<figure><img src="image_1.png" /></figure>

HAL
open science

# Introduction to Fluid Reality Theory -Reconceptualizing the Ontological Foundations of Biological, Psychological, and Social Processes

## Ariel Fuchs

### ► To cite this version:

Ariel Fuchs. Introduction to Fluid Reality Theory -Reconceptualizing the Ontological Foundations of Biological, Psychological, and Social Processes. Gaia, 2025, The Health Spectrum, 1 (3), pp.53-73. hal-05022203

HAL Id: hal-05022203

https://hal.science/hal-05022203v1

Submitted on 6 Apr 2025

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers.

L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

<figure><img src="image_2.png" /></figure>

Open licence - etalab
Fuchs, A. (2025). Introduction to Fluid Reality Theory - Reconceptualizing the Ontological Foundations of Biological, Psychological, and Social Processes. *Gaia, 1*(5) - (the Health Spectrum), 53-73.

Introduction to Fluid Reality Theory -
Reconceptualizing the Ontological Foundations of
Biological, Psychological, and Social Processes

Ariel Fuchs

Gaia College - Academy of Applied Science & Technology, Israel

[ariel@gaia.college](mailto:ariel@gaia.college)

**Abstract:**

Fluid Reality Theory, a fundamental ontological reconceptualization, challenges prevailing static-binary paradigms by positing reality as an inherently dynamic, relational process. While resonating with established process philosophies in the tradition of Whitehead and Deleuze, this theoretical framework advances a distinct transdisciplinary synthesis that illuminates the fluid nature of existence across multiple analytical domains. By methodically integrating convergent empirical findings from neuroplasticity research, quantum theoretical frameworks, and developmental epigenetics, this paper elucidates how intrinsic fluidity manifests across molecular, neural, psychological, and social strata—not as incidental variation but as constitutive of reality itself. The epistemological approach employed herein involves abductive theoretical derivation from established empirical domains while acknowledging the inherent limitations of cross-paradigmatic integration. This theoretical framework yields substantive implications for praxis across developmental contexts, interpersonal dynamics, and decision-theoretic models. It articulates specific cognitive mechanisms—including state-awareness cultivation, imaginative capacity, and non-binary conceptualization—that facilitate adaptive navigation of complex systems. Individuals can enhance resilience and expand their phenomenological possibilities by reconceptualizing apparent constraints as temporary conditions rather than ontological fixtures. This paper thus presents Fluid Reality Theory as a rigorous ontological position with significant practical implications, offering a pragmatic framework for enhancing human flourishing amid accelerating complexity and perpetual transformation.

**Keywords:** Fluid Reality Theory; Neuroplasticity; Interconnectedness; Non-binary Thinking; Developmental Adaptation; Phenotypic Plasticity; Resilience; Systems Thinking; Consciousness Studies, Quasi-organic Society; Neurobiological Development
Introduction

In an era marked by unprecedented rates of change-technological, social, environmental, and economic-traditional frameworks for understanding human experience increasingly fall short (Fuchs, H et al., 2024). It is in this context that Fluid Reality Theory, a concept that is particularly relevant in our current era, emerges. Contemporary approaches to psychology, education, and personal development often remain anchored in static, binary models that conceptualize reality as fixed, categorizable, and predictable. While offering apparent clarity, these models frequently lead to rigidity, limited adaptability, and diminished capacity to navigate complexity in rapidly evolving environments (Kahneman, Lovallo & Sibony, 2011; McGilchrist, 2019).

Fluid Reality Theory, a transformative concept, addresses this fundamental disconnect by proposing a radical reconceptualization of human experience. Rather than viewing reality as composed of discrete, solid entities and binary choices, this theory recognizes existence as fundamentally dynamic, relational, and characterized by continuous transformation. This perspective aligns with cutting-edge research across disciplines—from quantum physics' demonstration of reality's probabilistic nature (Greene & Eiles, 2023) to neuroscience's revelations about the brain's extraordinary plasticity (Doidge, 2007) and from developmental psychology's emphasis on relational becoming (Siegel, 2020) to complexity science's demonstration of emergent properties in interconnected systems (Capra & Luisi, 2014).

The implications of adopting a fluid reality perspective extend far beyond theoretical interest. As individuals navigate increasingly complex personal and professional landscapes, the capacity to work with rather than against life's inherent fluidity becomes not merely advantageous but essential. This paper demonstrates how embracing reality's fluid nature transforms approaches to challenge, opportunity, relationship, and meaning-making—offering practical pathways to enhanced resilience, creativity, and fulfillment in contemporary contexts.

This paper examines the theoretical foundations of Fluid Reality Theory, synthesizing evidence from multiple scientific disciplines that support this perspective. It then explores the neurobiological underpinnings of how humans navigate fluid contexts, including state regulation, imagination capacity, and adaptive response. The core principles for effective action within fluid reality are presented, followed by specific applications across individual development, relationship formation, professional achievement, and parenting. The paper bridges theoretical understanding with practical
application, providing evidence-based strategies for translating fluid reality awareness into enhanced life outcomes, empowering individuals to implement these strategies in their lives.

By recognizing that "success is not about standing firm against this flow—it is about learning to move with it while maintaining your direction" (Fuchs, 2025, p. 5), individuals can develop more effective approaches to life's inherent complexity. This understanding represents a theoretical shift and a practical framework for human flourishing in an increasingly fluid world.

## Research Questions

This paper addresses the following key questions

1. Theoretical Integration: How do findings from a diverse range of disciplines such as neuroscience, developmental psychology, quantum physics, and systems theory collectively support a fluid conceptualization of reality, and what are the implications of this interdisciplinary integration for understanding human experience?

2. Neurobiological Foundations: What neurobiological mechanisms enable humans to navigate fluid reality effectively, and how do these mechanisms develop through experience and intentional practice?

3. Adaptive Function: How does embracing reality's fluid nature enhance adaptability, resilience, and creative problem-solving capacities in contemporary contexts characterized by rapid change and complexity?

4. Practical Application: What cognitive frameworks, emotional skills, and behavioral strategies can we develop to facilitate effective navigation of fluid reality across personal development, relationship formation, and professional contexts, offering hope for a more adaptable and resilient future?

5. Developmental Implications: How does a fluid reality perspective transform approaches to parenting and education, and what evidence suggests these transformations enhance developmental outcomes?

These questions not only guide the subsequent analysis but also have the potential to significantly impact and enhance our understanding of Fluid Reality Theory's theoretical foundations and practical applications in your field of study.
# The Fluid Reality Theoretical Framework

## The Nature of Being: Connection and Fluidity

At the core of Fluid Reality Theory lies the understanding that human existence is fundamentally relational and fluid rather than isolated and static. From our earliest moments, we exist not as separate beings but as part of "an intricate web of relationships" (Fuchs, 2025, p. 6). The profound connection between mother and child in the womb establishes our first understanding of existence - complete unity and seamless belonging.

Research consistently demonstrates that this initial unity shapes early development and our entire capacity for forming relationships and understanding ourselves throughout life (Kaplan, 1978; Chamberlain, 2013; Rand, 1999). The subsequent journey of separation, a paradoxical developmental step, represents a crucial process that shapes both independence and future connection capacity, sparking intrigue and curiosity.

This understanding challenges traditional Western paradigms of selfhood that view individuals as isolated and autonomous entities. Instead, as supported by Siegel's (2020) foundational assertion, the mind and self-emerge through interpersonal experiences. Scholars, including Mika (2022), Keefe (2000), and Inbar (2010), collectively argue for a more interconnected understanding of human development, reassuring and convincing the audience of the validity of this perspective.

## Microcosm and Macrocosm: The Human-Universe Parallel

Fluid Reality Theory draws support from research demonstrating striking parallels between human biology and cosmic organization. With its transformative implications, Vazza et al.'s (2020) groundbreaking research reveals remarkable similarities between neuronal networks in the human brain and the cosmic web of galaxies, suggesting comparable organizational principles operating at vastly different scales (Patra, 2021).

The work of Schrijver and Schrijver (2020) illuminates the tangible connection between human bodies and cosmic processes. Their research underscores how our physical substance is a product of stellar nucleosynthesis, establishing a link between human biology and cosmic evolution beyond metaphorical comparison.
These findings support Bhadra's (2019) proposition that humans represent miniature universes, suggesting that reality's fluid, interconnected nature manifests at both cosmic and human scales. This perspective emphasizes the unity of humans and the cosmos, challenging views of humans as separate from or in opposition to nature and positioning us as integral expressions of the same principles that govern the cosmos.

## The Imagination of Separateness and the Wish for Wholeness

As scholars, it is crucial to understand that a central tenet of Fluid Reality Theory is that our experience of separateness is largely constructed rather than fundamental to our nature (Liedloff, 2004; Voznyuk, 2021). What we experience as tension between individuality and connection might better be understood as complementary aspects of human experience, each enriching and informing the other. The individuality emerges at the moment an individual is asking the question, "Who am I?". This active involvement in understanding the I is the moment the I emerge.

Recent research supports this understanding by emphasizing the importance of 'interconnection' - a sense of wholeness within ourselves and our environment. Interconnection refers to the idea that we are not isolated entities but rather part of a larger, complex system that forms the very basis of our existence from the microcosmos to the macrocosms (Garbes, 2018; Kerhin & Barnack-Tavlaris, 2023; Capra & Luisi, 2014; McCraty & Childre, 2010).

Misselbrook's (2013) and Vazza et al.'s (2020) work presents the striking observation that human complexity rivals that of galaxies, suggesting an almost infinite uniqueness to each individual. However, this is juxtaposed with Tooby and Cosmides' (1990) evolutionary psychology perspective, which identifies universal psychological adaptations shared across humanity. This juxtaposition creates a compelling dialectic: We are simultaneously infinitely unique and fundamentally similar, a balance that keeps the audience intrigued and engaged.

## The Living Imprint: Human Plasticity in a Fluid Reality

### Understanding Human Plasticity

At the heart of how the environment shapes our being within a fluid reality lies phenotypic plasticity - our ability to alter our characteristics in response to environmental conditions (Kelly et al., 2019; Belsky & Pluess, 2013). This adaptability is not limited to physical traits but extends deeply into cognitive, emotional, and behavioral realms (Hochberg, 2023). Our bodies and minds constantly sample various possible responses and receive environmental feedback in what scientists call developmental selection (Snell-Rood, 2012).
The mechanism behind this plasticity reveals the sophisticated interplay between environment and biology. At the molecular level, environmental influences trigger complex processes, including gene expression changes and epigenetic modifications (Pigliucci, 1996; Gao et al., 2008). This plasticity operates differently across individuals. Research on differential susceptibility suggests that some people respond more to positive and negative environmental influences (Belsky & Pluess, 2013). This variance in sensitivity helps explain why identical environments might shape different individuals in distinct ways.

## Organism-Environment Dynamics

Recent scientific advances have fundamentally transformed our understanding of how organisms and environments interact, revealing a relationship far more intricate than previously conceived. Through sophisticated gene-environment interactions, Diamond (2009) and Lickliter (2009) demonstrate that environmental factors shape organisms' development across physical, cognitive, and social domains.

The implications of this organism-environment interdependency, as explored by Lema (2014) and Moczek (2015), challenge traditional nature-nurture dichotomies. Their research suggests that attempting to separate genetic from environmental influences fundamentally misunderstands how development occurs. This insight has profound implications for understanding ethics, evolution, and human development within a fluid reality framework.

## Biological Understanding of Parent-Child Interaction

The role of environmental stimulation and parental nurturance in selectively influencing different aspects of cognitive development (Farah et al., 2008) gains deeper meaning when considered alongside neurobiological plasticity. The plasticity of parental brain systems, particularly those involving oxytocin, supports infant social development (Pratt et al., 2015) while simultaneously affecting the parent's capacity for attunement. This biological synchrony creates what Fuchs (Fuchs, A. et al., 2024) describes as the "quasi-organic society," where parent-child relationships function as a living system of mutual influence and development, emphasizing the interconnectedness of all individuals. For example, during early childhood, the brain and other biological systems demonstrate heightened susceptibility to environmental influences (Shonkoff et al., 2009). This sensitivity creates windows of opportunity where parental presence can profoundly affect developmental trajectories (Dabur & Fuchs, 2025). Adverse childhood experiences can lead to disruptions across neural, endocrine, immune, and metabolic systems (Berens et al., 2017), creating health outcomes that persist into adulthood (Hertzman, 2012).
Fuchs's (2025) Gaia College's Fluid Reality Theory extends our understanding by proposing that parental presence creates 'developmental states' - biological and psychological conditions that either optimize or inhibit development. This concept aligns with research showing how parental care influences specific genes through DNA methylation and histone modifications, providing a biological basis for parental influence on development (Champagne & Curley, 2009). Moreover, these epigenetic changes influence crucial aspects of development, including stress response systems, cognitive capabilities, and emotional regulation (Champagne, 2010; Kundakovic & Champagne, 2015). It also highlights epigenetics as adaptive, where behavioral ecological principles are pivotal for understanding individual development and crucial for grasping broader evolutionary trends (Nordell & Valone, 2021). This interdisciplinary nature of Fluid Reality Theory not only makes it relevant to multiple fields but also engages scholars and students in psychology, biology, and related fields, sparking their interest and curiosity.

## Neurobiological Development and Parental Presence

The neurobiological impact of parental presence during early childhood, particularly ages 3-6, reveals how parent-child interactions shape brain development. Research has demonstrated that the amygdala-medial prefrontal cortex network, crucial for emotional functioning, is particularly susceptible to the influence of parental care (Callaghan & Tottenham, 2016). This finding provides biological support for Fuchs's (2025) concept of the 'Extended Womb,' which posits that parental presence creates an environment that directly shapes neural architecture, akin to the prenatal environment. This concept underscores the profound impact of parental presence on child development. The parent-child relationship is a fundamental template for social experiences and expectations (Swain et al., 2007), with specific hormonal mechanisms (Pratt et al., 2015). Of particular urgency is the role of the right hemisphere, which dominates early life and is especially responsive to parent-infant emotional communications (Schore, 2000). This understanding aligns with Fluid Reality Theory's emphasis on "State-dependent Development" (Fuchs, 2025), as early emotional interactions directly influence brain structure and function. The timing and quality of these early experiences prove crucial in shaping brain architecture, with mistuned interactions potentially leading to limited stress-coping abilities and increased risk for emotional disorders (Gunnar & Quevedo, 2007). This sensitivity to timing supports the concept of critical developmental periods, during which parental presence has particularly profound effects on neurobiological development.
## Digital Ecology: New Dimensions of Fluid Reality

The concept of fluid reality extends to our engagement with digital environments. Research explores how virtual spaces influence cognition and behavior, with digital environments functioning as transformative environments (Nimmermann, 2020). Masrani and Husain (2022) frame the digital environment as a social determinant of health, offering a crucial perspective for understanding how virtual spaces influence well-being. This underscores the urgency and importance of a holistic understanding of human-neuro-technology interaction within our increasingly fluid reality, as suggested by ecological approaches to studying digital technology's impact on brain function and consciousness (Petrova, 2023).

## Mind as Epigenetic Modifier

Recent research reveals that mental states and practices can function as epigenetic modifiers, influencing gene expression through multiple mechanisms. Studies have shown that practices like meditation can trigger significant changes at the molecular level, specifically influencing genes involved in crucial biological processes such as inflammation regulation, circadian rhythm maintenance, and glucose metabolism (Venditti et al., 2020). Wang et al. (2022) demonstrate links between 'optimism', a positive mental state characterized by hopefulness and confidence, and specific DNA methylation patterns. These patterns influence various health outcomes, revealing molecular mechanisms that underpin the relationship between mental states and biological functions within our fluid reality.

This growing body of evidence underscores the transformative power of mindfulness practices. These practices not only shape our conscious experience but also bring about tangible changes in our fundamental biological processes. This revelation is a testament to the profound interplay between mental practices and physical health within the context of our ever-evolving reality.

## Essential Tools for Navigating Fluid Reality

### Neuroscience: States of Mind

The Polyvagal Theory, developed by Porges, underscores the pivotal role of the autonomic nervous system in shaping our emotional experiences, behavioral responses, and social interactions (Porges, 2009). This theoretical framework identifies two primary operational modes: the parasympathetic "rest and digest" state and the sympathetic "fight or flight" response (Jerath & Beveridge, 2020).
The theory underscores the phylogenetic shift from reptiles to mammals, a key development that enabled social behavior to function as a neuromodulator of autonomic function (Porges, 2020). The mammalian vagal system, characterized by a myelinated vagus, plays a pivotal role in supporting complex social behaviors and promoting calm states. In contrast, the sympathetic state is linked to heightened emotional reactivity and stress responses (McCraty & Tomasino, 2006). Understanding and regulating these autonomic states is crucial for effectively navigating fluid reality, as it allows individuals to maintain cognitive clarity and emotional balance amid constant change.

## The Power of Imagination

Imagination is crucial in navigating fluid reality, enabling us to see possibilities, make decisions, and understand others in a more empathetic and connected way. Research in cognitive science demonstrates that our ability to envision multiple options is not just helpful for creative thinking - it is essential for decision-making, problem-solving, and adaptation (Suddendorf & Corballis, 2007).

This capacity develops from early childhood, manifesting in pretend play and evolving into more complex reasoning about alternatives to reality (Kushnir, 2022). Imagination, a force that has been integral to human evolution, has shaped our unique niche and cognitive abilities, inspiring us and motivating us to explore further (Fuentes, 2020). When considering possibilities, humans focus on likely and valuable actions, which serve practical utility across various cognitive tasks (Phillips, Morris, & Cushman, 2019). Imagination enables us to transcend binary thinking and perceive reality as a spectrum of possibilities. Studies in cognitive flexibility show that individuals who can imagine multiple alternatives demonstrate enhanced problem-solving abilities and greater adaptability to change (Ionescu, 2018). This capacity to see beyond simple either/or choices opens up new pathways for understanding and action (Fuchs, H et al., 2023).

# Findings

## Principles of Action in Fluid Reality

### Yes is the Only Option

The concept of "yes" as the only viable option represents a fundamental shift in understanding achievement and possibility within fluid reality theory. Research in psychology and behavioral science reveals that viewing "no" as a temporary state rather than an outcome significantly impacts persistence, adaptation, and ultimate success (Dweck, 2006; Duckworth, Gendler, & Gross, 2016).
Research suggests that how individuals interpret and respond to setbacks significantly influences their ultimate success. Those who view failure as a temporary state and an opportunity for growth tend to achieve greater success (Bhargava, Wang, & Zhang, 2021). This mindset can benefit high-stress environments, such as Navy SEALs training (Smith, Young, & Crum, 2020).

When we encounter rejection or obstacles, our brains can follow two distinct neural pathways, each leading to markedly different cognitive and behavioral outcomes. Davidson and Begley (2012) demonstrate that these pathways fundamentally alter our brain's functioning and problem-solving capabilities. When individuals perceive "no" as a permanent barrier, it triggers stress responses that impair cognitive function. Conversely, when "no" is viewed as temporary, the brain engages in heightened problem-solving and creative thinking.

## The Power of What We Control

Control represents one of the most fundamental psychological needs in human experience. Yet research reveals a crucial paradox: our greatest power often comes from focusing on what we can control while releasing attachment to what we cannot. This understanding has profound implications for achievement, well-being, and personal effectiveness within a fluid reality (Ryan & Deci, 2000).

The psychology of attachment to outcomes reveals fascinating patterns in human behavior and well-being. Research demonstrates that excessive attachment to specific outcomes often leads to increased stress, reduced performance, and diminished satisfaction even when achieving goals (Brown, Ryan, & Creswell, 2007). This finding challenges traditional assumptions about motivation and success.

Studies in performance psychology show that individuals who maintain healthy detachment from outcomes while focusing on process often achieve better results. This paradoxical effect occurs because reduced attachment enhances performance by decreasing anxiety and enabling fuller engagement in the present moment (Gardner & Moore, 2007).

## The Laws of Connection in Fluid Reality

### Understanding Before Judgment

The capacity to understand others before making judgments represents a fundamental skill in navigating fluid reality. Research across psychology, neuroscience, and anthropology reveals that this approach improves relationships and enhances our ability to influence and create positive change (Siegel, 2010).

Seeing through others' eyes involves sophisticated neural processes that have evolved specifically for social understanding. Neuroscience research reveals that when we genuinely attempt to
understand others' perspectives, we activate mirror neuron systems to simulate their experiences internally (Gallese & Goldman, 1998). This neural mirroring creates the foundation for genuine empathy and understanding.

Studies in social psychology demonstrate that perspective-taking ability strongly correlates with relationship success and social influence (Kreitler, 2022; Davis, 1983). This skill involves more than simple empathy; it requires active engagement with others' worldviews, experiences, and mental models (Ickes, 2003).

## The Force of Positivity

The magnetic quality of optimism emerges as a powerful force in human interaction within fluid reality. Research in social psychology shows that optimistic individuals naturally attract others, creating expanding networks of support and opportunity (Peterson, 2000).

Studies reveal that optimistic individuals create "upward spirals" in social environments. Barbara Fredrickson (2009) documented this process, which shows how positive orientation creates self-reinforcing cycles of opportunity and support. Optimists don't just see more opportunities; they create more favorable circumstances through their interactions and responses.

The relationship between mindset and achievement reveals fascinating patterns. Research demonstrates that success often functions more as a state of mind than an external condition (Dweck, 2006). Individuals with a success mindset demonstrate a remarkable capacity to perceive opportunities where others see only obstacles, exhibit extraordinary resilience in the face of setbacks, naturally attract support and resources, and maintain high levels of motivation despite temporary circumstances.

# Discussion

## The Path to Mastery in Fluid Reality

### Life as a Spectrum

Understanding life as a spectrum rather than a series of binary choices represents a fundamental shift in human cognition and problem-solving within fluid reality. Research across cognitive science, psychology, and neuroscience reveals how this perspective transforms thinking and achievement (Goleman & Davidson, 2017; Siegel, 2017).
Binary thinking's limitation emerges as a crucial barrier to understanding and achievement. Research in cognitive psychology demonstrates how dichotomous thinking patterns limit problem-solving ability and increase stress levels (Beck et al., 1976). When individuals fall into the trap of seeing situations in strict either/or terms, they artificially constrain their options and fail to recognize the nuanced spectrum of possibilities in most scenarios.

Neuroscience research reveals that breaking free from binary thinking activates broader neural networks, engaging more brain regions in problem-solving (Shwartz & Fuchs, 2025). This expanded neural activation enables more nuanced perception, enhanced creativity, better decision-making, reduced stress response, and increased cognitive flexibility.

## Love as Ultimate Reality

Love as the fundamental substrate of existence represents a profound convergence of ancient wisdom and modern scientific understanding within fluid reality theory. Research across quantum physics, neuroscience, and consciousness studies increasingly suggests interconnection as the basic nature of reality (Laszlo, 2007).

Modern physics reveals reality as fundamentally interconnected and relational rather than composed of separate, solid objects. Quantum entanglement and field theories suggest that relationship, not separation, constitutes the basic nature of existence (Capra & Luisi, 2014). This scientific understanding aligns with ancient wisdom traditions that describe love or consciousness as the fundamental reality.

Research in consciousness studies suggests that awareness and relationship form the ground of existence rather than physical matter (Chalmers, 1996). This perspective challenges traditional materialist views and suggests that consciousness precedes matter, relationship defines reality, connection underlies separation, unity exists before diversity, and love represents the fundamental force (Kahana et al., 2021).

## Practical Applications of Fluid Reality Theory

### Individual Development

The science of individual development from the cradle of civilization reveals how specific practices and understandings can transform human potential into actual capability within fluid reality (Tavris,
2014). Research across psychology, neuroscience, and developmental studies provides clear pathways for building core capacities essential for life success (Dweck, 2006; Siegel, 2020).

Resilience emerges not as a fixed trait but as a developable capacity (Hujerat, 2023). Research demonstrates that specific practices and mindsets can significantly enhance our ability to bounce back from adversity and maintain forward momentum (Southwick & Charney, 2018). Key components include growth mindset development, adaptive response patterns, emotional regulation capacity, stress tolerance building, and recovery skill development.

Decision-making capacity represents a crucial skill that can be systematically developed for navigating fluid reality (Fuchs & Banaszak, 2023). Research in cognitive science and decision theory reveals specific approaches that enhance decision quality (Kahneman, 2011), including bias awareness development (Fuchs, Fuchs, & Roffe, 2023), pattern recognition enhancement (Ichilov, 2025) systems thinking capability, perspective-taking ability (Shefer & Fuchs, 2024), and consequence visualization (Leiba, 2025).

## The Art of Success in Fluid Reality

The science of success within fluid reality reveals patterns that transcend individual effort, showing how environmental design, relationship choices, cultural engagement (Fuchs 2021; Fuchs 2022), and adaptability combine to create sustainable achievement (Gladwell, 2008).

Research demonstrates that environmental design significantly influences fluid reality behavior (Gotani & Fuchs, 2024), achievement (Fuchs & Fuchs, 2023), and well-being (Thaler & Sunstein, 2008). The science of ecological support (Michaeli et al., 2024) reveals specific principles related to physical environment design - space organization, energy management, focus enhancement, and psychological environment creation - motivation-supporting cues, growth-oriented messaging, progress visualization systems (Leiba, 2025).

The quality of our connections fundamentally shapes our development and success within fluid reality. Research reveals specific patterns in relationship influence (Dutton & Heaphy, 2003), including growth orientation alignment (Braha, & Fuchs, 2025), value system compatibility (Eyal & Fuchs, 2024), energy exchange quality, support capacity (Dabur & Fuchs, 2025), and development potential (Inbar & Ganor, 2003).

Success in contemporary fluid reality contexts requires embracing adaptation while maintaining core direction. Research reveals specific patterns in effective navigation (Taleb, 2012), including adaptability development, opportunity recognition, pattern identification, strategy adjustment, and direction maintenance.
## Parenting Within Fluid Reality

### The Foundation of Development Through Communication

The power of parental communication fundamentally shapes child development within fluid reality. Research shows that relying on authority-based statements like "because I said so" creates significant developmental barriers. When parents use authority instead of explanation, they inadvertently block cognitive development, suppress natural curiosity, inhibit critical thinking, create passive acceptance patterns, and limit understanding of cause and effect.

Effective parenting requires moving beyond simple authority to embrace explanation and understanding. Parents must understand their reasoning, communicate clear explanations, welcome questions and discussion, support independent thinking, and allow experiential learning.

### Teaching Children the Fluid Reality

Just as understanding fluid reality and maintaining peace of mind can transform adult lives, these principles can be taught to children. Parents can help children see setbacks as temporary stages, guide them to look for alternative paths, celebrate persistence over immediate success, share stories of achievement through multiple attempts, and support them in maintaining effort while adjusting methods.

Parents can help children develop state awareness by assisting them in recognizing different mental states, teaching simple breathing techniques, identifying stress triggers, practicing calm-down strategies together, and creating peaceful spaces in the home.

Teaching non-binary perspective involves helping children see multiple possibilities, encouraging creative problem-solving, discussing various viewpoints, exploring solutions, and celebrating diverse approaches.

## References

* Beck, A. T., Weissman, A., Lester, D., & Trexler, L. (1976). Classification of suicidal behaviors: II. Dimensions of suicidal intent. *Archives of General Psychiatry*, *33*(7), 835-837.

* Belsky, J., & Pluess, M. (2013). Beyond risk, resilience, and dysregulation: Phenotypic plasticity and human development. *Development and Psychopathology*, *25*(4pt2), 1243-1261.
Berens, A. E., Jensen, S. K., & Nelson, C. A. (2017). Biological embedding of childhood adversity: from physiological mechanisms to clinical implications. *BMC medicine, 15*, 1-12.

Bhadra, N. K. (2019). A Human is a Miniature of Universe. *IOSR Journal of Biotechnology and Biochemistry, 5*(5), 56-73.

Bhargava, H. K., Wang, K., & Zhang, X. (2022). Fending off critics of platform power with differential revenue sharing: Doing well by doing good?. *Management Science, 68*(11), 8249-8260.

Braha, I., & Fuchs, A. (2025). Theater and drama education as a teaching tool for students with learning disabilities. *Gaia, 1*(1), 1-13.

Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. *Psychological Inquiry, 18*(4), 211-237.

Capra, F., & Luisi, P. L. (2014). *The systems view of life: A unifying vision*. Cambridge University Press.

Chalmers, D. J. (1996). Does a rock implement every finite-state automaton?. *Synthese, 108*, 309-333.

Chamberlain, D. (2013). *Windows to the womb: Revealing the conscious baby from conception to birth*. North Atlantic Books.

Champagne, F. A. (2010). Epigenetic influence of social experiences across the lifespan. *Developmental Psychobiology, 52*(4), 299-311.

Champagne, F. A., & Curley, J. P. (2009). Epigenetic mechanisms mediating the long-term effects of maternal care on development. *Neuroscience & Biobehavioral Reviews, 33*(4), 593-600.

Cosmides, L., & Tooby, J. (1997). *Evolutionary psychology: A primer* (Vol. 13). Center for Evolutionary Psychology, Santa Barbara.

Dabur, K., & Fuchs, A. (2025). The Quasi-organic Society: Parental Presence and Its Impact on Cognitive and Social Development in Early Childhood-A Meta-analysis Through the Lens of the Fluid Reality Theory. *Gaia, 1*(1), 23-37.

Davidson, R. J., & Begley, S. (2012). *El perfil emocional de tu cerebro* (Vol. 225). Plume.

Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. *Journal of Personality and Social Psychology, 44*(1), 113.

Doidge, N. (2007). *The brain that changes itself: Stories of personal triumph from the frontiers of brain science*. Penguin.

Duckworth, A. L., Gendler, T. S., & Gross, J. J. (2016). Situational strategies for self-control. *Perspectives on Psychological Science, 11*(1), 35-55.

Dutton, J. E., & Heaphy, E. D. (2003). The power of high-quality connections. *Positive organizational scholarship: Foundations of a new discipline, 3*(3), 263-278.

Dweck, C. S. (2006). *Mindset: The new psychology of success*. Random House.
Eyal, C., & Fuchs, H. (2024). A 21ST CENTURY APPROACH TO INNOVATIVE MANAGEMENT OF INTEGRATIVE FRAMEWORK FOR DUAL DIAGNOSIS TREAT-MENT. *Global Journal of Entrepreneurship and Management, 5*(2), 1.

Farah, M. J., Betancourt, L., Shera, D. M., Savage, J. H., Giannetta, J. M., Brodsky, N. L., ... & Hurt, H. (2008). Environmental stimulation, parental nurturance and cognitive development in humans. *Developmental Science, 11*(5), 793-801.

Fredrickson, B. (2009). *Positivity: Groundbreaking research reveals how to embrace the hidden strength of positive emotions, overcome negativity, and thrive.* Crown Publishers/Random House.

Fuchs, A. (2025). *Yes is the Only Answer - the Science of Love, the Universe-Self and the Path to Success.* Gaia College Publication. Jerusalem: Israel.

Fuchs, A., & Fuchs, H. (2023). The effects of Classroom Management Base CBT on the Development of Self-management Skills in Young Children. In *ECONOMICS, MANAGEMENT & BUSINESS 2023-CONTEMPORARY ISSUES, INSIGHTS AND NEW CHALLENGES*, (Vol. 8, pp. 1056-1065). Róbert Štefko, Richard Fedorko, Eva Benková & authors.

Fuchs, A., Fuchs, H., & Roffe, E. (2023). Small Amount Fallacy-Its Psychological Causes, Their Cumulative Destructive Effect, and the Mathematical Solution. In *ECONOMICS, MANAGEMENT & BUSINESS 2023-CONTEMPORARY ISSUES, INSIGHTS AND NEW CHALLENGES*, (Vol. 8, pp. 1047-1055). Publisher: Presov University Press, 2023.

Fuchs, A., Fuchs, H., Benkova, E., Galily, D., & Petkova, T. (2024). The Quasi-Organic Society Living Culture Body and Its Business Applications. *EEEU, 3*(1), 77-90. Singapore: Springer Nature Singapore.

Fuchs, H. (2021). *Psychological Flexibility and Attitudes towards Disability - Psycho-Socio Educational Study of the Relations between Parents and Children*. Ph.D Dissertation. Faculty of Educational Studies of AMU. Adam Mickiewicz University, Poznan.

Fuchs, H. (2022). Psychological flexibility and attitudes towards individuals with disabilities. *Culture-Society-Education, 21*(1), 145-159. Poznan: Adam Mickiewicz University Press. ISSN: 2300-0422, ISSN (Online): 2719-2717. https://doi.org/10.14746/kse.2022.21.9

Fuchs, H., & Banaszak, S. (2023). Cognitive biases and heuristics in decision-making processes affecting budget and perceptions in special education committees and the potential contribution of expanding psychological flexibility among decision-makers. In *The Global Conference on Entrepreneurship and the Economy in an Era of Uncertainty* (pp. 47-76). Singapore: Springer Nature Singapore.

Fuchs, H., Benkova, E., Fishbein, A., & Fuchs, A. (2024). The importance of psychological and cognitive flexibility in educational processes to prepare and acquire the skills required in the Twenty-First century. In *EEEU, 3*, 91-114. Singapore: Springer Nature Singapore.
Fuchs, H., Petkova, T., Fishbein, A., Galily, D., & Fuchs, A. (2023). Psychological Flexibility in Human Leadership-Facing the Challenges and Needs of the 21st Century Working Social Spaces. In *EMB, 8*, 1021-1038. https://hal.science/hal-04720721v1

Fuentes, A. (2020). The Evolution of a Human. *The Cambridge Handbook of the Imagination*, 13.

Gallese, V., & Goldman, A. (1998). Mirror neurons and the simulation theory of mind-reading. *Trends in Cognitive Sciences*, 2(12), 493-501.

Garbes, A. (2018). *Like a Mother: A Feminist Journey Through the Science and Culture of Pregnancy*. Book Free Publication.

Gardner, F. L., & Moore, Z. E. (2007). *The psychology of enhancing human performance: The mindfulness-acceptance-commitment (MAC) approach*. Springer Publishing Company.

Gladwell, M. (2008). Most likely to succeed. *The New Yorker*, 15, 36-42.

Goleman, D., & Davidson, R. (2017). *The Science of Meditation: The expert guide to the neuroscience of mindfulness and how to harness it*. Penguin UK.

Gotani, A., & Fuchs, A. (2024). How to Maintain a Quality Environment in Hospitals. In *International Quality Conference (Vol. 14, pp. 1079-1083)*.

Greene, C. H., & Eiles, M. T. (2023). Green's-function treatment of Rydberg molecules with spins. *Physical Review A*, 108(4), 042805.

Gunnar, M., & Quevedo, K. (2007). The neurobiology of stress and development. *Annual Review of Psychology*, 58(1), 145-173.

Hochberg, M. (2023). *A Theory of Intelligences: Concepts, Models, Implications*. Hal Open Science. hal-04253204f

Hujerat, E. (2023). Managing Employees with Disabilities: The Impact of Employer Behavior and Workplace Climate from an Employee Perspective in Israel. In *The Global Conference on Entrepreneurship and the Economy in an Era of Uncertainty* (pp. 817-839). Singapore: Springer Nature Singapore.

Ichilov, A. (2025). The Integration of Peace State and Pygmalion Effect. *Gaia*, 1(1), 14-22.

Ickes, W. (2009). Empathic accuracy: Its links to clinical, cognitive, developmental, social, and physiological psychology. *The Social Neuroscience of Empathy*, 57-70.

Inbar, J. (2010). Enhancement of Family-Based Community Resilience during Disasters Caused by Natural Hazards and Massive Civil Emergencies. *Prehospital and Disaster Medicine*, 25(S1), S30-S30.

Inbar, J., & Ganor, M. (2003). Trauma and compassion fatigue: Helping the helpers. *Journal of Jewish Communal Science*, 109-111.

Ionescu, V. (2018). The interior as interiority. *Palgrave Communications*, 4(1), 1-5.
Jerath, R., & Beveridge, C. (2024). Beyond awareness: the binding of reflexive mechanisms with the conscious mind: a perspective from default space theory. *Frontiers in Human Neuroscience, 18*, 1520138.

Kahana, E., Bhatta, T. R., Kahana, B., & Lekhak, N. (2021). Loving others: The impact of compassionate love on later-life psychological well-being. *The Journals of Gerontology: Series B, 76*(2), 391-402.

Kahneman, D. (2011). *Fast and slow thinking*. Allen Lane and Penguin Books, New York.

Kahneman, D., Lovallo, D., & Sibony, O. (2011). Before you make that big decision. *Harvard Business Review, 89*(6), 50-60.

Kaplan, L. (1978). *Oneness and separateness: From infant to individual*. Simon and Schuster.

Keefe, R. (2000). *Theories of vagueness*. Cambridge University Press.

Kelly, P. W., Pfennig, D. W., de la Serna Buzón, S., & Pfennig, K. S. (2019). Male sexual signal predicts phenotypic plasticity in offspring: implications for the evolution of plasticity and local adaptation. *Philosophical Transactions of the Royal Society B, 374*(1768), 20180179.

Kerhin, E., & Barnack-Tavlaris, J. (2023). *Book Review: Like a mother: A feminist journey through the science and culture of pregnancy*.

Kreitler, S. (2022). The Meaning-Based Assessment of Personality Tendencies. *Psychology, 13*(8), 1267-1285.

Kundakovic, M., & Champagne, F. A. (2015). Early-life experience, epigenetics, and the developing brain. *Neuropsychopharmacology, 40*(1), 141-153.

Kushnir, T. (2022). Imagination and social cognition in childhood. *Wiley Interdisciplinary Reviews: Cognitive Science, 13*(4), e1603.

Laszlo, C. (2021). Prospective theorizing: Researching for social impact. *Journal of Management, Spirituality & Religion, 18*(6), 19-34.

Leiba, A. (2025). FOSTERING ENTREPRENEURIAL RESILIENCE IN YOUTH: AN ART-BASED INTERVENTION TO ENHANCE DECISION-MAKING SKILLS. *Global Journal of Entrepreneurship and Management, 6*(1), 11.

Liedloff, J. (2004). *The continuum concept*. Penguin UK.

Masrani, S. A., & Husain, N. R. (2022). Digital environment: An evolutionary component in environmental health. *Journal of Public Health Research, 11*(2), 22799036221103125.

McCraty, R., & Childre, D. (2010). Coherence: bridging personal, social, and global health. *Alternative Therapies in Health and Medicine, 16*(4), 10-24.

McCraty, R., & Tomasino, D. (2006). Emotional stress, positive emotions, and psychophysiological coherence. *Stress in Health and Disease, 34-365.
McGilchrist, I. (2019). *The master and his emissary: The divided brain and the making of the western world*. Yale University Press.

Michaeli, H. Y., Fuchs, H., & Fuchs, A. (2024). LIKE A TOWER OF CARDS– IMPLEMENTING INCLUSIVE EDUCATION IN REGULAR KINDERGARTEN. *The Modern World - Achievements, Risks, Innovations*, 366-374.

Mika, K., Whittington, C. M., McAllan, B. M., & Lynch, V. J. (2022). Gene expression phylogenies and ancestral transcriptome reconstruction resolves major transitions in the origins of pregnancy. *Elife*, 11, e74297.

Misselbrook, D. (2013). Medical philosophy? Smart thinking for doctors. *British Journal of General Practice*, 63(606), 8-8.

Nimmermann, F. (2020). *Congruency, expectations and consumer behavior in digital environments*. Springer Gabler.

Nordell, S. E., & Valone, T. J. (2017). *Animal behaviour: concepts, methods, and applications*. Oxford University Press. Ch. 14, Parental Care.

Peterson, C. (2000). The future of optimism. *American Psychologist*, 55(1), 44.

Petrova, T. (2023). Digital and Social Transformation-Technology, Innovation and Framework in Education. *Проблеми на постмодерността*, 13(3), 384-393.

Phillips, J., Morris, A., & Cushman, F. (2019). How we know what not to think. *Trends in Cognitive Sciences*, 23(12), 1026-1040.

Pigliucci, M., Schlichting, C. D., Jones, C. S., & Schwenk, K. (1996). Developmental reaction norms: the interactions among allometry, ontogeny and plasticity. *Plant Species Biology*, 11(1), 69-85.

Porges, S. W. (2009). The polyvagal theory: new insights into adaptive reactions of the autonomic nervous system. *Cleveland Clinic Journal of Medicine*, 76(Suppl 2), S86.

Porges, S. W. (2020). *Guía de bolsillo de la teoría polivagal: el poder transformador de sentirse seguro*. Eleftheria.

Pratt, M., Singer, M., Kanat-Maymon, Y., & Feldman, R. (2015). Infant negative reactivity defines the effects of parent–child synchrony on physiological and behavioral regulation of social stress. *Development and Psychopathology*, 27(4pt1), 1191-1204.

Rand, M.L. (1999). As it was in the beginning: The significance of infant bonding in the development of Self and relationships. *The International Journal of Prenatal and Perinatal Psychology and Medicine*, 11, 487-494.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. *Contemporary Educational Psychology*, 25(1), 54-67.
Schore, A. N. (2000). The self-organization of the right brain and the neurobiology of emotional development. In *Emotion, development, and self-organization: Dynamic systems approaches to emotional development*. Cambridge Publicaion, Ch.6, 155-185.

Schrijver, I., & Schrijver, K. (2020). The matter of life and death: how humans embody the universe. In *A Multidisciplinary Approach to Embodiment* (pp. 9-13). Routledge.

Shefer, A. Y. D., & Fuchs, A. (2024). THE DYNAMIC INTERPLAY BETWEEN REPRESENTATION AND PERCEPTION UNDERSCORES THE COMPLEXITY OF PORTRAYING AUTISM AND ASPERGER'S SYNDROME IN FILM AND TELEVISION. *The Modern World - Achievements, Risks, Innovations*, 405-414.

Shonkoff, J. P., Garner, A. S., Committee on Psychosocial Aspects of Child and Family Health, Committee on Early Childhood, Adoption, and Dependent Care, and Section on Developmental and Behavioral Pediatrics, Siegel, B. S., Dobbins, M. I., Earls, M. F., ... & Wood, D. L. (2012). The lifelong effects of early childhood adversity and toxic stress. *Pediatrics*, *129*(1), e232-e246.

Shwartz, H., & Fuchs, A. (2025). Mathematics Education and Creativity-Influencing Cognitive Arousal, Self-Efficacy and Motivation-Meta-Analysis Article. *Gaia*, *1*(1), 38-51.

Siegel, D. J. (2020). *The developing mind: How relationships and the brain interact to shape who we are*. Guilford Publications.

Smith, E. N., Young, M. D., & Crum, A. J. (2020). Stress, mindsets, and success in Navy SEALs special warfare training. *Frontiers in psychology*, *10*, 497204

Snell-Rood, E. C. (2012). Selective processes in development: implications for the costs and benefits of phenotypic plasticity. *Integrative and comparative biology*, *52*(1), 31-42.

Southwick, S. M., & Charney, D. S. (2018). *Resilience: The science of mastering life's greatest challenges*. Cambridge University Press.

Suddendorf, T., & Corballis, M. C. (2007). The evolution of foresight: What is mental time travel, and is it unique to humans?. *Behavioral and Brain Sciences*, *30*(3), 299-313.

Swain, J. E., Lorberbaum, J. P., Kose, S., & Strathearn, L. (2007). Brain basis of early parent-infant interactions: psychology, physiology, and in vivo functional neuroimaging studies. *Journal of Child Psychology and Psychiatry*, *48*(3-4), 262-287.

Taleb, N. N. (2012). *Antifragile: how to live in a world we don't understand* (Vol. 3). London: Allen Lane.

Tavris, C. (2014). Cradles of civilization. *TLS. Times Literary Supplement*, (5802), 25-26.

Thaler, R., & Sunstein, C. (2008). Nudge: Improving decisions about health, wealth and happiness. In *Amsterdam Law Forum; HeinOnline: Online* (p. 89).

Vazza, F. (2021). The Complexity and Information Content of Simulated Universes. In *Intelligent Astrophysics* (pp. 29-56). Cham: Springer International Publishing.
Venditti, S., Verdone, L., Reale, A., Vetriani, V., Caserta, M., & Zampieri, M. (2020). Molecules of silence: Effects of meditation on gene expression and epigenetics. *Frontiers in Psychology, 11*, 1767.

Voznyuk, A. V. (2021). Upbringing process as a paradoxical phenomenon: the main aspects of a new paradigm of education. *Живомир, 15*, 21-30.

Wang, Y., Han, Y., Jin, Y., He, Q., & Wang, Z. (2022). The advances in epigenetics for cancer radiotherapy. *International Journal of Molecular Sciences, 23*(10), 5654.