Sunday, September 22, 2013

ADHD and ADD: Confusion Within as a Limited GPS.

So a child learns to crawl, to walk, to talk and eventually to think in the home environment picking up all of its surroundings, building a memory/picture of the world as the movement of the space-time within and without as the parents and the physical, to enable self direction in a physical world.  A GPS system. Thus, what has gone into the child, in totality, is what comes out of the child. And so our children become copies of the adult, as the first seven years build the “ concrete mind”, a blue print “ platform” that is a map of what they have experienced,  all physical tensions, all word combination, all reprimand, all positive reinforcement as values. 
When the child reaches seven naturally their ability to take in the world slows down because they divide their self directive capacity between the outside world and the use of their memory as a guide/reference.
School begins at this age, this point of some experience of the world being mapped and used as the memory, as the mind.
Imagine a child that came from a home of limited vocabulary? That child enters the schools system with limited structure as vocabulary. They already have a lesser communication ability. Do they get caught up in this lack, this becoming greater as their focus than being directive in developing a greater vocabulary as the real solution to the lack? Do our schools as the very design of them, have the money and thus the time to balance this out in all children? No, and to do so would cost taxpayers a lot more than what is being given to the schools. Here, some parents pay for school to ensure attention is given within this state of lack, that is really a lack of clarity.
In essence the schools are meant to direct the children into understanding more structures. The schools are dependent on the parents “ filling in the missing links.” Our public schools function when the parents are intimately involved with the development of the child. In all, this is how the public schools were formed, to supplement parents, the  public schools were never designed to be the sole educators of children. And as we all know, parents that realize they cannot monitor their child’s development as much as they might want to, pay to have their children attend very expensive schools to ensure that the child is up to speed with vocabulary and math skills. There are even those who spend a lot on tutors to fill in the gaps. A real education is a process that either takes a parent very closely monitoring the child in tandem with the schooling process, or a parent paying someone else to do this. This is a process of building a sound character that can face reality with clear understanding.
If we look at how children learn their first seven years, as a kind of absorbent sponge, the variations in what has been taken in are so great, no public school scenario can possible even out what has been learned in each child. This is why close parental involvement is absolutely essential.
That being said, imagine a child that has learned a relatively broad vocabulary, as the sounds as the words, as the structures moving in front of the child as the spoken word, organizing the world - which is to say that words give order to our world, in that they enable us to communicate and thus, organize ourselves within.  I mean, look at numbers, they organize a way of understanding a certain level of spatial division, words are the same, they describe space and movement. The more words we know the greater our ability to clarify our perceptions of physical reality and to realize whether our understanding of reality is clear.  Greater vocabulary- more ease in physical conceptual development.  
Within all of this, if a child has picked up uncertainty as the movement in reality of parents as their state of being, then some of the words a child learns in those first seven years have added emotional values that are not direct and clear, thus every time the child uses a word, the memory comes up with the word as the blueprint is referenced. This additional added value has to then be processed and so the child is slowed down, or is caught up in the emotional value and the ability to process with clarity no longer exists because the words are essentially unstable. The memory is not clear, it does not have a clear direct meaning as the words in relation to actual, practical physical reality.
Most of us have experienced this. Just think of returning to a childhood place, or imagine returning to where one went to college, or imagine returning to your parents home after a long absence. Do memories come up, do sentimental values come up? Is there a whole memory structure that comes up of that distant time? Does it overwhelm you? Does it bring up a whole slew of emotional values? Many of them you wish you had never had? Now, imagine a child. They have many such emotional and feeling values attached to their words, so when they go to school and deal with words all the emotional values come up. Thus a concrete mind - which I am defining as memory that is “ big “ enough to be a directive that happens at about the age of seven, this point where the system believes a child is ready for school, that we all have experienced, is really a map of the past, and according to what has been placed within as that guidance system, must be filtered through as a child begins to process new information presented at school.
We also realize, if we look back at elementary school that the judgements between the children, as peer groups is brutal. This is children moving as values instead of being direct in understanding here as the physical world. So, if a child is inundated with values attached to words, this catches them up and they have a hard time processing new information because the values slow them down. And this is why  parents with money spend a lot of money on education, because they know they do not have the time to clear all of this up and ensure that the children understand words and numbers clearly, because they know that a clear understanding of structure leads to success.
Within this, is Attention Deficit Disorder the inner GPS in disorder? A combination of a lack of structure as words and words that are a clear direct meaning with reality?
Is it possible to refocus a child from their natural learning ability and build a vocabulary that is direct in meaning allowing a child to be equal within, to the without? Can the character of the child be built as a foundation of clear, solid, direct meanings to words, to structure the child’s natural learning ability into a clear understanding as words , no values of good and bad attached? Meaning “ a cup is a cup”?
If we look closely, children have, initially, tolerance for others, but by the third grade, comparison and gossip become their behavior: they are moving as a system of values or “what is more” and “what is less”, instead of being directive with a practical understanding, as a direct seeing, of physical reality. So, if the attention is more on values as ideas, how can a conceptual development of reality grow? In essence it can’t, although, and this varies by degree, some learn to understand some of physical reality. What would happen if a child learned a direct understanding of physical reality from the beginning? Would they be less reactive and more directive? Would they be here, instead of in confusion, as not being able to attend to here? Which begs the question: with our present information and consumerist age, will this process of value judgement begin at an earlier age? By this I mean, the input in space-time is moving faster, compounding, thus what may have happened at 8 years of age, may now begin a 5 or 6 years of age.
Attention Deficit Disorder and its variations are really a product of our society. We are all to blame, individually and collectively. The way out is for each to become responsible. As this would then lead to a collective responsibility. We, as parents, must become responsible for the process of building the character, as the inner GPS, of our children. This simply means ensuring that the  meaning of the words our children know are clear and direct, and that the words, as the vocabulary, are numerous.

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