Thursday, January 28, 2016

Your words tell me more about you than they do about myself! We are the words we know. We are a reflection of our subconscious information.

Children are very absorbent beings. This is how they learn things so quickly. If we, for a moment, look at this aspect of a child, and slow down enough to realize what this means, we can perhaps realize that nature of learning.

What does the child absorb? They have no learned information, as in specializing in some discipline. Those children who are born into families where the parents have learned a discipline, tend to learn that discipline as well. I have a friend here, who attended Harvard, and yet his profession is cutting down trees. He told me his father had studied the classics extensively, and he grew up in a house where these things were constantly spoken of. By the time he reached college, he could talk the talk of the classics and had the information that allowed him access to the higher levels of learning that demanded such a background.  Of course, this does not always happen. One either accepts the specialized knowledge or one does not. One can become the persona of rejecting the constructs of information.  Yet, accepting the information or rejecting the information is a movement, it is building or making a decision not to build the body of information present.  The point is that information is built and that it is a choice- or not.  Does the child that makes the choice to not build become that information as that measure of rejecting the information? And could this choice actually become a limitation that inhibits the child from choosing something else to inform them? More than likely yes, as we all know personalities that appear to have no direction,  and are angry about their childhoods. It would not take too much effort to realize that within the “ mindfulness’ paradigm, the measure of information, as rejection, would be the thoughts coming up that need not define the person/child. Yet, this all makes it clear that we become the information we are exposed to and/or the reactions/resistances we have towards that information.

Do we as parents realize how this works within the example above? Do we realize that every measure we convey, we express, informs the child? When we come home from busy day, and are caught in some problem, some upset - based on not remembering this- and spin that upset around in our selves, and in so doing lack attention to the child and what we are modeling, do we slow down to consider the overall presence we are projecting as a form? When we blame something in our world are we modeling solutions and careful measure of the parts that build the form? And, are we addressing what discoveries that child themselves may have made within their day to ensure that the understanding in the child is clear. Are we doing within ourselves, as our information and how we are spinning it, for the child? If we understand that a child can pick up all information, through a great absorbent ability, can we realize that what we allow within ourselves is what is going to be absorbed by the child, and that this very ability is the learning ability of the child? And, this begs the question as to what is being imparted in the child via media. 

Let us look at the behavior of a child, in a school, that has been exposed to a parent that developed a resistance to what was in their environment as a child. If a parent has history of resisting what information they had around them as young children, would that pattern then be influenced into the next generation? Would that child develop difficulty in taking in information in school because the information the child absorbed in the home was a form of expression of resistance? Could we call this an emotional polarity?  Would the child. not understanding this as that child absorbed the measure of the parent, then begin to define themselves as not being able to learn? Would this spiral into a personality, as the very words a child spoke or believed within themselves, that they were not very smart?  Would such a belief system take a lot of time to work through, and within the present system, would countering this belief and realizing that because of this inner belief, that taking in new information was going to be slow until the momentum past the belief was built. And does a school, a public school, have the time to sort this out in the children? 

It is to say in many ways, that there is no good or bad, there is balancing out what has been absorbed within, and grounding that ability to absorb into structures that allow self direction in clear and productive ways. Building such children would benefit the society as a whole, because the collective ability of each would be capable and able to realize how this works and work together to create a community of people who realized that capacity of each to reform and direct in ways that produced effective systems that benefitted everyone. I mean, what is a school overall? A school is a system where men work together, where people form things. And it is a system that forms with what has been formed by the parents and the parents before them.  In this we are all responsible for what is the forms we accept and allow, and it is our responsibility to realize how this all works.  Each part has the responsibility to sort this out, this aspect of how a child is formed by the information within the environment they are exposed.

Within this, imagine being a teacher wanting to impart a general scaffold of information in a classroom in a school. Let us set aside what that information may be, for a moment because that is another issue- one that cannot be addressed until understanding and practicing how this works is understood in detail. That teacher is paid to impart a set body of information. She has a classroom filled with 20 or so students. Each student has a different background. Some have the ability to take in more of the information than others. Some have already developed a resistance based on many degrees of ideas within them, as the exposure of their past. That person, standing in front of that group, cannot teach the new information and sort out the measure in each child. Just as that measure was built over time, so that time frame of the classroom can only impart a certain measure within that space. A teacher cannot be speaking information and showing graphs and examples, and balance the measure of belief and direct the focus through a measure of belief at the same time for each child.  And, what we form in our imaginations in relation to this, is not reality. What one can dream up is much easier than what is actual in reality.  If one has experienced arriving at home, and not having the patience to address a child and sort out what occupies the presence of one’s self, then how can  a teacher do this with 20 or so students in a classroom?  

Let us place ourselves in the shoes of the child caught in a measure that is not what allows them to see through their information and take in new forms of information with an understanding of how this works.  Do any of us want to not participate in absorbing new forms of information, and in ways that expand our awareness of how this world works? Remember that we enjoy when we understand things, because it is natural and self empowering when we understand something. We become anxious when we do not understand something, and we can all remember times where we  were anxious, it is not enjoyable. We have more fun when we understand.

Imagine being that child who has not had things made clear, because the parents came home often stressed and worrying about something at work, for example. That child is not only absorbing that stress, they are also not sorting out something that they did not fully understand and/or scared them, in a TV show, or within an idea about what a friend said or did. That measure of uncertainty, is what is left within the child, and it accumulates and remains, tainting the perception of the child, slowing down that innate ability to absorb because the dis-clarity remains. Then, the child misses a step in understanding new information, and becomes more confused.  The very behaviors of the child reflect this, in the inability to understand the new information. The teacher has so many hours in a day, before they return to their family, so they cannot sort this out. And that child returns home to parents who are busy sorting out their misunderstandings and - and this varies by degree - do not give the necessary time for a closure within a misunderstanding. What would happen over time as this accumulates? How many realize that by the time we are forty and our working and earning years are waning that we begin to realize this? Is this not too late? Do we want to repeat this with each generation? Is not prevention the best cure!

On one level, this reveals a very simple understanding. We become what we are exposed to, we become the program of our parents and the information we take in;  we absorb. This means that we can realize a solution to all of this. We must rebuild. We can use the code, as language, and rebuild the measure within the child. We can automate that process. Technology is never emotional. It is a means to rebuild the measure within the subconscious of the child, to have the tools of thought, as words, to clean up and clear up emotional polarities of values that create a resistance and fear of information, and build the measures as the words, to then be able to see more clearly, and realize that capacity to absorb is the capacity to understand when the measure is available in detail and clear.  We can turn technology into a teacher, into a one on one teacher, or tutor, to create clean placeholders of form, as words, as the details that build the understanding, to create a measure in the memory of the child, that is detailed and understanding of the parts that allow that movement into seeing the whole in ways that are productive. Here the child becomes an active participant, building a sense of joy in realizing their absorbent ability is the means as a natural ability to understand and direct themselves in communication with others and the world around them.

Imagine if you really knew your words, as the parts that build the whole, when you were in school. Imagine if you knew the parts as the words so well, that when that problem came up at work, you could critique the overall form and patterns, and creatively reform them to solve problems immediately, so that when you went home, there was time and space to focus on the child. This would be living the joy of understanding to such a degree that that absorbent ability was realized for the value that it is, and the relationship with the child would become one of joy. What kind of home life would this build?  What kind of school environments would that create? What kind of society would that realize? 

We ‘ spell ’ what we are in the words we speak.  It is a magic that is in the doing, and words can help us to help ourselves. We can use technology to self empower what information we accept and allow in building that subconscious storehouse of information. It is time to get that in order, as this is what we would all want. Being anxious is no fun, being able to answer and reform and understand is!

If you are having reading problems, or processing information problems, send me a note and I will set up a meeting to help you help yourself.

Thank you for reading! Much appreciated!


Saturday, January 9, 2016

What is memory and how does it effect the natural learning ability of the child? What are cognitive skills?

I came across an interesting analogy the other day.

We understand that a thought need not define who we are. The practice of mindfulness conveys this. This is also a part of the new age belief that changing one’s inner measure/data/belief into a more positive phrase can change one’s DNA. Overall, this would mean that we place information in our DNA, we become the information that is us. What we are exposed to is what we become. We can understand that our likes and dislikes are a signifier of our exposure. We understand as parents that we understand this because we sense the measure of children in that we pick and choose children for our children to associate with. We are, in essence, walking machines of assessing data/measure/information. We choose children that have a measure we are familiar with, or that we believe will raise our children into being more aware. We send our children to private schools in the hopes that their measure will allow them to solve problems, to get jobs that support them. 

We realize this in how the children sort themselves in various ways through school. Especially noticeable in the third grade, where there appears to be a reformation between friends and groups.  There is a change, as from the past, information has accumulated to the degree that new associations are made. This is not a bad in itself, it is the measure of information allowed. It is to say it is not what someone says, it is how it is said.  Is there an idea that another is no longer enough? Or, is there an understanding of how this works, and a respect for the process, to then move in ways that have no rejection of another?

Thus, our thoughts are a reflection of our measure, which is our exposure.

We understand that computers, when the cookies accumulate, more pop-ups come up. Our computers start to move more slowly because the memory is cluttered.  The more sites we visit the more those pop ups clutter the memory.  If we practice a measure, as a belief, about what we are, that pop-up begins to spin into a personality. This will be the thought that comes up.  If this thought is composed of words and/or pictures, we can know what we have accepted as a belief about ourselves, and because this is coming up in our conscious mind, we can believe that it is real. In effect this is a measure, a piece of data about something, based on an experience, it is not what is real. It is hard to change this in a person when they are running in their minds as this measure. What can happen, is that the words of this thought can move in associative ways because one is operating in one’s memory as experience having not sorted it out for what it is. When any information is read, these thoughts come up, slowing down the processing speed of the child or adult.  The words themselves were learned in the context of repetition and limitation  which builds an entity that becomes an emotional polarity, which is a pull into an idea that pops up. One must rebuild the memory. The words must be learned without triggering the past experiences. Humpty Dumpty can become un-scattered in value judgements based on past experiences.  

We can understand this when we have to slow down and read, or listen to another person. If it is hard to take in the measure of the information, and apply it, or regenerate it to assess it, we are having to change an inner movement that has become automated and habituated to such a degree that that segue into the new form, as a measure or data, is very difficult. It can feel like it is impossible. With practice we can change this. Unfortunately, most adults are too busy, thus there is not enough time in the way we have scheduled this world to allow us to do this. We can use technology to be the practice in changing our inner ‘ presence’ so that we can restore this ability to take in information and realize how we can rapidly learn instead of getting stuck in one inner measure of limited values.

This ability to understand form, is our natural ability. Yet, if we allow our memories- that work like our computers do - to become stagnant in a form of information, we forget this ability to change within. We become divided from our real ability! This that is a natural ability to construct and deconstruct and reconstruct information. In this, one of the pillars of reading development is to become critically literate. Being critically literate means utilizing this ability to change, moving information with ease. This is where the real potential of a person, a child, can begin to express itself. This is educating a child to realize they can assess information, understand it, and then create something new with it. If there is a mindfulness of lack, and a comfort within that idea of lack, the memory will become like a burden in the cognitive ability of the child. I mean, what is assessing that memory, moving in the associations of a measure of a past, that one believed defined what one is, instead of realizing something was formed as a measure, and retained within the memory. 

Because men use language, and because language can describe pictures and values, words as language can be used to order our memories in such a way, that we can access information and change in real time, employing our real ability to change in a moment, within new information. It is to say that words are like a binary code that can be used to communicate and can be used to order.  Because words are like changing forms, they can as units build a sound mind that has a structure that is changeable and orderly at the same time!

What is a scenario that a teacher may face in a classroom with a child. New information is being given. This information is given in an abstract way, because we have developed a system where we form understanding through abstracting that information until it is a concrete form/template/structure within our memories.   If the child is a memory running on ideas about themselves, slowing down and taking in the information, especially in a frame of limited time that does not account for the learning speed of the child because of all the ‘ cookies’ running in the memory, that child will not have the time to slow down their ‘ clutter’ and take in the information to the point where they really know it.  The consequence is that the child, if their thoughts are based on a past experience of the same scenario, has had yet another experience that confirms a self judgement of their ability. There is not time for that child to walk though their slow processing ability, as their memory is cluttered with similar past experiences where a clear structure of the new information is never really lived. 

Parents really need to understand this, as a school cannot possibility sort this out. The teachers are paid to impart information, they cannot possibly by the design of the time structures,  take care of what is essentially varying speeds of learning. Those speeds of learning indicate a lack of connection to a natural learning ability. This is our cognition moving in a sluggish way. That we build memories, indicates that we can take in information and change it and move it.  If limited information has been automated because it has been repeated, it is going to take time to change that construct. The ‘ cookies’ have to be removed and the memory restructured. Words are the means of doing this, because this is how humans communicate. Really knowing our words, builds a more synergistic mind, one that is flexible and fluid in terms of understanding and moving with information.  A clear memory, is a memory one can trust, and then that absorbent ability can lend compassion in every situation, because there is no uncertainty. It is the same as how we learn to become comfortable in driving a car. The structure is set, and then we expand out presence to assess the horizon, which is taking in new information . 

We can also say that this natural learning ability is our absorbent selves. Our memories are the ideas about our world that that absorbent ability has built an idea about. 

If your child is having problems in processing information which is what reading is,  I can show you how to help yourself. Send me a note, through this blog and I will connect with you. I am here to solve this problem.
Thank you for reading, always much appreciated!