DOI: https://doi.org/10.52522/ijngp.v1i1.3 ISSN No.

2582-9270

International Journal of Neurolinguistics & Gestalt Psychology2021,

Vol. 1, No. 1

Quantum Neuro – Synchronicity

Anil Thomas Rishika Shah

NLP Master Practitioner & Bachelor’s student at
Gestalt Therapist St. Xavier’s College,
Mumbai, India Mumbai, India

Abstract
Quantum Neuro-Synchronicity explores the brain activities of an individual when they are completely immersed into a
previously inexperienced and unfamiliar activity. Although there have been researches on the synchronicity between
dyads, there is a clear gap in research on the benefits of the sync on the right and left sides of the brain onan individual. Its
scope extends to not only engaging and developing our neurology but also as means to escape all the weights that
constantly pull people back. It is a momentary relief, a transitory phase, and a feeling of bliss that one can experience by
simply learning something new. Carl Jung created the term “synchronicity” to explain a relationship between two events
that could not be explained by cause and effect.

Keywords: synchronicity, schema, nervous system, bilingualism, multilingualism, TOTE model

Introduction Understanding Neuro-synchronicity

Neuro-synchronicity refers to a state of mind when the To understand the concept of Neuro-synchronicity, try
right and sides of the brain are in sync. Both the attempting this activity. With your right hand, snap
hemispheres are at work to integrate something that has your fingers at two points making a straight line, and
never been integrated before. Such a state is essentially with your left hand snap your fingers at three points
a rewiring of your mind and this has a calming effect such that it forms a right-angled triangle. Practice
on all your senses. It means to give a new dimension to snapping with each hand individually a couple of times
our thinking. However, this is only effective until it before you do it together. What do you think of this
becomes a part of your Autonomic Nervous System activity? Did you get the hang of it or did you leave it
(ANS). It is at this moment of realization that we must halfway? What approach did you use while learning
move onto the next task and experience such a state of this activity?
mindfulness all over again. When we learn something
that we have never known before, we challenge our
neurology to model the behavior or understand it and
expand our point of view to new ends. The activity we
began with is simply one such example of challenging
your brain, its existing patterns, and beliefs. The very
reason to keep learning is to challenge and question
your existing knowledge constantly.

This research was done by Anil Thomas and co-authored by Rishika

Shah
Editing and reviewing credit : Pranjali Rai
Sub Editor: Susan Cutinha
Correspondence concerning this article should be addressed to
E-mail: office@ijngp
We asked a group of people to try the activity. Some of
them were eager to try it out while some were
nonchalant about it. A few kept trying till the end while
the rest made a dance out of the snapping. Some were
frustrated that they could not get it right while others
could not care less. Their approach to one apparently
‘silly’ activity can reflect their attitudes towards
learning or performing tasks in other areas of their life.
We all have preconceived attitudes and towards people,
objects, and ideas as a result

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 Quantum Neuro – Synchronicity

behaviorist school of thought, which postulates that

of our preconditioned belief system which in turn is a children mimic patterns around them. Bilingual and
product of socialization from primary institutions such multilingual children are said to have stronger brain
as family, school, etc. The learning aspect involves the development. Bilinguals also show some cognitive
projection of what one feels within. We form patterns advantages. To illustrate this better, bilinguals appear to
of information, called ‘schemas’ that act as structures perform a little bit better than monolinguals on tasks
upon which we add new structures. For e.g., we have that involve switching between activities and inhibiting
a schema for, let us say, pets. If I ask you to think of a previously learned responses. Although these
pet, chances are, you will picture a dog. This dog is advantages have been mostly studied in bilingual adults
representative of your schema or concept of pets. and children,
new evidence suggests that even bilingual infants and
Schema formation in children toddlers show cognitive advantages. Additionally, there
Children have a better and quicker grasp of new is some evidence that bilingual infants are advantaged
concepts and an innate willingness to learn. They in certain aspects of memory, for example generalizing
question everything they see; they are not bound by information from one event to a later event. (Marian,
any extraneous factors. Children do not have mental 2012) Bilingualism influences the development of
maps, schemas, or patterns of thought that limit their attention and confirms that effects of bilingualism on
learning in any sense. “Schemas are developed based cognition are found across different sociolinguistic
on information provided by life experiences and are settings. If you were to fall on your arm and let us say,
then stored in memory. Our brains create and use break your arm, how would you phrase this in first,
schemas as a shortcut to make future encounters with English and then any other language you speak. You
similar situations easier to navigate.” They do not have would notice a certain degree of passivity if you tried
predefined notions of their environment. When they see this phrase in Hindi, Gujarati, or Marathi, to name a
a flower, it is unlikely that they associate it with a past few. When we express ourselves differently, the
event; they have a neutral perspective towards their manifestation of the body’s physical and chemical
surroundings that help them learn. Young children are aspects differs as well. This changes our behavior in
free of any kind of critical filter that channels their response thereby impacting the result. Each language is
attention and thoughts with a preexisting bias. On the its own ‘Cognitive Universe’. Once we become adults,
other hand, if an adult were given a choice to learn our life operates pretty much on auto-mode. We
about a topic that they believe is against their opinion, selectively attend to our surrounding stimuli, preferably
chances are, they might opt out of it, thereby, missing such that they reinforce our opinions or make us feel
the opportunity to learn. Children do not have a rigid competent. This makes all the difference as to why we
sense of self which lets them explore different ways learn at a slower pace. Our curiosity is lost within the
and constantly familiarize themselves with new fixed thinking patterns we are stuck in. The key here is
concepts. Adults feel compelled to impose a language to keep engaging oneself in new tasks voluntarily.
over everything they experience. Everything they see,
hear, and feel can be described in words, their
TOTE Model
experience can be reduced to a few words. When We must be aware of the visual cues, internal sounds,
infants notice a peacock, you can see the fascination in persons around us, and most importantly, what triggers
their eyes and tell the difference in their expressions our behavior. If a smoker wishes to employ the NLP
and body language. In contrast, when an adult looks at strategy to quit smoking, they will be asked to assess
one, the whole experience is reduced to ‘Oh, a their behavior closely. They must break down their
peacock!’. behavior and identify the trigger. If the smoker realizes
that their urge to smoke is the strongest during
Language Development and Multilingualism lunchtime, simply changing their schedule can help a
Noam Chomsky conceptualized the Language lot. After finding the smallest building block i.e. the
Acquisition Device {LAD}, an innate device that trigger and then by systematically changing it, the NLP
helps infants grasp languages. Chomsky suggested strategy can help us to make better decisions.
that language is an innate faculty - that is, we are born
with a set of rules about language in our minds, which
he refers to as the 'Universal Grammar'. Universal
grammar is the basis upon which all human languages
build. Children do not simply replicate the language
they are exposed to.
They deduce rules from it, which they can then use to
produce sentences that they have never heard before.
They do not learn a fixed set of words, phrases, or
sentences, but a grammar that generates an infinite
number of novel sentences. This contradicts the
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Conclusion
There have been several research studies about neuro-
synchronicity that mainly focus on the benefits of
mindfulness, research suggests that there is a positive
correlation between mindfulness and psychological
health.These effects ranged from “increased subjective-
wellbeing, reduced psychological symptoms, and
emotional reactivity, to improved regulated of
behavior.” (Keng et al., 2011) There is a research body
highlighting the psychological processes that may
serve as effective mindfulness interventions. However,
there is a research gap in the implications of quantum
neuro-synchronicity. Future research should explore
other potential applications of quantum neuro
The model of ‘Test Operate Test Exit’ (TOTE) helps synchronicity. Its application to better learning
us to break down our decision-making process, and methods is immense and can be applied to various
further, our behavior. We decide to operate on settings.
something or not to operate. By using the TOTE model,
we can know when we should exit. In the case of a
woman who feels like she is stuck in a relationship,
she would try operating on her situation, perhaps, by
communicating effectively with her partner. If that
does not work, she could try operating again, this time,
with a couple’s therapist. If by this point, she is
completely drained and nothing seems to be working,
she must realize the toxicity of the relationship and
break up. The sense of awareness and ability to exit
requires strength. We may read, hear, or see cases of
people staying in unhappy relationships and wonder
why they are putting themselves through it. This
indicates that awareness is missing in these people
who do not know how to exit. Knowing how to exit
any process, when the time comes, can save oneself
from a lot of stress and internal conflict. When we
identify our strategy and feel the need to employ a new
strategy or make an exception in some cases, we use a
counterstrategy. For instance, if your decision every
time you are offered a cigarette is to say no but at one
point, if the CEO of your company invites you out for
a small smoke break, you will likely change your
strategy. This is not to say that you will agree to smoke
and make an exception, but you might give this
decision a little longer time than you would have
otherwise.
This diagram helps us break down the stages of us
learning any new task. At point A, we know what we
have been taught. We are challenging our neurology,
and our brain has been activated. At point B, we have
gotten better at this task and therefore we are in a
transitory phase or the stage of liminality. There comes a
point C when an individual reaches a level of elegance
in performing a certain task. If point A is associated
with complete focus, then point C can be described as a
state of eternal bliss.
This is the highest state of involvement in the activity
or art you are performing or creating. The state we
experience at point C is the state of ultimate spirituality.

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