Does your emotional value judgement supersede your natural absorbent self? What is memory and lack. Processing information.

Let us look at the situation we are all familiar with. This is the situation where we know another person who continues to only see the lack they believe themselves to be. We could say that person defines themselves as this measure, this belief, this lack. We try to move that person out of that belief. We give examples of how to do something, yet we realize that we cannot be the body to do the steps that would prove the lack non-existent.

Since we know we all have memory, can we realize that our memory, which contains the story, the measure of the lack,  can be so strong that it appears to be more real than the steps we often share to dis-prove that measure/belief/state-of-focus on that state of lack - a memory.

This means that we, humans, have a great ability to take in a measure. This also means that we humans can get caught in a ‘ net’ - if you will- of a value and that this memory that has this self defining value, can come up in relation to simply walking a practical application that dis-proves that value that is the memory that defines the person to the point where even if they do manage to walk though the memory/value- judgement one time, to remain consistent in the practical application that dis-proves the memory that has a value,  they must practice the practical steps enough to counter the memory/value measure. And each time the practical steps are walked, if there are moments where the memory takes over and counters the practical, that then becomes a justification for the practical not being successful. This means that change is a process if a memory with a value judgement has come to define the person. 

Somehow ( the sum of the how), in our present school system there is really not enough time for teachers to catch and also correct such emotional reactions in children.  I would ask any parent this question, because it will make it obvious that a school cannot possibly be the only place a child is educated; “If by design the school as a form, as one teacher, or even two, in a room with many students, can we, as teachers possibly catch this in every child.? Our schools must begin to explain this to parents, because it is something we all can understand. Just as one must be given a form, as an understanding to see the practical application, so must this be made clear to parents with repetitive information.  After all, this is how we learn, this is how we develop understanding.  If one remains within this simple realization, there need be no reactive  force in the face of resistance,  because in practical terms this is the form of the schools.

Within this, we can realize that our memories are layered information. Our memories are charged with values and layered within us.  This means that information can become layered within us. This means that we are like a seed, and that layered information becomes the ‘ tree’ so-to-speak.

Look around, why do we call a person a ‘ real personality” for example? Why do we have ideas about the young people in our world and where they are going to end up? We do this because we are so absorbent, we see the information as what is seeded as values within another person. We come to understand the likes and dislikes of another person, and we gravitate towards others of similar values- as likes and dis -likes, as what the personality that is a seed of information culturally values and defines themselves within and as. Hence we could say that class is the information that is us. It is the values that we gravitate to and towards. It is the measure of what we define ourselves as. It becomes the directive information of us. It becomes the behaviors or resistance and the values we persist within despite possible limitations within them.

Let us contrast this to that practical application we order and impart to children that need such a structure to guide them. And, to realize we are basically planting seeds when we inform a child with that subject in school.  Our schools are imparting information. We are planting layers of information to be the seed of being a directive application.  When we create directives that guide a child, we are structuring their self application. Yet, what happens when the memory of the child is filled with value charged memories? How many have faced the resistances and difficulties of getting the child to move through the simple step by step directives? And how many have a limited time frame within which to do this in the schools?  How many see the overall measure of this in space and time, and realize the incremental development that happens because of this time frame as the very structure of the schools and the structure of ‘ lack’ within the student. It is as though the very design of the situation, that is filled with good, by measure, is a limitation in child development. 

Thus, we can say that as adults in this world, we have a responsibility to make sure that this process that is right in front of us as to how this works must be changed. And we as adults, must realize that we too have developed reactive memories that are charged with all manner of frustration within this scenario. We understand this because we label the children as personalities because on some level we understand that we cannot as teachers in a school possibly address all the value reactions within the child as the information within  that they define themselves as, and such that is happening within the adults as ourselves.

What if we could use technology to change this? What if we could use technology to rebuild this? What if we could use technology to focus the child from that which built the memory? What if the child could practice a little bit every day, focusing themselves from that which built the memory - as in accepting the values that divert the attention - and at the same time build a clear structure that had clean placeholders as the words with clear meanings? What if we could inform the child, as in create a layered seed as the information of the child, in such a way that the information as the words, came up without emotional values, so the child could take in the information and form it into a steady and solid understanding, like a clear form? And, what if the mechanism allowed the child to practice a little every day, to not only practice focusing from without-all-that-emotional value and also structure the child with the tools of information transfer as words? What if this were cost effective in relation to what this costs for a school to do this, or a parent to do this who does not have the time in our present system? Could technology be the perfect tool to do this, because technology is not emotional in the face of this inherent ability within each of us to absorb the measure of the world around us? Can  we understand that a child, or adult, that has emotional values attached to memories, moves into a state of seeing only the lack, as the memory and how this can supersede  self direction? Do we not see this all the time around us?

Within our present system, no one can afford a Helen Keller type teacher to sort this out, as that one-on-one situation. It is too expensive, it costs hundreds of thousands of dollars in relation to educating the child. And, in so many ways, that personality we call one another, is a self divided within value judgements, which is the fairy tale story of Humpty Dumpty- a scattered self unable to self direct in ways that are productive for the child because the emotional values distract the child from seeing in practically applicative ways that take a lot of time to correct- something our present systemic design does not have the space and time to do - which is not something to be ashamed of and not something that an act of blame and consequential justification will change.

Such a behavior is a continuation of the same that is the lack that causes the stagnant unmoving behavior. This becomes the snake eating its own tale. And it is the tale of Humpty Dumpty. Yet, remember, that the princess when discovering the name of Rumplestiltskin, takes back her power, and recovers her child, because she has discovered the name of the man to whom she promised her child. Words are structure to build a well seeded child, a child that can grow into a tree that can bear fruit that serves all of us.  Words are the means to ensure that the wicked witch in the  woods never has to leave society in her frustration, and try and tell the next princess that she can be more than the pretty girl in the castle, that she can participate in the natural world and the social structures of men. That woman living in the woods, is the princess in another life, she is the information that she experienced and the understanding of what information she accepted and allowed, she is those who realize that our children can be so much more than a self judgement of lack. 

If you can really begin to understand what I am saying, you would want to lie down and cry, cry for all of yourself that was lost because of this process as our present system that so many spend their lives correcting, realizing that the real potential of each of us has not been lived, and that we have become a reaction to the information that is us, that was not clear, that was loaded with value judgements, and slowed us down as we began to sort this out only to discover that what information we accepted and allowed was in a form of lack, and that defined who and what we were, until we sorted it out. Would we not want our children to not suffer this confusion? Would we not want our children to be able to look at information, as information imported through language as words, and the information in that forest all around us as the natural world, and have them move with ease and understanding of this? Is this not what we would want for ourselves?

The solution to this problem is here. It is simple and affordable for everyone. It is the means of prevention and the means of self correction for each and every person. It is a way to turn our schools into places of self discovery.  You see, we can use what we have created, as technology to help us help ourselves.  We can rebuild the seeded information using language to structure our memories so that information that is us, fears not to walk the practical application to and towards what is intrinsic to our expression, because each of us is unlike any other.  

Imagine if each person were living their  full potential, would this not begin to build a world where our children became characters that were dependable and trustworthy, respectful and unafraid to discover and change? Would this not create a world that functioned in creating instead of reacting to limitation and walking in a memory charged with a self judging lack?

The means to do this is with technology that is never emotional , never existing as a state of lack. And the infrastructure is here to maintain this for everyone. And that infrastructure and means is cost effective within the present system.  We are here, and we are ready. Remember,  no one can put Humpty Dumpty back together again but yourself. The tools are here to help and the journey can be done one step at a time, one word at a time. This is a way through transformation in gentle means.  What do you want for the children? Do you want to develop ‘ trees’ that bear fruit that support all men and the society to become a living system, or do you want us to continue to be in constant reaction to fires as personalities that are stuck in a limiting beliefs unable to change and step out of their beliefs into actions that help them to grow and develop the real potential we all see within each and every one?

Each must begin to quantumly see the measure of all of this, and begin to take actions that change this in easy step-by-step solutions. If we ask someone else to do this, it will not get done. Each, the parents and the schools must work with the private sector to get this done, as the schools by design are not the means to get this done, yet they can help in voicing this understanding, which is working with parents, waking them up so-to-speak, through simply stating what exists as measure in practical terms, and this in such a stable way past the beliefs as the lack of understanding because everyone really does want to understand, just as that child who so desperately is trying to sort this out.

The measure of your emotional values reveals the measure of your processing speeds.  Meaning, the measure of your reactive behavior is the measure of your ability to more into solution instead of reaction. Reactions are behaviors of protection and self defense, they are resistances to change because they are so consuming. We all see this, and we label this as a personality. 

We all understand that when we meet a sound character, they supersede us, why because they have a greater ability to process information, and they have the word recognition skills to match, they have effective word skills. They live, right in front of us, the ability to come up in critical and creative solutions, quickly, and we respect them for this. Look around and realize how many are within personality mode, as stuck in ideas of lack that create emotions/behaviors of resistance to walking practical steps. This is the speed of their processing ability. If you look, the emotional value, the definition of lack, is slowing down the processing of information ability, that is a natural ability that does exist, because we all know characters that are able to process information with ease and come up with solutions. 

Remember:  abracadabra  - we are the words we speak, we spell our lives with the words we speak. We are the measure of how effective our words are. This means the meanings to our words must be clear, without emotional values attached that lock a person into a perpetual association of values that are very hard to see as a lack that is the thing suppressing the real ability of the child. Because of our busy lives, we can use technology to correct the processing ability of the human, meaning to build a stable structure as the words, that will supersede any emotional values that were essentially a mis-take on reality in the past and need not define who and what we are here in the present.

If you are interested in building a sound seed as the layers of information in the child, that becomes heir directive measure, please write a comment and I will respond. The sooner, the faster this is done.  Thank you for reading my blog, much appreciated. : )

Do we realize how absorbent we are and why word recognition is so important?

We are very absorbent beings. This is revealed in how a protege absorbs the environment, as a child growing up in a musical household, or a child leaning to smell like a wolf as our feral children reveal. That foundation in those early years becomes what the child can be and do, and history has shown us that this is very hard to change. What information comes within, as a measure around us, often done repetitively, becomes the measure of what we are,. We call this personality.

Science has discovered that our neurons can rebuild at any time in our lives. Here, I want to say that what we eat also determines this ability, as obviously if we have the building block nutrients, we can rebuild our neurons.

Also, we tend to become habituated to a narrow environment, meaning, we go to school, or work, and return home, rarely having vacations, or a change of venue. When we become automated like this, it becomes more difficult to change, because we begin to move in automated ways, which fits in perfectly with the past, as our industrial model. This can happen over time, and we do not see this happening. Some of us do something to change this, others believe it is impossible. When one becomes habituated to something, changing appears to be difficult, because we have not practiced change in some time. We forget what it means to learn. We forget that when we start something new, it takes time to build the structural awareness, just as in learning to walk, and then begin to generate enough understanding that the movement within the new formation, allows more understanding. it is to say one must generate momentum in order to bring the new information together and create a new structural awareness - one helps the other.

Within this, I realize the whole debate about whole word recognition and phonics  creates a friction that is unnecessary. It is both in many ways, and the relationship between the two is always present. Sometimes we have to slow down and look at the parts and then the whole, thus it is both. If one focuses on one in a repetitive and slow manner than that becomes the measure of the child, and the switch into word recognition appears difficult. Mostly there is a time factor here, because the public schools, by design, cannot work through the various moments each child experiences within switching between whole words recognition and phonetic units composing the word. This is that one-on-one situation that is known to expedite the word processing and thus information processing ability of the child. It is, astounding that some parents believe that a public school educates the child, by design, they cannot and they were never meant to do this, as their design. A public school is meant to impart a measure of information abstractly. That is all. if a child is having problems, it is that they do not know the words well enough, The public school cannot resolve this, this is the responsibility of the parents. This is because the design of the public schools, cannot do this. This shows the reason for private schools, because a parent who realizes they cannot do this, will pay for someone to do this by placing their child in a smaller and quieter group to make sure that the child is learning things clearly, as there is more time and a body of students who are attentive because they have had exposure to careful understanding, revealed in their immediate vocabulary. It is that one reflects the other, and our research in education substantiates this..

Our children are becoming more and more emotional, more reactive, more frustrated. And why?  Frustration and emotional reactions are a consequence of a lack of structure, meaning they cannot communicate what they feel because they do not have the structural means to do so. Humans use language, and that language is a form of structure. If the words, or few words, are polarized with emotional values, these values as the memory is what becomes the expression of the child.  Imagine the story of Humpty Dumpty, he is scattered out into pieces that lack coherence- no one can put him back together again. 

We are so absorbent that we take in everything, and if we do not have the structural means within to sort things out, the consequence is undisciplined behaviors, which are emotional behaviors. The information, the form within us is not what allows us to trust ourselves to move, to act, in clear and productive ways. 

We see this happening in our schools. We see this happening all the way up the scale of behaviors. Some have enough to direct in some ways, some hide their insecurity, and project blame onto the things around them, which is another form of a lack of self discipline because it is not an act of taking responsibility. It is not sorting out misunderstanding. We can see this, because some are more able to calm a situation which is done when things are sorted out in ways that are not judgmental, as a practical measure is conveyed that each can understand and readily grasp enough to give direction. Hence, within this, punishment is never a solution, the solution is always to give the measure, which requires speaking the words because humans use language, enough and clearly- without buried emotional reactions ( because we are so absorbent ) - that that absorbent and emotional child can see the structure to allow them to be where they really want to be, which is to be self responsible. Look around, we are happy when we are focused, when we have the means to focus, the control to focus, because here we are able to discover ( learn to crawl) and order, and look at the parts ( critique ) and come up with either greater understanding, or new ways of doing things that are those awesome moments ( being creative). Lol, self discovery is also awesome!

Parents and the schools, our society, has a responsibility to make sure this is understood, And it is all in the research as to what builds a competent and self confident child, as this child becomes the adult. Hence, that starting point of knowing one’ s words to the point where one does not have to think about the words is extremely important.  As a  reading specialist, I cannot stress this enough. It is the foundation of a well formed character, which is a person, a child, who can assess information with ease and confidence. This means assessing the information within, as one’s experience, and the information without as the world around us. This means understanding that emotional reactions are another form of data. This means that we can become automated in our experiences, leading to a fear of change.  And this means that we adults, most of us, have become automated in our information,  and our words are a relationship to that automated information which is then absorbed by that inherent ability to absorb as how we learn, and that information on automation becomes the child, which then leads to the same in the next generation.

 How can a child become the potential of their unique expression within these limitations? They cannot, and the behavioral problems are a reflection of this. Interesting enough, there is a saying that it takes three generations to move out of one’s class ( one’s measure of information). This statement alone, which we all understand, reveals how this all works. we become the information that is us, and if that information is limited - over emotional, or within a narrow focus ( a narrow focus is not bad, yet when automated, as in having a behavior of not being able to change out of it) -  it leads to resistance towards anything that is outside of the ONLY narrow focus of what one defines one’s self as only in an abstract within one’s self.  A child exposed to such an environment, as that extremely absorbent being, will need continued exposure to information other than that automated information that has developed protective mechanisms towards what is perceived to threaten that information that has become a comfort of not knowing anything other than that, stuck in not changing because it is forgotten how that information was created. 

One could blame all of this problem on the economic form as the present system. Here we must ask ourselves what came first. Is the economic structure a consequence of not understanding the absorbent ability of men and the need to structure our awareness and inner experience, our memories?  Obviously, the economic system is a consequence of what is educated within the person.  We are, and the system is the consequence of what we have allowed within as our abstract perspectives about reality. We have divided our awareness from being grounded in reality. This would explain why the practice of applied behavioral analysis is about directing the child to become practical within their environment. The inability of our children is generations of a practice of imbalance with what is the information that creates the personality and what it means to live in effective ways that practice allowing the person to self direct without running into conflicts that accumulate into behaviors of frustration because not enough was considered practically.

This is why, as a reading specialist I have come to the point where the most important starting point , the greatest gift one can give a child, is words. If a child knows their words so well they do not have to think about them, this frees the child up to process the form conveyed by the words, and  the space as their presence to relate those words to practical application in their direct environment. This builds self confidence, and self esteem because the child has the tools to structure and sort out what were their experiences within, and what is practical outside of them as the community in which they live.  This allows the child to realize what they are absorbing and what is their experience and what is happening outside of them. Words are structure.

Because so many of us are a practice of abstract information only, and because so many of us are a relationship to our information within, as our memories, as our past experience having forgotten how this all works, we are not enough for our children. We are going to need help to sort this out.  We can use technology to help us, because technology is not emotional. We can automate word recognition practice, without pictures, without music, without distractions that trigger our memory of experience filled with emotional values, and build a neurological network that allows us to assess what we have constructed within, and what is constructed as forms, without as the wold around us via a sound and stable word recognition ability. Also, because of the system that exists, there is no one who has the time to make sure that our children really know their words. 

Hence, we can use technology to allow the child and the parents and the schools to help themselves and fill in this missing gap, this starting point that is so simple, our emotional chaos within has a difficult time realizing that simplicity. One must ask one’s self here; how many times have you wanted to bang your head on the wall, having in a moment realized that the simple  answer was always right there in front of you and it was only your fears and uncertainty and worry that blocked seeing that simple solution? We have all experienced this, and yet therein is the answer within what I attempt to share and explain in this blog.

Honestly, it is not worth it to reinvent such a tool. It takes too much time, and it makes one’s life easier if such a tool is maintained by someone who has taken a lot of time to understand how this works. And, as the research suggests, the study of music is what helped me to understand this, and a life of raising children and working with children in music and in a school setting. I am here to resolve this, because I realized that my children cannot reach their full potential unless all the children reach theirs. Yet, I must find those who are willing to become self responsible, those who realize that no one can do this for the child, but the parent, or perhaps come school administrator that has also begun to realize that this is how all of this works.  There are cost effective innovations in the private sector, that sector who can also maintain a tool because this is too much for a school to focus upon. Each must step outside of a belief system and use what we as men can do so well when we assess and change as this is an act of reforming one’s self and becoming more aware of life. This can build a child who lives practically, as they do not fear common sense because they have the words to convey what is a solution that benefits all.

If you are interested in a tool that helps with the most basic of structural development as words, imparted in such a way that time and space to practice the words is given for everyday use, and the word recognition skills are developed without emotional ties that end up polarizing judgement causing mistakes that then create consequences that slow down development,  please respond with a comment and a presentation can be set up. It is free.

                   

What is the difference between associative thinking and creative thinking? Associative Thinking and Memory.

What is the difference between associative thinking and creative thinking?

Well, children can think of many ways to use an object in kindergarten and yet lose this by the time they are in the third grade. By the third grade, children have been exposed to more information. They have more ideas, beliefs and opinions about things. Hence, there is a separation between what they have as a memory as experience and what was a more objective ability towards their environment. Their memory begins to dominate their influence of the environment. This  leads to placing ideas of their experience onto their environment. Not a bad thing, yet if the memory has value judgements, then their perspective becomes polarized, slowing down assessment of the practical. 

This means that one can have a pretty broad vocabulary, or a smaller vocabulary and still be caught in value judgements, causing resistance to being practical. Being practical is having critical and creative thinking skills. After all, that kindergartener is being practical when coming up with many ways to use a paper clip, for example. They assess what is more real to them, because their memory is not yet overriding that from which they build their memory, which is their experience. This is such an obvious thing, it is difficult to realize that it has been missed.

We all have friends that focus on a lack, on an idea about themselves. No matter how hard we try to tell them to walk the practical steps necessary, it appears impossible. Yet, this reveals how strong an idea about something can overtake what is an innate ability to assess the practical. 

This is why words are so important. It is important to make sure we have the same meaning to words. The value of a word is the measure of a word. It can have no imaginative values placed onto it. This leads to associative thinking that lacks objective reference. This leads to a lack of practical application. A balance between the two builds a more grounded presence. 

We use language to paint abstractions about reality. We do not allow our children access to higher education unless they show an ability to abstract information. Building an abstraction of reality and communicating it  means that as humans we need a clearly formed vocabulary. And, we need enough exposure to words to move information fast enough to realize patterns and to see practical consequential outflows.  We have to know our words so well, that we can not only retain our natural ability to objectively assess and also subjectively evaluate.  This is the means of critical and creative thinking.

In music education, one must practically apply and abstract. Yet, with information in many academics, we learn through theory, which is abstracting information only. In this scenario, how well we know the words determines our achievement, And, in this case, information can easily be manipulated because one abstracts within the information given, with no real application opportunity. 

When a person practices something, like in music, eventually that movement becomes easy, as the physical memorizes the moves and then does not have to think about them so much. This also  means that the information we are exposed to, becomes what we are. If a child is told they are stupid again and again, this becomes their information. This is then what they associate to because this is what informs them. 

Teaching through theoretical means, as abstracting information demands word recognition skills. A lack of this causes self judgements in many ways, which are emotional values that slow down learning and absorbing because it is a distraction that also warps reality.

It also is very slow, and removes self discovery.. Unless, someone really knows the words so well they do not have to think about them. Also, when this is done from a text book, bought with the intention of being used for a few years, the information is not up to date in our present time of rapid innovation and change. Hence the information is already going to move against the real world. Overall, this means the word recognition is paramount in child development. The more words we know, and can use, builds the ability to change, because it is exposure to concept, and the development of changing the abstraction within that is memory. Meeting new information is then not so difficult.

If a child gets behind in knowing a certain set of words for a particular subject, and makes some mistakes, and then defines themselves as that mistake, they cannot see through the veil of this self judgement and catch up in knowing the words, because that association as a memory as that past information is slowing them down. And, as we know, our schools move in measured ways, limited in time to correct understanding in every child.

What begins to happen is a focus on a lack. In time and space, the combination of that emotional polarity and the consequence of having to sort through that and take in information causes a slowing down. The polarity as the value judgement that was information informing the child separates them from being focused on the practical. This is a practice, which becomes a habit, as associating on memorized information only, and the value judgements in relation to this means comes to define the child. This is a loss of critical and creative thinking skill. This is that state the kindergartener had before moving into a memory that is cluttered with ideas and beliefs and opinions that stagnate a natural ability towards practical assessment.

This is how we lose what is an innate natural ability to learn.

Who has the time, in the present design of our schools to sort out that abstraction of reality as memory in  a child? Who has the time to make sure that our children really know their words? Who has the time to restore the natural ability in a child to assess objectively the world around us, and their experience about that world and all the influences surrounding us today? Since our vocabulary is the means of our expression about things, and can at the same time order our abstraction capacity so we can see clearly and retain our ability to assess the form of the world around us,  does it not make sense that knowing our words so well we do not have to think about them is of utmost importance? And is this not a simple solution? Would this not empower any parent and most important the child. Would this not allow that child to reach their full potential.

What if you has a tool to do just that? 

If you are interested in such a tool, I am here to share. It is time to end the suffering in our children and to give them the gift that keeps on giving! 

Thank you for taking the time to read m blog!

Is a train of thought as limited information a game of association in conflict with life? What is behavior?

When we physically integrate something we know it, we do not have to think about it. Meaning we can view that ‘ inform’ with ease, meaning we can be aware of the form of it AND extend our awareness onto other things. This is how one learns to play an instrument, as the awareness acclimates to the form to such a degree that the awareness, as that which is educed, knows it so well, it can check and balance and, quantumly , move to add more awareness into form. This can be towards something physical , or abstract information, which is built of words, like a picture viewing of form described through words, as this is what we do with words.

This is why we learn, or how we learn through spaced repetition. Yet, what happens when we become stagnant in a set body of information? And what happens, within this, when we become comfortable within that set body, and become lazy in our ability to change, as in take in new information?

And what happens, when we forget this, and we are around others, who have a completely different  measure? What happens when we do not really look at this process of how we learn, how things are integrated within us to the extent that they direct how we move, and what we like because we like things we can understand in our busy worlds, meaning we like people who move in much the same manner as ourselves, because we enjoy recognizing things, hence we enjoy it when we recognize a way of moving that is similar to our own, which means we are recognizing information directing the body that is similar to our own, or that we can understand and feel comfortable around. I mean, the Harem effect is an indicator of this kind of action, it is a recognition of a collection of values that determine the movement of a person, where another has a similar experience, and or believes they do not have that value expressed as how a body directs self, and want to be near that which they recognize, either in desire or the comfort of recognition that is the comfort of similarity. I mean, we also know we do this, when we are attracted to another because we believe they have something that we believe we need to move into a direction  that will bring us what we have decided we would like. In all, it is reading the information , as the measure of another. Which means we become the measure of what we believe, and we imitate the measure. Here one must realize what measures of information are directing one’s self; if one is directed by a short term ideological gain or is one directed by what understands this process and realizes the only choice is to do what is best for all. The entire community and environment around us is a place where we enjoy how we understand, how we self develop, and fear not to follow what we are inclined to become aware of, and realize that no one thing is more than another, and that the joy is in doing and being here.  We can understand all this and no longer fear to move in a self honest way. And, we can understand how we get caught in a focus on a lack, as what is wrong, instead of moving into what resolves a limitation to give it the freedom to realize solutions. Overall, this is processing information.

Yet, if we become a fixed measure of information, and because we associate to that measure, having forgotten how we became that measure, because we are not born with this as we are not born with language,  do we begin to associate to that measure only, to the extent that moving out of that measure appears to be very difficult? And, would such change move so slowly at first, because we are so caught in that measure, it is like riding on a train so fast that one can no longer see what is outside the train window? This is essentially what happens when one follows information without realizing  it as information, as a reflection of a measure of the reality around us,  and forgets that from which that information comes! And this is why children can learn so rapidly, because they do not have enough information to follow, yet. 

Yet, what if we integrated information to the point where we retained an ability to be aware of how this works, what is happening as this, and remain aware of what is outside the train window? Is this not what real critical and creative thinking skills are and do? Is this not the ability to assess one’s measure AND the surrounding values in the world around us? Is this not what would build a confident and stable society that did what men can do best, when calm and secure, which is to come up with new ways of doing things that reorder in ways that make life fun and creative?

As we see in the world around us, most of us, which is probably 99% of us, move by association, by a memory of information that we have forgotten is just this. The information is not necessarily bad, yet if that is only what is believed to be what is real, then the disconnect causes a problem, and we end up only seeing a lack/ the problem/the limitation because our information is through a lie-by-omission, and reality is not assessed, and the qualities of others are not recognized, which causes harm, and becomes a form of bullying on the life that is us. Life requires a symbiotic understanding and respect, which is to investigate what is around us, to consider it and include it, in order to maintain our physical existence. As it is , we have a growing elephant in the room, of all manner of cognitive disorders, like a growing debt of dis-used creative ability that is desperately trying to sort through a whole body of information that lacks any real formulated directing capacity- because we become the information that is impulsed from our environment. Just look at the bubbles of television, informing us within a system of wealth accumulation, that has been touted again and again until it is believed to be a truth, as we can see that we are programmed with the measure we accept and allow. It is embarrassingly simple. And it is right in front of us every day.

Hence, some of us are ‘ of ‘ enough information that we manage to get a job. Others, and this is growing, are of such cognitive dissonance that we have not developed fine motor skills, which means the parents do not understand how this works- and this begs the question; ‘ How come we send our children to schools, when that same system did not teach us how this all works?, How come we believe that our public school system actually taught us anything, when the public school system, by design, at the moment, actually touts a set body of information that builds an associative body of information that turns us into that racing train that no longer can assess the world around us and consider what wold be best for what is a symbiotic world that cannot work as a monoculture? And, to add, why do we not see that all racism and culture and national conflict is caused by a lack of understanding this? Again, it is embarrassingly simple. When something is complicated, it means we are on that train, racing away, no longer grounded in what we are, which is being here on earth, a physical symbiotic world, filled with so many values, that allow us to create and really live if we got off that train of information and assessed the physical world  and realized the value is living.

Another consequence of building a memory of limited information that is then followed ONLY, which is associative thinking, because it is strings of information like a quantum map, like an inner GPS, like a structure of information within that is in separation from a practice of assessing that information with the world that is here in which we live, are behaviors of rejection and fear, insecurity and bullying, because the information is not enough to direct in ways that cause fewer mis-takes on what it means to live on a physical planet. Hence, one develops a fear, an inferiority to reality, and tries to find ways to feel superior, to justify as to place all blame on everything that does not fit that body of information made larger than the life outside that train of thought. Many of us realize, that many of the behaviors, those fires our schools spend so much time putting out, that the inform, as the information within the child, or the adult, is not of a structure that is sound. And those who have a somewhat greater structure, that is still only a train of information rushing without reflection of what is outside that train, are so stagnant in their information ‘ train of thought’ and so habituated, that change appears to be impossible. And, if one fears changing this, because one fear losing one’s job, then one is choosing what is essentially a crime against life. And for this there is no excuse as that child has no power to change this, only the adults have the power, so to punish a child for a lack, is really the adult being annoyed that they have to change what they understand on many levels what they are doing- that child is a reminder of the limitation the adult accepted and allowed and knows they are allowing on some level, way deep down inside underneath all that mis-information.

And, realize, punishment is hence in no way a solution. One can only reform the inform, which takes time, as correcting a mis-take takes longer than to have learned something correctly in the first place. Hence patience is needed and a sense of security that one can practice something without being judged, as the only solution is to rebuild.  Learning means practice of bringing one’s presence, as what is educed to sense the forms without and within,  into creation as the physical world around us, and what associative trains of information we have accepted within that no longer reference all things- and remember that a child references the without and the within, or they would not learn to crawl and to walk. And, that when we learn to drive a car, we physically integrate that structure, and automate it, checking it with a part of ourselves, and then expanding ourself into/onto the world around us.

Because the human race is so hued with limited information and racing as trains of thought structures as information structures, which is associative thinking only, and the means of this is words, we can rebuild our measure within, creating a very sound structure of inform that allows us to assess ourselves as this inner structure and the world without, so we can become aware of what is around us, in the abundance of its qualities, and stabilize ourselves in what we are, which is physical bodies on a physical world, that which is outside that train of information that informs us. There is a tool that is much like an abacus, it is an abracadabra abacus- so to speak. It is a technological tool to rebuild one’s measure, lending an understanding of how this all works and building a sound mind, so that one can access the inform of information as that train of thought, and the without world outside that window of information, building a human being that is secure and confident in the world because they have the structural means to realize how this all works. 

We all need each other, because we are, on a physical level, the parts that order the whole. If each is at ease with processing information, that train of information within , that is also able to assess information without, then we are aware of one another, and realize the value all the parts allow in understanding many perspectives, where we are at ease, because we are grounded in reality. 

I would suggest purchasing this tool, that is Techno Tutor. And yes, things in this world cost money, yet it is supporting those who are standing and explaining this again and again, and supporting those who ensure that this tool is consistent and ordered in ways that enable all access.  The cost of cognitive dissonance is much greater than the cost of this tool. Do not wait until that train leads to a crash that, in this system, can take everything one believed was stable, because it is not. In a world where China has more honor students than America has students, I would make sure that that train of thought, of information in my child and myself, was working in ways that caused fewer mistakes and greater directive capacity, enough to ensure that child has a job, and produced children that, because they understood this,  were in every moment  able to assess the world without, and their own train of information within which is to not fear change.

You decide, stop waiting, as only you can put Humpty Dumpty back together again and as a parent you are responsible for the inform of the child. Listen to our stories of metaphor as our fairy tales , as they tell us what we have accepted and allowed, and how the formation of them are written, with inflated values, by a victor of self interest, who is within a train of thought, as belief, that has no real consideration of the value being life, a life that is physical.  The information we accept and allow moves as a train of association is limited information and causes us to blame and spite  what does not fit into it, because we have allowed this to become larger than life.  One way to realize how much one moves as limited information is to go out and try to learn something new. How hard is it to change? And yet, this is your natural learning ability. Where did it go?

We can reprogram our DNA with words, which makes sense, as words are a measure of understanding, hence, we change our understanding, and we build confidence and self esteem in our ability to self direct in this physical world. This is how we reach our full potential, to build a world and schools where self discovery is the joy and we live realizing the value is what is best for all, as this is life in action.

Thank you for reading, much appreciated.

How We Learn to Drive a Car and Building a Sound Cognition. Behavioral Dis-Orders

How do we learn to drive a car?

Do we sit in a room looking at a picture of a gear shift before we enter the car and start moving through the process of driving a car?

No, we do not, more often we get into the car, and are already are familiar with the parts because we have watched our parents drive the car for many years. We do not learn the parts of the mechanisms we directly use to drive a car through pictures with words attached in a box with all the distractions around us.

We sit in the driver’s seat one day, and as we sit there we directly learn the parts of the car we use to drive the car. The gear shift is a gear shift, the break pedal is a break pedal. A cup is a cup. And, to note, do we tend to project onto these devices? No. For some reason, the means to move the car that we use, we tend not to project any blame onto, any fantasy.  Meanwhile, most of us walk around projecting all manner of values onto the human body. We compare women to women; men, for example, evidently, every seven minutes, think about sex and do some fantasy projection onto a woman when the form of the human as a woman is walking down a street. Yet, I have never heard of anyone ( though there may be some! lol) talking about the break pedal as having some vacant look where a presence is absent in relation to a break pedal! I have been present with friends and men in the company of women, for example, and the sudden absence of attention, of presence is palpable, even if we at times cannot realize why we react in moments in seemingly chaotic ways while with friends or partners.  Somehow, the way most people I have met and traveled in a car with, do not have any distance of presence, or less of such, or behaviors of avoiding what they are doing within the action of driving the car. Yet, remember those times when one almost had an accident? These are the times when one was not paying attention- I ask, what was going on? This is being in separation from what has become automated as the information directive within our memories.

Thus, when we learn to drive we learn the parts we need to maneuver to drive and we sit with our presence acclimating to the car’s structure within these means to the end. We repeat and repeat the movement, much like learning to walk, until we can order our directive capacity  and move these parts needed with ease. Then these become ‘ smaller’ in that we can process the actions faster, and we are ready to drive the car with confidence. This is a dynamic process , one that leads to driving a car.  When this structure is set, we can expand our presence to the horizon and add more awareness as extending our awareness and taking in more of the world around us.

Yet, in a school what are we doing? And what is the media doing with all the pictures about the physical world around us? We are learning things through words and pictures. We learn some words and then we start to process information about this world through words. This is, in itself , a imagination of sorts, about what is really here, and the very means is one of limitation  because there is no common sense present because we are not dealing with the real things, like we are when we learn to drive! Yet, most of us learn to drive, even if we do not do well in school! And, most of us learn to walk! Can we see the correlation here? Knowledge and information without practical application is not only useless, but also inhibiting and something that can control what one thinks as what one believes as what one images to direct one’s self, and just as we take in the structure of the car directly and begin to move within that space and the objects within it, like programming ourselves, I must ask, what is that information doing to use that we learn in school in abstract ways, as in imaginary ways only? It becomes what we express, because it is what we are exposed to! We humans become the very measure of our world, meaning the very measure of the information we accept. As parents if we send our children to a public school we are accepting what we allow. If we do not investigate what is being the measure in what is presented to our children, we are simply not being responsible for our children.

If we learn limited information, which is what learning through pictures and words is because it has no direct access to the physical mechanism, and we learn through pictures with as associations can we possibly have as dynamic an ability to act as we do when we have learned to drive a car? 

Thus, limited information, as information only, is learning by association because there is no direct physical access to reality. There is no real substance for the placeholder as the words that compose the information, the knowledge is not grounded in reality, it becomes a construction that does not fit into reality, as we can see in so much of the behaviors of people in not being able to feel secure in what they do, or to, on another level, complete things in this world that do no harm.

If pictures are used, it becomes as that picture, a ‘ flat’ association that because it is information only, and is what becomes the memory, the imprint, the picture, it is what is processed as one’s directive. Of course, as consequence as the information, if it as the limitation that it is, does not fit into reality, then the actions, the movements of the object as the human, can move in all manner of ‘ not fitting in’ or ‘ mistakes through lack’ within moving in our world here, or, within living our lives.

The media does not help either. Because we are so absorbent, we take in everything, and if our ability to take in the measure of that break in that car - and that goes for all of us, even those we call stupid in terms of schooling- is interrupted with a shock, as a sudden change, or interruption then our natural ability to self dis-cover the very volume, quality, movement, density, feeling of that break in that car is cut short, and we become that measure as that interruption, and must process through this.  Thus, within space and time, we are all so interrupted and so lacking in non-associative learning that we become a measure of limited information that is also a chaos of association that has no real grounding. We lose what is a natural sense to think critically and become creative in dynamic and active ways, and we lose what is a natural ability to problem solve as many videos and that first process we learn  reveal that we are innately built to be and do, which is learning how to walk and as I am using in this article, to drive a car.

Within this, we can see, the extent to which so many children are suffering , because their ability, a natural ability, a natural learning ability is what and who they are, is suppressed through what I call a chaos of information that takes so much time to sort through, balance out, that the life and the ability of the child takes years to sort, and the child that becomes the adult blames themselves, and instead of becoming their full potential, a dynamic state of being, they become behaviors of quilt, of shame, of self judgement and not the expression of living a life that is aware  and able to do all things as well as they learned to walk and to drive a car.

This is also why all educational research shows that people who learn musical instruments tend to have  a greater capacity to see consequence and be constructively critical and creative. It is because to play and make music, one is not only a memory of associative imagery, a musician actually deals with a physical object where they must perform with that object just as someone does with a car, or in learning to walk.  The simplicity of this is such, that if one cannot fathom this, then know that the associative mind of information only, is a wall of information being processed through that of a story of justifications as the inFORM of oneself and that it is so busy, in what it is , that slowing down and relating to reality is like a huge effort. It is like slowing down a speeding train where one believes that the train is all that exists, because the train is moving so fast, that the car can no longer be seen through the window, that car that is driving along side that train.

Another insight into how much we move as information is to think of someone we know that we are very careful around, where we feel life we are walking on eggshells around them, to not cause an outburst or reaction. This is when we fear facing the information of that person, though ironically we are aware of this, which means we can process through the information, we simply fear not being able to answer. What we in essence are avoiding, is a wall of associative information only, that is all it really is, a measure that one has allowed to define oneself as. We are in essence facing a speeding train, and we fear facing the ‘ crash’ if we look at that belief, that is that information, and investigating it, to ground in ways where there is no longer that sense of ‘ walking on eggshells’ and instead, as the outcome to address this in detail, is to come to a point of understanding in ways that remove the tension that is simply a friction of two bodies of information competing to have attention- because that information of association is constantly wanting validation to support its construction. It is, ironically, again, like a ghost in the machine that believes itself to be as real as that gear shift, when it is only a memory. And that memory is not all bad, it has good in it, as it is a measure made from what is real, and what is right here in front of us.

Thus, what I propose, is to rebuild that cognition, to re-order it, to clean up all cognitive dis-order,  to take the time to create a memory of small bits of information, to enable oneself to have the space within self, to focus oneself through a well ordered memory, a wall of information, to be able to see beyond the structure of the ‘ car’ to the horizon, to enable one ‘s self to expand and move in constructively critical ways, to become creative in ways that do no harm, and thus live a dynamic life, a life as dynamic as we are when we drive a car, or as dynamic as when we learn to walk because this is us using our great capacity to think critically and be creative, building a life that sees the world and rides the train at the same time. This is our natural state of being, one that is much easier than the conflict with living that a mind built of associations rather than a mind that sees directly here.

Remember, the statement ‘ the apple never falls far from the tree’ is a testament to the outcome of generating associative memories, because the focus of the child, those formative years, is on the parent, and our ability to take in information, like a feral child, is so great, is so magnificent, that we take in the measure of our parents, and if they are built of associative thinking constructions, the child will become that measure. And as we know habits, as what we repeat, are harder to change - just like slowing down that train-  than to have learned to play that violin correctly in the first place!

I would suggest, using Techno Tutor, as this is the only tool that I, as a reading specialist and a trained violinist, have found to be the most effective way and means to building a memory, a ‘ train of information’ that can be so well ordered that one can move from the mechanisms of the car to seeing not only the inside of the car, and also, the horizon. After all, that horizon is magnificent, we need only slow down, rebuild ( and prevention is the best cure) and look. It has always been there!

Since it is too hard to change the structures that exist within our society, why not transform our schools into places of discovery and investigation? Why not turn our schools into places where we build well ordered cognitive maps, that give a structural means to build self confidence and self esteem, in each and every child, so that the teachers can trust the child, and themselves to allow a child to take a direction that enables the full potential of that child to discover a full expression of themselves as life, that can create dynamic individuals that can respect and work with the world around them, never needing to walk on eggshells!. This is what we all seek. The structures we have in our society can be transformed into a good.  The strength comes from all of us standing together to make subtle changes that help all of us to help ourselves.

Thank You for reading!

                                         The Ghost in the Machine.

How do we learn and what is the absorbent mind, our natural learning ability?

How do we learn? How did I learn to play the violin? How did the children I taught learn to play the violin? How did I teach the children in the schools?

We repeated what was being taught, which is within the direct instruction model. We introduce the material, we explain the concept- the form, the structure, the design, the object and its way of moving. We repeat this. We show examples. We hand this over to the children to ‘ move as’ by themselves. We, sometimes in our current habits, send home more examples to practice, to repeat. This is the practice in step, of repetition.

Our research makes it clear that children who have the opportunity and exposure to hearing/seeing/experiencing more variation in words/vocabulary, specified subject matter- such as parents who have studied science, or music, or golf - tend to have a greater capacity to do that to which they were exposed. And since the behavior, as the know how, of the parents and their focus is repeated again and again, that absorbent mind of the child will pick this up and imitate it. So, we learn by repetition. That is the base. And we know that children have very absorbent minds. We understand how rabidly they can learn languages. We understand that a child who grows up in a home where there is a lot of music being performed and practiced and talked about will often begin a musical instrument and within 10,000 hours have mastered that instrument. So, by the age of seven, with consideration to allow the child to become what is around it, and practice the structure, which is bringing awareness into the form, which is integrating this into a structural memory within to build neurons that pair back and expedite the movement of the informed awareness structure, to become that protege- as the word we use to describe someone who learns something at a young age. 

Our feral children are the same, they become the measure as the focus of the sense practiced in becoming the space and timed measure as the behavior of the host. So great is our ability to learn, to sense the world around us and order this when given the structure to experience and model again and again, in its application and form. Thus we learn by repetition, and within this we discover our physical bodies and learn with mis-takes as a natural part of this learning process. A child falls down many times before they walk with ease.

This also begs the question as to what we are doing with this sense that can become the very form and practice repeated again and again? Is our natural learning ability something like water?

Is our ability to absorb extendable to forms around us, just as that feral child imitates and repeats with trial and error, with and as this absorbent substance that is a sensory mechanism practicing the shape and form and movement range of the world around it?

Thus, if we place our children in a box, a classroom, for 12 years, expecting them to learn through abstracting about knowledge and information ONLY, what are we creating with this absorbent natural learning/sounding/modeling.practicing/reflecting ability? Since we become what we practice, do we end up aggrandizing what is a singular good into a limitation? Are we making this good-turned-limitation as this practice, larger than that used as a movement to model/absorb into thinking as abstracting as imagining ONLY? Would this not create a disconnect from reality? Would this not be the imprint passed down from one generation ( as this is what is generated) to the next? Thus, would that child not have to sort out living here in physical reality in practice and the generational information? Would this cause some chaos if that generational imprint were lacking in a sound structural memory of the practice of living as physical states of being that is what our lives are while we are here on earth?

Can knowledge and information be manipulated within such a systemic design? Remove that absorbent ability from the practice of living, and inform it through spaced repetition- as going to school and sitting in a room, shut off from the physical natural world, and practice through spaced repetition the form of imagination use ONLY, until this becomes the means of seeking direction and the information of self structurally. Where does this end up? Would this not be attention away from practical living? Would that memory, or could that memory, fill up, like a computer?

How many have noticed that it becomes more difficult to be flexible as we age? How many have noticed that as we get older, things we could do before seem to become more and more difficult? This is the same as saying that moving in our worlds becomes more difficult. We tend to want, narrower comfort zones to remain in as a consequence. Why would this be? Could this be that our memories, as our experiential maps, as our repeated structural cognitions are limited and done from imagination ONLY, as we were taught to move, by systemic design, to repeat- is this like computer memory, a stagnation, that eventually fills up?

This begs the question. If our focus was on the practice of the form as what we are, as sensory physical mechanisms,  could we cross reference the physical reality, and realize memory as our imagination for what this is, and ‘ wipe’ the slate as memory clean with each use so that it never gets filled up? Would this not mean understanding memory for what it is, and practice becoming the forms around us, and using memory, cognition for what is really is? 

How can we transform our present practices into what would allow the full potential of this mechanistic ability? No one wants to lose their job, no one wants to limit this in a child either. We cannot continue to move as we are as our educational structure, because the consequences of this practice of placing that absorbent unique expression of our children into thinking and abstracting and memorizing ONLY, in a box, are manifesting as all manner and degree of so-called attention deficits. This will only compound more, and we will become what we make movies about; zombies. What is a zombie really? It is someone who is not present in practical reality, it is someone ‘dead’ to common sense. And does that memory, consume the flesh of the physical body that was the means to absorb the world and express as a physical state of being? Do our so-called fairy tales reveal to us what we are doing as in what we are accepting and allowing?  Can we not see the forest through the trees because we are all products of this separation and mis-use of our absorbent ability? When we have interventions for those already genetically and environmentally cluttered, and existentially placed into a method of practice that continues the lack of structure through a slow motion of  in-form-ation,  do we not see that we are in effect slowing down what was a natural inclination to realize the practice of movement in a physical formation that is what we are?

On another practical front, when we teach compassion, and the benefit of the golden rule we teach in our schools, to give to another as one would give to one’s self, is this not an admission that we have this capacity to with our natural ability to take on form, be able to sense the form of another even in their actions as dimensions of what it means to be focused here? And does this not show how we become the measure of our parents and that this substance is the mechanism to be and do this in practice here? If we use this to practice living in grounded practical ways, what would happen to our overall living with one another? Would we become this golden rule and realize that this is the means to reaching our full potential?

To reground and refocus we are going to need help. We can use what we have externalized to help focus us, reform us, back into a practical measure of living as what we are. We can use technology to refocus us, to rebuild our cognition- our directive information within. We can use the great plasticity of our physical bodies to reform ourselves structurally to walk the process of remeasuring our absorbent fluid self back down to the ground, so that those interventions are no longer necessary by the time the child, the man, reaches a certain age, because the child will begin to realize how this works and be able to self direct and consider all things, taking that which is good and does no harm, because they see directly, because they are living the smallest measure of order, they live the words they know as the placeholders of the information of reality. It is there right in front of us, we are the words we know. The more words a person has had the opportunity and experience to encounter, in variation, the greater the potential success of the child. Words create a structural navigation system, when stable and sound that fluid absorbent mind/self has the means to focus and practice living here. The words are living words. This would be a life of joy as this would be a child who could express their full capacity, that joy of communion with actual real living. You decide. The tools are here.

                We are the measure of our experience and words are placeholders for the measure of our  

                                          experience. We then build a sound mind/cognition.

The measure of our understanding; What comes to direct us. What is Mindfulness and ABA.

The measure of our understanding; what comes to direct us.

When I practice a piece on the violin, I just practice the measure of all the notes, the duration, the intensity, the attack as the percussive quality of the note, and the volume in space and time. I form that shape as sound. I must repeat this sense of the form to fine tune this so that the form is clear in space and time, here. If I practice, as myself repeating the sense of the form and what it means to create that form, with any emotional experience, I practice, as in repeat that emotional experience into the memory as an under-standing of what I am being. This will come up every time I come to that point of play of that practiced form. I will have to experience that. In one way, it is cool, because I can see what I allow as the focus of me and correct it. Yet, this means that I have to go back and practice that correction. In the end, my focus has to be present as what I practice, as what I repeat that becomes my measure within, in order for me to be flexible and clear. This focus, must be without emotional values, which is to say without judgement, and this can be realized because a lack of ease signifies a lack of focus- a kind of focus that rapidly takes in a form, which is to say to be the taking in of information. I become what I practice, because what I repeat becomes my experience and it becomes what directs me. If it is not sound, or limited information overall, I become the directive as this.

What I repeat, is what I become. If I repeat televised measures and meters of reality, then I become this. I may realize this, and still, that measure and meter is there and I must sort through this, which takes my attention, and I am then busy within sorting out what is an information that does not fit into a moment’s need for practical application.

If I am in a classroom for many years, during my childhood, I become the measure of what is placed before me. I have to ask myself if that measure is able to inform me into an understanding that develops a memory that allows me to direct myself in efficient and productive ways when I become an adult and enter the world for myself where I make decisions?

Could it be that the information presented in that room I spent in my childhood, be of a limited nature? Was I exposed to practicing understanding many dimensions of this physical reality that I move within as an adult? Was the information slowed down in ways that end up limiting my experience? If I look at the design of this overall, is it hard to understand the measure of this as the parts not being ‘ bad’ but being limiting because the information was metered out in a slowed down measure to not only acclimate me to moving slower than my innate capacity to absorb as with which I was born, and to also inform me with a measure that causes miss-takes through lack of understanding as a lack of direct seeing, that cause consequences that I spend much of my life correcting thereby losing time to order my adult life into an efficient living experience?

If I become what is placed before me, as a form that I repeat until understood, this becomes the blue print of my inner understanding, and this becomes the information I direct myself as. If I repeat a form, such as being in constant comparison based on ideas of beauty, then I become this directive and I miss the total understanding of practical reality. I miss so much order in color and form and capacity and end up having to correct this over time, realizing my mis-take that is a lack of respect for so many qualities in existence. I have lived as a judgement and not as a practical respect for the means of my being, which is a physical reality that I use to reach success as an adult because this is what I work with.

I understand why the elite will spend so much money and time exposing  their children to travel, to other languages and cultures, to activities such as music lessons and individual self development practices, such a karate, or surfing or tutors that walk the structures of geometry- for example. All of this is exposure to direct real life formations, that expand understanding and awareness, forming an awareness of many parts interacting in real time. And this, allows an informed awareness that gives a more focused and capable directive capacity. That absorbent mind, so obvious in the child, formed so completely as to build with interventions that are directives as an exposure to all manner of measured and metered space, the child  then moves in ways that have few con-sequences of lack that cause the accumulation of having to back track and repeat, which is practice, what would not cause consequences that disrupt efficient and well-informed action.

When we are exposed to things, we learn the names of the parts and the whole, the layers of understanding how mechanisms work in an ordered way. With this understanding, we are informed and when we make decisions, they have little consequence. What is it that orders this within? Could it be the names of the measure, as the length and duration and quality of things with which we interact, as directives, within this world?

What happens when mis-information accumulates over time, as what our genes are from our parents? What happens when our generations of measure are imprinted as our informed selves, and passed down, like a residual map, via our behaviors that are then the measure presented to our children, that then become the child, in tandem with a social construct as our school systems that meter out measure in extended forms to try and fit all learning/absorbing states in many different children from many different backgrounds?  And if we are all products of this, can we each imagine trying to order this if we slow down and imagine what it would mean if we had 15 to 25 or more, of such informed beings in front of us that we had to teach a measure of something? Could we do this ourselves? We cannot, such can only be informed one on one, and/or taken out into the world, as the elite do, and exposed to real life measure, realizing that overall our inner memories as our informed experiences from our past ; the measure of our exposure that is a past, and not what is present here in the real living moment. 

Who has the means to give this one on one directive? The parent. 

Research in education makes it very clear, that the more words one has been informed as, will determine ones ability to direct in this world. These words must be clear in meaning, uncluttered with emotional values, and referenced with practical reality. Then is the character informed in structured and clear ways. This is an adult who can communicate and interact, order and focus, be present and effective in creating a life that understands that it can learn, that the freedom to choose means being structured as being well informed, and that this leads to success.

Thomas Jefferson said that when we give up our freedom, which is our self responsibility capacity, to have security, we end up with neither. As parents we have to ask ourselves as people, if we are willing to realize how we work and how we can self empower ourselves to inform our children into effective adults capable of making decisions that build self trust, leading to self esteem, and self confidence within the simple understanding that we are the words we know, as this exposes the measure of our understanding. The means to this end are here. You decide. 

Thank You for reading, much appreciated.