Thursday, June 26, 2014

Word Recognition without the Clutter of Association.

An education gives a human being the structure to communicate and organize the world around them. Much of this is done using words. We go to school and learn to organize ourselves via words, which is why vocabulary is such a strong indicator of success.

This tells us, that education, as inner structure, is programming the human, to perform. The natural learning ability of the human, is this ability as common sense. When this common sense is split into fragments, as values before practical common sense, time is spent supporting the value over practical common sense; common sense being how we direct and create with the world around us. Common sense is that task, that practice that exhibits creating something tangible.

If our vocabulary is limited, and taught in the order of value, instead of practice, then we learn value making, as ideas, instead of actual step by step practical application. This value making, is what our media is and does, to create a need, as a value, that becomes what is demanded, as what is essentially programmed, thereby sidestepping common sense. As this, our children have little skill development, and a huge focus on a few values. Just think how much time is spent talking about clothing, and or decoration, instead of the details of the means of how the object being the decor is created. Wanting to decorate, is not a bad, but when this one perspective is the goal of many, which practically does not work in the world, because only a few can actually do this, which takes money, and social networking, and we tend to want the famous name, so usually just a few become this and then have the means to survive within it - which is basically a monopolistic formation, we can see the spin of our limitation, and the gap in our understanding. If someone comes to point this out, the program of the person, does not want to slow down and look at the details, and their abstract mind is busy rushing ahead as their formation made larger than life.

Imagine a child in a school, who has not the detail, the focus, never having the opportunity to build such, and living in an environment, those first seven years, where the exposure was of the consumerist media teaching limited values, ignoring detail, and thus imprinting a limited vocabulary, and all of it with values? Then place such a programmed abstract as mind, into a school setting. Can we see how that child will need to be carefully balanced out and that many reactions will come up as what is missing and as what must be counter balanced to get that child moving in common sense? Can we begin to see that blame and punishment has no solution because it only names the wrong but does not direct? And, how can a public school really have the time to walk the gaps in development with each child and even read the gaps with clarity, when the teachers themselves are the same products of such a system that has intensified in the last 100 years, as the last three or four generations? Conceptually, one has to be able to not only collect data, so to speak, but also read that and see the patterns instantly and then be able to, in a moment, direct into solution.

But, if most degreed people, can only process about 250 words per minute, then how can the adults of this world do this? Really, they cannot. Which is why so many of the problems and behaviors are not being directed into solution, because the adults are not processing with any real measure of depth perception. Which, the children are unable to do as well. So it is like, or should I say, it IS, the blind leading the blind. We have to be willing to admit this, and just as I suggest with the children, no longer blame, no longer reprimand, but, simply, realize it and redirect in ways that begin to build an inherent ability to process the patterns of common sense, within and without, to reconstruct, what is here, taking that which is good, and does no harm, and aligning our children and ourselves into what we want, which is to communicate with one another, be creative, from the making of the painting to hang on the wall, to the conversation we have as we sit in what we created, in ways that expand our awareness of what it means to live a full life, a life where all our senses are alive, and our experience is one filled with manifesting all potential. 

The way and the means of doing this is with our words.  Words are the naming of the measure of this world. Which is why those with a large vocabulary, tend to have a capacity to self direct, because they see more directly, because they have attended to, via words, the measure of practical physical reality. We have to be able to see the structure of the physical world and see the structure of the words we use to communicate, and convey information. 

If you have ever corrected a series of state tests, it immediately becomes apparent that children are very capable of being taught. Mostly, each has a different gap that needs to be practiced and walked through. And if one has tutored, it can be realized that a child can learn structure, and use such to begin to process knowledge and information, and the physical world, and then begin to move in more self directive ways, which over all, is being critical thinkers.

Thus, the words our children know, determine their abstract development. If this abstract development has become concrete, meaning habituated - which is saying “ stuck” in limitation - this abstract must be rebuilt. This is not something new, it is realized within the constructivist paradigm developed in the mid 1900’s after a couple of generations of a society experiencing the industrial model of production. Which means, we as adults could see what was happening.

As I have said, if I learned to process musical notes very fast by the time I was seventeen, to the point where I could read blocks of patterns as the notes, enough to generate a song, then why had I not been taught this with words?

First, I had not learned the notes by association, I had learned the note signifies a precise measure as a certain sound produced a certain way directly on the instrument. No pictures, no values, other than intensity of sound etc.. I had used focus mechanisms to narrow my focus, to realize that single unit of measure so that no clutter came up within interacting with that note. Thus, when I played, I could process without a memory of pictures, the note was the note, period.

So, if we look at media, and the adults we have become, obsessed with DATA only, we can see that we are not seeing directly, and we can understand that we are not seeing directly because we are not solving the problems of lack in our children. Remember, if we are blaming, reprimanding without clear direction, and much patience because of the accumulation of this, in essence we are lacking in depth perception. Our depth perception is our natural common sense, it is simply “ polluted” with value touting over practical action. And we are so immersed in this, we really do not know the difference, it has been going on for generations. And yes, I have to remind myself of this, because i am as much a product of this as anyone, so I slow down, and cross reference all the time, even when I am being rejected, pushed away, called names, etc. because such is not an act of giving a direction that is stable and sound, leading to, for example, giving the children the means to be self directive.

So, Techno- Tutor, is the means to clean up the abstract mind, filling in the gaps of understanding and thus self directive capacity that is of a direct seeing measure of practical reality. it is getting the words in without associations being a support as a belief that context builds meaning with a text only. It is getting the words in as their unit of measure in practical reality, so that then the children have a stable starting point to become self directive, understand the practical world, and therefor, stabilize within seeing directly and working with the means of practical reality.

Techno-Tutor is cost effective and efficient. It empowers the child to build an abstract as the words, so that they can answer in class, knowing the words as well as they know their names, knowing their words enough to be able to actually create a “ song” that has form and structure, that can be seen as a whole, as the pieces are clear, and then can objectively be seen and carefully looked at, corrected as the child subjectively lives their words as directives symbiotically in practical daily living. Techno Tutor is a win- win for parents, for schools, for the children, for the society, the the nation, for the gift of life all around us. 

Allow us to prove this. Techno -Tutor has special offers for schools. It is a gift that keeps on giving.

                   the simplicity of this, it is not complicated, which is hard for a world blinded by complication.

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