions and ideologies, have measurable dimensions that we can plot on the relational normative map of reality. They reflect that we can integrate knowledge utilizing the unit process as the common denominator and the measuring rod.

The topic of this book addresses interpreting the disciplines of psychology, the multiple domains of knowledge integrated by the universal process into the Moral Science. The chapters address how the process organizes meaningfully the social science disciplines. Chapters of this volume address the integration of psychology and science, art and science, of psychological theories, of diagnostic alternatives, of assessment instruments, of therapeutic modalities, of religions, and of educational deliveries. In each chapter we show the advantages of the formalization of concepts.

In this volume we also introduce the formal integration of religions with an educational technology, a card game, Moral Monopoly. Its message is in analyzing cultural stories retracing the history of religions as discoveries of the alternative ways of resolving conflict. They are progressing improving the family institution and redefining the divine. The game integrates them into the Moral Science and fulfills their mission for peace in the world.

The two technologies, the self-assessment of the first volume and the informative game, of the second volume, are integrated as a concise program of emotional education for the general public.

THE PUBLICATION PROJECT

The two volumes are number 7 and 8 of a series of 10 books, six of them have been published privately under the imprint of Normative Publications, as archives of the research. They have never been reviewed or marketed. Two more volumes are also completed that will be ready to be submitted for publication in three months. In my established pattern I have prepared them for archival publication, but at this point I wish to find a publisher interested in the conceptual project possibly including the collected works. The two supplementary volumes, 9 and 10, illustrate the clinical value of the new diagnostic categories and the therapeutic effectiveness of the assessment technology: Volume 9 presents case studies of long term therapy to examine ‘The Course of Therapy’ determined by addressing power and attitude issues as relational modality pathology that can be reversed. The case studies exemplify the effectiveness of the relational diagnosis and the focus of therapy in learning ‘Power Management’ skills. The image on the jacket of this volume presents the record of metaphors generated in the course of the therapy of a submissive patient illustrating the progress to overcome the difficulty in communicating her feelings. Therapy pursued converting the pathology diagnosed as a therapy resistant eating disorder to one of relational power management dealing effectively with her symptoms simply through encouraging assertiveness. Volume 10, ‘From Trauma to Healing’; case studies focus on the impact of early traumatic experiences determining the symbolic content of the traumatized person’s thinking serving healing. The book identifies a number of therapy-resistant symptom-based DSM diagnoses reformulating them into relational diagnoses and showing that patients can be treated effectively with the power management approach. The jacket of this book, with the biblical statement ‘I will make a man more precious than fine gold’ Isaiah 13:12, is geared to the awareness of healing through processing the pain incurred by the trauma but also by understanding how one’s responses are determined by a person’s relational modality diagnosis. Further publications will target the popularization of the theory for personal development. I wish that all ten volumes eventually be published as the collected works of the Moral Science as the definitive study of behavior.

THE NEW PARADIGM, THE FORMAL THEORETICAL PREMISE: THE UNCONSCIOUS AS A HOMEOSTATIC NATURAL SCIENCE CONFLICT RESOLUTION ENTITY The premise of the Formal Theory is that the unconscious transforms conflict energy into moral growth The conceptual innovation of the Formal Theory consists in examining emotions as energy and the function of the unconscious as the transformation of conflict energy to entelechy, meaning, moral order, social adjustment through attitude change. Contemporary psychology is agnostic. Psychology is a medical specialty that has dissociated itself from psychodynamic thinking identified with the Freudian Oedipal unconscious. It has no interest in the study of morality, anthropology and religions. It has not continued paying attention to cultural issues inherent in psychology as initiated by Freud and Jung. Freud began psychoanalysis with the Oedipus complex, and ended his studies by applying the Oedipal dynamics on Moses as accounting for the development of the Judaic religion.

The Moral Science departs from the contemporary agnostic trend. It explains morality as an essential and integral aspect of psychology. Morality is the need for conflict resolution; it originates as the innate psychological motivational force, more prevalent and powerful than sexuality. It drives our thinking when we are alert and when we are asleep. It propels our creativity across all art forms to celebrate conflict resolutions as the innate quest for justice. The Formal Theory examines the creative process as an emotional six-part dialectic leading to four alternative types of conflict resolutions. The unconscious is identified as an energy processing homeostatic function.

The fundamental law of science is the conservation of energy. The key to science in behavior is in identifying actions and emotions as energy, which entails processing emotions and behaviors as energetic transformations abiding by the laws of nature. The mind has eluded scientific analysis because it has defied being reduced to the physics of energy. Cartesian Dualism addressed this difficulty suggesting an alternative to rational thinking suitable for comprehending spiritual matters. Freud introduced primary and rational thinking process. Jung endorsed dualism by distinguishing rational from empirical reasoning. Eventually he introduced the concept of mental alchemy.

The Formal Theory suggests the key to making behavior into a science is in the fact that the mind transforms conflict energy to an upgraded form of energy, moral growth, entelechy, meaning, the change of attitude. The theory explains how the mind practices psychosynthesis, parallel to plants’ photosynthesis. It transforms conflict energy to meaning, as moral growth through three innate attitude changing formal operations. Aristotle identified the outcome of Greek tragedies as cathartic leading to entelechy implying transformation of attitude as an energetic upgrading.

Examining psychological phenomena as energetic allows their study as natural scientific ones. We no longer need dualism and alchemy, mysticism and revelation to comprehend morality or spirituality. Entelechy, as inner meaning in Greek, is about energy transformed to moral growth, emotional and social restructuring through an innate process of attitude change.

The new psychology focuses on the energetic structure and formal operations of the unconscious as a conflict resolution attitude modifying mechanism. The mind is the automatic processor of emotional/conflict energy leading to its transformation through an attitude-modifying set of formal operations. These operations transform conflict defined as a state of passivity, antagonism and alienation to resolution as a state of mastery, cooperation and mutual respect. Science rediscovers the Ten Commandments as the innate transformative function of the unconscious. Science understands morality and provides for the public’s need for a moral paradigm offering a rational alternative to dogma, yet respecting religions as forerunners of the science.

Religions evolved concepts improving the family institution by introducing intuitively descriptions of the creative process resolving conflicts: Genesis identified the six-role process leading to the day of rest, and the Ten Commandments identified the principles of conflict resolution describing injunctions promoting mastery with moderation, cooperation and mutual respect.

The simplicity and user friendliness of this formal energetic premise is in that it establishes respect for the religions by observing the creative process in terms of the familiar plot and moral of stories. The science is readily demonstrated in the formal and energetic analysis of metaphors, stories, following the dynamics of two scientific phenomena: the laws of the Simple Harmonic Motion and of the equilibrial scale. The practical advantage of introducing science is in that these two phenomena give the unconscious their constructs, formulas and their respective graphic representations.

The unconscious, the core psychological entity, is defined as a natural science entity, an energetic spiritual transformation following the laws of the pendulum oscillation and the laws of the equilibrial scale. The first is an energetic process, the plot of stories, as a six-role state emotional oscillation, clinically identifiable as a syndrome, an emotional rollercoaster, the second component is the resolution determined by the combination of the three formal operations of the Kleinian formula. The formal operations identify four types of resolution, the relational modalities, alternative wellness diagnoses, each modality having been identified by a religion as a moral paradigm.

The unconscious, the core psychological entity, is defined as a natural science entity, an energetic spiritual transformation following the laws of the pendulum oscillation and the laws of the equilibrial scale. The two volumes on the Moral Science begin a new era in the conceptualization of behavior launching the scientific study of psychology and morality bound together into a unified science. The volumes will represent the original resource for making psychology and religions into one rigorous science. As this study represents a major scientific discovery it might deserve a Nobel Prize, and as it represents the integration of religion and science and the reconciliation of religions among themselves, it might as well earn a Templeton. The premise of the Formal Theory is that the unconscious transforms conflict energy into moral growth The FT differs from current psychological theories in that it identifies the unconscious as an energy transforming mechanism that upgrades energy by changing a person’s attitude, that is by transforming conflict energy to moral order. The unconscious mechanism is organized by two natural science phenomena that automatically transform conflict energy incurred upon a person’s normative deviation to resolution as the person’s normative conciliation or moral growth.

Energy is generated in the psychic and the social systems upon an individual’s normative deviation, that is upon any social activities and emotional changes creating a conflict. This energy like a pendulum at the height of its upswing disturbs the state of rest and gets disposed of by being processed or transformed to multiple oscillations. It is the mission of the unconscious mind to rid itself of the discomfort of energy loads and return the mental pendulum to its rest state. According to the FT the mind transforms the energy of conflict to moral growth and achieves the rest state in three pendulum oscillations. It does so by abiding to the laws of the scale as the three equilibrial formal attitude-modifying operations restoring the emotional rest state.

The unconscious performs an energetic transformation. It upgrades the energetic quality. The energy is converted to entelechy, attitude change, and inner meaning. The mind abides by the laws of the SHM like the pendulum oscillating back and forth, but upon its third oscillation the mental dialectic stops oscillating because the unconscious process has transformed the energy to meaning. This happens as the process is guided to a happy ending spontaneously by three attitude-modifying formal operations: Reciprocity turns passivity to activity. Negation turns antagonism to cooperation and Correlation turns alienation to mutual respect. The formal operations were identified by Felix Klein as a set, I=RxNxC, illustrated by Piajet as the laws of the equilibrial scale.

The conflict resolution happy ending, due to the unconscious spontaneous attitude change, represents the scientific essence of morality. It is experienced with emotional relief, the pleasure of catharsis and social adjustment. Thus, the function of the creative process, reflecting the unconscious, is in resolving conflict facilitating the social adjustment of the ‘transgressive’ individual by following an energetic process guided by the three innate formal operations.

The new unconscious then is both a scientific and a morality driven physiological mechanism transforming energy, experienced as catharsis or emotional relief.

CONTRASTING TRADITIONAL PSYCHOLOGY WITH THE MORAL SCIENCE Contemporary psychology is an agnostic, medical specialty; it dismisses the unconscious. The Moral Science, MS, identifies the unconscious as a conflict resolution scientific mechanism.

Psychology/psychiatry diagnoses emotional conditions as illness conditions by identifying them as clusters of symptoms. The MS recognizes wellness diagnostic categories as syndromes of six emotions leading to four relational modalities as the alternative types of conflict resolution. It examines symptoms as symbolic variations of the relational modalities.

Current assessments measure traits. They are either inventories or projectives without coincidence in their interpretations. The MS introduces the CAB, a self-assessment, which identifies with an inventory the person’s relational modality and with creativity tasks the syndromal six-role sequence of the conflict resolving emotions; the inventory is diagnostic of wellness and illness and the creativity tests are therapeutic.

Contemporary psychology dismisses religions as based on dogma. The MS recognizes them as psychological theories that with metaphors have captured both the conflict resolution process syndrome, as in Genesis, and the range of modalities, as the paths to resolution, all optimized by the Commandments. The MS understands morality and spirituality as the innate need for conflict resolution having evolved to religions as normative institutions. Religions have attributed to the divine the characteristics of the unconscious conflict resolution mechanism. The Moral Science reclaims the characteristics of the divine as those of the unconscious.

HISTORY OF THE DISCOVERY OF THE CONFLICT RESOLVING MECHANISM I identified the structure of the story as a scientific phenomenon abiding by the laws of two phenomena of science first, by examining periodicity in the repetition of a pattern in five generations of the Greek cosmogony and second, by contrasting alternative creation stories.

The Formal Theory departed from analyzing a pattern repeated five times in the Greek creation stories. The five-generation pattern evolved resolving the Greek family’s intense conflicts. The family’s patricidal, infanticidal Oedipal conflicts were resolved in the 5th generation with the creation of the religion of the Olympian gods. Morality was generated by resolving conflicts and by restructuring a social system creating a new moral order. The conflict resolution effectively changed the structure of the Greek family from matriarchy to patriarchy. I analyzed the periodicity of the pattern of the Greek cosmogony as corresponding to an energetic cyclic six-role process transmitted from generation to generation and there I detected the dynamics of the SHM.

Periodicity of a pattern in four generations of the Greek cosmogony analyzed as the unit of conflict resolution process reflecting the unconscious as consisting of both a syndrome of six-role states transforming energy and as alternative resolutions, as the four relational modalities, each corresponding to a religion. ‘The Flag of the United Metaphors’ illustrates Moral Science’s conceptual integration of religions and ideologies as natural science phenomena.

The lifecycle of Chronos, Time, as six events, six role states, predictably leading to a conflict resolution as the religion of the Olympians. Here Zeus’s lifecycle is completed with the Athenian Parthenon, the temple of goddess Athena. The resolution corresponds to the restructuring the family role relations from cruel matriarchy to measurable conflictual patriarchy.

The cultural differences in resolving conflicts, as dealing with temptation in the symbolism of the apple. The apple is the person’s heart in the Aztec culture of life sacrifice, in India it is the sacred cow with selfsacrifice, in Greece it is the apple of discord, and in Judea it is the forbidden fruit. Religions have evolved as normative institutions that have identified alternative ways of resolving conflict improving the family institution; they evolved from matriarchy, to patriarchy, through asceticism to monotheism and the messianic religions.

I also contrasted four cultural creation stories. I analyzed the differences between them, and I detected formal continuity between them. They resolved conflicts differently from each other, but the solutions were interrelated. For instance, in the Greek family the father son relation was antagonistic, while in the Judaic the father son covenant was a cooperative alternative. In matriarchy men were victims and in patriarchy they were masters. Antagonism and cooperation are related as opposite; passivity and activity are related as reciprocal to each other. Reciprocal and opposite were formal relations. This observation inspired me to learn about formal operations and the Kleinian formula. I introduced the formal relations to the-six role process and there I developed the new insights on the nature of the unconscious as both an energetic and a formal transformational process. The formal operations resolved one’s conflicts by changing one’s attitude. 22

Thus, I identified the unconscious as a homeostatic phenomenon transforming psychic conflict to social adjustment as a pleasurable energetic experience, and as a phenomenon abiding by the laws of science. The difference between the thought process and the Simple Harmonic Motion, SHM, is that the mind achieves an energetic transformation upgrading order into pleasurable moral growth in three pendulum oscillations guided by the three formal attitude modifying operations. Like photosynthesis in plants transforming sunlight into flowers and fruit, three formal operations transform conflict energy automatically to conflict resolution as art metaphorically capturing moral growth.

The unconscious resolving conflict becomes the source of all moral thinking. Religions have evolved as normative institutions that have identified alternative ways of resolving conflict improving the family institution; they evolved from matriarchy, to patriarchy, through asceticism to monotheism and the messianic religions.

Medusa’s matriarchy was transformed to Zeus’s patriarchy. The dreaded matriarch was beheaded, but her head was featured in the shield of Athena, the new goddess illustrating the transformation of the role of women in the patriarchal culture. The epics of Homer address gender conflicts towards consolidating this new family institution. Helen a run-away wife was worth an epic, and Odysseus coping with matriarchs by himself deserved the humanity’s Odyssey.

The epics are summed up with the family conflicts escalated in king Agamemnon’s domestic murders resolved by his children: Orestes and Electra, killing their mother put an end to matriarchy. Tragedies were the healing method of the dominant antagonistic Greek culture. The theater of Epidaurus built next to Argos, Mycenae, is a testimony of Greece’s quest for emotional balance as pursuing healing through painful conflict resolutions. They inspired the analysis of the dramatic process. Aristoteles examined the process as three acts with continuity of action: the process beginning from hubris and ending with justice, deke, and examining catharsis as a moral development coinciding with the Deus ex Machina. Most of the Greek tragedies bear the names of angry women. Dealing with family conflicts inspired dramaturgy, philosophy, science, democracy and the rules of Olympic games.

FORMAL THEORY’S VALIDATION

The FT’s validation has been accomplished by testing the theory’s practical applications utilizing the analysis of the creative process by displaying art exhibits at the Museum of the Creative Process, through the study of the CAB self-assessment and by playing Moral Monopoly. The exhibits include an artist retrospective, a sculptural trail in the history of love, retracing the evolution of religions, a sanctuary illustrating how the creative process integrates the concepts of psychology into the Moral Science. CAB, a self-assessment is didactic, diagnostic and therapeutic available as a workbook but also deliverable online. Finally, the Moral Monopoly an educational game retracing the evolution of religions as discoveries of science improving the family institution but eventually integrated by the FT into the Science of Conflict Resolution.

THE FORMAL ANALYSIS OF THE CREATIVE PROCESS REVAMPS CONTEMPORARY PSYCHOLOGY’S CONCEPTS

The four disciplines of psychology integrated through the unconscious process into the Moral Science: Epistemology/Methodology, Diagnoses, Assessment, and Morality

THE UNCONSCIOUS IS A HOMEOSTATIC PSYCHOLOGICAL SOCIOLOGICAL ENTITY The Formal Theory redefined the unconscious from the Freudian irrational and immoral conflict creating Oedipal strivings to the homeostatic scientific conflict resolution process, a homeostatic innate function reducing psychic tension and improving the person’s social adjustment. Psychology and sociology are conceptually integrated with scientific constructs and formulas.

The creation story is about psychology and religion as a conceptual continuum. The analysis of the periodic pattern led to the identification of two phenomena: the Simple Harmonic Motion accounting for the energetic transformation in the pattern, transforming energy from dynamic to kinetic, from emotions to action, then to moral growth, catharsis, and of the equilibrial scale restoring the balance, the mental rest state identifying four alternative types of conflict resolution.

The clinical manifestation of the unconscious: a syndrome and four alternative ways of resolving The unconscious is identified as an emotional dialectic, an energetic transformation process, that resolves conflicts leading to four alternative types of resolution, the relational modalities. The new psychology identifies the unconscious as a homeostatic physiological scientific sociological psychological entity representing the software of the mind. It is an automatism triggered by normative deviations generating conflict and as the inner response seeking to reduce psychic discomfort by attitudinal relational changes, seeking social or normative adjustment as resolutions.

The unconscious is an energetic phenomenon but also a formal equilibrial one. The unconscious transforms energy from chaos to order. It differs from the pendulum machine in that the process completes in three oscillations, six emotional role states, the transformation of energy to moral order, entelechy and catharsis. In the span of three oscillations, the conflict resolution process following the scale’s three formal operations transforms psychic distress energy to social adjustment order turning discomfort of passivity to its reciprocal, mastery, of antagonism to its opposite, cooperation; and of alienation to the correlative state of mutual respect.

The analysis of the periodicity of the cosmogony pattern revealed two characteristics of the unconscious: the existence of science and of the foursome of conflict resolutions as moralities

The unconscious became a natural science phenomenon with a graphic representation consisting of a sine curve illustrating the six-role state sequence, and a normative field, social reality as a concentric circles system, with vectors identifying four relational alternatives. The individual thought process unwinds in a spiral with a vector in the circular normative circumference pointing to the alternatives of power, attitude, and intensity.

WELLNESS RELATIONAL MODALITIES DEPART FROM DSM 5 ILLNESS DIAGNOSES AS CLUSTERS OF SYMPTOMS The unconscious became the unit order of the social sciences revamping the concept of diagnosis. The unconscious consists of both a syndrome and of a set of four relational modalities. Six-role states represent the syndromal sequence leading to resolutions as the four types of relating. These are four wellness diagnoses, the relational modalities. They are wellness diagnoses, consisting of syndromes. The formal operations of reciprocity and negation allow variations in responses to a stressor. These responses correspond to the four alternative relational modalities manifested as diagnoses of the person as a wellness personality typology, and of religions as four types of conflict resolution, the moral monopolies. The three operations restore the rest state, resolving conflicts but following alternative choices as the set of four relational modalities: dominance and subordinacy, each modified by antagonism and cooperation.

The FT identifies a wellness personality typology as syndromes of six-role states leading to the four alternative types of conflict resolution; these are wellness diagnoses that everybody should know in dealing with one’s emotions. The relational modalities are syndromes of resolving conflicts as four wellness personality types identified by many cultures, and well depicted in the Wizard of Oz characters.

THE CONFLICT ANALYSIS BATTERY, CAB, A DIAGNOSTIC, AND THERAPEUTIC SELF-ASSESSMENT The practical value of the theory is in that this entity may be readily identified in circumscribed samples of personal creativity, through the analysis of personal metaphor creation tasks. The FT utilizes the measurement of the creative process through the CAB, in identifying the unconscious for both diagnostic and therapeutic objectives.

Contemporary state of testing uses personality inventories to identify traits and symptoms, and projectives like Rorschach to identify relational patterns independently from each other. Instead the CAB, representing the clinical application of the Formal Theory, integrates an inventory with a set of projectives to identify the two components of the unconscious. The inventory measures the alternative ways of resolving conflict and the projectives, a set of metaphor creation tasks, lead to the reconstruction of the syndrome as the personal way of resolving conflict. The two tests are complementary: The inventory is diagnostic. It identifies the person’s relational modality. The projectives are therapeutic. They identify the innate syndromal sequence and the type of resolving conflicts as a relational dialectic of six formally interrelated role states; the completion of the tests is an emotional experience.

Through the battery, we readily learn about ourselves both our wellness personality type as a diagnosis responsible for symptom development, and we also identify the thought process unfolding as a sequence of six interrelated emotions and behaviors as a syndrome, a predictable conflict resolution pattern. The battery includes an introductory essay. It is a didactic segment explaining the nature of the unconscious as a scientific totality.

It is thus easy to become conscious of the unconscious and to guide one’s awareness to deliberately identify optimization changes. The battery is completed and interpreted by the test taker. It represents not only a self-assessment, but a concise program of emotional education, a manual driven didactic, diagnostic and therapeutic modality.

The assessment described above is an effective standardized treatment method. The assessment is therapeutic. It leads to self-discovery and self-help reducing the need of professional services. Associations, thoughts, emotions, evolve spontaneously in the course of a story transforming energy and one's attitude from a state of conflict to one of resolutions. The unconscious transforms discomfort, illness to comfort or wellness. Resolutions improve the state of wellness and provide relief by spontaneously transforming conflict identified as passivity, antagonism alienation to resolution defined as a state of mastery cooperation and mutual respect according to the formula of the equilibrium scale.

The CAB is presented in the case studies of the volume. At the end of the proposal I will append two statements: one is from a patient who completed the assessment illustrated above, another comment is from completion of the brief version of the assessment upon a non-clinical educational delivery.

The computer generates an extensive report with six segments. One of them is integrating the artwork of the different creativity tasks reconstructing a person’s six role conflict resolution process. The reports of the assessment make a person conscious of the unconscious in one’s own symbolic system accounting for the rational integration of the fragmented experiences of one’s emotions and thoughts.

The metaphor profile, one of the six computer generated reports, reconstructs Hannah’s Unconscious as the six-role conflict resolution process

MORAL ORDER AS DETERMINED BY THE UNCONSCIOUS

Energetic transformation coincides with moral developments defining the unconscious as a scientific phenomenon of moral order. The two formulas, energy and formal operations, demystify psychology and morality, by analyzing the creative process, accounting for the plot of stories having a conflict resolution structure ending with wisdom.

Religions are analyzed as natural science measurable phenomena. The Moral Monopoly is an educational game, based on the Formal Theory, which sums up the integration of religions as complementary discoveries of the relational modalities. The game consists of stories arranged like the suits of a deck of cards. Players examine mythology and history of cultures, retracing the evolution of religions as generated empirically improving of the family institution by increasing fairness in relations and abstraction on the nature of the divine. Religions attributed to the divine the characteristics of the unconscious conflict resolution mechanism. Science reclaims the attributes of the divine for the process.

PAST PUBLICATIONS: RESEARCH ON THE FORMAL THEORY SPANS THE LAST 50 YEARS, 1970-2020.

What is this new perspectivistic slice, this new epistemic community of Albert Levis and The Formal Theory of Behavior? What is this new lever this modern Archimedes offers us to lift the world to newer heights? It is nothing less than a new way of ordering and conceptualizing human behavior that bridges the here-and-now with man's long behavioral history, and it does so with both the possibility of predictive accuracy and the opportunity for variability and change. It also bridges the conceptual gaps which have existed between cognitive and emotive schools of thought, between psychoanalysis and learning theory, between the work of Jean Piaget and that of the neo-Freudians-- and, finally, between the worlds of psychology and sociology. The Formal Theory achieves this by reconciling the methodology of the "hard sciences," such as logic and mathematics with that of the "soft sciences," the disciplines of human behavior. This is quite a claim for a new theory. If I am to make such a claim, it is time to identify myself as a member of those epistemic communities relevant to being a "value theorist" for members of the psychiatric, sociological, and anthropological communities to whom Levis is addressing his book. First, I am a psychiatrist with 32 years of experience, with board certification for 26 years, and with the status of Fellow of the American Psychiatric Association for 11 years. I am a theoretician as well as a clinician, and, as such, have been credited as the prime mover in introducing General Systems Theory to the psychiatric profession, as well as for having developed the humanistic school of general systems thought." William Grey, 1976 30

The theoretical position has evolved along several publications. The theory departed from a play, ‘The Argives’, completed in 1967. ‘The Argives or Pandora's Box’, dramatizes the conflicts of the World War two by exploring parallel conflicts of the Trojan War as another genocidal war, and an overlap of the tragic developments of the leading family of Agamemnon parallel Hitler’s bankruptcy. My playwriting research ushered in my study of Greek mythology, where I detected the emotional dynamics of a periodic pattern. I explained the periodicity as presence of science.

In 1976 I published a booklet on ‘The Contributions of the FT’. Eleven years later, in 1987, I published simultaneousness the textbook of the Formal Theory Conflict Analysis, the Formal Theory of Behavior, and a training manual ‘Conflict Analysis Training’ containing the self-assessment. The training consisted in a concise program of emotional education. The FT revamped psychology’s epistemology, its concepts of the unconscious, diagnoses, assessment, and morality. FT’s concepts were validated by utilizing the battery measuring the unconscious in the practice of therapy and education by leading to excellent results. The first volumes illustrated the scientific concepts with Henry Gorski ’art. I presented the Formal Analysis concepts using the symbolic system of this artist’s retrospective. His canvases helped me to illustrate the formal alternatives and the syndromal conflict resolution process. In 2011 I published the 4th volume. In Promethean terms the title was: ‘Science Stealing the Fire of the Gods and Healing the World’. The well-illustrated volume presents five art exhibits of the Museum of the Creative Process: art as evidence of science illustrating and validating the concepts of the Formal Theory. In 2016, with my son Max, I published two volumes of case studies, volumes 5 and 6: ‘Creativity and Power Management’. The cases demonstrated the effectiveness of the testing, which now is available online, free of charge, useful for both therapeutic and educational delivery. Volume 6 addressed the integration of religions into the Moral Science with the educational game titled ‘Moral Monopoly’. The current two volumes sum up the findings presented through the years. Volumes 7 ‘The Scientific Interpretation of Metaphors’, retraces the course of the evolution of the Formal Theory research starting with the contributions article published in 1976 introducing the concepts with graphic clarity. The book reviews two of the museum’s art exhibits and presents case studies applying the testing to the clinical challenges of therapy demonstrating its extraordinary effectiveness. Volume 8 ‘The Meaningful Integration of Knowledge’, consolidates the significance of the process integrating disciplines of psychology, religions, therapies, into a singular unified theory of behavior. Two more volumes are almost completed:

Volume 9, ‘The Course of Therapy’, introduces detailed analysis of what is happening in long-term therapy as the process of personal transformation correcting relational modalities when these become problematic by documenting therapy with the evolution of patients’ metaphors. And Volume 10, ‘From Trauma to Healing’, presents the importance of traumas in determining the organization of thoughts and feelings towards achieving healing.

More publications are planned for the training in the Moral Science as workbooks, and as a brief primer to facilitate the delivery of the educational program. We also have available videos of the art exhibits of the Museum of the Creative Process and we currently produce webinars.

OUTLINES OF THE TWO VOLUMES Volume 7 presents the theory and its clinical validation, volume 8 presents the unit order integrating meaningfully psychological disciplines’ fragmented knowledge into a unified behavioral science. The two books present original work but also refer to research work that has evolved during the last fifty years.

The first volume introduces the theory and validates it by presenting the diagnostic and therapeutic function of the assessment with a number of case studies illustrating the clinical and educational delivery of the battery.

The second volume utilizes the concept of the unconscious as the integrative paradigm: it is shown to integrate art and science, to reconcile the disciplines of psychology, theories, assessment instruments, therapeutic modalities and the religions of the world.

VOLUME SEVEN : THE SCIENTIFIC INTERPRETATION OF METAPHORS This first part of the volume presents the theory. It introduces the creative process as a scientific measurable conflict resolution unit order, clarifying its components of a six-role state syndromal dialectic structure, and of four relational modality conflict resolution distinctions. It identifies the new wellness diagnostic categories the four relational modalities, it introduces the CAB self-assessment measuring the dimensions of the conflict resolution process: a syndrome and a spectrum of relational modalities.

The second part of the volume consists of case studies utilizing the CAB. They illustrate the process and validate the theory. The battery is shown as a diagnostic instrument and an excellent therapeutic modality. It is also demonstrated as a wellness emotional education program.

PART ONE, THEORY An essay composed in 1976 by Dr. William Gray, a pioneer in systems research in psychology, introduces the inception of the Formal Theory. Addressing methodological issues, the shift from propositional logic’s arbitrary pronouncements to the relational logic examining the interrelation of parts in totalities allowing the introduction of phenomena of science into the study of behavior. Here we introduce the two phenomena of science, the physics of the SHM and the mathematical laws of the Kleinian formula of equilibrial formal operations. We apply them in the analysis of Greek creation stories and the formal integration of other cultural creation stories as formally interrelated. We clarify the scientific interpretation of stories by identifying in all of them the syndromal energetic structure and the formal alternative conflict resolution modalities. We contrast the classical psychoanalytic concepts with the equivalent concepts of the Formal Theory. The scientific integration of art and science: This essay introduces the interpretation of a variety of metaphors presented in two art exhibits of the Museum of the Creative Process displayed at the Sanctuary of Wisdom. The first exhibit is the four metaphors of the Wizard of Oz story on the Sanctuary’s 12 exterior panels. The exhibit clarifies the emotional process as scientific, and shows it as the common denominator of the four metaphors of the Wizard story corresponding to the four disciplines of psychology: The Yellow Brick Road is a metaphor of the process introducing epistemology in the analysis of the creative process; the four characters help to understand the modalities; killing the witch helps to understand the assessment; finally dealing with Oz is about understanding morality, and religions. In a parallel way the essay analyzes cultural and personal creativity on the 12 murals of the interior walls of the Sanctuary. Three murals on each side of the square building, address interpreting metaphors with focus sequentially to epistemology, morality, diagnoses, and therapeutic assessment. The exhibits help to understand the scientific structure of the process along its six-part energetic emotional unfolding and the four modalities as the common denominator integrating the disciplines of psychology into the Moral Science. New wellness diagnostic categories: the four relational modalities as syndromes, a personality typology. We recognise the syndrome as an emotional chain reaction, a roller coaster that brings the person automatically from one emotion to another required for the completion of the energetic transformation. We distinguish four modalities as the four wellness diagnostic categories representing the formal alternative ways of conflict resolution. The Conflict Analysis Battery self-assessment measuring the personal creative process. The CAB identifies the two aspects of the unconscious: the syndrome with a set of creativity exercises and a person's relational modality diagnosis with a personality inventory. The test taker identifies one’s wellness diagnosis, as a relational modality and as a syndrome and recognizes changes in modifying the unconscious process deliberately to correct conflicts and pathology in order to improve one's adjustment. Reviews 35

contributed by patients, interns, and online test-takers validate the effectiveness of the assessment as diagnostic and therapeutic.

PART TWO: THEORY’S APPLICATIONS, INTERVENTIONS UTILIZING THE CAB The assessment applied on clinical case studies: A well-illustrated essay presents personal metaphor profiles, contrasting the differences of the two major relational modality diagnoses. Case studies present the relational diagnoses and the respective types of behavioral patterns and symptoms. Two cases Maleficent and Hannah, a Holocaust survivor, illustrate dominance. Alicia illustrates problematic submissiveness. All cases demonstrate the diagnostic and therapeutic effectiveness of the assessment achieving recovery in brief periods of time. The assessment applied as an emotional education program The brief assessment as an intake: four case studies illustrate the battery’s diagnostic impact. Chris, an intern’s essay on his personal insights upon the completion of the assessment. Using the brief version of the battery in the analysis of the members of a family The online delivery of the assessment as a didactic, diagnostic and therapeutic experience. Statistics and comments by test takers on the experience. Educational interventions: Analysis of the brief assessment identifying syndromes and modalities in the classroom setting and in preemployment screening. Conclusion: The unconscious as the unit order of the social sciences and its impact in revamping psychology into the Moral Science.

VOLUME EIGHT : THE MEANINGFUL INTEGRATION OF KNOWLEDGE

While the objective of the first volume has been healing the person the function of the second volume introduces the Moral Science as healing the world. In the first, we established the concept and the testing technology assisting individuals. In the second we address the implementation of the concept integrating the disciplines of psychology and utilizing them in seeking effective psychological services through the application of concepts and technologies and also social changes by understanding the scientific nature of morality.

The objective of this volume is to show that psychology is the Science of Conflict Resolution as the Moral Science and how this science can be applied to improve psychology and to reconcile it with morality/religions. The goal is to improve psychology’s conceptual analytical grasp of human behavior by introducing the scientific understanding of the unconscious as founded on conflict resolution redefining both psychology and morality.

This is a theoretical book like the first but also validated with applications of broad relevance. Cases addresses the integrative faculty of Formal Theory’s formalized unconscious as the unit of the social sciences integrating the fragmented knowledge of the disciplines of psychology, religions, and political leadership into the cohesive Science of Conflict Resolution.

OUTLINE •

The creative process as the integrative paradigm reconciling the disciplines of psychology into the Moral Science. This chapter presents the process reconciling the disciplines of psychology. Six tables compare the new conceptualization over the traditional equivalents in the areas of six psychological disciplines. • Autobiographic Analysis: presentation of Mural 4 and of the Levis sculptural cycle as my two types of metaphors concurring on the resilience of the conflict resolution process. This study models self-awareness by applying the assessment technology in self-analysis twice, 15 years apart. I am sharing my personal story departing from conflicts of my childhood determining my quest for meaning. The sequences depart from my childhood experiences of WWII generating in me the quest for meaning and world peace. • Introduction to the Formal Analysis Profile, ten levels of equivalences between natural sciences periodic phenomena and the unconscious creative process. The chapter examines the methodological integration of rigorous science constructs and formulas applied to the social science phenomenon, the unit of the social sciences. The Formal Analysis Profile, FAP, consists of ten levels of constructs and formulas from logic and physics applied to the analysis of the equivalent aspects of the unconscious as the social science phenomenon. • Correspondence of art and science is a study that exemplifies the use of the FAP in the analysis of social science phenomena, analysis of a culture, the Aztecs and of two artists’ retrospectives The FAP study of artwork highlights the impact of relational modalities on the perception and distortion of reality as captured in the symbolic choices of the culture and the artists making the symbolic systems meaningful by illustrating alternative modalities of conflict resolution. • Integration of theories, Horowitz, Freud, Burns, the bible as equivalent psychologies. • Integrating therapies: Power Management refocuses therapy by redefining diagnoses, as wellness personality types, and restructuring the patient and therapist relationship into one of educational collaboration. • Integrating religions, playing Moral Monopoly This chapter addresses the multiple religions of the world as complementary discoveries of science progressing to conceptual abstraction of the divine and fairness in resolving conflicts of the family institution. The game helps to reconcile the religions into the Moral Science. The game assists religions in completing their mission for peace in the world by applying mutual respect to the role relations of all members of the family. • Seeking accountability from religions and political leaders While integrating the religions of the world honoring them as discoveries, we also take a critical perspective in terms of their adverse impact to the world as divisive forces, also as having relational pathologies that need to be managed. We examine how political and religious figures are affected by their relational modalities in their perception and distortion of reality, compounding defensiveness and counterproductive tendencies. • The world needs the Moral Science Identifying the scientific structure of the creative process places psychology and morality on a scientific foundation providing improvement on psychological services and a sound alternative moral paradigm.

MARKETING Upon the publication of the textbook in 1987 on the conviction that behavior has become a science, I acquired the Wilburton Inn as an institution for training on the concepts of the Formal Theory. I incorporated the organization as Art to Science Inc. I installed there the permanent conceptual art exhibits as the Museum of the Creative Process and established there a training center with the name the ‘The Institute of Conflict Analysis.’ The vision has been to establish here a training program to be introduced into academic settings.

The Wilburton Inn incorporated as the ART TO SCIENCE, Inc. features the Museum of the Creative Process.

The

sculptural installation by Judith Brown is labeled ‘The Abrahamic Family’; it is one of the stations of ‘The Sculptural Trail in the History of Love.’ It was displayed at the Lincoln Center in 1984 as the Egyptian Theme. I use this installation to illustrate the inequity between the genders contrasting the father son-covenant as three enormous enthroned patriarchs to four diminutive standing matriarchs, and two less human figures, the concubines.

READINESS

The two volumes are completed and are available for review. We have a curriculum of the educational programs as the introduction to the Formal Theory revamping psychology into the Moral Science. The educational program combines learning about the creative process, tapping creativity for self-discovery, and examining cultural stories in the Moral Monopoly game to learn about psychology and religions.

EDUCATIONAL PROGRAMS

The FT scientific language integrates the Humanities and the Sciences in educating the public. Personal and cultural insights promote awareness of the importance of emotional and moral factors as parameters for scientific analysis of behavior and personal growth. The FT is essential in how to intervene for educational and therapeutic objectives. Courses deliver information on methodology, diagnoses, assessment and therapy of well persons and patients. The Formal Theory changes the core curriculum of higher education targeting the integration of the humanities and the Sciences. Finally, the objectives of the core curriculum can be reached with the availability of the conceptual and technological innovations conferred by the Formal Theory. This scholarship will be adopted by higher education and academic centers. Students will be seeking Formal Theory’s literature for information on the Moral Science. The practical value of these two volumes is in their applications in improving psychological services and introducing emotional education in therapeutic services. School teachers will have an interest to introduce the integration of the social sciences and the natural sciences in the school curriculum. The books are valuable for the professionals seeking science and technology to standardize an effective therapeutic approach; the books will be valuable also for clarifying moral paradigms demystifying dogma but identifying and validating moral values as principles of science. The books are useful for learning and integrating religions as having a scientific foundation. The Moral Science respects religions as emotionally significant ways of pursuing spirituality as the alternative paths to conflict resolution.

Readers will include students and professionals in the fields of humanities, religion, social sciences, educators, therapists, and the sophisticated general public.

We are introducing training and peer counselling to academic communities based on the online delivery of the testing and its examination along the formal theoretical premise. In our mission to heal the person and the world we provide the testing technology free for the general public seeking self-help along with training programs for those who would like to acquire educational skills. Our mission is promoting free peer counseling in educational settings. The formal approach introduces emotional literacy and competence. The public will require information about the scientific and moral paradigm and the utilization of the self-assessment for self-knowledge and of the Moral Monopoly for integrating religious traditions with science and psychology.

We will be offering webinars on the topic of psychology becoming the Moral Science to the global audience integrating psychology and religions, a position founded on the study of the creative process representing the unconscious as a scientific conflict resolution phenomenon.

Three courses will present the information as validation studies Validation of the Formal Theory into the Moral Science viewing the art-exhibits of the Museum of the Creative Process. The exhibits present art as evidence of science illustrating and validating the theory by studying the creative process as the scientific nature of the conflict resolving unconscious. Validation of the Formal Theory using Creativity and Power Management, a personalized program of emotional education. Creativity and Power Management is offered to the public completing the selfassessment, the Conflict Analysis Battery as a concise program of emotional education. This course available online will offer a didactic, diagnostic and therapeutic experience. Validation of the Formal Theory integrating religions playing Moral Monopoly. Participants learn about the evolution of religions as discoveries of the psychology of conflict resolution and recognize how religions seek to stabilize the family institution as normative institutions. Players puzzle the merger of religions into the Moral Science. Validation of the Formal Theory presenting case studies through delivery of the manual driven selfassessment.

AUDIENCE The two volumes are bound to become classics in the field of the social sciences marking the departure of a new era in the conceptualization of behavior as an exact science, and in parallel as unifying religions as forerunners of the Moral Science. The volumes will be used for the core curriculum of academic programs as the basis for the integration of the humanities and the sciences, they will be useful in tapping creativity for self-discovery and for the integration of religions leading to consensus on moral values identified as the scientific principles of the conflict-resolving unconscious. The success of this theoretical and applications education program has been proven both at the clinical and on its online delivery.

The volumes will be essential reading for educators, psychologists, trainers, and trainees, required reading for all psychotherapists and counseling professionals. The books will also be of interest to the general public, in particular people interested in self-help, religion and ethics.

The volumes will be introduced in teaching classes on emotional education.

The Conflict Analysis Battery is available online free of charge with the mission of facilitating its utilization furthering healing of the person and healing of the world.

BIOGRAPHY

My story begins with my experiencing the WWII, and the Holocaust as dangers that required the family to go into hiding and to assuming Christian names. The ensuing Civil War in Athens Greece, I was 8 years old, took the lives of my father and grandfather. I puzzled through my childhood experiences composing a play and becoming familiar with Greek mythology. I established as a psychiatrist a research and training practice, the Center for the Study of Normative Behavior, attended conferences and published books. Upon publishing the textbook and workbook I acquired the Wilburton Inn as a future training center; I incorporated it as Art to Science, Inc. There I installed the exhibits of the Museum of the Creative Process. The Institute of Conflict Analysis helped me to continue research work in VT. My wife and children helped the project. My son Max, and coauthor, is a psychologist conducting research at the VT VA, and teaches at Dartmouth. A daughter, Melissa, an arts major, adopted the educational mission running the inn and delivering workshops. Another son, Oliver, developed a farm and training center in agricultural projects. The family collaborates and strengthens the Moral Science Project.

A PERSONAL NOTE ON MY QUEST FOR MEANING

My son Max, aware of the influence of the Holocaust on my work, initiated a gathering of psychologists who were ‘survivors’ to give us an opportunity to share our work. Upon this occasion I presented Hannah’s case study, one that I had completed 30 years ago. She was traumatized for life from her childhood experiences but had been helped with my intervention in a brief period. In the context of reviewing Hannah's case it was meaningful for me to be reminded of my own holocaust experience as the driving force for my interest in a new psychology.

This case study gave me an opportunity to think about how I was affected by my childhood experiences. I was born in 1937 and survived with my family in hiding around the city of Athens, Greece. I realize that my life evolved as a healing experience. Hannah’s personal drama was of direct relevance to myself as I too had been a child in hiding during the Holocaust overwhelmed by the turmoil of the cultural conflicts of WWII. I too had to deal with traumatic experiences of my ethnic identities and of the ideologies in conflict. I too experienced the devastation of Europe and the war’s impact on my family. My reaction was a quest for meaning that led me to insights into a new conceptualization of behavior, Conflict Analysis, the Formal Theory, integrating psychology, religions, art and science. My research was based on the 43

scientific analysis of the creative process. Accordingly, it was gratifying to see my theoretical position as a helpful intervention to a fellow survivor. But this was also an opportunity for a parallel study: how had the holocaust experience affected my life?

Indeed, my career has been fathoming a murder mystery determined by the focus of my thoughts on the greatest murder in the history of civilization. I realize how I assumed the role of a spokes-person seeking clarity for what happened and for averting the repetition of such a crime. My research was completing the task by rethinking psychology and morality as integrated in the Science of Conflict Resolution, or the Moral Science. A measure of how deeply I have been affected by my early life experiences is in the papers I composed throughout the years showing continuity in my preoccupations. • •

• • • • • • • • • • •

• •

In grammar school it was a short story about my disgust for sprouted chick-pees, which I thought of as worms in my soup. Upon graduating high school, I composed the prize-winning essay on ‘The History of the Diaspora as a Pattern of four Phases Leading from Emancipation to Persecutions’ I was addressing a cyclic phenomenon repeated throughout history and throughout the world. Refugees from the Spanish inquisition had settled in Greece. The community of Salonika Jews, who were still speaking a Spanish dialect, ladino, was totally exterminated. In parallel, Jews who had survived the pogroms in Poland and Russia perished to the Nazis. I graduated medical school composing a play about Hitler. I identified him with king Agamemnon, who started the genocidal war of Troy. He was killed by his wife upon his return from the war, which I thought was a fair punishment for a Hitler equivalent. The study of the Greek creation stories followed, which brought me to explore the creative process as representing a conflict resolution scientific phenomenon reflecting the unconscious. I called our home ‘Earth Sky Time’ as my focus was in the analysis of the Greek Cosmogony. The focus of my psychiatric practice was captured by its sign ‘Center for the Study of Normative Behavior’. My dedication to research refined my identity as the ‘Institute of Conflict Analysis’. Upon finishing the textbook of the ‘Formal Theory’ and the associated training book I acquired the Wilburton Inn, and incorporated it as the Art to Science Inc. A few years later I annexed another mansion, wishing to narrow down my hospitality work to a training focus. I named this estate ‘Teleion Holon’, after Aristotle’s perfect universe of the dramatic process, pertaining to the scientific nature of the creative process. My educational agenda was identified more obviously with the display of major artworks on the grounds of the inn: ‘The Museum of the Creative Process’. The art exhibits presented evidence of the scientific nature of the creative process. I completed a volume on the exhibits: ‘Science Stealing the Fire of the Gods and Healing the World.’ Here I must mention my developing an educational game: Moral Monopoly, which retraces the history of religions by juxtaposing the cultural stories of four major religions, as the four suits of the deck of cards. Each suit represents the discovery of a relational modality contributing to the improvement of the family institution. The game reconciles religions as complementary discoveries of science and integrates them into the Moral Science. In 2013 my son Max introduced the psychological assessment battery online as a program of emotional education. In 2016 I published two volumes of case studies, ‘Creativity and Power Management.’

POLITICAL ACTIVISM PROJECTS HEALING THE WORLD •

•

I experienced a sense of completion of my work, my emotional healing upon creating the Holocaust Memorial focused on what we learned from the 20th century: ‘Stories mislead; the world needs a new paradigm’. The installation shifts focus from the content of stories to the plot of stories as a universal scientific conflict resolution phenomenon. My Holocaust Memorial consists of several installations: the first is two huge white sculptures, which I call ‘The bride and groom’. The couple presents the Bible as the bride and a rabbi as the groom celebrating the great God given story. Three other massive installations present the drama of stories misleading the public; two monuments represent stories written by 20th century Jewish prophets: Marx and Freud reminding us of the Jewish identity of ‘wrestling with God’, thinking outside the box but, which provoked revolutions that were upsetting to those who were conservative. Hitler's ‘Mein Kampf’ is the next installation. It consists of a tower of violated safe deposit boxes on top of which a box contains a Hitler head. He is ‘Uber Alles’, but behind bars. The violated boxes are surrounded by skeletons of furnaces one of them featuring a swastika. The final installation of this Holocaust Memorial is a spiral staircase. I call it ‘Jacob’s ladder’, on top of which I featured Gorbachev with a violin: his message representing the breakthrough interpretation of stories, here analyzing the communist ideology through his concept of ‘Glasnost and Perestroika’ ‘openness and restructuring’. He has been my hero for freeing the world from a conflict evoking ideology by shifting paradigms from believing the content of stories to recognizing the process. For me he was the modern Marcus Aurelius. I sent Gorbachev a congratulation letter but also a warning about the danger of depriving the public of a guiding moral paradigm. I argued that people need a meaningful explanation on what life is about. I predicted that the public could return to the default moral paradigms of religiosity and patriotism alternatively to anarchy and opportunism and this is what happened. I also wrote a political letter to Wolfowitz, philosopher politician who supported the neocon Gulf war seeking leadership change after the disaster of 9/11. I felt combatting militant religion with military interventions could not help resolve the conflict of a powerful faith. I suggested to him the importance of combatting religion and ideologies by explaining the scientific conflict resolution nature of the unconscious as a science based moral paradigm. I argued that America could defuse the theistic paradigms and reconcile the alternative approaches to conflict resolution by recognizing the principles of the Moral Science. In 2017 I composed a blog for President Trump ‘Educating Trump’, seeking to enlighten him on his personality type of antagonistic dominance evoking paranoid ideation and leading to selffulfillment of one’s prophecies. Indeed, his presidency started by seeing carnage and ended by creating it. I recently put up a one-minute analysis of Trump and it has been approved by the audience; in two weeks it was viewed by 50.000 people.

I have settled into a location on Main Street, which is my training center. It is also a museum featuring the Gorski Retrospective; my sign in front of this building is the ‘Moral Science Project’. Behind, this building is the Moral Science Park in which I displayed my six-role states of the creative process as sculptures of the stations of my life’s journey. The exhibit illustrates the emotional education program, which I wish to see introduced into the classroom to inspire values that resolve conflict based on the Science of Conflict Resolution, the Moral Science.

The Holocaust gave me the role of the spokesperson for the millions that perished and the billions who still flounder in the diversity of moral paradigms in conflict with each other. People suffer being victims of atrocities perpetrated by faithful people meaning well, like the Arab Spring in Syria and Yemen. Pentagon to find peace in the world needs to understand conflict resolution as a science. The peace Institute is supposed to do that. We have some answers.

My healing was concluded as a scientific breakthrough, the bridging of the humanities that is of religion and psychology with the rigorous sciences. I am now 84. I am completing my work with several publishable studies. My legacy rests with books and art exhibits and with my children, who have accepted a role in continuing research and training for the scientific understanding of the creative process.

The self-assessment is available online free to the public. Moral Monopoly, the educational game requires some investment. My books as a series can also provide guidance to continue the conceptual revolution.

The Moral Science Project will continue as a center of research in the concepts of the Moral Science. I feel content and relieved that my work can and will contribute in understanding the dynamics of conflict as a science demystifying, but reconciling religions, and spiritualizing psychology.

A DIFFERENT HOLOCAUST MEMORIAL, MORAL SCIENCE’S PARADIGM SHIFT My Holocaust Memorial is labeled: ‘What we learned in the 20th Century is that stories mislead and that we need to shift paradigms from stories we believe in that divide us to what is universal in all stories, the unifying conflict resolution process’. It consists of five sculptural installations showing the love of stories and three alternative ways of resolving conflict that have led to disasters. The resolution is presented as the shift of paradigms to the plot of stories, the creative process as a scientific conflict resolution phenomenon.

The first

installation is identified as ’The Bride and the Groom’; the Bride is the Bible; the Groom is a rabbi. The installation is a metaphor of our love of stories. The problem is that stories mislead. Below: Three stories that misled the world in the 20th century, Marx, Freud, and Hitler

This is Marx’s story, ‘Das Kapital’, with a Russian artist’s sculptures, reminding us how communism generated conflicts in spite of its good intensions. Nikolai Melnikof’s sculptures positioned on top of violated safe deposit boxes painted in red. 47

Stories mislead: This is Hitler’s ‘Mein Kampf, as Uber Alles’, It features furnaces, chimneys, a pyramid of violated safe deposit boxes; Hitler’s bust is behind bars on the top box.

The third station pays tribute to Freud’s psychoanalysis as ‘The Chapels of Venus and Penis’. He placed too much emphasis on sexuality as defining the unconscious. 48

THE NEW PARADIGM: ‘ Jacob’s Ladder as Wrestling with God’, features on top a sculpture of Gorbachev, *(missing in this picture.) The ladder represents the conflict resolution process as the scientific moral paradigm. The wolf below represents my anger at stories’ distortions of reality.

TWO SETS OF MY METAPHORS, these were made fifteen years apart. The images on top are my first set of drawings from the Conflict Analysis Battery and the images on the bottom are my metaphors as a sculptures. They reflect the resilience of my pattern in terms of my conflicts and the path to their resolution.

STRESS as identified by the Memories Test. It represents my recollection of World War I as “The War of Metaphors”, the war of multiple cultural conflicts endangering everybody’s survival.

RESPONSE as identified by the Mask Test, which reveals a person’s identity. I chose the image of the runaway Pinocchio, the wooden puppet lying about his identity, fleeing the killer whale of hot ideologies pursuing naive consumers.

My Identity as a Thinking Skier Nest Under Siege STRESS: The stress state is illustrated with a set of Conflictual Memories. The installation captures my childhood as toys amidst war sculptures. As a child I was wondering about my identity. Who am I? A Jew or a Christian? Albert or Nickolas? What are religions and ideologies about?

RESPONSE: This role-state, illustrated by the Mask Test, portrays one’s identity. The art presents skiers in a Stratton Mountain gondola who are looking at a broken head on the floor, representing my awareness of a world in pain while having fun in Vermont. I could not forget the reality of my childhood years. How do we solve conflicts of religion and ideologies at war with each other? 50

ANXIETY is identified by the Behind the Mask Test. It presents Pinocchio trapped in the stomach of the whale with his creator, Geppetto. My Pinoccio is showing, to a puzzled Geppetto, The Unit of the Conflict Resolution Process, which has transformed him into a true human.

DEFENSE is identified by the Animal Metaphor Test. Here, The Formal Theory Oedipus is offering The Sphinx and olive branch, conflict resolution, as the new answer to the everlasting riddle on the nature of man.

Garden of Eden, My Rooster’s Dilemma Eureka: The Formal Theory as a scientific explanation ANXIETY and Hope. The anxiety state is captured by the Image Behind the Mask, portraying feelings. This installation depicts a carousel horse representing the concept of periodocity and a spiral sculpture representing moral purpose. Is the Formal Theory correct? How do we test it?

DEFENSE. Using metaphors the self-assessment sampling creativity, we could validate the theory by identifying if stories reflect the person’s conflict resolution process. The test identifies my conflicts as a rooster in conflict between being a good leader versus being selfish, waking people up and also seeking adventures. Metaphors validate the conflict resolution nature of the unconscious.

ROLE REVERSAL is identified by the Dream Test. It presents the daydream of my family working as a team delivering hospitality and wisdom to fellow travelers on the patio of my Art to Science Project, The Wilburton Inn.

COMPROMISE is identified by the Short Story Test. My Judaic passion for justice and my Greek respect for reason, as the fiddler on the temple roof, unite the world metaphors in the cosmic dance of a universal moral order.

My Rooster playing Moral Monopoly with the Gods The Formal Theory has been validated ROLE REVERSAL this state is illustrated with the dream metaphor. The art shows the positive outcome, the reconcilliation of the humanities and the sciences, symbolized by the farm implements and three big colorful orbs, images of my life events in their symbolic representation.

COMPROMISE illustrated by the Short Story Metaphor. The Formal Theory Rooster as a leader heals the divinities playing the card ghame of cultural stories allowing the integration of religions as partial and complimentary discoveries of science, completed now by the formal analysis of stories.

CONCLUDING REMARKS

Regarding the importance of the publications The FT crosses the last frontier of science by bridging the gap between the social and the natural sciences. It does so by examining the unconscious as the unit conflict resolution process unifying conceptually psychology, morality, art and science. It identifies the unconscious as the measuring rod of behavior as well as the scientific moral paradigm. The conclusion is that moral thinking is a scientific phenomenon that originates in the human unconscious. The unconscious is no longer a mystery of unruly instincts, conceptual chaos, and of moral ambiguity; it is the origin of all gods and wizards; moral reality is now elucidated as formulas determining the multiple divines. The inner software defines the need for adaptive behaviors in the moral nature of the alternative psychodiagnoses and religions.

Formulas identify the variables of the unconscious process in two realms of abstract reasoning: in terms of the physics of energy transformation as formulated in the Simple Harmonic Motion and in terms of the formal relations of the equilibrial scale. Emotions and behaviors are conserved inter-transformable energetic entities differentiated according to relational operations into diagnostic categories: submissive and dominant, cooperative and antagonistic, low and high intensity of energetic relational states as variables of the equilibrial formula.

CULTURAL RELEVANCE The public does not understand the unconscious, wellness diagnostic categories, it lacks an assessment instrument and a therapeutic philosophy on how to turn things around. People trust dated paradigms and take comfort in their traditions. The world is divided by its moral paradigms and it is not comforted by its psychological theories. Ideologies, religions and theories divide the public. Leaders are unaware of the fact of how their minds distort reality. Psychology does not understand the pathogenetic nature of power imbalance and how easy it is to rectify it, or at least to understand where pathology comes from.

The FT corrects the confusion based on the fragmentation of knowledge by bridging the divide between the humanities and the sciences, between religions and philosophies. It helps to understand oneself and to clarify morality as a scientific phenomenon. Moral values are the innate principles that steer the unconscious to resolve conflicts. The public must be educated on how to make sense of paradigms, and of how these distort our perceptions of reality. People need to understand that diagnoses and religions have dimensions, that they have different types of values and that we can integrate the alternatives as complementary discoveries as founded on the innate need to resolve conflicts.

The world lives in metaphors, in unreality; it needs the unifying natural science moral paradigm. Science represents the new moral authority. The paradigm is the unit of conflict resolution with formulas that must be introduced in the classroom at an early age. The bridging of the humanities and the sciences empowers psychology and education to deliver relevant emotional education in the classroom and to improve services at counselling centers. The Moral Science vindicates religions as pioneers of science but also makes them accountable to science as the higher moral authority.

The Formal Theory is relevant to the thinking individual and to our cultures. The two technologies deliver emotional education. They address healing the person and healing the world. The CAB provides meaning to the person needing insights, self-awareness and interventions for self-improvement; it is a program that works even without a therapist, simply through personal self-exploration. The game, the Moral Monopoly, is the map of the moral universe organizing religions along their evolution as scientific discoveries on how they all have sought to improve the family system.

Behavior has become a natural and moral science. The validated Formal Theory is a game changer for the social sciences. Morality and psychology are unified stemming from the software of the unconscious mind intertwined into solid conflict resolution units.

Religions, sociological and psychological phenomena have constructs determined by formulas with clear physical dimensions that are measurable and graphically portrayable. We can examine the nature of psychological and sociological phenomena, diagnose patterns and address their correction, see the process objectively without subjective distortions.

RELIGIONS VERSUS THE MORAL SCIENCE Science is somewhat dry knowledge. On the contrary religions are inspirational and empowering metaphors of the science. Gods are more inspirational than dry science. Genesis’ six days of creation and the day of rest are more meaningful than the six-role process. The Ten Commandments are more compelling than the three formal operations that resolve conflicts as mastery, cooperation and mutual respect. The four children of the Haggadah asking ‘what is special about this night’ have educated generations of children with a yearly reinforcement on the four relational modalities; asking the same simple question of what is special has been an adequate educational assessment alternative to the lengthy CAB.

Every spiritual gathering experiences attitude growth without needing the complexity of the Formal Theory. Judaic religion’s periodicity of celebrations as seven days, seven weeks, and seven months represents rituals of an emotional and moral education of the public. Religions reinforce the process 54

emotionally without rational foundation. The faith entails personal growth and societal normative compliance. The values of conflict resolution are central in the religious experience. Their problem is that they represent dated normative institutions, freezing the potential of progress.

Rituals of religions represent the advantage of religion over science in developing the emotional education on moral order as a transformative experience that has inspired cultures to respect virtuous behavior. The Moral Science focuses on the creative process as a scientific and a transformative experience, but it misses the power of the spiritual mystification of religions. The scientific alternative is weak. Science needs to discover spirituality in the emotional growth imparted by the pleasure of the arts. Arts can raise the energy level of science. The power management training grounds morality to science, formulas, but it must also help a person emotionally with the drama of ideas. Science clarifies relational modalities detected through one’s assessment and the evolution of religions as developmental phases in the history of civilization each characterized as representing a type of conflict resolution. Education must raise the communal examination of objectivity as a shared hypnotic entrancement.

APPENDIX Here is a link to the brief Conflict https://cab.co1.qualtrics.com/jfe/form/SV_3mGg2O8hjLmxBWd

Analysis

Battery:

The complete Conflict Analysis Battery: https://cab.co1.qualtrics.com/jfe/form/SV_d0xwLFs9l3C3Y45

LINKS AVAILABLE TO TWO CASE STUDIES

I encourage you to review two articles The Creative Process as a Scientific Entity: https://psyarxiv.com/t7mbw A Therapy Outcome Case Study Applying the Battery Assessment: https://psyarxiv.com/kq4jn/

In his review for the publisher Van Nostrand, Dr. Montague Ullman stated: "The Formal Theory promises a great deal and, in a scholarly way, delivers all that it does promise... This is a book of considerable value...powerful and important enough to exert an increasing influence on psychiatric thought in the future." (Montague Ullman, M.D.)

A systems theory expert, Dr. Gray, wrote in 1977: "The Formal Theory is nothing less than a new way of ordering and conceptualizing human behavior that bridges the here-and-now with man's long behavioral history, and does so with both the possibility of predictive accuracy and the opportunity for variability and change. It also bridges the conceptual gaps which have existed between cognitive and emotive schools of thought, between psychoanalysis and learning theory, between the work of Jean Piaget and that of the neo-Freudians--and, finally, between the worlds of psychology and sociology. The Formal Theory achieves this by reconciling the methodology of the 'hard sciences, such as logic and mathematics with that of the 'soft sciences,' the disciplines of human behavior." (William Gray, M.D.)

Following careful study of the volumes and clinical case studies, Dr. Mosher stated: "The specification of a set of operations and functional relationships between the variables within Formal Theory that marks Levis' work as state-of-the-art in the state-of-the-science.” (Donald Mosher, Ph.D., University of Connecticut.)

HANNAH’S COMMENTS: MY ‘$5 PSYCHOTHERAPY SESSIONS’ The

following record presents Hannah’s comments upon completion of consultation. “The original purpose of my examination by Dr. Levis was the existence or non-existence of leftover psychological scars caused by my childhood experiences during the Nazi times. I was uncertain that any concrete proof of them could be established at all, and it appeared even more unlikely that it could be done within a short period of time. But that was before I knew of Dr. Levis’ method of completing several creativity exercises. I was allowed to take the first part of the Conflict Analysis Battery with me as homework since I live some distance away. Sitting at my kitchen table (a familiar non-threatening environment) I confronted a series of tests (in many ways similar in format to tests I had faced at school except that the only preparation I needed was having lived my life). The tests are about memories from my childhood, portraits of the family, dreams, animal and fairy tale metaphors. They started with a drawing and continued with a series of thought-provoking questions. The tests led me to painful memories, and to thinking of how to represent them. The questions about them (i.e. who was there? How did you feel about that person?) helped me to be analytical rather than to relive them alone. I had to keep my concentration within that experience quite clinically for a longer period of time than I think I ever had before. I was led through the series of questions to a solution of my own. I began to enjoy the unfolding stories and final answers. I found that I could not predict them; they wrote themselves, one reply leading to another. I began to understand what I had heard writers say, ‘that characters behaved as they wished to, once they were conceived.’ Dreams had always been difficult to analyze on my own; I have tried. They reminded me of onions, one layer uncovered another, until I got quite confused. Suddenly a dream I had attempted to unravel for the past 53 years, whenever I thought of it, became a simple matter when subjected to Dr. Levis’ method. Perhaps the act of creating a physical image gave it a more concrete reality in my mind. Whatever... it worked! Whenever I finished my assignment, the doctor received it asking additional questions or helping 56

me see a missed clue. After three sessions he knew more about me than long-time friends and I had gained valuable insights, an unexpected bonus for me. I feel more secure now, because I know that my own mind can provide the answers to all my problems. I can follow the method of dealing with them. As a member of an organization called Holocaust Child Survivors of Connecticut, Inc., I attend commemorative services for the slaughtered Jews during the reign of terror of the Third Reich. This is the first year I could look at it calmly as something like the honoring of veterans of wars or tortured prisoners and not as an invitation to relive a terrible time. (See the attached recent memory drawings and process). The healing fall-out of my therapy is not in yet. Had the high school psychologist, who called me into his office after I became a student in America put a Conflict Analysis Battery of tests in front of me, I could not have gotten away with a simple “yes” to his question of “Are you happy?” when I was not at all. My husband had abdominal pains, which doctors believed to be psychological during the early years of our marriage, which sent him to a psychiatrist. He was very uncommunicative in his sessions; he terminated therapy. His symptoms ceased altogether within two years. He probably would have completed Dr. Levis’ tests (he told me when I showed him the ones I did) since they fitted into the pattern of testing he was used to from school rather than his image of a lunatic who is asked strange personal questions by a man he hardly knew. I feel that the fact of having to reveal highly personal data in Dr. Levis’ tests is masked by having to perform an introspective solitary task first with you alone as a witness. When the doctor reads back your material, he is telling you your story, and you make corrections or additions only, distracted from the realization that you have just confided in him. As a person who recently completed a testing series with Dr. Levis, I am greatly impressed by the possibilities of his system. Judging from my experience it is a superior vehicle for screenings, such as for kids in a school and for conflicts in the workplace. The testing can be used for a fast, accurate psychological assessment or for a self-assessment at any point in time of a person’s life. It reflects clearly one’s state of mind. In psychotherapy or psychoanalysis, it can be taken to whatever detail is desired or necessary, greatly reducing the time required for the completion of therapy and the hours spent with a professional. This in turn reduces the cost providing a larger population with access to therapy. In my last job as a budget analyst for the State, my boss had the belief that all problems presented could be reduced to asking what? why? and how? Dr. Levis’s final process question is “how will I use this experience to change my behavior?” To my knowledge this question is absent from much of modern therapy. My New York City College roommate was still having weekly sessions, 15 years after I left the city, when our correspondence ended. Each test included in the battery I took, ended with the question “How will I change my behavior to avoid a conflict of this nature in the future?” The answer is that I have made peace with myself. One big burden, hate and guilt, have been lifted from my mind. I feel better about myself, resolved with my experiences. I am more spontaneous in my emotions and more open in my expressions. In conclusion I can only say that I can glimpse a wide highway of uses for Dr. Levis’ tests and that it travels a long way towards my generations’ cry of “What the world needs now is a $5.00 psychoanalytic session.” 57

I want to share an example of being spontaneous in my emotional expression. “Chava Alberstein sang Israeli and Yiddish songs including the plaintive theme from Schindler’s List which I know every note of, but I only remember the often repeated “Kinderle” from the words. Her powerful responsive voice resounded through the Bethel Temple and I was aware of little else but that wonderful noise. I remember thinking how excellent her singing was, when I realized that I was crying, and I didn’t really know why. My emotions were rising and ebbing with the music that pervaded me, and I stopped caring that I was making a spectacle of myself. Lest you think that I am always that emotional, let me hasten to say that I only did that once before, and that was at home listening to a record many years ago in my twenties. Though I don’t know Yiddish, I knew the melodies of many of the songs. Did my mother or grandmother sing these songs when I was little? Or grandfather play them on his violin? The answer to this question will have to be added to the many mysteries of my early childhood.”

COMMENTS VOLUNTEERED BY A COLLEGE STUDENT REGARDING COMPLETING TWO TESTS OF THE SELF-ASSESSMENT BATTERY UNASSISTED BY AN EDUCATOR OR A THERAPIST. ‘My immediate reactions after completing these two tests were those of wonder and insight. These tests challenged me to really think introspectively. The first test, the survey, (the personality inventory identified as the Relational Modality Evaluation Scale, RMES), was a very good explicit test that was interesting and very detailed. I think that it kind of sets the scene to try to make one seem all good and wonderful to a viewer’s eye, whereas the Animal Metaphor Test, challenges one to think in a different perspective in a more artistic sort of way. I found the Animal Metaphor Test to be an especially interesting implicit test. I have never done a test like this but have definitely read about them through psychology courses. I think that it has its own special spin to it though that really encourages one to put effort and thought into each response. The artistic aspect accompanied with the narrative allows one to really express their inner selves in a way that simply talking, or brain imaging cannot detect. I like the way that it forces one to address some inner conflict in their current lives and then at the end, how to take immediate action for the betterment of life and resolution of conflicts. The section, where it explains that we repeat ourselves and to describe a situation, where the certain conflict has happened, really puts into perspective our own actions. Most times we are either unaware or reluctant to admit when we are causing conflict, which can bottle up inside and disrupt at a given moment. Since the person is recognizing their flaws and conflicts themselves, and not hearing it from a friend or therapist, they will do much more to change these flaws. I also like the concept of drawing an animal to represent oneself. With so many different varieties to choose from, an animal representation is a really interesting way to gain insight to a person’s personality. Overall, I though the tests were very interesting and informative to both the person taking the test and the experimenter distributing the tests.’

AN INTERN’S COMMENTS AND INTRODUCTION TO THE TESTING

There currently exists no mode of psychological testing that serves as both a diagnostic and therapeutic tool. Many might ask how such a balance or confluence of these traditionally separate categories would or could ever be achieved in a consistently reliable form. Projective testing is primarily understood to be of diagnostic value. In tests like the Rorschach and Thematic Apperception Test (TAT), visual stimuli are directed at an individual with the intent to analyze their responses and then statistically classify their interpretations in order to place them into a particular diagnostic category. Creative assessments in which someone is asked to draw certain subject matter or compose their own stories in a less rigidly structured way, like tests used in art therapy and narrative therapy, are less focused on strict diagnostic data and more on the actual creative content of those drawings or stories. Analyses of such test results rely heavily on the supervision and observation of thoroughly trained professionals. Creative and projective tests used in art therapy and narrative therapy touch on diagnostic and therapeutic facets, though limit the involvement of artists in the analysis of their own work. Analyses of such pieces of art rely on the counselor or therapist’s interpretation of the presence or absence of certain elements and the orientation of certain images on a page. Such tests can be used to help in a diagnosis and may eventually provide therapeutic benefit to the patient receiving professional feedback and commentary on his or her own work. While creative and narrative testing seems much more effective in the therapeutic sense, providing the patient with insight and opportunities for emotional growth, such insights cannot be achieved without the highly specialized input and analysis of the professional administering the test. Narrative therapy seems to provide consistently evocative therapeutic experiences, and to be applicable across cultures and ages. However, the lack of standardization in such testing prevents them from being easily accessible to a wide range of people without the access to or means for mental health services. If engaging in the creative process of making art and telling stories can serve as a therapeutic tool of expression that allows a therapist to help patients better understand themselves, might there be a way to create a tool which allows this creative, individual work to occur without so much dependence on the interpretation of a second or third party? Surely the artist would have more insights than a therapist who played no role in the imaginative and cognitive processes triggering the fabrication of the personal narratives in that artist’s work. Perhaps so, you might say. But we would need a creative assessment tool which provided a structured venue for people to draw insights from their own creative work without the supervision of a specialized professional. If such testing could be easily interpreted by the artist him or herself, in a format that encouraged and directed a methodical yet cathartic self-assessment, such testing could be administered in a consistently quantifiable form, which would then permit statistically useful diagnostic data. Such testing could also make therapy more efficient and valuable, helping to target main areas of concern and work towards a resolution more quickly.

Dr. Albert J. Levis believes the human unconscious naturally falls into a pattern of emotional and behavioral trends that attempt to resolve conflict. During the creative process, our unconscious predilection for conflict resolution presents itself pictorially for interpretation by the artist. Dr. Levis has developed a series of projective and self-analytic exercises that utilize this therapeutic and diagnostically 59

relevant method. These comprise his assessment booklet of emotional education, the Conflict Analysis Battery, which allows an individual to gain personal insight with very little input or interpretation from a therapist. This eliminates the risk of a therapist’s projecting certain problems onto the patient without proper evidence, and further accommodates any distorted portraits of reality in the mind of the patient, whose creative process and creative interpretation will be entirely his or her own. The way someone remembers a conflict and feels about it, regardless of how others might describe the event, will speak powerfully to this person’s perception and experience of stressors and threats. Therefore, these creative exercises provide invaluable emotional and behavioral cues in a consistently helpful way.

Dr. Levis has an extensively research-supported theory of conflict analysis, what he terms the Formal Theory, which provides an outline for an individual to understand his or her own creative work, unresolved emotional conflicts, and behavioral patterns. However, whether one is familiar with the intricacies of Levis’ theory or not, the art and personal commentary of test takers alone often demonstrates remarkable continuity and consistent personal insights over the course of the testing booklet. One can draw out common threads of tension and emotional themes with little effort in witnessing the progress an individual can make, completely on his or her own, by completing this progressive assessment booklet.

The series of creative, projective assessments outlined in Dr. Levis’ conflict analysis workbook compile a figurative inventory that speaks to the way one responds to stress and tries to resolve emotional imbalances by symbolically representing one’s relational patterns and cognitive processes. Each exercise, considered on its own, may provide significant insight into dominant and overarching conflicts one struggles with. However, when all of the exercises are examined as elements of one coherent narrative, the six stages of conflict resolution may be identified and provide a framework to understand the assessments in a new light.

Considering the dominant themes, tensions, and even the graphic layout or artistic patterns within one’s workbook as a symbolic whole brings continuity to the process of recognizing cyclical patterns and recurring details or tones that, together, highlight deeper underlying conflicts which can be considered on a simplified and less daunting plane. The different exercises can be plotted out along the resolution curve in an order which illustrates the conflict resolution process in its six steps: A Stress triggers a Response which gives way to Anxiety, prompting a counteractive Defense, eventually leading to the final two phases of Reversal and Compromise.

The Conflictual Memory Test tends to represent the initial Stress phase; the Response and Anxiety phases are then illustrated by the Transparent Mask Test: the first mask speaking to the face of Response, and the next two communicating the Anxiety harbored in the wake of responding in that certain way. The Animal Metaphor Test (AMT) and the Fairy Tale Metaphor Test illustrate the components of the Defense phase, speaking to one’s attempts to rationalize or reframe the uneasiness and worry of the prior phase of Anxiety and prepare oneself for the imminent Reversal phase which will illustrate another potential setback. This Reversal can be assessed in examining the second animal metaphor Intensification of Conflict Test and the Dream Analysis. The Short Story Metaphor test will tie everything together, bringing about some form of Compromise, a conclusive force which reconciles the ebb and flow of stresses and responses to those stresses. The natural oscillation of the human unconscious towards resolution and compromise can also be assessed on a smaller scale, evident within individual tests. Mapping out one’s artwork along the six-step roller-coaster curve of conflict resolution does not necessarily provide a clear quick-fix solution to finding the ideal balance or compromise one is looking for, but certainly makes the path leading to the healthiest course of action much less convoluted and overwhelming. Before commencing work on the creative exercises, the Conflict Analysis Battery requires the patient to complete a self-report inventory, called the Relational Modality Evaluation Scale. This inventory of almost 200 questions provides visual and diagnostic feedback which is very useful in evaluating someone’s means of relating. The four modalities are broad and universal: providing space in which every human being can be placed. Having this extensive self-report scale at the beginning of the booklet can very quickly give one a sense of what category best describes one’s general patterns of relating. This test can help gauge whether someone is Dominant or Submissive, and whether he or she tends to approach conflict on a continuum between adaptive collaboration versus inflexible animosity. The four relational categories are: Dominant Cooperative or Dominant Antagonistic and Submissive Cooperative or Submissive Antagonistic. As a reference point, Dr. Levis uses the main characters from the Wizard of Oz as archetypes of the four relational modalities. Dorothy is Dominant Cooperative; the Cowardly Lion is Dominant Antagonistic; the Scarecrow is Submissive Cooperative; and the Tin Man is Submissive Antagonistic. A scattering of scores across the various relational categories is common, especially when the patient presents with higher levels of psychic tension, which is minimally assessed in the relational modality questionnaire as well. The number of positive and negative scores in different categories will immediately provide one with visual feedback, helpful in determining one’s relational modality. This test does not provide “deep insight”, but it does create a certain plane or contextual reference point with which to continue the assessments with a more informed initial understanding of things. The Relational Modality test would appear to be the most strictly diagnostic tool in this workbook, but I hope to demonstrate that it is one greatly enhanced by the seemingly less traditional creative assessments following it.

To assess underlying sources of stress and identify central themes recurring throughout an individual’s booklet, the conflictual memory exercises serve as an effective place to begin the analysis of each case study. It is unlikely that anyone has one self-defining memory, but, as Dr. Levis has found, the underlying conflicts and emotions connected with any conflictual memory will likely indicate someone’s behavioral and emotional patterns, whether the memory is truly significant or not. In searching for someone’s personal pattern of unconscious conflict resolution, the conflictual memory usually falls into place as an initial stressor, which can serve as a reference point in relation to the following five stages which work towards some sort of compromise. If the conflictual memory includes members of one’s immediate family, it can be beneficial to look at the memory and juxtapose it to the family balloon exercises, which often indicate certain familial hierarchies and notable emotional bonds.

Theories about the unconscious, in general, have been dismissed as unscientific and have been criticized to the extent that skepticism and doubt cling to our verbal associations with the term. Freud presented the unconscious as a conflicted adversarial unit working to conceal and stifle unresolved conflict and inappropriate feelings while also deeply wanting to act on strong impulses that it attempts to resist for moral reasons. The notion of the unconscious as a conflict resolution mechanism, therefore, is one at odds with the Freudian model. In sharp contrast, Levis in his Formal Theory presents the unconscious as an energized mechanism constantly working towards resolution and compromise rather than working to protect an individual from conflicts, he or she unconsciously deemed too painful to process fully. This is not to say that the unconscious according to Levis is always successful in resolving conflict. Indeed, if it were there would be very few problems in the world, and very few reasons for me to write this paper.

In saying the unconscious is predisposed to resolve conflict I mean that human emotions, behaviors, morals and values are all contingent on striking some sort of balance, finding some middle ground—on resolving conflict. Levis considers the evolution of religion as evidence of this Moral Science. Believing in something greater, having faith in forces that can reconcile disputes and misunderstandings, whether this is a faith in God, in Science, in the Supernatural or in Modern Medicine—this need to trust, believe and be guided towards a deeper understanding seems to be an inextricable component of the human condition.

I would like to clarify that the creative assessments referenced and summarized throughout this paper are not intended to serve as clear cut evidence or confirmations supporting what a therapist suspects based on his or her other cases, social prejudices, or flair for creating conflict where there is none (which psychoanalysis and projective testing has somewhat of a reputation for). Rather than clear-cut evidence, the assessments in Dr. Levis’ Conflict Analysis Battery can serve as informative and educational guides for the test taker and the therapist. The workbook provides one with a visual metaphorical arc of one’s emotional and behavioral patterns which can clarify areas of weakness that one personally needs to work on. 62

Someone’s behavioral patterns and relational modes develop and change over time, influenced by one’s surroundings, relationships, and life experiences. In gaining insight into personal patterns and recurring themes in one’s life, it is highly likely that one will end up drawing parallels to the traits and behaviors of those people who most heavily influenced and guided the development of one’s moral, social, and behavioral modes of operation. Because the self is a fabricated composite or living collage of one’s experiences, emotions, memories and perceptions of those memories, the self cannot be effectively separated and examined as an isolated entity. Thus, in attempting to understand one’s self, one must also gain insight into those persons who have deeply impacted and shaped the self-one has become.

Whether a family is particularly “close knit” or not, there exist common threads of emotional and behavioral trends, related stances and proclivities which unconsciously tie any family together (whether in a neat web or tangled, knotted mess). With this in mind, I would like to examine four booklets of one family with nothing but an open mind and eye for patterns and an ear for personal discoveries. In going through the workbooks of this family one may also look for the integrated therapeutic and diagnostic value of self-expression combined with self-assessment and self-discovery.

THE EXAMINATION OF THE LENGTH OF CHAPTERS/ARTICLES COUNT OF WORDS AND OF PAGES, OF THE TWO VOLUMES

Volume 7

pages

Word count

0 William Gray Intro

2991

1 Interpretation of Metaphors

23285

1a Creative Process

9267

1b Art to Science

101

31876

5a Diagnosis Essay

4293

12 CAB Family Original Version

10649

13 A Therapy Outcome vol 7 case studies (needs figures in 13a added) 13b Tables to Vol 7 CSAFTC

50+

16003

9 (with figures) 79

2155

14 Assessment 15 Contributions

8092

16 Hannah

16785

17 Maleficent

12842

18 Relational Diagnoses

3615

T19 wo Modalities

20247

SUM vol 1

307

127762

20 New title of the volume

6938

21 integrative new

20219

21a Formal Analysis Profile

3015

21b Aztecs

18088

21c Louise Nevelson

10328

24 The Clinical Effectiveness reviewed

14682

23 Horowitz

9115

25 MoraL Monopoly

14223

26 Conclusion

8969

SUM vol 1

307

127762

SUM vol 2

364

105577

TOTAL

771

233339

33081

Volume 8

ALBERT J. LEVIS, M.D. Director The Moral Science Project THE INSTITUTE OF CONFLICT ANALYSIS THE MUSEUM OF THE CREATIVE PROCESS

www.museumofthecreativeprocess.com moralscience@hotmail.com

CAREER SUMMARY I am a psychiatrist and scholar, born in Athens, Greece, and a survivor of the holocaust. I was educated in Switzerland and completed a residency at Yale. My psychiatric practice, The Center For The Study Of Normative Behavior, focused on research and training. My career represents a lifetime record of original research on the topic of science in psychology introducing the creative process as the object for the scientific analysis of the unconscious thought process. Through studying the creative process, I evolved the concepts of the Formal Theory of Behavior. The Formal Theory conceptualizes moral order as originating in the unconscious, defined as a conflict resolution/moral order mechanism that is also a natural science periodic phenomenon. The Formal Theory evolved identifying a new set of diagnostic categories of personality, a typology of wellness versus illness. I also developed the Conflict Analysis Battery, an assessment instrument that is diagnostic and therapeutic. I also developed a manual driven psychotherapy/psycho-education program, Creativity and Power Management combining education of the science of the creative process with the self-assessment battery. To demonstrate my findings about the creative process and to deliver the emotional education program, I acquired the Wilburton Inn, 1987, incorporated it as the Art to Science Inc, and installed there a number of art exhibits, the Museum of the Creative Process. Over the years I have chaired panels in international conferences on the subject of a science of behavior. Retired from the active practice of psychiatry since 2002, I have assumed being the director of the Institute Of Conflict Analysis And The Museum Of The Creative Process, a research and training center in Manchester, VT.

EDUCATION Columbia University, Medical School, Department of Psychiatry, Advanced Hypnosis Certification, 1970 Yale University School of Medicine, Department of Psychiatry, Medical Residency, 1968 University of Chicago, Rotating Internship, Michael Rees Hospital, 1965 University of Zurich, M.D., 1963 University of Geneva, B.S., 1960 65

PROFESSIONAL EXPERIENCE Founder and Curator, Museum of the Creative Process, Manchester VT, 1987-present Owner and Innkeeper, Wilburton Inn, incorporated as Art to Science, Inc. Manchester VT, 1987-present Founder and Director, Institute of Conflict Analysis, 1976-present Founder and Director, Center for the Study of Normative Behavior, Hamden, CT, 1970-2000 Licensed as a Medical Doctor in Connecticut, Vermont, and New York, 1970

PUBLICATIONS BOOKS Levis, A. & M. Levis. 2021. Moral Science, the Scientific Interpretation of Metaphors (forthcoming)

Levis, A. & M. Levis. 2016. Creativity and Power Management II: The psychoeducational delivery of the Conflict Analysis Battery. Manchester, VT: Normative Publications.

Levis, A. & M. Levis. 2016. Creativity and Power Management I: A concise program of emotional education. Manchester, VT: Normative Publications.

Levis, A. & M. Levis. 2011. Stealing the fire of the gods: A guide to emotional and moral literacy. Manchester, VT: Normative Publications.

Levis, A. 1988. Conflict Analysis Training, a Program of Emotional Education. Manchester, VT: Normative Publications

Levis, A. 1988. A Theory and its Experimental Validation. Manchester, VT: Normative Publications

Levis, A. 1976. Conflict Analysis, the Formal Theory of Behavior. Manchester, VT: Normative Publications

ARTICLES IN PRESS Levis, A. 2000. Heart of Russia, Contemporary Russian Art, Russian Art Review

Levis, M. & A. Levis, 2019. Conflict Analysis: Introducing a Novel Self-Guided Online Therapeutic Assessment. In prep. Professional Psychology: Research and Practice.

Levis, A. & M. Levis, 2019. The Creative Process as a Conflict Resolution Natural Science Phenomenon: Identifying the Unconscious as the Atomistic Unit of Behavior. In prep. New Ideas in Psychology.

Levis, A. 1996. Vol. 6, No. 2. Shifting Our Attention from Content to Process, Journal of Psychotherapy Integration

Levis, A. 1977. Contributions of the Formal Theory, International Journal of Social Psychiatry

CONFERENCES, PRESENTATIONS, WORKSHOPS

Museum of the Creative Process, International Online Conference, Survivors and Healers. Panel Speaker, 2020 Society for the Exploration of Psychotherapy Integration, Introducing the Formal Theory of Behavior. Poster. 2020 Society for Psychotherapy Research, Buenos Aires. Online Psycho-oncology Support: A pilot study evaluating usage of Conflict Analysis for cancer patients. Paper. 2019 American Psychological Association, Washington, DC. Trends in Humanistic Psychological Assessment. Symposium co-chair. 2017 Society for Psychotherapy Research, Toronto. Power Management: Evaluating an integrative online psychotherapeutic assessment. Paper. 2017 Society for the Exploration of Psychotherapy Integration, Denver Utilizing the Conflict Analysis Battery, an online didactic, diagnostic and integrative therapeutic self-assessment. Mini workshop. 2017 International Association for Relational Psychoanalysis. What’s Resistance Anyway? Responsibility, Analytic Subjectivity, and Their Clinical Implications. Panel chair. 2015

Society for Personality and Social Psychology, Long Beach, CA. The Comparative Benefit of the Conflict Analysis Battery: A RCT study comparing self-guided therapeutic interventions. Poster. 2015 Society for the Exploration of Psychotherapy Integration, Montreal. Creativity for Self-Discovery: Psychometric of an online diagnostic and therapeutic instrument. Paper and panel chair. 2014 Society for Personality Assessment Washington, DC. Redefining Intake: using the Conflict Analysis Battery as a diagnostic and therapeutic clinical intake tool. Paper and panel chair. 2014 Creativity and Madness, Washington DC. Creativity for Self-Discovery. Presentation and workshop. 2013 Psychology and the Other, Boston. Knowing the Other Through Self-knowledge: Introducing an integrative formal psychological assessment. Poster. 2013 Society for the Exploration of Psychotherapy Integration, Barcelona. Assessment Integration: Evaluating the impact of assessment integration on therapeutic outcome. Paper. 2013 Society for the Exploration of Psychotherapy Integration, Barcelona. The Conflict Analysis Battery and Psychotherapy Outcome: Evaluating a diagnostic and therapeutic self-report assessment's impact on therapeutic outcome. Poster. 2013 Society for the Exploration of Psychotherapy Integration, Barcelona Culture and Psychological Assessment: Client-centered culturally nuanced diagnostic materials. Poster. 2013 Society for the Exploration of Psychotherapy Integration, Barcelona). Bringing Emotional Education to the Classroom and the Clinic: Introducing the Conflict Analysis Battery, a diagnostic, therapeutic and educational self-assessment. Poster. 2013 Society for the Exploration of Psychotherapy Integration, Barcelona. The Structures of Creativity: Understanding the building blocks of the creative process. Poster. 2013 Council of International Psychologists, Seville Comprehensive narrative assessment: Introducing the conflict analysis battery. Poster. 2012 Institute of Religion in Age of Science, Silver Bay \ Stealing the fire of the gods: A workshop on moral and emotional education. Paper, panel, and workshop. Presenter. 2012 Parliament of World Religions, Cape Town, South Africa. Presenter. Introducing the Formal Theory of Behavior. 2000 8th Annual International Conference on Conflict Resolution, St. Petersburg, Revamping Psychology, Morality, and Education through the Scientific Study of Creativity.2000 Joint Conference, National Coalition of Arts Therapies Association, New York, NY. Presentation: Testing and Training Program on the Formal Theory of Behavior 1985

Sixteenth Annual Conference American Art Therapy Association, New Orleans, LA. Presentation: From Art to Science, 1985 Testing and Statistical Analysis of Relational Modality Evaluation Scale, Southern Connecticut State University, 1985 International Congress of Psychology, Acapulco, Mexico. Symposium: New Trends in Behavior Modification and Workshop Presentation: Formal Analysis Profile: On a Scientific Conceptualization of Behavior, 1984 International Congress of Group Psychotherapy, Mexico City, Mexico. Workshops: Structural Analysis of Relationships of Pre-Colombian Mexican Indians and The Impact of Styles of Leadership of the Effectiveness of Group Psychotherapy, 1984 American Psychiatric Association, Toronto, Canada. Workshop: Emotional Cognitive Structuring and Ecology of Knowledge, 1982 American Psychiatric Association, Toronto, Canada. Panel Chairman: Debate on DSM IV, 1982 American Psychiatric Association, Chicago, IL. Chairman: Alternatives to the Medical Model, 1979 International Transactional Analysis Association, Montreal, Canada. Panel Chairman: What the Greek Gods Have to Say About Transactional Analysis, 1978 First Regional Congress of Social Psychiatry, Santa Barbara, CA. Panel Chairman: The Formal Theory of Behavior, 1977 Sixth World Congress of Psychiatry, Honolulu, HI. Chairman: Towards a Scientific Theory of Behavior, 1977 International Forum for Psychoanalysis, Berlin, Germany. Panel Chairman: The Formal Theory of Behavior, 1977. International Transactional Analysis Association, San Francisco, CA. Workshop: The Formal Theory of Behavior, 1977. International Group Psychotherapy Association, Philadelphia, PA. Panel Member: Systems Theory, 1977. American Psychiatric Association, Toronto, Canada. Panel Chairman: Formal Theory of Behavior, 1977. South East Institute, Atlanta, GA. Panel Chairman: From Transactional Analysis to Transactional Science, 1977. Society for General Systems Research, Denver, CO. Paper: General Systems vs. Formal Systems, 1977. Sixth World Congress of Social Psychiatry, Opatija, Croatia. Panel Chairman: Towards a Scientific Theory of Behavior, 1976.

PROFESSIONAL MEMBERSHIPS Society for the Exploration of the Psychotherapy Integration Institute of religion in the Age of Science

PAST MEMBERSHIPS American Association for Social Psychiatry International Group Psychotherapy Association American Psychiatric Association

PROFESSIONAL ACTIVITIES Burr and Burton Academy, Manchester Center, VT. Emotional Education in the Classroom. 2017-2019 New Haven Police, Cadet Training, directed psychological evaluations, New Haven, CT 1992-1996 New Haven Public Schools, Staff Training and Development Workshops in Series of Presentations on the Science of Behavior in the Classroom, 1982-83 New Haven Public Schools Conflict Analysis Training for Mental Health Professionals and Early Childhood Educators, New Haven, CT. 1985-1986 New Haven Diocese, Seminarian Review and Selection, directed psychological evaluations of all seminarians. 1993 Elmcrest Hospital, Evaluation, coordinated mental health review and Formal Theory training. 1995 Family Alliance, Mental Health Advisor, New Haven, CT. 1980-2000 Choate-Rosemary Hall, School Clinician, directed the school’s psychiatric office.1972-1975

ART EXHBITS Stealing the Fire of the Gods, Burlington VT, Winter 2011 Stealing the fire of the Gods, Rutland, VT, Fall 2009 C.A.S.E Museum of Contemporary Russian Art, Oct. 2003 Zaporozhsky Art Museum, June 2003 Heart of Russia, Moscow Art Gallery, June 2003 Heart of Russia, Kharkov Art Museum, March 2003 Heart of Russia, Manchester, VT, 2002 The Gorski Retrospective, Manchester, VT, 2000 The Broderson Exhibit, Manchester, VT, 1995 70

WORKSHOP POSITION PAPERS Levis, A. 1995. Formalization of Horowitz’s Role-Relationship Model, Normative Publications Levis, A. 1995. Six Validations of the Conflict Resolution Process as the Atomistic Unit of the Social Sciences, Normative Publications Levis, A. 1995. The Integrative Potential of the Conflict Resolution Process as the Atomistic Unit of Behavior, Normative Publications Levis, A. 1995. The Journey: A Curriculum; A 14 session Program of Emotional Education, Normative Publications

SELECTED PRESS Community Educational Series, WEQX, September-December 2009 Art Center Looks to Boost Attendance with Gorski Show, VPR, Sep. 2009 The Henry Gorski Retrospective at the Chaffee Art Center, Rutland Herald, Sep. 2009 The Proof is in the Painting, 7 Days, Burlington, VT, Sep. 2009 Art, Science, Comfort at a Vermont Inn, Boston Globe, Dec. 2008 Inn Owner Seeks Key to Human Behavior, Rutland Herald, June 2004 36 Hours, Manchester VT, New York Times, Oct. 2003 Residing in the World of Dr. Levis, Manchester Journal, Feb. 1998 The Doctor is Inn, New Haven Register, Jan. 1998 A Walk through the Mind of Art, Manchester Journal, 1988.

VIDEO Psychiatrist Dr Albert Levis analyzes Trump. YouTube. https://youtu.be/KGkG43r9GJQ 2021 Survivors & Healers 2020 Part II, Dr. Albert Levis. YouTube. https://youtu.be/u-YoC9tMIjg 2020 The Formal Theory and The Museum of the Creative Process. Lectures and Art Tours. YouTube https://www.youtube.com/channel/UCvpwCvjSLBH8AeBy1-f7K8Q 2013-2019 Ted x event: On The Creative Process as the Scientific Moral Paradigm https://youtu.be/U-5Fsl27scs 2013 The Formal Theory from art to science with Dr. Albert Levis & tour of the Sculptural Trail in the History of Love. https://youtu.be/Fv-P8H3XX-U 2013

LANGUAGES English, Greek, French, German 71