My Problem

started as a spiritual and religious dilemma. For years, my predicament was trying to make sense out of a childhood taught supernatural worldview and its accompanying philosophy, vision, mission, values, and beliefs.  My Problem became an ongoing journey of inquiry into the very essence of my existence related to Who am I?, What am I?, and being able to adhere to a worldview that could give me meaning. I suspect at some level most people share My Problem.  My Problem’s initial beginnings are described in the blurb to the book, “Balanceology:  The 4 M’s of motivation, meaning, measurement, mitigation.”


INTRO:  I was in my mid-twenties and I was spiritually adrift.  In a world capable of endless pain and suffering my childhood taught worldview was collapsing.  On a grief stricken planet my supernatural based truths no longer had meaning.  My heart was troubled, bewildered, and empty.  I had lost my way and my life was hanging in the balance.

MAIN THEME:  I required a new path forward and a new way to view the world. The impetus for my investigative journey only came after I understood Rene Descartes’ advice that, “at least once in your life you doubt as far as possible all things,”  and a Shakesperean line,  “what is past is prologue.”  I challenged myself by asking,  “am I going to allow myself to remain imprisoned to childhood conditioning?” My answer was no.” I mustered up the courage to dare-to-doubt and to embark on a heavy-hearted out-of-sorrow mission to discover Who am I?, What am I?, and my place in the world. I sought a worldview that could repeal-and-replace an outdated worldview based on fear and superstition.  I desired a worldview storyline that could reasonably bring order out of disorder, encompass a beginning of time <—> an ending of time, accommodate living <—> accommodate dying, and could give me some understanding of why so much pain and suffering exists in our world.

CONTENT:  My tour de force journey entailed unrelenting years of research, study, and reflection. My initially self-focused autobiographical sojourner journey evolved into the Theory of Balanceology —> the study of living a balance-centered life. My new worldview theoretical position endorses the time-honored physiological,  biological,  psychological, and philosophical insight that Nature always seeks balance. Balance became my centerpiece idea that the world has natural  patterns of order that aim to be maintained,  and natural patterns of human inborn needs that aim to be satisfied, and together can bring stability, harmony, and contentment to one’s life. The book’s  content endeavors to present, define, detail, and defend a theoretical and therapeutic worldview proposition advocating for the Big Idea that “Balance is Everything:”  i. e. a life-in-balance is one living-in-balance. 

AUDIENCE:  This worldview paradigm gravitates towards those readers who are spiritually, philosophically, and psychologically inclined and can imagine the existence of worldviews beyond their own. It is directed at those curious individuals not offended by alternative worldviews, but actually seek to learn about nontraditional and even controversial ways to view the world.  It is aimed at those adventurous truth seekers disposed to ponder lives many paradoxes,  fearlessly question absolutes,  and possess a healthy skepticism + open-mindedness. I admire courageous people unconcerned about being politically  correct or living by social expectations.  The book’s content is steered towards readers who actively desire to have an emotional, spiritual, psychological, and ethical “workout.”  This unconventional and nonconformist model heavily criticizes certain cultural and religious sacred cows, and because of that I have prepared myself for an assured retaliation and heated backlash from some readers.

BENEFITS:  What will the reader gain by reading this writing?

  • The reader is presented with a nontraditional theoretical and therapeutic paradigm to view the world.
  • The reader is challenged to review your current ideas,  values,  beliefs,  and  worldview.
  • The reader is encouraged to initiate your own investigative journey, and to  construct struct a worldview that has meaning for you.
  • The reader is given a textbook of educational content that transition into a  workbook of experiential exercises.
  • The reader is invited to adapt ideas from this writing that make sense to you, but not to completely adopt them –> i. e. create your own ideas and build a worldview that works for you.