Tuesday, January 31, 2017

Reading and a consciousness of separation. Building a sound child.

I am working with  a child in reading development. In the small, as the movements as interactions with words, I can see on a small scale how much a child can see a word, right in front of them, and yet not see the word. It is as though they project a warped reality onto the word. Through the lens of processing the word, as their very ability to form information within, there are two different states imposing on the process. 

I have had children reading a book, move into telling a story, completely other than the words on the page. It is astounding to watch. If I look carefully, I can actually see that they are not focused here. I remember one time in a school, working with a girl, and as I sat right there in front of her, I could see that she was not present in what I was saying.  There was no ability to tie the words I spoke into some cognitive clarity. 

If I look at that child that began to read a story line other than what was on the page, I have to ask the question as to where the story line came from that was recited with such confidence. Babies are born not being able to do this, so this story line is not from birth, it is an after birth effect. This means that there is a ‘ ghost in the machine’ as the physical self. The focus of the child can switch from one to the other- the other being focused in what?  Punishing a child for this, only creates more emotional build up, and an emotion of fear. 

I have to ask the reader, as to why so many adults lose a spatial ability as they age? Would this not be the same thing, a separation from being focused in this reality? Would it not seem that real growth and awareness be an increase in spatial ability, just as learning to crawl and to walk is an increase in self awareness for that newly born child? How is it that this most simple of things is so difficult to realize? 

The one thing in the educational research taught in educational programs, is that the more one reads, the more words one knows, the more effective is that human being. This would mean that when one has a relationship with words that is of a direct relationship to practical reality, one is more effective. This is why we start with the ABC’s and end with the SAT’s. This is a measure of our word recognition. Although, I have met people who have a good vocabulary, and are more successful than others, they still can move into a polarized value judgement, which is a loss of practical common sense. Remember, that that child reciting something other than what is on a page, is living an exhibition of a loss of practical common sense of all things around them, they are caught in a con-science of a ‘ ghost in the machine’, a formation of things exposed to, memorized and made larger than the life around them. This begs another question; if information is learned in a non-sensorial context, alone, without practical application, can that information create a bias in two different ways, that are actually similar? Number 1. That memorized information, comes up like information does on a television screen, as a mind consciousness system, and is read, separating the presence of the child/person from being present and having a real relationship to what is present and here, and right in front of them. Number 2. that information can be well memorized, and come to be the ‘ directions” , like a manual to put together a cabinet, and thus, cause a bias in relation to reality, because if that ‘ directions’ do not, through non recognition of something in reality,  explain what is in reality with care, the person giving the directions - having practiced following inner ‘ directions’ ONLY, that person giving the directions will run into problems as the directions do not give answers and corrective balance with regards to what is actual and real. How can any directions, actually describe all possibilities that may come up when ‘ directions’ are applied to reality? 

Now, imagine trying to do this ‘ reading of directions to complete something’ in a foreign language. If one does not know the code, one is not able to do this. And if one, because of this, has made attempts to learn this ‘ code’ in script,  and encounters many emotional storms that are not cleared, and these experiences return with every attempt, causing that warping of reality,  what is going to happen in the behavior of the reader as they begin to process words? Are they basically going to encounter a huge ‘ ghost in the machine ‘ that is of a series of imperfect practices as memory? Can this get so big, that sorting this out is going to take a lot of time? Can one move forward before this is sorted out? No, one cannot move forward, or that ‘ cognitive dissonance’ is only going to grow, or take many years of the person’s life to sort out- causing much untold incapacity, which is taking away the real development of a human being. Unacceptable. 

Enough of pointing out the lack, though the examples reveal the problem. What are the solutions.

Our words must have direct relationships to living reality. Period. Another way to say this, is that our words must create a relationship of direct seeing of this reality. Meaning, when a word is spoken, that word must elicit  an actual practice of what practically exists, so that the very presence, as the focus of a human bears retention of a natural common sense of this living reality. Losing a  sense of this space, here, in this reality, is the signature of a separation from this reality. Yet, the initial presence of a child is to self direct in this reality. This  usually ends by the time a child completes kindergarten. This is the end of a cycle of seven years. Thus, the separation has taken place in the first seven years of that child’s life. Which means, the child absorbs the focus of the parents. 

Feral children, absorb the focus of the wolf, or the monkey, or the chicken, or, as with Helen Keller, they have no structured focus ability at all. Both scenarios reveal the sensitivity of a human, and what happens when that sensitivity is mis-placed. Overall, what happens is a mis-informed blueprint within that is made larger than considering what is without. This was built, thus this can be rebuilt. It is like taking a house apart and rebuilding it. This appears overwhelming, yet it is not. It is a step by step process, and can be done. It only lacks the will, which is probably because the existent state of being is already in a consciousness of separation unable to see the difference. It is a focus lost in a seed, which is a series of events rolled out onto a time line, a set body of information, rolled out on a time line, curled up into a ball, which is what a seed is. That feral child, learned a way to focus, through repetitive practice, building a type of awareness ( which probably has awesome abilities! ) that becomes how the child/entity focuses and directs themselves in this physical world.  Changing the environment of that child, means bringing them into another focus, with step by step care, just as did the teacher of Helen Keller. Can our present system of school do this? No. Is our present system of schooling a cause of a consciousness of separation? Yes. 

Now, look at the game of telephone. What happens when something whispered into an ear, moves around a circle through whisper? By the time it is passed to the last one in the circle, something completely different than what was said at the start is voiced. Imagine a ‘ ghost in the machine’ as a set body of information being passed down from one parental generation to the next- as this inner construct is a resonant construct that can come up as words and pictures, just as what a child can read that is not what is actually physically present on a page. What is going to happen over time?  Is the information over time going to become something completely different than what was initially a resonance of information? Could this accumulate through generations and become an extreme cognitive dissonance, so unclear, and so polarizing that there could be children coming into our classrooms that have even a greater degree of difficulty processing not only reality, but that same means of separation as learning information through words on a page without practical application? Could it be of such resonance that there are children who cannot distinguish between what is resonant within and what is actual without? And is our present media also exacerbating this problem? And is not the solution to rebuild with great care? And is that care not going to require a careful, step by step redirection into a relationship where each word has a direct relationship to actual reality, meaning our children must be allowed real access and physical interaction?  This is the solution. Because we adults are a product of this, are we enough, are we clear enough, have we retained all spatial ability, to be able to build a clear relationship to this reality, to clean up and redirect into what is a living relationship to this reality? We are not. None of us are. Get over it. 

Yet, we can use technology, we can use a tool, to rebuild a living relationship between words and this reality. There is nothing wrong with reading to learn, yet the background building must be clear, the real relationship built and experienced. In another words, a form of abstracting information, as reading to learn, must first have enough real background, real scaffold, real experience to create a living inner template that allows perpetual cross reference with reality ( this is what musicians do when they perform with a group) . That central focus ability, must move as seeing the parts and the whole, being able to slow down and focus on points AND reference the whole, much like the way electrons are both a particle and a wave- as the best way I can explain this. I am a product of this system, where it has taken me years to realize with greater understanding of what is going on. To have another child, lose their natural presence, to a limited and bias creating consciousness of separation, is a crime against life, and can no longer be allowed. Period.

Thus,  we will require technology to refocus us, to rebuild a natural ability to process form and function and rebuild our real capacity, as this will lead to a more stable and harmonious society. It will create greater relationships of real communion and a greater absence of a loss of spatial ability. Prevention is the best cure, after all.

If you can hear me, please send me a note, and I will share this technology. As a reading specialist, my goal is to make sure that no child is left behind, as left in separation from being present in living. Our foundational starting points are askew. Thus, the very foundation of what we are as words, must be inline with remaining present in this reality.  We are happy when we are focused, and anxious when we are not. We are happy when we are processing the information that is here, as this reality. Words on a page processed with clarity, affords us the freedom to create effectively, use out time wisely, and realize that we can be successful, and therefor create financial stability. Is this not what we all want for our children? And who other than the parents can do this, as that Helen Keller teacher is very expensive. Also, the consequence of this mis-use of the imagination, is an increase by 75% of children living at home ( very expensive) today, because they are insecure in directing themselves in a very competitive world. 

How would it feel to have a child become an adult who can effectively navigate reality and build lasting relationships and success in living? Would that not be something to be proud of? Would not one’s children be extremely grateful? 

Thank You for Reading! 

Thursday, January 12, 2017

What is Schooling overall? Why are words so important?

The more I look at learning through memorizing, the more I realize that it is, by design, a way to slow down a natural ability to be aware. This simple statement that one cannot memorize how to play an instrument and then be sent out to play it in real physical time, suddenly and effectively, makes this very simple perspective so astoundingly clear. Therefor, sending a child, in their developmental years, into a closed school room, for six hours a day, to learn to script knowledge and information without practical application is a suppression by design of a natural ability to understand and become aware of space and the way things move in this world, this world where that child becomes an adult. Accelerated learning techniques describe full physical engagement, meaning that when the total child is involved they learn with greater speed. This can, actually be measured down to fractions of seconds. It is already know that a person engaged in playing the violin has greater synaptic movement overall than reading alone.  I am honestly ashamed with myself self for having sent my children through  this kind of schooling even though I had them do many things outside of school.  I can see a loss of a sense of reality in them, even if they do not fear learning and looking around them because they have some degree of practical experience. Why are we allowing this. Why do we allow a mode of learning that scientifically does not engage the child in what naturally has more total engagement leading to greater and faster synaptic movement and retention of greater information and awareness, as it is understood that children who study a musical instrument tend to make better managers as they can think with greater critical and creative ability? Have a look, I believe that Alan Greenspan studied to become a jazz musician before he left this profession full time to eventually become chairman of the private entity known as the Federal Reserve.  My guess is that he lived what educational research has made clear, that the study of music allows/affords, a greater degree of doing the math, as words and numbers and general movements of things, in the world around one, extending to seeing consequences ( for good or bad, or right action that is what would be best for all) on many levels which is an ability of a retention of form within and a spatial sense to see how things move in the greater world around one. This is a high functioning person, able to transpose form into function, or focus on inner forms and movements and the practical action right in front of one, near and far with greater speed down to fractions of seconds! All measurable. 

When public school began, I understand that many parents were against this, their reason being that the children would lose all critical and creative thinking skills. In effect, someone who wanted to teach children, and really cared for them, would by necessity realize that how we are schooling children, through memorizing information without practical application, actually shuts down the capacity of the child. John Taylor Gato realized this, it took him some time, having taught in schools, yet he did come to realize, that children can understand, can order, can use common sense, can naturally as who and what they are in totality, retain awareness when moving in total engagement.  What is removing this natural ability is that they are being placed in a room and asked to take in information and understand it, without having any experience, any real experience.  Education, is we all know, is about experience.

Even myself as an adult, taking care of a house, can see that having lived in a house, and taken care of it, can learn, and can do, and could have learned about all the things needed to take care of a house, myself, simply by participating in doing it, being exposed to it. This can be extended into learning about the world, and how natural resources move. For example;  learning where the wood came from, learning through touching and real life caring for something, instead of spending hours of my life, in a room thinking about it! In effect, what we are doing in terms of how we educate our children, is completely backwards. 

Americans in the colonies has a 93% literacy rate, and understood enough about politics and how money moved, to collectively do something about it, which is why, changes against that understanding were made behind closed doors. For example, the centralized banking system was fought against. It was done many times, yet this is not in the history books we read in school. Who is writing those books, who is making a decision to tell a story about what happened? Having children memorizing a story, a fake news story, in a society that has rejected centralized banking again and again, reveals the why of pushing a system that is meant to  distract a child from being aware of what is really going on! Public schools are the indoctrination of a fake news story.  Today, I also read that the states get 80% of their funding from the Federal government. Take this away, and have local districts choose what storied knowledge and information is memorized ( because this is what happens, storied info!) , at present the victors are choosing what is memorized ( a method that slows down synapse movement in the brain) as a/the measured script that will be used to direct the child come adult. This is, be design a loss of a natural capacity inherent in the very design of the child.  This is done under the banner of creating civil humans.  Yet, the very nature of a human to participate, reveals a inherent desire to get along, to not cause conflict, as reaction comes from anxiety when a person feels uncertain. What would make a human uncertain is a loss of common sense, a loss of a natural ability to connect to physical practical actions that actually get thing done, such as discovering innovative ways of doing things.  This means that we, all of us, are the means of innovation when we are focused and grounded in the practical. 

The way out of this is for the children to know their words. The way out is for children to know their woods so well they are not lost in trying to decode and process and can instead hear the words, see the perspectives, realize they make no sense unless they fit into practical reality. And, this has to happen while they are young enough to not lose a natural ability to learn. Children can absorb the real physical movements of right actions that are what does no harm, right where they are in this physical and practical world all around us. They can learn the words, which are never the real thing, and a thing in themselves, to communicate and order this world, that is physical, all around us. This means that the human body is an instrument, and the words are the notes that reflect what is directly in front of us that is hidden right outside that school room classroom, reality, the physical, creation.  Cognitive dissonance, is a mirror of one’s loss of presence in what is natural, something divided, or separated into becoming ‘ thinking ‘ only, an occupation that takes one’s focus and places it into a memorized script of knowledge and information ONLY, where one lives a loss of seeing space, as the space of reality, physical and all around us, that space where when we engage with that physical reality, we build a more steady ‘ reader’ of what is within us, and what is real, as the without all around us. It gets to the point where the simplicity of this is so much easier to understand than the chaos of a mind in separation, through a mis-use of the imagination,  that can be heard in the sounds as the emotional tenor of the words a person speaks. Have a look, when a teenager is interjecting the word “ like’ into their speech, they are in effect thinking about what they are saying, and so lost in that, the degree of reading reality, as relating to reality, moves so slowly, ( and can be measured by degrees of seconds) it begs the question as to how much capacity they have to effectively be engaged in reality in seeing innovative ways to improve society for the benefit of all.  How many times have I realized I simply did not follow through because my awareness was so caught up in a limited string of information that ended up occupying my presence, that I missed what was right in front of me? How often do we realize we simply did not LOOK? If we are honest, many-many times. Now, imagine living in such a world. For this I have another story.

I once called a milk company to ask about something someone said to me, that skim milk is made from powdered milk. I could not believe this. So, I made a phone call. I was passed around to about 5 or 6 different people. Eventually, I returned to the first person with whom I spoke. I asked the same question again, and also replied that I realized I was speaking to the initial person I first encountered.  This person who denied knowing the answer at the onset, replied, “ skim milk is made from milk that has had the water taken out of it.” I replied that, yes, so it was true, that skim milk is made from powdered milk. The person said again, ‘ No, milk is made from milk that has had the water taken out of  it.”  Okay, in my mind, I thought, this is the same difference, and did not argue because the memorized script, of a form of inverted information was one that did not deny or confirm what skim milk was composed of, the answer, and the one answer was that skim milk was made from milk that had the water taken out of it.  

I can see my parents and others arguing. Meaning, an argument where more than one script of the same thing is being thrown back and forth, back and forth. And yet, the same thing is being said, and the speakers cannot realize this, because they are reading a script from memory. A memory of knowledge and information that has little practice in cross referencing reality, and therefor, has little awareness of what they are actually saying. I can also imagine a young child absorbing all this emotion behind the words, causing charges to the words they learn, as memories of parents fighting, frightening the child, which in turn places a charged emotional memory of fear into the child in tandem with the words heard. This becoming a perpetual distraction from a natural ability to see this reality directly.  Does this sound like the chaos we have all around us? What is really knowing one’s words, seeing this reality directly, and being a master of self to the degree that one can process any imbalance within, and see the practical without, to be a human who can realize innovation and practice that leads to a society of real communication and stable relationships that expand each one’s awareness of right action leading to a more peaceful and productive society of men?   What is our responsibility here? Can we bring ourselves back into who and what we really are by design, and can we purify our words, using effective refocusing tools - using unemotional technology as computers - to aid in this de-scattering of our presence into limited metaphysical holographic scripts of limited storied information to reground ourselves into the place of right actions leading to effective living in and onto this practical physical reality? 

The potential we see in our children , when they are young, is this within ourselves, something we recognize this that has been lost. We can, through prevention, build a sound mind, with clear words learned and directed towards right practical actions, and understandings, and begin the journey of correcting this within ourselves, step by step, discovery by discovery, movement by movement. We can restore our spatial ability, to reach a point where as we age, we do not lose a sense of space and can continue to enjoy driving our cars because we can focus on the real world around us. We can restore an ability to realize that milk made from milk that has had the water removed is the same as milk made from powdered milk, and laugh at the fun of playing with sound as the words we know, as we realize that we are instruments of life, that can sound what connects us to one another in ways that only expand our awareness of the joy of being in creation manifest, as the physical.

If you desire to see your child use language with ease, and realize they can learn anything they want, send me a note. We can walk this together, until it is done. 

thank you!

: )

Sunday, January 8, 2017

Our present education system separates us from our natural capacity. What is the solution?

I realize that within cooking, when I have worked with physical cooking, I remember the basics in what it means to cook. I realize that even the flour can differ from one country to another. The amount of moisture in the air can change the way a flour works. And, that no two flours can work the same. I am sure, that in the past, when a food was harvested, just as we look at grapes that turn to wine, there was an awareness of the differences in the very nature of a given harvest food. After all, it is still a tradition to look at how the Adelweise grow in the Alps, to realize the weather for the coming year. Somehow, we have lost the sense of this, as so many products are so standardized and rendered dead to have a greater self life.  In nature, things decompose into their component parts for a reason; to circulate building block elements of all things for continued use.

I read this study, where in relation to words, a person can improve processing movements in the brain when they are physically engaged. It is as though more use of the senses increase processing of information, which would mean that ignorance is built of limitation, as having information transfer with less  sensual dimension, actually causes a slower processing speed, which in turn, if practiced, acclimates, and compounds, and becomes what one is, and all that one sees. The perfect means of control , like locking one’s self in a singular song of a singular tempo, and not being able to see outside of that. Or, one has to put an effort into changing how one acclimated to a ‘ math’ of a specific meter, and then forgot how it was done. Then, changing that ‘ math’ / tune appears to be impossible. It is difficult to move from a moving object onto the ground. Yet, this is similar to what it is like. In this case, it is like moving from less awareness into more awareness.

In this report here, when one engages physically, a word can be processed from 1/3 of a second to a tenth of a second. In this reality, in this information age, 1/10 of a second is a huge improvement. Imagine building this skill? And, imagine relating words to reality instead of memorizing a definition? If one could practice the spelling as the words with consistency, and reference, as define with a direct connection to the physical reality,  one would build stable ability to quickly recall words, and retain what is essentially a natural connection to the qualities of nature, thereby potentially restoring what has been lost, as an awareness of nature in all her variation and the balance therein.  In essence learning a set body of information, building a memory of information alone allows for great control of information, and has a tenor of moving in a counter rhythm to reality. One builds a false idol composed of information without practical application and the science behind the brain backs this up. This is also why a person while playing a musical instrument involves all of the brain. The research in music substantiates this, as people who study music, tend to make better managers, and are more able to spatially problem solve. It is, basically, which is very cool, all a math, a kind of quantum math. And, it means that placing children in a room, to study in a way that makes a body of information concrete through abstraction, by design, is a method of information control. Such control, where the parts as learning make sense, and are not ‘ bad’ are as parts within a whole, the very act of, in a scientific way as to how we work,  shuts down a natural ability to learn with greater ease, about how this world works around us. It is a crime, basically, on the human spirit, to teach a child in a box. It is not working and it cannot work. Children need to utilize all their senses and engage, embrace, connect with the physical reality we call nature around us. This is the means to realizing a natural learning ability and by extension, the potential to do, absorb, and commune with a capacity inherent in the very design of a human being. It is as though what we are doing moves counter intuitive to our very natural capacity. The consequence of of our separation into memory processing alone,  is why, as we age, we slowly, yet surely, lose our spatial ability. It is why we find it more difficult to drive, to meet people outside of our cultural and experiential comfort zones. It is why we have so many problems communicating with one another. We are in separation from who and what we really are. Religions have spoken of a veil, that veil can be called out by name, in practical, mathematical terms. We become a manufactured system of doubt, that is a consequence of misinformation and a mis-use of the mind, as imagination, our mental system is one of ordering, it is not that of us that senses. We learn to live in that mental projection alone. 

This is also why, knowing our words, which are things, because this is what humans use to communicate,  must be so well known, one need not have to think about them. It is why, what is larger than the words in many ways, is this reality around us, that one we are shut away from when we spend our days, as the early foundational years of our lives, in an enclosed box, wth a set body of limited story, as singular perspectives that have value judgements about what exists instead of understanding something to the extent we are in agreement with its nature, to thus expand within ourselves into an awareness of this physical reality. This physical and practical living space is where we create, this is where we realize, especially with such an inner structure in reciprocity with nature, we realize there are no real problems, only solutions. This a hard thing to realize when the very rhythm of self, as that inner experiential map, has accumulated behaviors of seeing only the lack- I mean what else would be built from an experience of being in that closed room of sensory deprivation and a story that cannot be argued to be false as it is not untrue from a certain perspective, yet it is a limited perspective, a lie-by-omission that causes doubt because things are missing, creating self doubt. By design, it is the manufacturing of doubt- and it uses words and builds a system that moves by association in a bubble. This a inner bias counter to seeing reality directly. It is done, and accepted by each, with sound. So, this can be compared to music. I mean, why could I sight read so many notes in my teens and not do the same with efficacy to and towards words, when I could see that something was happening to my peers? 

This is why, as I have experienced, some autistic spectrum children that have managed to learn to speak, as the body will over time self correct when given some space, as this is the natural life within, these autistic children speak such things as teaching being speaking of real experience. Or, an autistic child speaks of not being able to look an adult in the eye because they cannot bear to look at what is in humans that is what I speak of above, that is a personality, a personification of a story of information, moving in a colored busy seeming movement, intangible, yet polarized and overall sluggish. They cannot look because it is essentially counter to life, to being of a solution mind set.  Who wants to look at the focus on lack, a focus on blame and spite, self pity and jealousy,  indignation, and anger? Would this be pretty to look at? In a way, some autistic children are so cognitively dissonant that they, while trying to sort themselves out, see around the chaos, and though they cannot define the math of the separation from within, they can see it with greater clarity, which is why they choose not to look people in the eye. Forcing them to do so, is forcing them to accept the unacceptable- which is probably why so many become nervous around them, because it makes one aware of what one has accepted that can no longer be hidden in their presence. Some, give up, and begin to live in their imaginations alone, because they see no way out. The very act of stimming, is simply a more exaggerated movement of personality constructs within the so-called normal. If we look at all the pains in our bodies we can realize they are us physically resisting what is a natural ability to sense this world around us. 

The way out, is to direct our focus onto the physical reality. As accelerated learning techniques reveal, it is to change the focus within to our immediate surroundings and what happens on the greater stage of this earth, as other countries, and as how things are moved around this globe. Meaning how money moves, how resources move- those resources that are moving constantly, while needed resources never seem to make it to war torn areas. It means to engage the physical body, just as is natural within music. It means to take more time in one’s surroundings and less time watching information flow through a box. It means entertaining the self, with physical reality. It means learning the words, for these things to communicate and do the real math of life, where naturally full sensory engagement is a faster way to learn. When we read and speak and listen and touch we remember a much greater percentage of our exposure. The world around us speaks to us, as the nature of itself, yet we are not listening, we are not engaged, we are not accepting the inherent physical capacity within ourselves as who and what we are. Is it no wonder so many children act out in school? It is, and one can delineate this, based on science, that placing a child in a box, to learn is counter to real learning. One cannot know a tiger in a zoo, one cannot memorize how to play the violin and then suddenly be able to play the violin. For parents, the cost of informing a child into a state of lack, as what this is by name, is very very costly. The costs of lack, in this age, will create a child that will end up living at home well into their adult years. Very expensive. Remember, there are more honor students in China than students in America, and India is making choices in teaching that meet the more natural needs of how a child develops. Also, they do not have a huge entrenched bureaucracy, it is easier for them to do new things.  Therefor, it is up to parents to inform their children, and/or stand to change the local schools while the schools remain in the hands of the communities, where people are selected to be on the school boards. 

Because we are all products of this system, and because we are so capable of sensing, we absorb what is this that is a mis-information in those around us in our developmental years, so we become the same, not understanding how we actually work.  And, to deny that we can know how we work is to resist the means of this all around us, as that media and that information being memorized in a box, because this framework of information is presented in bias creating platforms away from this natural world. Thus, we know. It is right in front of us. Because of this, we can use technology, to inform us without us absorbing chains of emotional value judgements clouding us into a ‘ song’/measure/tune /meter that is counter intuitive to nature, to the practical, to applying our actions in accord with the chord of nature.  Our measure of separation causes, by design, a bias from real awareness, and occupies the ability of our natural presence to expand in awareness of reality, because we are caught in juggling a manufactured doubt that is limited information creating a misuse of ordering done in our imaginations.  We can use technology to build clean placeholders of information, as words, to have a clean movement of associating words to reality. Thereby, using our presence, as our spatial ability, to remember itself to nature, this reality, this earth, as see more directly how things are moving on this earth, changing our perspective, with ease, to many angles, the near and the far, and processing more clearly what information in spoken and written word comes towards us. If anything, we adults should have more presence as we spend time one earth, not less. 

If you had a tool, that enabled a retention of a natural learning ability directed to process this reality and the spoken and written word, with presence, and with ease, to realize - or to retain - a natural sensibility to space and time, as the imagination processing and ordering this world, like a ski pole orders a subsequent movement, or a metronome orders a space to narrow a focus onto small actions, what would that we worth in this age of information that is also the age of acceleration, where automation is taking those jobs our schools are locked into teaching through burdensome bureaucracies that change incrementally like an emotional lag, and are, therefor, not in synch with the jobs of the future, that will be jobs that demand critical and creative thinking skills, that is when a person has some use of ordering things in this reality with a greater speed and ease, what would such a tool be worth? Ask yourself what the costs of not having this kind of development would be for your children.... and for yourself. 

If you can hear what I am saying, and would like to build a well informed child, send me a note and we can work together to get this done.

Thank you for reading!