From Affect to Spontaneity

Purpose: This article aims to make a comparison between two profound thinkers, educationalist, Jewish one is Spanish origin Northern European Baruch Spinoza (born 1632, died 1677) and the other is Mid Europe psychiatrist, Jacob Levy Moreno (born 1889, died 1974). Method: Qualitative research methods were used to prepare this manuscript. Two main books and thirty-six scientific articles which are relevant to this study were scrutinized carefully to find out why their study domains are so crucial in modern daily life. Content and thematic analysis were used to draw a general look for two theorists. Maxqda computer program used for analyses. Findings: From math studies to explain the universe, optical illustrations to make near objects in distance are the main concerns of Spinoza. Starting in medical help especially psychiatry to cue psychology mall adaptive behaviors and psychodrama to understand behaviors of routine in everyday life are the concerns of Moreno. Both philosophers are studied for understanding the interactions of objects to help people. This is also the modern life’s societies not only in research places such as in academics but also to rise modern people in schools. Implications for Research and Practice: Comparison between Spinoza and Moreno is the main aim in overall. It is recommended that all of the subjects, objects related to human interactions should carry onboard human interaction. Affection based interactions should be done in all settings. All people should be taken part in such intense human interactions to make a more meaningful life not only in intuitions such as school but also in daily life such as any meeting such as in public building corridors. It is concluded that Spinoza means affection and Moreno means spontaneity. How our affection and spontaneity affecting our daily life, expectancy from life and life from us can be a starting point for investigations.


Introduction
Encounters and interactions have been shaping our lives. This is not new as old as humans and will be brand new as first lights of the sun. Spinoza, the Dutch philosopher, still is young although four centuries passed away. There are many writings which were written, have been writing and will be written upon him. His life philosophy still affects all over the world of ideas. His ideas are not only structural issues on math but also in other disciplines such as art, sociology, psychology and educational science.
The other character of this manuscript is Moreno. Although he is not popular as Spinoza, he shares the same destiny with him. Moreno is more mobile than Spinoza. From Romaine to Vienna, he visited a good deal of land in the world such as Africa and the United States. He is the founder of sociometry that is the backbone of modern sociology and psychodrama is the art of group therapy.
Math studies to explain the universe, optical illustrations to make near objects in distance are the main concerns of Spinoza. Having a medical degree and so on works, especially psychiatry to help psychology mall adaptive behaviors and psychodrama to understand behaviors of routine in daily routine life are the concerns of Moreno. Both philosophers made studies for understanding the interactions of objects to help people. This is also the modern life" educational psychologists not only in research places such as in academics but also to rise modern people in schools. This study is important for opening intens comparsison between Spinoza and Moreno like prä lemenory studies (Usakli, 2019;Azevedo, 2017).

Literature Review
Affection is an intense feeling of love or like. Spinoza devoted a good deal of his life to get a clear explanation of affect, affection, and emotion. Baruch Spinoza (1677/1876 cited from Mandler, 2003) broke the still popular view of the emotions as bothersome intrusions and insisted that they can be seen as natural and lawful phenomena. He is one of the major expositors of the notion that the passions are essentially conative, that is, derived from motivational forces, just as Aristotle and Hobbes had asserted before him. For Spinoza the passions-pleasure, pain, and desire-are all derived from the drive to self-preservation, to maintain one"s own existence (Mandler, 2003, p. 158).
This manuscript compares those main characters. Naturally great historic characters make this study important and valuable. That is why there is no paper issuing those characters. The limitation of the study is handing the study only in the frame of educational psychology. So it is better to start the definition of the main terms. These are educational psychology, psychodrama, and art.
The art as an umbrella term for all affectional forms of all encounters is not the main concern of this manuscript. That is why from dramatic expression (arts of stages) to musical existential or from paint that is imprinting of being in future to dance all poses of the whole of the body are all expressions of the being. As Baker (2015) indicated, works of Spinoza addresses arts in all subjects. Psychodrama or spontaneity theater founded by Moreno (1985) requires participants, stage, techniques, and manager. Psychodrama is a therapeutic process of daily conflicts. Perhaps the most handicap of this group therapy is that it has been mentioning with only the founder.
Turnover, absenteeism, smoking, bullying, sarcastic seem to be a normal way of nowadays" school life.
Contemporary researchers and prevention projects draw the apparent attention of policymakers in education to the new approaches for school interaction life such as social-emotional learning or self-determination.
The importance of this study is to arouse different aspects of school life in terms of two great philosophers Spinoza and Moreno.
Spinoza is still alive from the 15 th century to today. He is in every aspect of life not only scientifically but also layman"s life. In politics Celermajer (2019) Only three centuries later form Spinoza, Moreno is one of the most powerful medical doctor, therapist, psychodramatist, sociometry test specialist and is still alive in the name of him by institutes in all over the world. The subject specialist knows him by the conversation with other folk but the founder of modern psychology Sigmund Freud "… You analyzed their dreams, I try to give them the courage to dream again …" (Marineau, 1989, p. 30); "that is Freudian perspective reminiscence people their past, whereas Morenoin view forced to live people"s memories and what they desire …". This open entry shows that the modern world has no time to devote long hours to consolidate the dichotomous process that analyzes; action in front of others is much more than to grasp and therapeutic recovery.
Spinoza is in every aspect of our emotional way of life mainly including in family (Parker et al., 2012).
Motivating our life (Serrano, Losada, & Martin, 2016)  The aim of this paper is to get cues between Spinoza and Moreno. Therefore two main books about those philosophers were investigated. The author Deuluetz who is a philosopher, artist, and Spinoza specialist in the book "Spinoza: Practical Philosophy" Scrinused carefully., Moreno" colleagues and the book "Psychodrama since Moreno" that was written with Moreno is a counter source that was investigated in this article.
There is no work on a deep investigation between Spinoza and Moreno. This paper lays out how these two chief human engineers should be investigated in terms of emotion and spontaneity.
Garber (2019), compares social and natural science in respect need to well be of societies from the 16 th century"s profound researchers. One of them is even Spinoza. Educational psychologist"s work should be as Garber (2019) indicated exploring man"s external and internal worlds, respectively.

Method
The qualitative research method was adopted in the research; comparative scanning method was used.
While collecting data for research, attention was paid to use various sources and keep them up to date.
Among these resources; scientific articles, books, web sites of philosophy and psychotherapy were used.
After the data was collected, the analyzes and comparisons were made by using the document analysis method. The document review includes the analysis of all written materials containing information about the fact and case investigation. There is no need to make observations and interviews while collecting data in document analysis. The data were analyzed by following the steps of: (1) accessing documents, (2) checking authenticity, (3) understanding documents, (4) analyzing data, and (5) using data. To ensure validity and reliability, the data obtained from the documents was kept up to date. The data was interpreted, tabulated and objectively approached, and personal opinions and interpretations were not reflected in the study.
In this study, content and thematic analysis were used by cutting across data and searching for patterns and themes. Content and thematic analysis are totally two different qualitative data gathering methods.
Their main difference lies in the possibility of quantification of data in the content analysis by measuring the frequency of different categories and themes, which cautiously may stand as a proxy for significance Vaismoradi, Mojtaba and Snelgrove, Sherrill (2019).

Results
This study compared Spinoza and Moreno in the context of affection and spontaneity. In content analysis, two different sources were used. One is "Spinoza: Practical Philosophy (Delueze, 1988) and the other one is Psychodrama since Moreno Innovations in theory and practice (Holmes, Karp, & Watson, 2005). In page 27 there are 12 word of affects repeated: …affections. An individual is first of all a singular essence, which is to say, a degree of power. A characteristic relation corresponds to this essence, and a certain capacity for being affected corresponds to this degree of power. Furthermore, this relation subsumes parts; this capacity for being affected is necessarily filled by affections. Thus, animals are defined less by the abstract notions of genus and species than by a capacity for being affected, by the affections of which they are "capable", by the excitations to which they react within the limits of their capability. Consideration of genera and species still implies a "morality", whereas the Ethics is an ethnology which, with regard to men and animals, in each case only considers their capacity for being affected. Now, from the viewpoint of an ethnology of man, one needs first to distinguish between two sorts of affections: actions, which are explained by the nature of the affected individual, and which spring from the individual"s essence; and passions, which are explained by something else, and which originate outside the individual. Hence the capacity for being affected is manifested as empower of acting insofar as i; is assumed to be filled by active affections, but as a power of being acted upon insofar as it is filled by passions. For a given individual, i.e., for a given degree of power assumed to be constant within certain limits, the capacity for being affected itself remains constant within those limits, but the power of acting and the power of being acted upon vary greatly, in inverse ratio to one another. … Page 49 was consisted of the most frequent affects: "… these states, these affections, images or ideas are not separable from the duration that attaches them to the preceding state and makes them tend towards the next state. These continual durations or variations of perfection are called "affects", or feelings (affectus). It has been remarked that as a general rule the affection (affectio) is said directly of the body, while the affect (affectus) refers to the mind. But the real difference does not reside there. It is between the body"s affection and idea, which involves the nature of the external body, and the affect, which involves an increase or decrease of the power of acting, for the body and the mind alike. The affectio refers to a state of the affected body and implies the presence of the affecting body, whereas the affectus refers to the passage from one state to another, taking into account the correlative variation of the affecting bodies. Hence there is a difference in nature between the image affections or ideas and the feeling affects, although the feeling affects may be presented as a particular type of ideas or affections: "By affect I understand affections of the body by which the body"s power of acting is increased or diminished, aided or restrained …" (III, def. 3); "An affect that is called a passion of the mind is a confused idea, by which the mind affirms of its body, or ofSome part of it, a greater or lesser force of existing than before …" (III, gen. def. of the affects). It is certain that the affect implies an image or idea, and follows from the latter as from its cause (II, ax. 3). But it is not confined to the image or idea; it is of another nature, being purely transitive, and not indicative or representative, since it is experienced in a lived duration that involves the difference between two states. This is why Spinoza shows that the affect is not a comparison of ideas, and thereby rejects any intellectualist interpretation: "When I say a greater or lesser force of existing than before, I do not understand that the mind compares its body"s present constitution with a past constitution, but that the idea which constitutes the form of the affect affirms of the body something which really involves more or less of reality than before" (III, gen. def.). An existing mode is defined by a certain capacity for being affect ..." In page 99 only one paragraph contains 18 affect: "Just as the capacity for being affected (potestas) corresponds to the essence of God as power (potentia), an ability (aptus) to be affected corresponds to the essence of the existing mode as a degree of power (conatus). This is why the conatus, in a second determination, is a tendency to maintain and maximize the abilityto be affected (IV,38). Concerning this notion of ability, cf.Ethics, II, 1 3, schol.; III, post. 1 and 2; V, 39. The difference consistsin this: in the case of substance, the capacity for being affectedis necessarily filled by active affections, since substance produces them (the modes themselves). In the case of the existing mode, its ability to be affected is also realized at every moment, but first by affections (affectio) and affects (affectus) that donot have the mode as their adequate cause, that are produced init by other existing modes; these affections and affects are therefore imaginations and passions. The feelings-affects (affectus) are exactly the figures taken 1;>y the conatus when it is determined to do this or that, by an affection (affectio) that occurs to it. These affections that determine the conatus are a cause of consciousness: the conatus having become conscious of itself under this or that affect is called desire, desire always being a desire for something(III, def. of desire)".
It is apparently seen that "affect" is the main concept that stants for Spinoza. may become spontaneous, and if I am spontaneous I will be annihilated". Annihilation was a common block to spontaneity in this group. It led to a discussion of the need to draw on the light and dark sides of oneself for the fulfillment of spontaneity. But the fearful business of risking the dark and potentially destructive parts of ourselves seems to create intense fear of disappointment and therefore the self closes up or disappears. In the moment of fear, one is reminded of childhood attempts at spontaneity which were punished or not rewarded. The parental statement, "I want, doesn"t get" can be an example of this dampening effect. We need to use both joyful and dark energies in spontaneous production.
Another participant who connected with her shadow self later reflected: In psychotherapy, while it is important to touch and understand the personal/historical origins of one"s own angst, it is also essential to accept and own one"s "shadow" for this provides life-giving energy towards creativity and wholeness and liberates us from the continuing need to blame others or "life" for our insufficiencies. To live creatively, then, is to live with paradox-to embrace the two sides of oneself mirrored in Joy and

Despair, Life and Death (Elizabeth Ash, 1989, unpublished manuscript). A later use of this technique is
to start with the largest doll already empty and go down in size with each revelation. For example, I will be spontaneous because I won"t be annihilated. I won"t be annihilated because I won"t show fear; and so on, up the dolls as each is put together again. The most common answers as to why "I won"t be spontaneous" were: I won"t belong. I might be annihilated. I might not be liked. I might be a nuisance. I might not be loved. I don"t trust myself. Many people felt that the original message given by a parent figure was: "Be careful not to react naturally because that will cause trouble". The message later in life after entering therapy, becomes the opposite of that: Trouble exists because natural responses have been aborted. Be yourself". It is interesting to note that the single most sought-after state for people asking for psychological help is "to just be me". To "just be me" takes courage and confidence. Courage and confidence can be trained in people, with the support of a group. This curious conflict between being yourself in one situation and not being yourself in another situation restricts many people throughout their lives. Training for spontaneity, a seeming contradiction in terms, helps people reverse the negative dictum, "Do not be you", to the positive one, "Be you". They learn both adequacy and appropriateness of a given response. Where spontaneity has been severely prohibited, the person may become anxious or hyperactive. He or she learns to do anything, just to be doing something. The opposite may also occur. The individual may close down entirely and be fearful of doing anything at all …" 13 times at the page 38: "been there before and would be again. These were "token" paintings, that is to say each painting was a copy of what had been done before. For example, a rose-covered cottage, a token seascape, a token still-life-none very interesting or having a feeling of inspiration. Ken then gave a talk about the importance of using stories as a basis for their paintings. A farmer"s wife, who lived near us, asked if she could tell a story. Excitedly, she told us about the drunken sale of a pig. One night her husband had arranged to sell a pig. The buyer arrived and the two farmers began to chat and drink. After much drinking, at one o" clock in the morning, by moonlight, the two farmers tried to push the pig into the back of the buyer"s car so that he could take the pig home. Both farmers, and their wives, laughed and shoved the pig into the back of the car. Margaret, the teller of the story, said she"d never forget the sight of squashing a pig into the back seat of a car by moonlight. What an idea for a painting! This idea became the basis for her new work and the spontaneity level entered her creation at last. Spontaneity prepares the subject for free action. If the warm-up to an act is achieved and the person fails to complete the act, it is like being in labour forever without a birth. Anxiety occurs when the full state of readiness is aborted. When anxiety is high, spontaneity is low and when spontaneity is high, anxiety is low. It is suggested by Paul Holmes that the presence of anxiety is the cause of a loss of spontaneity: "it is increasing anxiety, associated with physiological changes needed for an adequate physical response to danger which reduces spontaneity and the ability to find creative solutions" (Holmes, 1992, p. 143).
"Spontaneity is the state of production and is the engine that drives the creative act" (Moreno, 1953, p.

334)".
The creative act-four characteristics In Morenian theory there are four characteristics (referred to as characters) in the creative act (Moreno, 1977, p. 35). The first character is its spontaneity. The spontaneity prepares the subject for free action.
The second character is a feeling of surprise, the unexpected aspect of the act. The third is breaking the existing reality in some way. And the fourth character of the creative act is acting sui generis or in a one-of-a-kind state. In order that the moment is sui generis, a change must take place in the situation, the change must give a feeling of novelty, and the perceived novelty involves activity from the subject, an act of warming-up to a spontaneous state (Moreno, 1977, p. 104). Margaret"s story of the pig illustrates the four characterists of a creative act. The novelty of pushing a pig into the back seat of a car in the moonlight creates an excitement to impart the tale. Producing the story is allowing it to call out and be released from the person who experienced it. This raw immediacy forms a process that demands telling. When that must-tell phenomenon is allowed to unfold, spontaneous expression occurs.
The feeling of surprise is evidenced throughout the story. No money for the sale was ever mentioned, In page 42 there are also 13 times repeted word of spontan: "The above are my observations. It is easy to recognise when the climax of expression is over. In act hunger, usually the level of spontaneity enables a creative result.

The level of spontaneity enables a creative result
Recently I worked with a protagonist who had been severely abused by an alcoholic father and emotionally abandoned by a domineering mother. In setting up the scene of her present bedroom she reversed roles with the most significant object in the room, her teddy bear. "I"ve been with you thirty-two years. I"ve never betrayed you like they have. I will be with you during this next difficult period, as I always have been". The protagonist looked rather shocked to think that this bit of worn fur was the most loyal and fiercely supportive member of her family. In later scenes, when she needed to trace the origins of her own drinking pattern, a fearful confrontation with her father was needed. She felt she hadn"t the strength to stand up to him. "Who could?" I asked her. She then took the role of her bear, bared her teeth at father and went to a scene where he beat her. In the role of the bear, she finally ventilated some of the rage pent up inside her and spoke of the gross indignity of her treatment by him.
It was the first time a full-blown confrontation could occur and her hunger to act was completed. Her spontaneity in life had been blocked by her real fear and anxiety of further abuse. This new response to an old situation with her father was just what was needed to break through her role boundaries. The phenomenon of spontaneity has effects in the body. The life energy that is created during the force of the spontaneous act can alter the mind/body state. Spontaneity is the factor animating mental phenomena to appear fresh, new and flexible. This intense feeling of novelty seems to be the result of cognitive restructuring. The actor/thinker replaces known solutions with newly recognised behavioural possibilities. Spontaneity lies at the fountain of this transition. Leonard Laskow, a pioneering physician working on mind/body medicine, states that the physical body is a field of energy that has taken a particular form and by restructuring energy patterns through focused intention and imagery we can ameliorate or even cure (Laskow, 1992, p. 189).
The relationship of spontaneity: creativity and how it fits into psychodrama directing Spontaneity is the engine that drives the creative act. The process of psychodrama involves the movement from cultural conserves with stereo-typically prescribed roles to an increased role repertoire borne out of spontaneity. Protagonists develop greater role-taking skills and are released from their old frozen attitudes and roles, becoming more authentic and open. It seems reasonable to assume that as protagonists experiment with new roles in the psychodramatic situation, they begin to change feeling and thought in their new roles. Subjects report beginning to see their world differently and look at their own lives from a new perspective. Psychodrama presents an array of novel situations which require the total attention of the protagonist and group members for the production of adequate responses. The opportunity for the emergence of spontaneity is maximised in creating new behaviour. The lead person in creating new behaviour is the director. The director should be a model of spontaneity for group members to emulate. Just as the protagonist sets the role of the "other" in the session, the director sets the role of "the spontaneous group member". Though issues of transference are minimised rather than maximised in psychodrama, the role of good parent or bad parent exists for many directors with a particular group member. It may be a conscious effort for a director to play a good parent for a damaged protagonist. This necessitates responsibility and…" Moreno means that affect, emotion, perspective and spontan.
This study compeard two ideolog Spinoza and Moreno the belowe figure ullustrates two thmes connections between nodes. When Spinoza is affect Moreno is spontan.

Figure 3. Spinoza Versus Moreno
In Figure 3 ilustretes the main concepts of Spinoza and Moreno cross with each other.

Spinoza
In forty five years of his life, Baruch Spinoza gives works that made him one of the most influential Metaphysical Thoughts and the Theological-Political Treatise. In addition to these, he wrote the manuscript although he didn"t manage for publication (Deleuze, 1988).
Later in the seventeenth century, Baruch Spinoza (1677/1876) broke with the still popular view of the emotions as bothersome intrusions and insisted that they can be seen as natural and lawful phenomena.
He is one of the major expositors of the notion that the passions are essentially conative, that is, derived from motivational forces, just as Aristotle and Hobbes had asserted before him. For Spinoza the passions-pleasure, pain, and desire-are all derived from the drive to self-preservation, to maintain one"s own existence (Mandler, 2003, p. 158 Maidansky (2018)"s article retraces the fate of Spinoza"s ideas in cultural-historical psychology from the late works of Lev Vygotsky to Evald Ilyenkov. Following Spinoza, Vygotsky considers affect to be the alpha and omega of all psychic development. The central problem both of Ethics and Vygotsky"s last manuscripts is the way to freedom through the rational mastering of affects. Vygotsky died before he could carry out his project of a "new psychology" based on Spinoza"s idea of man. His students were not able to continue his work.
Fabbriches (2019) combined Spinoza, Emerson, and Peirce in the perspective of, Pragmatism to rich, how power would-be preparedness to act.
Celermajer (2019) points to the works of Spinoza in the context of a political manner. According to Celermajer (2019), Drawing on Spinoza, the article considers the affective impediments to the uptake of understandings and their correlate practices that require moving beyond agent-centric explanations for grave wrongs. So long as anger, indignation, and blame colonize the individual and broader institutional spheres, they will almost inevitably bind us to a particular type of inadequate causal analysis and make other types of preventative responses appear as derelictions of our duty to hold wrongdoers responsible for their acts.
Nicolás and Johnson (2019) underline the importance of emotional education. Educational psychology" great issue is respecting, responding emotional uniqueness of objects in an educational environment.
As Strom et al. (2018) stated our work should prepare educational society from students to parents even education itself to think different.
From the facts and fictions, Nadler (2019) states that there is a light difference between that is the lowest grade of cognition, grounded in the senses and imagination (p. 554).
According to Monaca (2018), not only Spinoza by his life but also his works as in the case of Ethic" Spanish poet misconceived.

Robbins (2018) investigated theological look to heresy between Spinoza and famous rock Singer
Prince (born 1958, died 2016). He concluded out that Heresy today is the supreme example of futility.
And it is precisely such waste, expenditure, and nonproductively that we most need. Failure is our only option. Even more, it is our only hope.

Moreno
Jacob Levy Moreno was born in Bucharest in 1889 and died in New York in 1974. Moreno, the pioneer of interpersonal relations in the fields of sociometry, group therapy, psychodrama, and sociodrama, entered the domain of family therapy when he published "Inter-personal Therapy and the Psychopathology of Inter-personal Relations" (Farmer, 1995).
The concept of spontaneity was first introduced to psychotherapy by Moreno (1953) who considered it a major contributor to well-being. His theory and the kind of group therapy (psychodrama) he created are based on the notion that a spontaneous person is a mentally healthy one. Moreno"s (1953Moreno"s ( , 1964 theory held that the process leading to well-being begins with a spontaneity that triggers creativity that ends in action. Interestingly, both Moreno (1953), an opponent of psychoanalysis, and Fiumara (2009),