Friday, November 6, 2015

Techno Colored Imagination to Micro Managed School Environments.

We have our children grow up with fantasy, as all the images of fantastic events and places. The fairy tales the precursors of what is lighted up in the use of lights as the media that in turn lights up in our minds. In this, the child develops an imagination without any real practical application. That imaginative world is something separate from practical living, from the earth.

And then, in contrast to this imagination constantly built, a child must enter a school and sit in a micro managed environment, where information is metered out in slow measure, where the natural inclination of a human, as what we do best, is to come up with new ways of doing things. This, by design, shuts down what a man, a child can do by nature, which is to be able to take in information and understand the form of it and not fear to change it in ways that make all of our lives function in more fluid ways. This is the manner of eliminating what is natural because a few have been allowed to monopolize in self interest having some measure of practical ability to manifest a dream that is in itself a separation from respecting real living as doing, as including the physical world, because the real magic is in doing things within all of reality, of which the physical reality is an equal part of and as. An act of self interest is to lie by omission as in how we are separated, which is to not tell the whole story, and to use story to build a separation. Nothing is good or bad, it is how one aspect can be inflated without balance into the whole. Some call this mis-information, or bullying one’s belief, or ego. This is how a monopoly can over time control, and need to control as each part is not in self honesty with reality.

In the stead of this imagination made larger than the practice of living, we become a cognitive dissonance of holding onto very limited forms because our natural ability to investigate and understand and create new things is all used up in a narrow focus of imagination ONLY. Here, the imagery is all formed, easy to manipulate and dream with, and something that is never really satisfying, because we have not created it, yet we have accepted it. We then lose the satisfaction of real doing. And we are able to be manipulated, where we take a job firing drones from remote locations, not having any exposure to what that really means for the life that is us in another life, on the ground.

Naturally, the behavior of a child in a school is going to be one of frustration. And because our media has become larger than life, in our daily lives, the effects of this are compounding, which is a compounding of attention deficits. And, because what information we allow ourselves to be exposed to, informs our self direction, we come to automate the information we allow to inform us. We all understand that to learn to play an instrument, we must walk the measure, in detail, until it is physically integrated - like learning to drive a car- so we do not have to think about it. Then we can expand and work with this information and change it, because we can take in new measure, and flow with what is here, respecting all things. The converse of this, as the means of mis-information, is to use this innate developmental means to program with information that lacks specifics that would eliminate mis-takes that are consequential in reaching our full potential.

I ask the question here; how can we, with the present measure presented in media - and the abrupt change into a classroom where information is processed without question and without context and done so very slowly - expect our children to self realize  and/ or retain, their own natural ability to understand and realize the real value is in doing? An this from a starting point of creating things that would improve all our lives in developing what is an innate ability to assess and consider the practice of living in a physical reality?

There was this article out this week, where a teacher of many years, after having her own child, realizes that she cannot send her child to a public school, because she cannot allow her child to become what she has experienced in a public school. 

It is not that children coming together to investigate forms is a bad, it is not that an adult guiding this is a bad. It is not that television is a bad, it is what is impulsed within the ‘ tele-vision’ that must be carefully placed in ways that are best for all. The social forms are not to reject, they are to change in ways that realize the value is living, which is a value of doing in ways that respect all things, everything- the physical world around us and the ability of our mental imaginations to assess information from many sides, to ensure that what steps we take in this world cause no harm- which is to consider all things. And, we need one another to do this, as each person has a perspective that no other can have. The real superman, is the whole allowing the strength that is unique in each part coming forward. The full potential of each part needs the whole to manifest. It is that our potential is the sum of all parts!

Hence, each child must build a sound mind. As men, we order the smallest bits of information through words, as a word can sound multiple levels or dimensions of things in expeditious ways, more than a picture can. In many ways, a picture is composed of the smallest movements, as a sound that is a word. And, we are so in separation from this, we have forgotten this. The way back is to order ourselves as this small measure, which is knowing our words in clean and clear ways. When we say ‘ cup ‘ for example we mean a cup, realizing that a cup can come in many forms, yet remains the same basic form.

If a parent calls one cup more than another, projecting a value onto a cup, wanting to impulse a cultural value to hold onto what is really data, as a comfort that defines a personality, an imaginative past value, then our children become confused, because a cup is no longer a cup. And we wonder why our children have developed attention disorders, they are processing associative lines of cultural/national/historical values, inferencing values, a huge form of data that separates that child from reality. That cup, based on one’s cultural past, for example, was developed because of the regional clay, and the regional colors available, nothing else. This information has a value, because it shows what is understood within a region, yet is not something to define us. It is to remember the practical measure.

Hence, the physical world must in all ways be considered because it is the automation of information. That information must be assessed in every moment because it reveals what works and does no harm. What is in our imaginations is just this, an image, a picture in our heads, that is composed of information. When the end product as a form is believed to be more than the physical, it is following an idol before life information. In order to do, to live, one must become equal, or respect, and understand in detail, the actual physical world that is information showing what works and what does not. Being aware of the physical world allows self to become equal to life in formation, equal to what a past has built that forms the means of expression, which is the physical. And we understand that what information becomes our exposure, is what we program ourselves to become. This reveals the means to the end of building a sound mind that is able to be grounded in the practice of living on a physical planet.

This is why a child is not born with language, or culture, or religion, because they are born as sensing the physical world and learning to move with and as it, as this is how we learn to crawl and to walk, eventually accumulating enough experience as movement, to realize that each small movement has a name, a sound, a measure that men use to communicate with and as. If one movement is uncertain, or not balanced out in respect of real living, then that accumulates and causes a cognitive dissonance, building an inner emotional body that inhibits  because the automation of it does not fit into real living and has the consequence of separating the child from what is natural, an ability to assess the physical and practice what moves them in living to their utmost potential- thereby realizing the sum of all parts is how each part realizes itself as life information, which is real creation.

Because our bodies build through neurological development, we can rebuild what is a cog in the wheel, as our mind consciousness. We can use technology to rebuild this, as each man is generating a measure that is not what allows direct seeing of life information as the physical world in which we actually live.  Our neurological development is change in action, it can remeasure to build a cognition that can assess information with ease, and, at the same time - just like driving a car- assess the outer world, ensuring that consequences of action lead to no harm and respect others.

The fairy tale, the child’s tale of Humpty Dumpty states this scenario, that no one can rebuild what has scattered self from being self responsible, and hence be present in reality but self. No school can do this, no hospital, no one, only that presence inside one’s self, that presence that learned to crawl and to walk and talk, before a cognition of limited - yet not all bad - information informed subconscious mind and was accepted and then followed to direct the presence as that child that learned to crawl without any text book micro-managing this movement.

There is great joy in being self responsible. That joy is a natural state of being, one that self must take back through a process of deconstructing what has been accepted as a truth, and reconstructed in practical measure, of which the words we know effectively, can be the means to remeasure our inner structure to be in equal focus to this place we spend our lives living, the physical world.

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