Monday, May 25, 2015

What happens to the memory of the child as they participate in the world?

What happens to the memory of the child as they participate in the world?
As parents, do we realize that our absorbent children take in all the measure of us, as our beliefs, opinions and ideas? Do we realize that we were born without language, or culture or race or religion? Do we realize that this is all a measure based on a past, as traditions, that we bring from one generation to the next? Do we realize that we move as what we were exposed to in our early environments to such a degree that we become our parents as we grow older?
If we learn by imitating, by taking in, the world around us, we can see that every single movement we move as, becomes the child, because the child mirrors everything the parent does on a cellular level. That is how great our capacity to take in form exists as. So, do we as parents, carefully watch our every move?
An example; Let us look at a moment when one might be exiting a car. The day previous to this was busy, and the traffic slow. One stops to get some gas, pulls into the bumping bay, and opens the door to step out to the pump. As one shuts the car door, with the child/baby sitting in the back seat, there is a rush in the way you as a parent moves within shutting the door. All of your frustration and anxiety is loaded into that movement of shutting that door. One may notice that one shut the door with more energy and drive than one expected, as one was thinking about how one was late, and the day was not moving in expected ways. All of this is memorized as a movement by the child. All of it.
Later, perhaps two weeks or so, the child is playing with something on the table, and suddenly moves in a rushed way, filled with what was imitated, as what was memorized and what was taken as modeled as sensed by the child in their world. The child accidentally, knocks something off the table, because the energy as the model of the parents become the modeled behavior of the child. The parent then yells at the child. The child is confused, because the child was being what the child had learned, had imitated, and the child does not yet understand how this all works, nor does the parent.  Thus the child is blamed for their action that was a model of the parent. The child taking in and moving the same way. Is the child going to develop confidence in such an event? Is the child learning to respect and participate in their world in effective ways? No.
Thus, the child becomes value judgements as the measure within. They become the stress of the parent. They become that inner stress, to the extent that they miss the practice of being present here, being aware of the world around them. They begin to lose their attention to the practical world. And then we parents, reprimand them for this. Can we really blame them, when we were the model of the separation? Can this same process be handed down generation after generation? Yes.
If we begin to understand this, we can begin to understand the accumulation of attention deficit dis-orders that grow, perhaps exponentially, in our children. It is, very simply, that the measure as the experience of the child, is not equal to the measure of the world around them. On the side, many of us realize, by the time we sort all of this out, when we are older, that this did not need to exist from the beginning. We can blame our parents. Is this a solution? No
What would be a solution?
To ground ourselves back into practicing being an intervention that directs our focus back into the practical. We can use the structure as words, to be the real measure of ourselves here in this life we must live as what we are. We can rebuild our inner measure, through bringing that energy that is not equal to being at ease in our worlds, back into a measure, using words, to become ‘ small’ enough to see the details of living, and thus enabling ourselves to move with self confidence and ease in our lives, realizing that we can focus here, and learn the real measure of living, to then not fear learning anything, meaning learning about what we really enjoy doing.
If you could have the power, and the means to build a child, to see directly here, thereby having a superior memory, and building self trust, self confidence and self esteem, what would that be worth to you? You would not have to depend on a school, you could make sure that your child was sound, was structured in a way they could learn, choose and succeed at whatever they wanted. They would have the freedom to choose, because instead of being anxious, insecure, uncertain, they would have an ordered memory, the measure of their experience, that enables them clear self direction.
Only a parent can ensure that the child reaches their full potential. Everything a parent does, is absorbed by the child. And this takes time to clear up when it is not grounded and at ease. Since prevention is the best cure, why not use technology, that never gets tired, never has a stressful day, help you help yourself, through ensuring that, via words as the perfect tools of measure, are without all those emotions one does not realize are in every single movement and is being learned by the child, by association- imitation- mirroring, to make sure these words are clear, clean, stable. 

The means are here, and they are very cost effective. It is what each would have wanted for themselves. 

Friday, May 15, 2015

How do we learn and what is the absorbent mind, our natural learning ability?

How do we learn? How did I learn to play the violin? How did the children I taught learn to play the violin? How did I teach the children in the schools?
We repeated what was being taught, which is within the direct instruction model. We introduce the material, we explain the concept- the form, the structure, the design, the object and its way of moving. We repeat this. We show examples. We hand this over to the children to ‘ move as’ by themselves. We, sometimes in our current habits, send home more examples to practice, to repeat. This is the practice in step, of repetition.
Our research makes it clear that children who have the opportunity and exposure to hearing/seeing/experiencing more variation in words/vocabulary, specified subject matter- such as parents who have studied science, or music, or golf - tend to have a greater capacity to do that to which they were exposed. And since the behavior, as the know how, of the parents and their focus is repeated again and again, that absorbent mind of the child will pick this up and imitate it. So, we learn by repetition. That is the base. And we know that children have very absorbent minds. We understand how rabidly they can learn languages. We understand that a child who grows up in a home where there is a lot of music being performed and practiced and talked about will often begin a musical instrument and within 10,000 hours have mastered that instrument. So, by the age of seven, with consideration to allow the child to become what is around it, and practice the structure, which is bringing awareness into the form, which is integrating this into a structural memory within to build neurons that pair back and expedite the movement of the informed awareness structure, to become that protege- as the word we use to describe someone who learns something at a young age. 
Our feral children are the same, they become the measure as the focus of the sense practiced in becoming the space and timed measure as the behavior of the host. So great is our ability to learn, to sense the world around us and order this when given the structure to experience and model again and again, in its application and form. Thus we learn by repetition, and within this we discover our physical bodies and learn with mis-takes as a natural part of this learning process. A child falls down many times before they walk with ease.
This also begs the question as to what we are doing with this sense that can become the very form and practice repeated again and again? Is our natural learning ability something like water?
Is our ability to absorb extendable to forms around us, just as that feral child imitates and repeats with trial and error, with and as this absorbent substance that is a sensory mechanism practicing the shape and form and movement range of the world around it?
Thus, if we place our children in a box, a classroom, for 12 years, expecting them to learn through abstracting about knowledge and information ONLY, what are we creating with this absorbent natural learning/sounding/modeling.practicing/reflecting ability? Since we become what we practice, do we end up aggrandizing what is a singular good into a limitation? Are we making this good-turned-limitation as this practice, larger than that used as a movement to model/absorb into thinking as abstracting as imagining ONLY? Would this not create a disconnect from reality? Would this not be the imprint passed down from one generation ( as this is what is generated) to the next? Thus, would that child not have to sort out living here in physical reality in practice and the generational information? Would this cause some chaos if that generational imprint were lacking in a sound structural memory of the practice of living as physical states of being that is what our lives are while we are here on earth?
Can knowledge and information be manipulated within such a systemic design? Remove that absorbent ability from the practice of living, and inform it through spaced repetition- as going to school and sitting in a room, shut off from the physical natural world, and practice through spaced repetition the form of imagination use ONLY, until this becomes the means of seeking direction and the information of self structurally. Where does this end up? Would this not be attention away from practical living? Would that memory, or could that memory, fill up, like a computer?
How many have noticed that it becomes more difficult to be flexible as we age? How many have noticed that as we get older, things we could do before seem to become more and more difficult? This is the same as saying that moving in our worlds becomes more difficult. We tend to want, narrower comfort zones to remain in as a consequence. Why would this be? Could this be that our memories, as our experiential maps, as our repeated structural cognitions are limited and done from imagination ONLY, as we were taught to move, by systemic design, to repeat- is this like computer memory, a stagnation, that eventually fills up?
This begs the question. If our focus was on the practice of the form as what we are, as sensory physical mechanisms,  could we cross reference the physical reality, and realize memory as our imagination for what this is, and ‘ wipe’ the slate as memory clean with each use so that it never gets filled up? Would this not mean understanding memory for what it is, and practice becoming the forms around us, and using memory, cognition for what is really is? 
How can we transform our present practices into what would allow the full potential of this mechanistic ability? No one wants to lose their job, no one wants to limit this in a child either. We cannot continue to move as we are as our educational structure, because the consequences of this practice of placing that absorbent unique expression of our children into thinking and abstracting and memorizing ONLY, in a box, are manifesting as all manner and degree of so-called attention deficits. This will only compound more, and we will become what we make movies about; zombies. What is a zombie really? It is someone who is not present in practical reality, it is someone ‘dead’ to common sense. And does that memory, consume the flesh of the physical body that was the means to absorb the world and express as a physical state of being? Do our so-called fairy tales reveal to us what we are doing as in what we are accepting and allowing?  Can we not see the forest through the trees because we are all products of this separation and mis-use of our absorbent ability? When we have interventions for those already genetically and environmentally cluttered, and existentially placed into a method of practice that continues the lack of structure through a slow motion of  in-form-ation,  do we not see that we are in effect slowing down what was a natural inclination to realize the practice of movement in a physical formation that is what we are?
On another practical front, when we teach compassion, and the benefit of the golden rule we teach in our schools, to give to another as one would give to one’s self, is this not an admission that we have this capacity to with our natural ability to take on form, be able to sense the form of another even in their actions as dimensions of what it means to be focused here? And does this not show how we become the measure of our parents and that this substance is the mechanism to be and do this in practice here? If we use this to practice living in grounded practical ways, what would happen to our overall living with one another? Would we become this golden rule and realize that this is the means to reaching our full potential?

To reground and refocus we are going to need help. We can use what we have externalized to help focus us, reform us, back into a practical measure of living as what we are. We can use technology to refocus us, to rebuild our cognition- our directive information within. We can use the great plasticity of our physical bodies to reform ourselves structurally to walk the process of remeasuring our absorbent fluid self back down to the ground, so that those interventions are no longer necessary by the time the child, the man, reaches a certain age, because the child will begin to realize how this works and be able to self direct and consider all things, taking that which is good and does no harm, because they see directly, because they are living the smallest measure of order, they live the words they know as the placeholders of the information of reality. It is there right in front of us, we are the words we know. The more words a person has had the opportunity and experience to encounter, in variation, the greater the potential success of the child. Words create a structural navigation system, when stable and sound that fluid absorbent mind/self has the means to focus and practice living here. The words are living words. This would be a life of joy as this would be a child who could express their full capacity, that joy of communion with actual real living. You decide. The tools are here.

                We are the measure of our experience and words are placeholders for the measure of our  
                                          experience. We then build a sound mind/cognition.

Monday, May 4, 2015

The measure of our understanding; What comes to direct us. What is Mindfulness and ABA.

The measure of our understanding; what comes to direct us.

When I practice a piece on the violin, I just practice the measure of all the notes, the duration, the intensity, the attack as the percussive quality of the note, and the volume in space and time. I form that shape as sound. I must repeat this sense of the form to fine tune this so that the form is clear in space and time, here. If I practice, as myself repeating the sense of the form and what it means to create that form, with any emotional experience, I practice, as in repeat that emotional experience into the memory as an under-standing of what I am being. This will come up every time I come to that point of play of that practiced form. I will have to experience that. In one way, it is cool, because I can see what I allow as the focus of me and correct it. Yet, this means that I have to go back and practice that correction. In the end, my focus has to be present as what I practice, as what I repeat that becomes my measure within, in order for me to be flexible and clear. This focus, must be without emotional values, which is to say without judgement, and this can be realized because a lack of ease signifies a lack of focus- a kind of focus that rapidly takes in a form, which is to say to be the taking in of information. I become what I practice, because what I repeat becomes my experience and it becomes what directs me. If it is not sound, or limited information overall, I become the directive as this.
What I repeat, is what I become. If I repeat televised measures and meters of reality, then I become this. I may realize this, and still, that measure and meter is there and I must sort through this, which takes my attention, and I am then busy within sorting out what is an information that does not fit into a moment’s need for practical application.
If I am in a classroom for many years, during my childhood, I become the measure of what is placed before me. I have to ask myself if that measure is able to inform me into an understanding that develops a memory that allows me to direct myself in efficient and productive ways when I become an adult and enter the world for myself where I make decisions?
Could it be that the information presented in that room I spent in my childhood, be of a limited nature? Was I exposed to practicing understanding many dimensions of this physical reality that I move within as an adult? Was the information slowed down in ways that end up limiting my experience? If I look at the design of this overall, is it hard to understand the measure of this as the parts not being ‘ bad’ but being limiting because the information was metered out in a slowed down measure to not only acclimate me to moving slower than my innate capacity to absorb as with which I was born, and to also inform me with a measure that causes miss-takes through lack of understanding as a lack of direct seeing, that cause consequences that I spend much of my life correcting thereby losing time to order my adult life into an efficient living experience?
If I become what is placed before me, as a form that I repeat until understood, this becomes the blue print of my inner understanding, and this becomes the information I direct myself as. If I repeat a form, such as being in constant comparison based on ideas of beauty, then I become this directive and I miss the total understanding of practical reality. I miss so much order in color and form and capacity and end up having to correct this over time, realizing my mis-take that is a lack of respect for so many qualities in existence. I have lived as a judgement and not as a practical respect for the means of my being, which is a physical reality that I use to reach success as an adult because this is what I work with.
I understand why the elite will spend so much money and time exposing  their children to travel, to other languages and cultures, to activities such as music lessons and individual self development practices, such a karate, or surfing or tutors that walk the structures of geometry- for example. All of this is exposure to direct real life formations, that expand understanding and awareness, forming an awareness of many parts interacting in real time. And this, allows an informed awareness that gives a more focused and capable directive capacity. That absorbent mind, so obvious in the child, formed so completely as to build with interventions that are directives as an exposure to all manner of measured and metered space, the child  then moves in ways that have few con-sequences of lack that cause the accumulation of having to back track and repeat, which is practice, what would not cause consequences that disrupt efficient and well-informed action.
When we are exposed to things, we learn the names of the parts and the whole, the layers of understanding how mechanisms work in an ordered way. With this understanding, we are informed and when we make decisions, they have little consequence. What is it that orders this within? Could it be the names of the measure, as the length and duration and quality of things with which we interact, as directives, within this world?
What happens when mis-information accumulates over time, as what our genes are from our parents? What happens when our generations of measure are imprinted as our informed selves, and passed down, like a residual map, via our behaviors that are then the measure presented to our children, that then become the child, in tandem with a social construct as our school systems that meter out measure in extended forms to try and fit all learning/absorbing states in many different children from many different backgrounds?  And if we are all products of this, can we each imagine trying to order this if we slow down and imagine what it would mean if we had 15 to 25 or more, of such informed beings in front of us that we had to teach a measure of something? Could we do this ourselves? We cannot, such can only be informed one on one, and/or taken out into the world, as the elite do, and exposed to real life measure, realizing that overall our inner memories as our informed experiences from our past ; the measure of our exposure that is a past, and not what is present here in the real living moment. 
Who has the means to give this one on one directive? The parent. 
Research in education makes it very clear, that the more words one has been informed as, will determine ones ability to direct in this world. These words must be clear in meaning, uncluttered with emotional values, and referenced with practical reality. Then is the character informed in structured and clear ways. This is an adult who can communicate and interact, order and focus, be present and effective in creating a life that understands that it can learn, that the freedom to choose means being structured as being well informed, and that this leads to success.
Thomas Jefferson said that when we give up our freedom, which is our self responsibility capacity, to have security, we end up with neither. As parents we have to ask ourselves as people, if we are willing to realize how we work and how we can self empower ourselves to inform our children into effective adults capable of making decisions that build self trust, leading to self esteem, and self confidence within the simple understanding that we are the words we know, as this exposes the measure of our understanding. The means to this end are here. You decide. 

Thank You for reading, much appreciated.