Part 3. To change the way we think, first change the way we feel
To change the way we think, first change the way we feel. Kevin Rigley Part 1 Part 2
The Anthropocene and the Responsibility of Environmental Design
“If humans control the environment, do we also control cognition?”
For most of human evolutionary history, our development was influenced by the environment. Natural selection honed cognitive traits in response to survival challenges, social interactions, and resource acquisition. But now, in the Anthropocene—the current era marked by human dominance—this dynamic has reversed. The environment we’ve created is now impacting how our brains develop. As these environmental factors influence cognitive balance, contemporary changes—like urbanization, increased screen time, dietary choices, and standardized education—are transforming our cognition in ways we are only just starting to understand. The essential question has shifted from whether we influence our cognition to whether we should do so intentionally.
In the last hundred years, significant changes in everyday life have transformed our sensory and cognitive experiences. The rise of urban living and indoor activities has diminished our contact with natural settings and decreased physical exercise, potentially affecting our cognitive adaptability, emotional management, and autonomic stability. Furthermore, the prevalence of screens and constant digital stimuli has led to an overwhelming flow of fast-paced, fragmented information, which can contribute to heightened reactivity in the sympathetic nervous system and promote attention patterns similar to those observed in ADHD.
Standardised education systems that emphasise early structured learning, limit free play, and adopt a one-size-fits-all curriculum may encourage certain cognitive styles while hindering others. Diets prevalent in industrialised societies, rich in inflammatory and nutrient-deficient foods, might be leading to cognitive inflammation, altering neurodevelopmental pathways towards anxiety and rigidity. These influences are not neutral; they actively determine which cognitive traits prosper and which become less effective. The increasing occurrence of neurodivergent conditions, particularly ADHD, ASD, and anxiety, may indicate adaptive shifts in response to contemporary life.
If cognition is influenced by autonomic balance, epigenetic factors, and inflammatory markers, then shaping our environment transcends being merely a social concern; it also has biological implications. The systems we establish—such as educational policies, urban planning, food industries, and digital environments—are crucial in shaping the future of cognition. This prompts an ethical dilemma: Should we be responsible for enhancing environments to foster cognitive flexibility? If we do, which type of cognition should be prioritised? Should we create settings that bolster sustained attention and deep focus or foster diverse cognitive balances that allow various neurotypes to flourish? Should we act to mitigate neuroinflammation and avoid drastic cognitive changes or acknowledge that evolving cognitive styles are a natural adaptation to shifting environments?
Currently, we unintentionally shape cognition, similar to hitting random buttons on a calculator and getting outputs without understanding the inputs. However, a more deliberate approach to designing our environment—taking into account stress, nutrition, play, movement, and digital engagement—could enhance cognitive adaptability. If our environmental choices can influence cognition, we must ask ourselves if we have a moral obligation to be mindful of this. The following section presents The Willowsway, a model that integrates these principles into a structured, anti-inflammatory learning space that promotes autonomic flexibility and cognitive resilience.
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The Willowsway: A Model for Cognitive Adaptation
“What if we could design an environment that fosters a different kind of thinking?”
If the contemporary world is unknowingly influencing our thinking, what happens when we create an environment focused on cognitive results? The Willowsway is a flexible yet organised model aimed at nurturing autonomic adaptability. It allows children to thrive in an atmosphere that enhances cognitive resilience, well-being, and adaptability. It doesn’t assert to be the definitive method for raising or educating children but rather offers a deliberate approach to cognitive development, showcasing that environments can be crafted to encourage certain neurodevelopmental effects.
The Willowsway is founded on the principle that cognition is adaptable and influenced by the environment. Integrating biological insights into neurodevelopment establishes conditions that promote cognitive balance. A crucial factor is nutrition as a cognitive moderator. A diet abundant in anti-inflammatory foods—like omega-3 fatty acids, polyphenols, and whole foods—enhances autonomic nervous system (ANS) balance and diminishes neuroinflammation. In contrast, steering clear of ultra-processed foods, high sugar intake, and artificial additives can help avert inflammatory cognitive changes linked to ADHD, ASD, and anxiety. Another foundational aspect is movement and play as neurological stimulants. Physical activity aids in maintaining equilibrium between the sympathetic (SNS) and parasympathetic (PNS) nervous systems, deterring cognitive rigidity and hyper-reactivity. Free play, structured movement, and time spent outdoors further bolster cognitive flexibility and self-regulation.
A key element of the Willowsway is facilitating in-the-moment learning for adaptive cognition. Instead of adhering to strict lesson plans, educators monitor and assist children when they enter the optimal learning zone—where cognitive adaptability thrives. This strategy reflects how experience-expectant learning enhances brain plasticity, boosting critical thinking, problem-solving, and creative independence. Given that cognition is influenced by autonomic functions, epigenetics, and environmental factors, creating settings that promote cognitive flexibility is both an ethical and practical duty. The Willowsway doesn’t enforce a rigid cognitive framework; rather, it fosters environments that help children build resilience against life's challenges. The emphasis extends beyond academic performance, focusing on promoting neurodevelopment within a supportive, adaptive atmosphere.
If we acknowledge that the modern world is already shaping our cognition, the next question is: Will we simply accept this role, or will we proactively influence our created environments? The Willowsway illustrates that cognition is not merely a mental byproduct, but a biological reaction to our surroundings. By crafting spaces that promote autonomic balance, nutrition, movement, and practical learning, we establish a basis for cognitive health and adaptability. The following section delves into how these concepts relate to larger ethical discussions about neurodiversity, education, and the future of cognitive growth.
Conclusion: Choosing the Future of Cognition
“If cognition is shaped by the world we build, who should decide what kind of minds we create?”
For centuries, cognition was viewed as a personal characteristic shaped by genetics and individual effort. However, new research indicates that cognition is not solely individual; it emerges from environmental influences.
The Anthropocene gene pool actively transforms the environment, subsequently affecting cognition. This is not mere speculation; it is a tangible reality. The real issue we confront is not whether cognition is evolving but whether we should consciously take charge of steering that evolution.
Factors such as nutrition, stress, technology, and education play crucial roles in shaping the cognitive abilities of future generations. This insight raises a significant ethical dilemma: If our environment influences cognitive traits, who is responsible for deciding the kind of minds we develop?
In this article, we have examined how cognitive equilibria are affected by various environmental factors. The autonomic nervous system (ANS) serves as a regulator for which thoughts reach conscious awareness. Cognitive epigenetics (CEM) shows that environmental stimuli influence neurodevelopment, strengthening certain cognitive styles over others. Factors such as inflammation, diet, and stress affect neurodevelopmental pathways, possibly altering cognitive outcomes on a population scale. The Anthropocene—the current epoch characterized by human dominance over the environment—intensifies these changes, altering cognitive diversity worldwide. Additionally, intentional models like Willowsway provide an alternative perspective, illustrating that cognition can be purposefully influenced by cultivating environments that enhance autonomic flexibility and cognitive resilience.
These insights challenge the assumption that ADHD, ASD, and anxiety are “disorders” rather than adaptive responses to modern environments. If cognition is fluid and responsive to external conditions, then society has a responsibility to consider how its systems—from education to urban planning—are engineering thought patterns, intentionally or not. This leads to an important question: Who decides the cognitive future? Should policymakers, educators, or scientists dictate cognitive design? Should individuals have full autonomy over their cognitive environments, or does responsibility lie with institutions? If certain neurotypes prove to be more adaptive in modern conditions, should they be reinforced, or should environments be adjusted to preserve cognitive diversity?
The ability to shape cognitive development is already in our hands. The question is whether we will passively allow corporations, policymakers, and technological systems to dictate thought patterns without oversight, or whether we will engage with these ideas intentionally. If we acknowledge that cognition is environmentally driven, we have the opportunity to create a world that fosters cognitive flexibility, resilience, and diversity. This is where the calculator metaphor becomes particularly relevant. The subconscious mind, much like a calculator, processes vast amounts of information beneath awareness, offering up answers before the conscious mind even realizes it has asked a question. But it is the conscious mind that selects which equations to solve, which numbers to input, and how to interpret the result. If the world we design determines the calculations being run, then we must ask ourselves: What problems are we solving, and for whom?
Rather than debating which neurotypes should thrive, perhaps the better question is: What kind of world do we want to build, and how can cognition flourish within it? The future of cognition is not predetermined; it is shaped by the environments we create today.
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