Why is Learning to Read and Reading to Learn so Important? How Can I Help?

Recent studies in how the brain processes words/information have revealed that when a picture is learned with a word, conceptual ability is slowed down. In one article, it was noted that processing a word with a picture happened within a third of a second, while processing a word alone happened within a tenth of a second. A word, is a technological tool to place information, as human communication. After all, animals can process a series of tasks leading to a goal, though they cannot communicate this in human language. Humans use language to communicate. This is done within many borders; written and spoken text. Text is really a picture, a symbol, a graph. Words are in many ways only a reflection of what is around us, be it the practical world, or a resonant belief system one holds to define one’s self. In this, one can make that resonant belief larger than the practical. One’s words become a relationship to one’s belief. When this is larger than life, one exists in a state of separation from the practical.  This is why it has been said to take that which is good and does no harm, because this holds a recognition of the practical, the physical, and it restrains an inner construct of belief from imposing itself on the physical. 

Research studies reveal that better spelling skills lead to better jobs and higher levels of self actualization. Conversely, yet reflective of this, is the understanding that the greater the degree of violence, the less developed the vocabulary. Basically, the less one is able to communicate. The lack between these two in a world where so much communication is done with graphed constructs ( pictures, words, and the relationship of projections onto pictures) about this practical world, limits expression causing frustration and fear, leading to violence and resistance, hiding and protection. Remember, violence is a form of resistance, and it is an inability to effectively communicate. 

The practice of the smallest of what composes language, as the words, the spells, the graphs, is no longer a consistent part of our daily development of the child. And a child is very absorbent, they absorb the lack in the adults who also lack vocabulary development, and as a consequence, have varying degrees of inferiority to communication. The behaviors towards violence which is any form of a lack of real communication, become the measure of the child, because this is their experience. One reflects the other. Would there be a term such as a zone of proximal development that indicates a point of inner development? The term in itself reveals the whole.  

If one has slowed down and practiced the small, as spelling, one has focused more on the words.Yet, if one has a resonance memory of learning words with relationships to pictures or the lack of real vocabulary development in the home with the parents in those initial formative years, there is a clutter in processing, causing slower processing speeds. To note, learning a word with a picture, has faster short term effects, conversely learning a word without a picture, has greater long term effects. One misses movement in reality when one is busy processing what is imprinted within as pictures of emotional and feeling value constructs absorbed from the parent that are metaphysical maps as memory. This is a very strong state of being, as I noticed after living in a foreign country for 10 years- I had become more in manner the measure, or persona, of the national character of the country I inhabited, and it took about 7 years.  For example, how can one realize subtle tensions, as physical behavior in others if one is busy processing through a file of many pictures or value entities that are visible as personality likes and dislikes over practical considerations? And, would not a direct relationship with the word, and living reality become the greater sum of all parts? Would this not stop getting lost in inner value judgements, that can also become a collectively accepted body of information. Which, is why it is hard to communicate with ease with a foreigner, even when they have managed to learn one’s language to a certain degree. I mean, the metaphysical constructs, as persona, are visible, and how they are built is practically right in front of us. It is really very simple. One’s degree of separation from the practical reflects the degree of one’s lack of awareness, or forgetfulness, of what one resonates within as beliefs, opinions and ideas over the practical. All of this is visible in how one is using language because the language reflects one's level, or zone of proximal development, How near or far are we from realizing what we are within, and the practical world around us, without. The degree to which one can learn new things, is equal to the degree of mastery of self, one has within, as in realizing that what is resonant within is simply a reflection of one’s experiences, and possible judgements about that experience. That within, can become a comfort zone, where one loses teachability. We can get stuck in holes of our own resonance. This is when friction and resistance and a greater degree of violence with the world around us begin to manifest. 

If we look at schools as a framework, meaning a framed box where we learn through pictures ( word descriptions are a form of pictures),  that set body of information becomes not only a general scaffold of information, it becomes a general scaffold of information that is also a picture. Thus, and we know that after seven years a child has accumulated formation based on the parents awareness and their environment with humans being that of which I speak. If the parents have learned words without a direct relationship to the living reality and mastered spelling, we have a manifold problem, where the experience of the child is the measure of everything they have been exposed to. This is why a child from a stable environment, where there is more effective language use, do better in school. This means, that the schools do not really teach children. This means that the schools, with teachers that are a product of this, and a design that exacerbates this, are a part of the problem. I would say that the capacity of humans to order, and the consequence of a lack of clear order, or the consequence of limited order ( the guise of  good) are actually the problem. 

Schools more manage, the degrees of difference, as capacity or lack of effective word/spelling use inherent in the home. If the parent does not have a mastery of language, and they exist as a product of a school system where they learned a set body of information through memory/picture, and this being a general scaffold of information resonant within without direct application , what does the child become as they absorb the image and forms as movements of this limitation overall? Realize the consequences of this general set body of memorized/resonant information, that becomes a distraction, thereby losing an ability to process information in real time, because of so much time spent focusing on a set pictured body of information in itself learned with no real living relationships to reality,  leads to greater and greater insecurity, compounding over time into behaviors that are what exist in the home environment that is then what the child absorbs!  And we wonder why we have so much friction in our relationships. A more perfect practice builds a more fluid teachability, imperfect use of the imagination, lead to lesser degrees of effective self responsibility. No one can realize this but the self. 

How is it that we cannot realize that the reason we wait for a child to reach seven, before sending them, traditionally, to school, that we send them at this age because they have absorbed enough experience in reality to begin to self direct. Just as in the model of reading, where, usually, 1st and 2nd grade are when one learns to read, to then move into reading to learn as being the model of practicing the small, building momentum, then moving into beginning to apply one’s self in a deeper and greater circle of awareness AS NOT BEING HOW THIS ALL WORKS!  It is that how we work, is right in front of us!  We realize, that within this, it is very very difficult to change that foundational resonance. It takes great patience and consistent effort. It takes rebuilding! Think of Helen Keller. The schools in themselves, cannot be that detailed practice. They are a program of presenting a set body of information that is a general scaffold without any living relationships, thereby sounding like a good, that is really what leads to the dumbing down of America. If each generation does not realize this slow and subtle dumbing down, we are like a frog placed in cold water heated over many decades. when the frog dies because the water has become too hot, and we cannot see that, we stand there unable to see why the frog has died. We are at that point where the frog has died. What I have heard from superintendents, is that there are problems, and what is being done is not working.  This is even happening in some of the best schools in the state. What is interesting, is that local parents at the elementary school where I am, they talk about how wonderful the school is, because this is what the teachers say to them, the voice higher up is different. My experience in life tells me that this is probably the same story in every town. Humans can weave many justifications, to protect their metaphysical ideology, ignoring what is so evident in our present reality; our children have lost  practical ability. If you are an adult, ask yourself how much loss of spatial skill you are experiencing. The degree of a loss of spatial skill is equal to the degree of a loss of focus on the forms that are all around us, as the practical. That within metaphysical resonant construct has become larger that life. I can say, after I moved back to the states after living in a foreign country for ten years, the degree of this is very deep, and it takes effort to change it. For this reason, I have great admiration for what was done with Helen Keller. Obviously, prevention is the best cure. 

We humans are so caught in the web of abstracting in our imaginations, that we can no longer realize how we work.  We can ask ourselves what is a thought, especially if we ask ourselves what we generated as that momentum built from absorbing and by extension, imitating, as the very movements of the adults in our world that we were placed in, that we” learned to read, to move into reading to learn. “  If our parents were products of a system that by design, used learning in isolation to imprint a general scaffold that was by definition a ‘ picture’ of information ONLY , causing slower practical processing of reality, thereby causing mistakes of reality, leading to insecurities ( because we blame ourselves and rightfully so in many ways, because we are the only ones who can change this ) that becomes our actions as these little movements build momentum and accumulate into what is resonant within us, that then reverberate as our thoughts- such things we are not aware of -  and from where they come - when it is all explained in the learning model. I mean, manipulation can be such a subtle thing, and a hard thing to realize if one is caught in a resonance, or memory, of mis-information that may be correct, but limited as not enough, that causes distractions from seeing living reality thereby being a slow processing speed in who and what one is as having a living relationship to one’s practical reality! Astounding! I want to say WT#, here. LOOK!

A word, as human communication, is a thing, it is sound, it is visual, it is kinesthetic, meaning it touches one. It is a graph, it is a sound gram, it can touch us, reach us. It is like all the arts in one! I mean, why is it the one thing in a school that is taught as words, taught in a way that it is so in separation from practical and realistic real time connections, and drawn out with boring texts and group lessons, of same age, yet different starting points of development? Why is it this way? I mean, I have taught music, individually and in a group, it can happen so much faster than how we teach language, because it reveals by design the process of what happens when one physically learns, meaning when one builds with a direct relationship to a physical movement. This is so hidden in plain sight!  Mixing ages moves counter to the understanding that one can only move forward according to the zone of one’s proximal development! So, to set up groups of a wide range of development is to not move within that border of development, where learning happens at more expansive rates. It is in some ways the opposite, and can explain how competition exists within the schools, because while one is trying to process through memory, which is much slower learning, one is also comparing one’s self to the other students, as though one is in a race, which distracts from what one is doing, and becomes a habit because we become what we practice - as the learning to read, and reading to learn model explains. Thus, overall, the whole design is mathematically counter to what is best, counter to how we learn, and it is by design. If you are shaking at this point, it is because one is going to have to deconstruct to reconstruct, and that causes a self ordering process of slowing down that racing mis-used imagination, that feels like one is shaking inside. Yes, the problem is that deep. 

The good news is that there is a solution. One has to rebuild. It means using words as the placeholders of information, and building living relationships directly with the practical, physical world. Thus, one NOT ONLY practices learning the means of communication as words to hold information, one also builds a momentum of relating each word to the living reality around us, so we become a movement that never misses a beat in the world around us, as this is processing more than ONLY what is within one’s self as that which is in the imagination that is a consequence of one’s experience in a world that has practiced the opposite of what builds a sound mind. 

That which is missing, is a consistent practice of the individual with the small. School is a kind of orchestra practice and that private lesson a one-on-one practice. Therefore, what is missing is the consistent and constant individual practice as this analogy is another perspective on this. A musician must practice the instrument alone ALSO, moving with the small, practicing it, to accumulate a more correct and direct relationship between the instrument and the physical living reality. This builds a more natural direct practical effective focus.  There is a stage where one can get stuck, or lost, in automation so one must learn to always check, even when it appears that one is quite capable. Beyond automation is, from my experience,  the point where masters realize the most important is mastery of the smallest, the simplest of movements, as the smallest and simplest are the means to sensing the whole, or the more complex. In a way one builds trees of understanding, from the general to the subtle, and one continually cross references one's inner structure, so that there is only one ‘ picture’ very well composed, and so readable, that one can not only see what is within, but what is without at the same time. I see this as being the particle and the wave, in my limited, yet emerging awareness of this, and, as this that should never have been lost, as this is realizing the real potential of each of us, leading to a world where we as human beings work in the same manner together as that of which I speak. Overall, we can realize that processing speeds differing in measure from a third of a second, to a tenth of a second, can have great consequences in our lives, especially within the law of accumulating effects. This begs the question as to what is insecurity and what is self confidence? How are they build, or how are they formed? 

It is time to clean this up, and ensure that this mis-take in development of our children comes to an end. There is a tool to expedite this process. It is a tool to lend a more perfect practice ( one could call this a metronome, or a ski pole, or an abacus: it is a tool) , to prevent mis-understanding as cognitive dissonance, and to build a sound mind.

If you are experiencing a loss of spatial skill, or having reading problems, send me a note, and we can look at a simple and practical way to correct these problems.

Thank you for reading.

                                         Time to get the river flowing. 

Reading skill development and transferring learning.

‘ In research primarily dealing with beginning readers, Samuels and other ( Samuels, 1967 , Singer et al., 1973-1974) have looked at the role of pictures in learning new words. In general the studies show that presenting words without pictures resulted in better learning, especially for poorer readers, then presenting words and pictures together. A ‘ focal attention hypothesis’ has been developed to explain these results. According to the hypothesis, the word-alone condition works better because it forces the child to focus on the word itself. The word-with-picture condition makes initial learning easier, but makes transfer of the learning more difficult, since the child focuses on cues that will not be present in the transfer task.” 

Bowker, R. (1980B). Vocabulary instruction. The state of knowledge ( Tech. Rep. #1980-4) Boston. Human Engineering Laboratories

This is a telling and interesting quote. I would add to this that there are focal distractions AND vocal distractions. 

In my previous post, I talked about the need for the group interaction, as being in the orchestra/classroom AND the lesson/private-lesson AND that individual practice with the self, just like a musician must practice the small self generations all by themselves. It is both, or all, that build to mastery. 

Learning language, the means humans use to communicate, is no different. I learned a foreign language as an adult. I practiced with a group, in a class. I did lessons in a class. I also went home, and all by myself, practiced sounding the words, practiced spelling the words, practiced RELATING the words to reality. I did not ONLY practice this ‘ music’ as the words, in the group, in the world, in the lesson. I had to do that practice of generation and fine tuning MYSELF. 

Imagine if one ALSO practiced words, just like practicing an instrument? It is the same, it is exactly the same! And it is not as difficult or overwhelming as one might initially think. Many children have mastered an instrument when given the opportunity within a seven year period. After all, our cells regenerate every seven years. Thus, to do this is not difficult. 

Most people use only about 10,000 words. If we were to break down this number of words we could learn, and practice all by ourselves, within a year, that would be - in a seven year period - about 1430 words a year. This is about 4 words per day.  Imagine doubling this and taking twenty minutes or so a day and slowing down and practicing 8 words/notes a day? Imagine practicing spelling and speaking and relating 8 words a day, for a period of seven years, by one’s self, to fine tune one’s use of words? This would be like knowing the instrument so well, one could play ANY FORM one came to interact with. ( of course here are always new forms one encounters, and sometimes, just like learning to walk, something new comes that one must slow down and learn to ‘ sense’)  In all, it would not even need to be 8 words a day, as most of us already know one aspect of many of our words, it is more that we have not practiced the spelling and speaking and defining in clarity to a self directed relationship as clearly as we could. It would not be a starting point from ground zero for many of our words, and the simple corrections would move faster than we can imagine.

We are not one-sided instruments.  We lose the joy of performing in full capacity when we do not master the sounds we generate. The real joy is becoming a master of self, which means practicing the smallest of things. Each must ALSO practice the small, learn to SELF generate words, building direct practical spatial relationships between the word and practical movement. This is the art and practice of mastering sounding and spelling the word, and defining the word as having a direct relationship to reality. The absence of this causes vocal and focal distractions because not only have we not practiced the word ourselves, alone, the words are in a singular relationship within the context in which they were learned ONLY. Of course, we do sort this out in time, yet one can realize the varying degrees of confusion this creates in classrooms, in lessons, and in personal relationships. 

Thus, in relation to words, what practices are we doing that compound over time into self generation when there are attention distractions because of a lack of individual practice?

In all, if we want to master what we communicate as words, what we sound, that individual practice with the small, as the word, and its relationship, must be clear and direct. We must be able to spell the word, speak the word, and build a direct relationship with the word and reality.  This overall, is developing self control within self focus. After all, what is self act-ualization? Anyone who has truly mastered an instrument, knows the joy of mastery. The practice of the small, by the self, is also necessary, to experience the joy that comes with self mastery.

As human beings, when we really know something, we are happy. When we are uncertain, unclear, we become anxious and insecure. Anxiety and insecurity are the markers of attention disorders, or attention transfer disorders, or inner unsorted, focal and vocal distractions. There is great joy in mastering the small, it is the means to clarity and self confidence! 

In my next post, I will talk about how effective vocabulary development, with careful direct relationships improves efficiency. 

Thank you for reading.

If you want a tool to help in that small practice of word recognition on an individual scale, send me a note.  

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. 

http://psychcentral.com/news/2016/12/28/grasping-for-words/114413.html?li_source=LI&li_medium=hot-topics

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.

https://medium.com/modern-learning/9-elephants-in-the-class-room-that-should-unsettle-us-8335b2cef9aa#.11mluu6wy

https://www.psychologytoday.com/blog/freedom-learn/201612/why-our-coercive-system-schooling-should-topple

http://discovermagazine.com/2013/may/13-grandmas-experiences-leave-epigenetic-mark-on-your-genes#.WEK4uAaOIlA.facebook

https://qz.com/866352/scientists-say-your-mind-isnt-confined-to-your-brain-or-even-your-body/.

Thank you for reading! 

Intuition and the story of a child on the spectrum.

Intuition and the story of a child on the spectrum.

I am a reading specialist. My intent is to make word recognition small. Meaning, that reading, or understanding words is something all children can do. Words are a code, they are not the thing that they sound, they are a thing about a form/movement etc. 

A child exposed to several languages at a young age can learn all those languages. It would be like seeing an apple and having many different names/labels for that apple.

What must remain constant within words, grounded in universal meanings. Words must have  an equivalent in reality- the word must be a living word. The verb ‘ run’ must correlate to the movement of running. Then qualifiers can be added that describe the type of running. I mean we used to have a different name for each grouping of a specific animal, when there were more than one. Honestly, it was probably a tech, as a word is a form of technology, that brought attention to the nature of the type of animal the word used to describe a group of that specific animal reflected. This shows how much we are as humans in separation from living practices, from taking in the subtlety of the real natural world around us. We can see this in how much we lose our spatial ability as we age- and how it becomes more and more difficult to process information with age. How we are, within what we are, reveals the degree of story we exist as instead of seeing the real and natural world around us. 

In our public schools there is an idea that words must be learned in context. This statement alone sounds good and true, yet it begs the question as to what the context is! Words learned in a context, in a class room, with a set body of information ( written by whom?)  become a limited story, even if the sequences of events can be validated etc. because it is not the whole story.  One is not present in the real story, seeing the objects moving and being. It is words talking about something, thus information on a page, is not a real context. Thus, the statement that words be learned in a context has a truth, words must be learned and placed in a context- as words are never the real thing, they are a thing about a thing. Therefor, it must be noted that learning words in the context of fixed information in a school, is in itself not a real context, and as a consequence build in mis-information and biases, or polarities within the word definitions. The definitions become ideas rather than a real relationship with reality. We have compounding attention dis-orders as a consequence, built over generations reflecting how we work and the importance of  learning in living contexts. It becomes a math that is so obvious, ignoring it is allowing harm, as more and more children will suffer the consequences of such practice.  We are seeding mis-information and the fruits of these seeds are all around us.

This situation reared its head during a conversation with two parents that have children on the autistic spectrum.  It was a business meeting, thus most of the conversation was about business.  One woman was talking about how important it is to follow her intuition. Another man was talking about how difficult it is to have his child look him in the eye. The man, eventually, as his child grew older, asked the child/young man why he avoided looking people in the eye. This child said, ‘ because there is something there.’  On one side of the table I have a man saying that his son cannot look people in the eye for a reason, and that reason is that ‘ there is something there.” On the other side of the table is a woman talking about how she needs to use her intuition ( and he daughter will not look her in the eye as well) . Do the math here!

If we have an ‘ intuition’ within us, built through fixed information in separation of a real living context,  our words become filled with polarized values, or biases.  This is what the information within us becomes.  An intuition, as experience, as events, built from fixed information without the whole story, as this reality, creates an inner set body of information that becomes like a train of information that moves in separation from reality. I mean look, a child does not yet have an intuition, they place everything in their mouths to build a sense of things! to build their intuition. 

The consequence of this, that has been going on for a few generations,  builds a personality of resistances towards anything that does not fit that intuition built in a context away from what is real- and then personalities are built that have comfort zones and a greater difficulty in change, in processing information in reality. The within does not fit into the without as living reality. Our children must perform in this world, understanding the real context to move and create and reach the potential of their innate capacity to understand. They must be able to meet the age of information and process that information with ease to have a good job, as so many of the jobs from the previous industrial age are being automated, thus our real creative ability, which demands understanding how this world works must be restored. The context must be physical reality, with direct experience and each word clearly defined in relation to a living context. 

Because so many of the adults in this world are a consequence of what has been allowed, and have intuitions that are out of real living context, we can use technology to integrate the tech of and as the words, to build a sound and ordered intuition that can process information and retain a sense of reality, meaning, to not lose their inherent spatial ability- their natural sense of reality. It is similar to learning to play an instrument, as we are physical instruments of great capacity and design.

As adults, we can ask ourselves why we lose our spatial sense as we age, why it becomes harder to drive our cars, why it becomes more uncomfortable to be with people who are outside of our social circles, why it is harder to show compassion. We can ask ourselves why as we age, we tend to repeat the same stories again and again. We can ask ourselves what happened to that child that was a starting point that was so in awe of everything around it. We can ask ourselves why we lose a joy in interacting with this world. We can ask ourselves why we become isolated as we fear what is around us, and have great difficulty in moving in this reality. Why do we become humans who have difficulty moving in this reality when we by design, have the capacity to move with greater and greater ease in this reality as this is how we start out?

Our starting points must become our ending points, we owe this to ourselves and the children to come.

There are tools and help in organizing simple steps towards building a sound mind in a child. I am here to help.  Send me a note! Thank you for reading!

The Children Can't Read Means the Children Are Not Processing Information.

I went to an educational meeting this week. I sat and listened to teachers talking about various methods they use in their practice. There are methods to narrow the focus, and there are templates to order information. There are many ways to create such activities.  One example is to read something from the perspective of being within a certain role; that of a plumber, for example.

The conversation then turned to the real problem, The children could not read, they could not process the in-formation, conveyed via a code, as words. That code being about something, because it can never be the real thing. It is always a perspective about something. 

There are numerous problems here. One of them being that children can process information, so many know what is in-formation on the media about the lives of the Hollywood Stars, or the members of sport teams. Children can take in story/information.

Within this, there is obviously a separation from the in-formation conveyed in a school and what is absorbed outside of school.

Let us look at ourselves. Have you ever read something and realized that you did not take in a single word you just read? Have you ever been talking with your best friend and realized that you had not heard a single thing your friend has said? And, did you admit to your friend that you did not hear a single word they said, because you believed it would hurt their feelings if you said you had not heard a word they said? Did you then want to leave, to go somewhere else, because you did not want them to know that you had not heard what they had said? Is this not a form of skimming information, as in not being present, as in, if you have a look, that you went into your imagination because some word or some manner triggered a past event known as a memory- a moment in time where an action/movement/experience took place as how you reacted or expressed yourself?  Within this, a mannerism  is another form of words, as we realize our friends have personalities - which is likes and dislikes automated into the body, just as a perfect practice automates the ability to play an instrument, for example. We have emotional polarities of past events we have not cleared in practical actions. What happens is an associative mind set, that distracts us from a natural ability to focus and conceptualize what is in the present. 

When we realize we have not processed information, be it in the classroom, or while reading a book, or listening to a friend, we are in effect not present. Where have we gone? If we read new information, that has no living context, in relation to our experiences, then we have a hard time relating to that information.  If we do not understand this, it can have an outcome of a negative impulse, meaning we become an end game as a self definition of incapacity- when this is what was lived, yet we define ourselves as the ending point that lacks follow through.  We are in essence out of balance within ourselves. This makes processing information more difficult.

If we use imagination of our past, -because this can only be what the imagination is, a blueprint of our experiences - to analyze new information ( be it something in class, or a friend speaking)  we employ words - because this is the units of expression men use - and that information does not fit into our experience/imagination/blueprint, we must deconstruct and reconstruct our understanding. This ability is a natural ability, yet it can become stagnant. Our natural ability to take in form can become stagnant when we repeat a limited ideological system, what some can call a belief system, or a traditional value system. When we are caught in this, we have automated a measure of information. We have in essence mis-used the imagination. Instead of realizing the imagination for what it is, we have come to believe that our measure of ideas, beliefs and opinions are of greater value than that from which this memory was built, the world around us and our experiences within that world.. 

Have we come to believe that our in-form/experience-  information was more than what we are? We have forgotten that our likes and our dislikes are based on our past experience. We are in moving  pictures with a ‘ music’ or polarized attached value just like the music as drama added to story in television - these are a mindfulness of  memories and not what is actual, these are not what is living as what is all around us- be it a physical thing, or information conveyed through words, spoken and written, or imagery as media and video games. When we are caught in this, having not realized how this all works, we lose a sense of space, and begin to have more difficulty taking in new information, we have lost control of who and what we are, we have become limited. 

Our in-formation has been accepted as being larger than reality.  We begin to project our state of being onto reality. We then separate from reality and begin to make mistakes about life, moving into protection and defense of what we have conceptually accepted and allowed. When this is not understood, we stagnate an innate ability to process information. Our words are no longer the measure of their real value and instead trigger what values we define ourselves as. The consequence is a weakened ability to process new information. This leads to a consequence of an inability to communicate effectively instead of a natural ability to move ourselves in reality with skill and constancy. Our relationships suffer because of this too. 

We find ourselves outside of being present if we do not catch this, and when we do, we fear speaking up about it. And, most of the time, we do not sort out that past triggered by words/mannerisms/pictures/music etc- these associations to what we have accepted as beliefs. Overall, unless we realize this, and unless we remain present, and have the means/will to sort this out, we continue to do the same, and end up compounding this inner experience to the point where we prefer to be with those who have a similar inner blueprint, and/or we seek an escape from this tension/resistance, through drugs and alcohol. These are but a couple of coping mechanisms we employ. 

The research in education makes it clear that the more words a person effectively knows, the greater their processing of information ability. Meaning, the greater their degree of effectiveness in getting a job, in remaining in school etc. This is also why so many parents send their children into private schools, because they understand how absorbent a child is, and how being around other children who are more able to process information, will have an effect on their child. 

If one has developed/practiced a habit of hiding a lack of being able to process information, in any form, then this becomes what is practiced and will continue and compound until a movement is taken to realize how this works and to practice processing information- as the words and the pictures and the mannerisms that are signifiers of likes and dislikes based on how this works. A mannerism that resists, or appears as a holding back, or sudden reaction of rejection, or the sudden appearance of physical tension in the body, is an indication of accepted and allowed information in a person. These mannerisms are in essence, information, they are value judgements that have been practiced often, they are an incorrect use of the imagination, and they stagnate a natural ability to process information. This is called a veil by some.

The real problem is that we all know this. We use this when we scan a crowd and look for mannerisms that are similar to our own. We do this as mothers, when we enter a group of children and mothers, we scan to find a match, because we have not realized that we are processing information. That information we believe to be what is most effective, yet, it is more than likely what we are comfortable with, because we do not realize that we have come to believe that our ‘ inner-formation as information has more value than practical living reality. Our beliefs, opinions and ideas, is just this, our past experiences. If made more than reality this renders ourselves no longer being present in how this all works overall.

Our teachers in our schools do not understand how this works. When they meet and talk about many ways of narrowing the focus, and or mapping out information to take it apart, the one thing that is not matched to all the research that makes it clear what is the means to effective information processing is that the children must know the words. One cannot process information unless one knows the words - even if a person can understand something, if they cannot express it in words, they have a hard time communicating with others, and moving in society with ease. Words are the building blocks of a stable and solid foundation. In so many ways, we are word processors. If we have emotional viruses, as polarized ideas, as value judgements, we create an inner world that becomes an elephant in the room, as our within, and this elephant takes over our focus. The consequence is a separation from using our natural conceptual ability to process reality, meaning to process the words of another, and the practical steps necessary to complete immediate tasks in daily life.  When a sense of difficulty is attached to doing our daily actions, understand that one has developed an associative ‘ elephant’ of information within that is of value judgments and not a presence directly sensing reality. This entity of information slows down one’s concept of reality, living in this reality becomes more difficult.  One is, not processing information and is caught in a web of one’s own acceptance and allowance. 

When I did my student teaching, the one thing that was the hardest thing to teach, was vocabulary.  This means that it is understood that the hardest thing to teach is knowing the words. Instead, what is taught is chunks of information as ideas, information that is bumping up against other ‘ information’ that does not fit. The child is unable to compute in relation to their information and reality. They end up zoning out, just as that experience of not being able to process a text, or hear one’s friend’s words. Imagine this experience being compounded? Thus, one can create  many methods of ‘ narrowing the focus’ or forms to order information, yet, if the starting point is not having clear and living definitions to words, as the smallest units of how we form our information, and one does not have the ability to practice this, as a perfect practice to inform the physical body- which some call ‘ ownership’ then in effect what happens is similar to a group of bubbles of information bumping up against one another. Thus, as the teachers complain that the children cannot read, they are in effect not seeing the consequence of a mis-use of imagination, as information, as that personality of likes and dislikes automated and focused upon as being more real than reality. Also, what information is impulsed in school, often has no real practical purpose as it is a general scaffold of information - a separation from real living in detail in itself. 

Within this information age, where we have information at our finger tips, twenty four hours a day, our children are therefor, informing themselves as what they are exposed to. If they do not have a well ordered memory, which words are a cool technology/tool to be used as, then they are going to get caught in limited information which is mis-information even when some parts are not to be rejected because they are essentially good.  This limited inform, causes insecurity - a consequence of mistakes based on using that limited information to direct their actions; actions that are based on that information only, without using that innate ability to process space and time, within and without seeing and referencing in all their interactions in their daily living. 

If our children do not know their words, if their words trigger emotional polarities based on not understanding how this works,  or, not standing up within how this works,  then that skimming event happens where we do not take in the information, or that resistance and consequence ( as habits practiced become automated)  of self judgement of not being good enough in school, turning into a personality of likes and dislikes, instead of making choices based on what would lead to effectively processing information with  practical discernment and living a productive and effective life. 

We can come up with ideological techniques, such as “ keeping tasks within arms reach” and believe in the promise of such new concepts, that are really regurgitated methods, and not see the forest through the trees. We are, when we get excited about a supposedly ‘ new’ method, falling into a hope which is an emotional polarity, because we have defined ourselves as teachers, as a caregiver personality, missing the whole way in which this all works. We have to give up our own self value judgements and ground ourselves back into the practice of real living, where humans use words, a technology to order the practical as a means to focus ourselves with presence in the practical actions we need to understand and realize  effective and productive lives. 

If one does not know the notes/words, no instrument of generation , such as a template or device to narrow the focus, or ‘ idea’ such as keeping things small ONLY, is going to be what sorts out the emotional polarities that are a consequence of a lack of understanding how this all works. In such instances, where prevention is the best cure, the student must rebuild and understand that they must know the words, the vocabulary, as this is/are the ‘ notes’ that fill the graph that enables the child to form the tune/information, to then assess within and in real living space as the world in which that child comes to be an adult. Our imagination must be realized as what it is, and reality around us, must become what we reference. A well ordered blueprint of information allows a child to retain a natural ability to assess the world around them and their experiences at the same time. This is a retention of a natural spatial ability. Spatial ability is lost, if personality ( personification of ideas as value judgements)  becomes larger than life.

As adults, we can realize how we are caught in this web of cognitive dissonance, this separation from processing information, in media, in books, as the words and stories of our friends. We adults can realize our separation from processing in ways that allows us to remain present through a lack of presence. When it becomes more difficult to drive a car as we age, or it becomes more difficult to read information outside of a comfort zone, or it becomes harder to sit in a school meeting, or it becomes harder to finish a task, or read that newspaper article all the way to the end, or realize how difficult it can be to shift without becoming annoyed at sudden events that happen in our daily lives. We can see where that negative impulsing as a belief appears so real, we take what someone has said personally as though it is a threat to who we are, losing all spatial ability to process in ways that lead directly to problem solving.  

We have become the behaviors of separation from the practice of living..  Our words have become polarized and trigger past events that exist because they moved in self interest instead of what considered the real world around us.  In other words, the information we have defined ourselves as does not fit into being present and practical.  Instead of looking at the real value/measure/math of each word, we follow ideas that appear to be full of promise, yet lack a direct seeing into the small details that build the whole. We must be able to process words with ease, to realize patterns, and conceptualize with greater clarity, and remain present in the reality in which we live. The joy of this is that when we know our words, effectively, we retain a greater degree of spatial ability because we have developed a self trust in our relationship to being present in this reality. After all, this is where we live our lives.  The research in education substantiates this realization. 

Thus, the ability to process the code, as words, is the greatest gift we can give our children. This has the value of building a sound and stable character. Imagine if you had really known your words, where each unit of measure was clear, no longer triggering the emotional reactions due to a lack of understanding how this all works? What would your communication skills be? How would your relationships function? Would you have a greater ability to see both the forest and the trees at the same time? Meaning, to see the state of being as information within, and where that state of being, a measure, was disconnected from the living reality around us? Would you be more of a master of yourself? Would your focus improve to such a degree that you seldom missed what was conveyed in words around you, or self realize when something was new and needed more investigation without fearing to speak up and say this?  Do you have an effective vocabulary? 

We are the words we effectively know.

What is the proper use of the imagination!

What is a proper use of the imagination?

I watched a YouTube videos where a child takes a  rubric's cube and spins the cube in their hand without solving the puzzle, meaning they turn the cube, mapping out the moves necessary to solve the puzzle. They are then blindfolded and they manipulate the cube into solution- this being each side a solid color.

This is more of a proper use of the imagination. To build a blueprint and then move as it, so to speak.  This is building an image of reality within, which is all the imagination really is. 

Within this, we also can see as our children grow, how much they begin to look just like us. They absorb what we the adults are. Unless we as adults, perfect our abilities, or realize we are not enough, our children become us. And/or we send our children into a box/room for 12 to 13 years , where they ostensibly learn to use this imagination only to assess and investigate forms, as information They also, have little practice extending this sense that builds in the imagination, into physical form and function in physical reality.  We can understand this, because there are people in this world who can do this, yet have not developed language and communication skills. As a consequence, they are often shut out, as they do not have the means to communicate.

Another example is a carpenter, who after years of measuring, no longer needs a ruler, as they have perfected their ability to sense distance and space with their presence. They can then HOLD that measure, in their imagination and cut out the exact measure free of tools, such as the ruler, as I said. Remember, they learned this from physical reality! Also, a violinist plays the measure, as distance, from one tone to another, and soon no longer needs a marker to direct them, they sense the space. They can also begin to sense the space of tones, HOLD them, and then move accordingly, even adjust as they play. Thus, this is being present within space and time, within and without.

This begs the question as to why we send our children into a public school to develop a one-sided use of the imagination? Do we not already have problems with employers complaining that our children have no practical skills? Do we not have problems as we age with driving? Do we not say as we age that we are getting old and therefor just accept that we no longer can sense space as reality around us? Is this not a consequence of a mis-use of imagination? Can we not see that when it was said that we needed to bring our ‘ heaven’s down to earth’ that is was a literal statement! There is no mumbo - jumbo to this statement, it is a practical statement. Perhaps this is why it was placed in a religious context, to separate what was hidden in plain sight.

What would a mis-use of imagination create over generations? Would it create attention deficit dis-orders? Would our children begin to have varying degrees of difficulty processing information and practical application? Do we not see that this is what has happened? Would the behaviors of such mis-use be emotional reactions, ones that express fear and limitations believed to be what is real?  After all, can we not all admit that when we do not know something well enough we become fear full, that loopy feeling of not being clear, that that we hide through projecting limitations onto others, to distract from our own inner chaos.  The act of blame is not an act of correction. If we correct ourselves once, we can do it again, and accumulate our actions, building a momentum that develops self trust and self esteem. At present we have accumulated protection and defense mechanisms and thoughts of doom and gloom, and they build into a momentum that ends in an emotional fire storm. This we later regret, or we become bitter and blame everything but that it is us who accepted and allowed this through an imperfect practice in relation to who and what we are as human beings.

That negative back chat, is in nature spiteful and full of blame, because it is not a practical action that moves into solution. Those who have developed communication skills and a sense of space here, with opportunity to practice in this space, are those of us that are most successful. Meaning, those of us that solve problems and come up with new ways of doing things that improve all our lives. Though, such developments do not come to fruition in a system that allows children to be placed in a box, where the existent jobs are addressing the lack to such an extent that the adults fear losing  these jobs over what would solve these problems that are growing in momentum every dayand that cause untold suffering and frustration in our children- the behaviors right there in front of us as we call them by name without realizing the starting point of the problem. 

We as men, have the capacity to sense form and function within and without. With development we can sense great detail about the physical world around us, and we can blueprint form and see it from many different angles to improve and reform, to solve and live the potential that is this within. To not live as this is a crime against life, because this is full use of the mechanism of being a man. Anything less leads to behaviors of frustration and that inevitable loss of a sense of space, where driving our cars becomes more and more difficult. Our focus as who and what we are, is askew, it is a mis-use of the very design of who and what we are. 

We have the capacity to read a thousand words per minute by the time we are 21. This would mean we could hold form within, with ease, and then develop the ability to see the whole and the parts of our perception of practical reality.  This must be developed. If we have twenty years olds that cannot do this, and have the behaviors of lack that are obvious in their limitation and inability to process practical actions or carry on a conversation with ease, using critical and creative thinking skills, that can also consider the practical, we have as adults not supported the children. As we adults are a product of a system that has mis-used the imagination, it is time to realize that sending our children to the present design of our public schools is not what is best for us, or for our children. If we wait for someone else to make the changes we are not going to create the necessary change, because it is us that must do this. If we say that we are too busy, this means that we ourselves are not being effective in the use of our imaginations. What we adults practice is what our children become.  This is how great that ability to sense and model is and does. The mis-use of this causes harm and a giving up on life, on self. We can no longer allow this.

There are tools to help rebuild a mis-use of the imagination to give the child the structural means to develop a proper use of their natural capacity. For a moment, we will need them. Technology is stable, it is never emotional. It can be used to help us. 

What would it be like to be a master of your capacity? What would it be like to never experience a loss of spatial ability within driving your car, for example? What would it be like to be able to hold something within you, or hold a sense of space around you, or hold the ideas, or blueprints of another’s experience enough to use that in effective ways, to even be grateful for it, as this is properly developed within you? What would it be worth to come home from work, have the means to pay attention to your children because you felt secure in your ability to go over problems at work later in the evening having developed a magnificent use of your imagination and your presence in sensing spatial reality? What would it be worth to be able to move numbers around in your imagination, like the child mapping out a rubric’s cube with ease. Or, to have a non-loopy and fearful sense of money, and even understanding of how the present system works in terms of monetizing labor? 

What would it be worth to become a master of your own presence in space and time in this physical life, not fearing to map out projects and complete them, enjoying every step in the process because it is fun to develop and build things? What kind of society could we have if everyone effectively used their imagination and had the spatial sense to not only imagine but also be grounded in practical applications that expanded one’s awareness and quality of life?

What would it be worth to be able to slow down and understand your partner’s perspective, and them yours, so that solutions were found that brought ease to living? What would it be worth to no longer move into fear, and imaginings of doom and gloom, justification and denial?  In effect, the doom and gloom is a product of a mis-use of the imagination. The consequence is a growing sense of loss of space and time. 

If you want to connect, leave me a note. I can show you how to help yourself and your children. Give the gift that keeps on giving.

Thank you for reading!

https://www.youtube.com/watch?v=wy5vpOkwOro

Can a narrow focus for too long in reading skills development stagnate a natural ability to change?

One of the problems I hear in schools is that the children cannot generate meaning from the words they have learned to read, the patterns they are sounding on the line of information in front of them. The term is fluency. A child can build fluency and yet not understand, or ‘ create meaning’ from the text. They cannot place the word into a living context and make sense of the words. This means that they really do not know their words. They are simply at a stage of development. A sequence of development. Often, we give up at the moment where the whole and the parts begin to come together. Or, as in the perfect practice makes perfect model, the ‘ volume’ as the speed and movement used in the learning process has in itself become entrenched. The point of building momentum is lost to a habit of a movement. Then one has to have an extra effort to move out of an embedded meter. If this in space and time is not realized, this ‘ quantum seeing’ of the parts interchanging, then the child can get stuck and become labeled as having a slow processing speed.  And, though appearing fluent, will need a boost to move out of the means that lead to that fluency.

Because we are so absorbent, if we practice something again and again, incorrectly, we become that mis-measure in time and meter, in expression. That measure is is not a good or a bad, it is simply a point in the learning process. In other words, it is hard to sometimes see through the ‘ good.’  Our natural capacity to learn and remember as what we absorb as a measure can become our behavior, and that behavior can become something that is not what is best for us. In the context of the process of developing word processing skills, as what reading is, if we practice speaking words, decoding words, again and again, for fluency, over a long period of time, without any real momentum in placing the words into a context that makes sense, we become that measure of decoding only. This behavior in tandem with our foundational experience/measure, can create a memory/experience ‘map’  that would take more time to correct than to have done this correctly in the first place! 

This means over all that everything that absorbent ability in the child is exposed to, must be carefully guided, and that this ability is a natural learning ability and it is by nature, an ability to change! It means to expose the child and allow the child to understand because it is natural for the child to understand. And, it means that the ability to narrow one’s focus and self monitor, is cool, yet a narrow focus in measure can also create a lack. Learning is and must be a dynamic process, it must always have a movement into the whole, or the good one is doing can become a limitation.

This is also why a solid vocabulary is so important. It is important that the children know the  words so well they do not have to think about them, the children must effectively know their words. This allows the child to spend more time on the meaning of the word, to discover the measure the word implies in real living time and space, meaning the child must also practice ‘ playing the instrument that is them!  Within this, showing a child a picture only, in relationship to a word, memorizes a picture and not a living common sense action or thing.  

Words impart information, they are not the actual movement or thing in themselves. Because humans use language to communicate, words are very important. And because we use language we can use that language as a means to order ourselves and our actions. Language in itself is always changing, it is dynamic. Thus language taught in segmented ways, appears good, and lacks real development through a default of practical application. The instrument, as the child, must generate a momentum in real time application to live the meaning. That segment of building fluency can become a measure that stagnates, it has to maintain a momentum in order for the child to realize the patterns and apply the word recognition in practical terms.

If we understand how absorbent a child is by nature, and we understand how words are very important, we can build a child who is very capable of becoming their real potential in this world. It is what is best for each of us, because that child is unique in their expression, and that message they bring, ultimately benefits all of us. Our job is to make sure that that child reaches their goal.