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! 

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