For those who have been reading my blog, I have been explaining how the words we know determine our place in life. Knowing our words is giving us structure to speak, to explain, to understand and to be able to generate with critical thinking skill.
Within this, we have to realize what we are doing to avoid this in our schools. We teach value judgements over building a solid foundation, over walking the building of a large vocabulary as the words we know. And we must realize that words are simply a name given to the things in our world and our state of being within. For example, when a child comes from an economically suppressed home, at a time in history when the minimum wage is not a living wage, creating a very stressed environment that has little time for learning new words because the worry about survival is too great and with it, often the desire to escape the pressure and the woe of lack of opportunity, how can a child born into such be in an environment of stability with the state of ease and consequently, the time to be influenced by a broad and expansive vocabulary? In this, worry, the state of being as worry, is a distraction from the focus necessary to give a consistent and careful practical explanation of the parts as the world around us in which we all live, in the name as the words.
I watched a video, where this young woman talked about teaching. At one point she explains that what she is asked to do is control the children. When she begins to employ control, she finds herself getting angry and yelling more at the children. She no longer can enjoy what is the curiosity of the child. This curiosity when allowed movement, makes a class room appear to be more chaotic, as the children are busy allowing their curiosity license, but when a class room is one where the children sit and listen, to one viewpoint, what is natural is shut down, as there is no movement of self discovery, and as such, this nature to look at the world around us, is suppressed. Overall, this means that what we are doing in our schools, because this model has been going on for a long time and our children in America are beginning to join the ranks of the less educated on a global measure, is not working. We have to admit this before we can begin to change because continuing to attempt to control into one size fits all, as doing the same that is not working and actually making us less educated, is doing the same thing and expecting different outcomes that are simply not going to happen.
A lot of it has to do with depth perception. The irony being that our monopolistic classrooms, funnel the children into one point of view, and we, the adults are from the same background, so our ability to see dimensions in a moment, is lacking, and hence, being able to direct this within a group of children, incorporating the curiosity of the child as they notice aspects of things and move to investigate, instead of looking at this teachable moment, as what the child is drawn to, we shut it down to get the lesson aspect across so the measure of the child, is of what is promoted in the texts that are of patented standards, written by a corpus that is a hierarchy built of suppression and means of access via the economy of wealth created from freely given resources worked by the labor of men for generations. Which means that no one, or few, can really claim ownership of anything but in word only. Which just goes to show how our words are being used to build belief, and yet we, individually within this, are not realizing the importance of knowing our words, and instead teaching weighted values over practical detail. If our lessons are theme based, teaching a value, instead of a practical understanding built that allows a child to communicate and symbiotically focus on the detail of the world around us, allowing the child to move in awareness and as such build an ease within living in this world, our children have no inner measure of reality.
The musician in me comes up here, like I am playing a Bach piece, where the measure of rhythm moves in different ways within a piece. There can be a melody under a melody, and this can change. It is like having different lines moving,interwoven within the melody on top. If we only focus on the topical melody, we miss the dimensions of the counter points that help give substance to the melody. If children learn the words, they see more dimensions, they begin to be able to abstractly see more than one movement within reality, and hence their critical thinking, as seeing how things work, builds and with it, their focus and their ability to interact with others in ways that are productive instead of reactive. A reactive child is a child that simply does not have enough self directive structure, which is the words. It is very much like numbers, as numbers are another language. If one does not understand the symbol of “ 1” then one cannot even begin to add, one plus one. If one plus one builds two, then a child who does not have the vocabulary to build structure to self direct, cannot have the ability to respond and becomes a “ live wire” we call reaction, which is a child caught up in frustration. A state of being in frustration, is a distraction that cannot be corrected by telling the child to sit down and sit still. This is simply suppression, and what we resist persists, because the only way out is to build a structural foundation within as the words, to enable the child to begin to participate, which is what the nature of a human really wants. The reactive state of being, is not the nature of a human being allowed expression.
There is no real way out of this. Saying that this is the way it is, is the same state of being as the frustrated child, which has already been stated as suppression instead of direction and problem solving. A short term gain, to get through a day and appear to be doing one’s job, is not really taking into consideration that that little human will some day become an adult, and that what goes in is what comes out. The way to building a society that is secure, where we can all live in ease, is to ensure that our children are able to be critical thinkers, which means they must have the space and time to build a concrete abstract of reality, as their inner measure ability, that is clear, so they self direct being able to read the dimensions of reality. It is so simple, and we adults are so used to the words, “ its complicated” that we can no longer see the forest through the trees, which means that saying something is complicated is saying that we have not looked and we believe our chaos to be how life is, when it is not so.
We have allowed ourselves to be the product of this system, to the point where we accept the limitations that are what unbalances, and we are traveling within as this, so fast- which shows our ability for detail!- that to balance this out we have to go back to the beginning and rebuild the cognitive map which is to reconstruct this, and realize that many of our behaviors of resistance as the change from moving as how we are moving, to slowing down and redirecting, which appears as a loss, when it is not, it is a gain.
Overall, there is enough good, that some of what we are doing, can remain, so the rebuilding, once enough structure as the words are built gets going, the process can begin to move faster after that initial slowing down that seems like a loss, as in appearing to move too slowly in comparison to how one has been moving in limitation. But this is the point, because one is really adding a clear structure as the words, like getting to the point where one is filling in the gaps, as getting the measure as the words into the child to build a fabric as a map within that is of equal measure to practical reality.
Because our characters at present are of limitation, as the words we know, and we can see this in our behaviors as when we are in a state of ease, we have patience and are flexible, and when we are reactive, we are in judgement instead of giving direction that is taking the time to, and having the ease with, explaining things in a relaxed and concise manner, which is not a behavior of reprimand or positive reinforcement. Practical movement direction, as in what does no harm, because a cup is a cup, a dog is a dog, a desk is a desk, 1 + 1 is 2, is all direction within common sense, and as this, there can be no hurt, there is only knowing the names of things and how they move, that is also a focus on practical reality, because this is how we exist, this is what our children grow up and participate within. Denying a child the time to focus on here, to be given the means as the words to do so, is a crime. The storm in a teacup, as demanding that a child sit and listen, is not giving the child the time to ask the questions needed to stabilize themselves here. All of us are aware enough, to realize that blaming a state of being for it’s own lack in this economic system is not a movement of effective change to reorder and ensure that the behavior of lack as the fabric of human society, is removed and balanced out. We must compose our social fabric to a potent presence of awareness of practical reality, and the means to do so, is to build an inner measure, using the words as the sound names assigned to what it means to practically live as an inner state of being that is clear.
The process of redirecting can be done with technology as getting the words as the structure into the child. It is, after all, simply getting the structure into the long term memory, where we know the words as quickly and as comfortably as we know our names, and to then have the structure to place the equal measure of movement and indication of a quality and or thing, to create a means of cross reference that is clear and both directs to practical detail and potential consequence of action based on inherent qualities of practical existence. This builds stability, and then that stability enables an objective viewpoint that is subjective, which means being able to take a direction that considers many dimensions, which in essence is building a detail of practical reality, instead of imagination ONLY. This builds a child that is stable, productive, and able to think critically. In contrast, a value of hope, for example, is a distraction from being an action of critical thinking in practice of one’s self moving and participating in living. In this aspect, saying to have hope, is not taking the time to be practical. And living is a practical act. The extra-ordinary is only reached through the ordinary. A house is built as a process of multiple steps, hope is just a distraction from that. In many respects, hope is an abdication, because it is a belief that something else is going to come and be practical for one, when being practical is being practical, and nothing else.
Techno Tutor, the way and the means to build a solid foundation, redirecting and directing a child and an adult to build an inner abstract that is of practical measure enabling critical thinking skills that can withstand the test of living and as such transform our society to one that is at ease, self directive, problem solving in an instant, and of a function that removes behaviors of lack, creating a world that is dignified, where we can all speak and become the potential of ourselves as life.
In many ways, value judgements are the difference between believing the world is flat, when it is round. This, a value building over practical measure, as the words we know, is like building a fantasy within out of an elongation of one dimension of reality, not a good or a bad, and as such hard to catch once accepted, but overall, a separation from direct seeing. Parents, take back the power of yourself as life, build the character of your child, as the words they know, to an adult who has the measure within to withstand the test of life, and to live a life that is clear, stable, at ease with life. This is the dignified life we all want for our children, and the means if right in front of us as the words we know. Techno-Tutor. Let’s get this done.
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