Looking at slow processing speeds. How did we get here. How can words help?

Today I am going to look at processing speeds. It is a question I ask because it is understood that there is a big problem wth processing of information speeds in our children. 

In music rehearsals, if a piece is played at a certain tempo for too long a period of time, it is very difficult to get that ‘ set tempo’ to change. It is also not recommended to play something by rote, again and again in automation, because it is difficult to change what becomes an embedded tempo/movement etc.. Thus, how one does what one does, determines the outcome. If one has practiced something by rote too much ( because repetition in itself is not a bad) what happens is one gets locked into a form. It is like a lack of real play, as real play involves presence. If one is present, one has a greater ability to change.

I was reminded this week of how our belief systems can become visible in our behaviors. We respond to counter measures towards our beliefs with the same flight and flight reactions we learned in times of physical life and death survival. Meaning, we treat the beliefs we hold in the same manner we treat a tiger raging towards us to eat us. 

When I relate these two actions to behavior, I realize that when we learn something in such a way,  it becomes embedded as what we have practiced creating a separation. It becomes a kind of stagnant knowledge that we believe as us, because we focused on it and are resonant with it in a fixed way. The action of focusing on absorbing a set body of information also becomes our behavior. If this fixed and focused upon information is questioned, and we lack perspective because it is difficult to change out of what has become fixed within, do we find ourselves reacting with defensiveness and/or wanting to escape, to go and hide? One may have to slow down, suspend belief, and review some past behaviors to see this. It takes some spatial ability, of which using what is natural within us, and what has not been developed as effectively as it could be, is our presence. That presence took in the form that may not have been ‘ bad’ but when taken in in such a way, caused some stagnation. Tricky, but visible.

This is really the problem with memory learning in a box AND, in a room where the same age group is filled with children moving at different speeds in processing. Also, the dimension of an incorrect intake of information that has become stagnant. Also, that many parents in the home are a product of that of which I speak. This is too much for a teacher to sort out. I would say that this design overall - of public schools - is a formula that creates the problem of which I speak.

Let’s look at something we have learned as a set body of information that has been repeated again and again. I remember learning about the WW2 Holocaust at every level. I was told this story again and again. As an adult, I realize that there were so many holocausts on this planet I wonder why I did not learn about them too. I mean there are species of animals and plants that no longer exist, there was, from what I have read, the 11 million Irish who starved in Ireland which is a holocaust of greater proportions. There was the King Phillip war in America, where more men died in relation to the population that in either world war. These numbers are HUGE. Why was I told ONLY one story? And why was this limited perspective repeated again and again and again? Had I learned about the animals and the plants and the Irish - among others- and the King Phillip’s war, would I have exposure to more patterns in regards to the movements and actions of men, and had more perspective to then begin to question the overall form and understand this world and the choices we make with greater clarity? 

In terms of the amygdala fight or flight response, I realize that I feel like I move counter to something, when I speak up about this, like I am moving against an entity that I am supposed to repeat. It is like moving out of what has been embedded within me and collectively as group think that has become an entity that resonates. In a social context speaking up with more information can run counter to being the same voice as this limited story embedded within, it can cause friction if one does not speak the same because we hold the information we practiced and the design is to focus on the information we practiced because this is what we physically did! When new information comes along, we have to deconstruct and reconstruct, yet as we can see, we can get stuck in a set body of information and stagnant within that. This becomes visible when we react to information that is counter to our accepted and allowed practices as this. One behavior is to repeat the ‘ resonant ‘ information at the exclusion of anything else - because that is what we behaved as!. This action in itself, is a vocal distraction which is the means of how one loses one’s spatial skill. I would say losing critical and creative thinking skills is done through a focus on a limited narrative that has been placed center stage again and again and again. That narrative can be a truth, yet the focus on that ONLY, not only occupies one’s presence, it also stifles presence from seeing the whole picture and within seeing the whole, realize patterns as how we come to begin problem solving. It is really very simple. It is only the resonant imprint that overwhelms and blocks what is actually more natural. 

What I describe is the building of limited associative thinking. This means that as one is locked into a set body of information, that is the knowledge one references. Such a state is a lack of real processing, as it is more the consequence of memorizing without practical application. It by design, takes away critical and creative thinking skills. Because one is in a set resonant body of information, all of one’s words are related to that, thereby, causing all that information to come up when the words around it are spoken. Ever find yourself realizing you have not heard a thing someone has said? Where were you? Was some chain of stories, as actions and movements triggered and resonantly brought up that you placed your presence in a memory instead of continuing to listen to what a person with whom you spoke was saying? Even this is not a bad, to cross reference one’s experiences, yet, when it is done without being aware of both what was said and one’s reference material, it is an indication of a slow processing speed. You are a product of public schools.

In order to perform in a group, one must know one’s place in what one does, and extend one’s presence to the greater form around one to remain stable in movement as the performance.One’s presence is busy actively ‘ reading’ more than thinking.  One’s processing speeds have to be fluent. Also, one is relating to a real moving and living thing. One can see a few measures ahead, even realize the whole of the piece to balance one’s movements, as a quick abstraction in a moment, yet one remains present and grounded in the reality. Imagine musicians getting lost in a memory and not hearing what is actually happening. Actually, this does happen, musicians can move into automated behaviors when the same pieces are played again and again. And they can begin to lose their ability, having difficulty when a new piece must be learned. 

This state of slow processing ability, indicates a loss of spatial ability, and greater reactive behaviors in relationships. It is a loss of presence in reality. The consequence is increasing physical heaviness and more emotional reaction. One’s inner resonance composed of information, is no longer in-synch with being present in the living context around us. 

One is going to have to rebuild, This can be done with words. One must reintegrate one’s words, one at a time, and practice relating to the living reality around us. Thereby increasing what is a natural ability to recognize patterns in behavior, to see when one has moved into an associative thinking that is reference to what one has created/personified within one’s self as a practiced and repeated set body of limited information. Remember, that young children do not have such developed, they remain more present, and by extension, learn things more rapidly. It is all a visible math, moving around us. We are basically, walking in a valley of good and bad, more than and less than that is a shadow world projected by a miss-use of the imagination. The degree of a loss of spatial ability indicates the degree to which we are not using our presence correctly. Do we notice as we age, that we become more and more afraid and uncertain? Do we tend to resist some things at this point of separation, and only want what resonates with us, which is the same as being in a comfort zone? 

Our presence is our gift. As adults, because so many of us are a product of a mis-use of the imagination, we are not enough to ensure correct word usage in our present and absorbent children. We can use technology to correct this. We can build a sound mind that is in synch with one’s surrounding. Imagine feeling present and grounded, would one not build confidence and self esteem. Realize, you are the perfect instrument of life. 

Is there a choice to not do this? If you are interested in a tool that can accelerate this, send me a note. If your child is having reading problems and you sense they can do better, send me a note!

Thank you for reading! 

                      What is the consequence of a mis-use of the imagination?  Are you in synch with life? We are the words we effectively know.

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.

Are our thoughts the measure of our experience? Or/and Lack thereof? Reading Skills Development.

Someone said to me that we cannot understand what another thinks, that we do not understand thought.  Is there a truth and an untruth to this? I ask myself.

I look at the parts, at what is known, and I assemble them. This is critiquing  and rebuilding with these parts to build a more clear understanding.

I understand that feral children absorb the measure of sensorial skill developed in their hosts. For example, a child raised in the wild by a pack of wolves, will take on the sensory skill of that wolf.

There are examples of this in the literature and documented records of this. One can investigate this for themselves.

In this recent article on the study of rats isolated in cages with a bottle of water and a bottle of water laced with cocaine, the rat in their isolation will choose to drink the drugged water as opposed to the clean pure water, yet when placed in a community with other rats and other physical things to use, the rat will not drink the cocaine water and instead will choose the clean water. The physical world opportunity and the community, which is a more interactive environment with physical things, will be the choice. Other studies cited in the article suggest the same behavioral activity in men when provided with community and, in my opinion, the means to interact with objects in this physical world. It is the acknowledgement that an uncaged bird sings.

I also realize that children are not born with religion or nationality or language. This is what a child absorbs when the ‘ host’ is a human in the society of men as it presently exists on earth.

So the child begins to think, to focus on what it placed as a measure within the child. 

This means that the child becomes, or is the measure of, or thinks about what experiences are placed in the path of the child, as the very measure of values built by men  as the society of men.

Thus, the child thinks about what measure is placed within the child. If a child is exposed to Sponge Bob, then the child’s thinking relates things to Sponge Bob. Which I have seen a child do. So the thinking that child has, is a picture of Sponge Bob. A picture can have a thousand words, which means layered meaning, depending on the experience of the child. What cannot be understood by myself, is the exact detail as the ambiguities placed within the object related to as the picture of Sponge Bob. Yet, all interventions deal with regrounding children back into practical reality, as in how to put things away, how to hold a pencil, how to realize what one thinks need not define one- as the basis of the practice of  mindfulness suggests. So, we can admit that our thoughts are the measure of our experience. Or/and the lack there of.

If our ‘ boxes’ are limited, we become the measure of that limitation, and then when we face the practice of living, as what interventions are, we have no experience and thus no sense of practical living.

And yet, as with the feral children, we are able to absorb, and if we do not understand the implications of this, we do not realize that we are programming a machine, it is an organic machine. So, like a computer, our memories become the measure of the language, and the culture, and the nationality and the subjects we focus on, and the beliefs of our ancestors, which is to say we become our parents, or, we become the “ sins of the fathers.” I mean, how we are formed is right in front of us, and how our thoughts are built is right in front of us.

The scenario with the rat, reveals that when we exist in an environment of lack, we become frustrated and seek any means of activity, which can be a drug that creates some movement, it just happens to be a movement within. And if the within is occupied with some kind of movement, then the without is not what is focused upon and thus, the consequence of what is happening in the physical reality is not noticed. Thus, the drug can lead to death.

Yet, when there is the space and time for development, the choice would be to choose community, as a more fulfilling experience that occupies the within and the without.

This then can lead to situations where there is some development. Yet this “ more “development can also be a limitation because it is not a real focused use of all capacity of the human form in relation to the practice of being grounded in this physical reality- like as our forms being fully employed, which means to not only be thinking away as our experiences accumulating into an idol of ideas moved around in abstract ways like a television in our minds.

And yet. this shows all of us how we can build sound children, ground children, who are able to practice a common sense living and become self confident and active participants in living lives that express the full potential of themselves as human beings.

If the measure of the mind, as the experience of the child, is grounded in reality/nature, in the practice of living with our physical reality, then the measure of the mind would be equal to the reality as this physical world around us. Then would the child become a living word, as their thoughts and their words that reflect their thoughts, because this is how humans communicate, would be equal to the practice of living here.

Since human communication is the naming of all things, then structurally a child can learn the names of things, to order the child, as their memory,  into a focus on this ground, this place in which we live. Then would the thoughts as the experience of the child be in accord with the practice of living on a physical planet, because this is where that child becomes an adult and must stand in responsibility for themselves.

A lack of this opportunity creates a limited thought process, and thus directives that cause mis-takes in reality, that take time to correct, thereby taking away time to build awareness.  And, to blame the object as the child, for any lack, cannot be that which corrects the lack. In being given community and opportunity, the child, as with the behavior of the rat, and the vets cited in the article, when given opportunity and community, the choice more often will be to participate in living.

This also begs the question, are those who have been ‘ caged’ in limitation, whose memories and thus thoughts are not grounded, too deep into separation that there will be the need for a greater amount of time to correct the measure, the focus of the person out of their thought patterns? This means in practice , a longer duration of spaced repetition to correct the “ storm” of thoughts that are limited measures of reality? And even here, is punishment the answer? No. Punishment is never the answer.

To return to where I started. We cannot know the exact detail of another’s thoughts because the background of each is of their own experience and no two experiences are alike, yet, we can understand how thoughts are built, meaning we can understand what our thinking is a reflection of our experience and/or lack there of.

Thus, what would be the perfect means of building a sound mind that is grounded and of thoughts that can take in the details of reality and create directives that cause limited consequences of harm and mis-take in child development?

Words. We are the words we know. ABraCaDabra means that we are the words we know, we are the measure of our exposure. What would be the prefect tools as things as words, to order our within to be a clear directive as our structural blueprints as our memories of inFORMation, within as a con-science to be self confident, self directed and self responsible adults? The answer is right here, always has been; we are the words we know.

Thus, would a cognitive behavioral therapy that rebuilds the mind, the thought processes, that gives the units of measure as words to ground a child( or adult) and build a well ordered and clear mind map, be the perfect intervention for our modern attention disorders? Yes.

This is Techno Tutor. Your personal Tutor to make sure the character of your child is sound.

Thank You for reading!

Cognitive Behavioral Therapy and Natural Learning Ability and Vocabulary Continued.

In my previous blog, I talked about how the child becomes the measure, the volume of the parent. If the parent, even at one time, gives a direction that is full of emotional energy, such as stress, worry, aggravation, and within this expression laden with these emotional reactions uses words that are not clear, as in expressing a simple action such as “ get down!” using no other ordering as words as what is really happening - expecting the child to ‘ read between the lines’ - then the child becomes that limitation, that exact measure. The child becomes the emotion and the ambiguous words that give no real understanding of the moment in detail. So, then the child will imitate the emotional action in tandem with the non-descriptive words. Another way to see this is that the child imitates the limited forms as the words, filled with the venting of the emotion. In all of this, we see the sins of the fathers. This being such non-grounded actions filled with emotions passing from one generation to the next. This is how the children becomes like the parents and the parents cannot understand how this happened, because the parents moved as the emotional values instead of the practical reality around them, instead of really slowing down and reviewing the measure of their awareness of practical reality, this reality in which we live.

In all, this is why the wealthy spend the most of their income on education, because they understand that one must be aware of the spatial volume of things in this reality here, in this physical world here. This spatial awareness of space and time, here, means to be aware of one’s inner volume and measure as one’s formed belief systems and the volume and measure and quality of all the physical things around us, to understand how they work. Wealthy people also make sure their children travel, so that the child understands that different cultures are simply different measures of values, and many of these values are based on traditions that developed over time within interacting with their environments. This kind of exposure subjects the child into seeing actual form and its variations in character building and in practical physical living. This exposure gives more creative ability to the child, because they are exposed to a greater measure of formation, within and without. Very simple really.

Here we can begin to understand why placing a child in a box six hours a day is limiting, even though there is a lot of good in this formation. The teachers in the schools really do want to increase the inner awareness of the children; the form allows only so much time to get this done. We as parents and adults cannot expect this form to move beyond a certain point, especially with so much direct instruction model being practiced, because this model moves the process of informing the child very slowly and moves more in the very limited perspective of ‘ one size fits all.’ Our schools need to be more of an unschooling process here, where each child is allowed the space and time to move at their speed and inclination as who they are, towards discovering how things work within and without. And they need more direct access to this physical world because the physical has a volume and spatial expression that captures attention more readily than pictures on a screen. We are machines for this kind of exposure. placing us in boxes and trying to understand us, is, as I said, like trying to understand a tiger by collecting data on that tiger to define that tiger, while being in a zoo away from its natural environment.

Here, I look at the mindfulness practice that is emerging. This is really cool, because it teaches a child that the thoughts that a child has does not need to define/be the child. Yet this does nothing to, with detail, restructure the child. We understand that a child who has more vocabulary has a more structured mind. So, when the emotions that have generated that are the thoughts that are the measure of what the child has been exposed to as the lack of real investigation into how this world works, if the child does not have a good and clear vocabulary structure in the frontal parts of the mind, then the child does not have the structure to in a moment correct and align the snow storm of emotions and thoughts that mindfulness suggests to breath through and not allow to become the directive of the child’s actions. 

In this, one can have a big heart, but if that ordering system is not clear and structurally sound which is what vocabulary is, then the child/adult remains stagnant in being heartfelt without the means of corrective actions that are practical actions that are what interventions are about. Again, this is remaining in emotions only, without moving through, following through into what gives a direction that allows that moment of awe, as in that moment of expansion, where the child understands what would enable the child to self direct in practical ways, that then would give the child a growing foundation that is clear, leading to self confidence in being able to learn as in understanding what processing inFORMation is really all about.

In all of this, it does not take validation from anyone for any one of us to begin to understand this. We can look at our media to understand that it is impulsing values that are not necessarily bad, but are limited and in no way ground us in the practice of living, which is the practice of grounding ourselves in a common sense of this reality allowing the full measure of the volume sensing ability of ourselves to focus in practical reality to self realize our full potential as this. Without this full blown focus as our capacity, we feel unfulfilled as adults, and we become that parent that is more worry than direction, a parent who reacts with emotion and yelling short statements about how the dog should behave and then punishing the child when the child imitates our emotional reactions because this is the very measure and volume that absorbent mind of the child has taken in as the measure in practice of the world around it.

Overall, this is why people who study music tend to be able to move conceptually at greater speeds - though I do not suggest that being a musician means that musicians understand everything- they simply practice ‘ volume changing’ more than not having music tends to do. And this does  not suggest that music is the only way to develop this. It is that because of the opportunities available in the world today, music is a window into building a more fluid intelligence, a more flexible conceptual ability because it is in practice using this absorbent ability and moving it in the practice of making music, into ever changing measure and volumes of form. And to read music and to play music, one must readily change the meter and rhythm and tone and duration etc. etc. of forms in space and time. When we have a broad vocabulary, we are able to do the same thing. Then are we able to begin to realize patterns and forms and functions with more ease because we have the structural means to process information without, and the information that is not clear as our emotions within. This overall builds a focus ability that enables a spatial awareness to not only exist  as a thinking/sorting awareness within, but also a being who can cross reference the horizon as the world without. This is a lot like learning to drive a car, where the structure is in the knowing mind so clearly, that one can then spatially add awareness to the world without. This is physically integrating information.  When information is integrated clearly, then creative practices can begin to emerge and problem solving skills develop, which is creative ability, which is a more fluid intelligence. Thus, our responsibility as adults is to ensure that the structural development of the child is sound, and this is building a sound mind, which is having a broad and clear vocabulary.

If you had a tool to help build a sound mind which leads to a stable child who can slow down and breath and assess, critiquing the parts of the inner understanding and the outer practice of living, what would that be worth? Would it not be the most priceless tool a parent could have in a world that has forgotten this process and thus must simply forgive and rebuild?

Thanks for reading, and if you have any questions please feel free to leave a comment.

http://areadingspecialist.blogspot.com/2015/04/cognitive-behavioral-therapy-and.html

http://areadingspecialist.blogspot.com/2015/03/automation-new-home-old-movements-what.html

http://areadingspecialist.blogspot.com/2015/02/learning-ability-and-space-and-time-in.html

Structuring Mindfulness with Vocabulary using a Natural Learning Ability

  

Automation; New Home Old Movements? What are you allowing with your child's presence?

I realize that my experience can become something that I automate myself with, as in automate my be-hav-iors. I noticed this within playing the violin, that if I only took in the form, I could become automated within that, similar to becoming automatic in one’s home. Have you ever changed your home or moved, and then move in that new space as the inside moving as the old space? I have done this. This means that I can get caught in memory, where memory is an old experience, a past experience. This would mean that I am not using the means of perception that build the memory experience, in a living way, in a non-automated way. And it means that I am programmable. The solution is to remain here, cross referencing here, reality here. I had to do this with the violin, re-insett myself into the instrument. Then I understood the stories in the music world, where some of the proteges when they became adults, could perform with orchestras very drunk, because they had learned the concertos when they were young, programmed the music and thus could play on automation. Which means they were no longer present.

I also performed with professionals from a famous quartet, and I found that they did not sound so good when they played something other than their repetoire. They had become automatic, and lost a spatial ability in the present, they had no real equal presence to here. 

Now, imagine this programming ability, and the way we allow children to go to school, in a box, learning knowledge and information without practical application, with out cross reference in reality. What would that build? It would build an automaton of limited information. Perhaps those who had the opportunity to get a PhD and apply for some time in reality - bringing themselves back to earth, could undo the undoing by the design of the system. This initial undoing, using the means of the structural building capacity of a man, like in a form of diverting the means of building, from the get go, into limited information without any means of real substantiation, and this happening in its present form since the advent of the industrial school model! Now, realize that all those teachers, and especially the highly paid administrators do not want to lose their jobs. And realize that you need to work, so school is something, at least something, that can watch after your child and impart something, even if it is limited. And, creating that which is the means of building awareness to be a form that not only moves conceptually at a very very slow speed, but also when automated, is very hard to slow down and realign. This takes years and many mis-takes ( expensive!) to correct. Overall, that initial potential of the child, using that means to build awareness would take decades to correct. So life goes by, and the child has little chance of reaching their full potential.

What is the solution? We cannot change this system over night. And even if we did, our present children would need help. And help in this world is very expensive. I do not think that most of us can afford the kind of teacher Helen Keller had. And/or we cannot afford to leave our jobs, and/or we are a product of the same system, so we cannot always slow our selves down to correct this in every moment. And, our children are so absorbent, that whatever we do, as the measure of us, as the memory of us, will become the measure of the child. An example can come from our behaviors; if we blame, the child becomes this measure, if we are impatient, the child becomes this. If we blame the schools, we are telling our children that the schools are bad, and then the child does not trust the schools, and the child does not trust the parent because the parent is not being the solution, the parent is asking the school to be the solution. Overall, this teaches the child that the solution is outside the child, and as such it is not the child’s fault thereby not building self trust and self confidence and self RESPONSibility. None of this is building with that natural learning means, the means to not become automated, and the structural BE-HAVioral  means to bring presence here, and the means to use that presence to see what is real over limited-information-without-practical-application, because presence must have some awareness of here to make some sense of information-only as communication.

So, the choice is yours, what are you going to allow to be layered within the child? Are you going to create an automated human? Or, are you going to allow the presence of the child, their natural learning ability build a structure that allows presence AND a solid structure to keep the self direction of the child SOUND, stable, consistent, happy and fulfilled? Do you want a child , your child, yourSELF, to be present and have an inner experience that is sound as in seeing reality directly because structurally one is built with neat and clear units of information as what words are the technology in and as?

What would direct focus in practical means, meaning using the means of building in practicable ways, to build a structure the presence of the child could use that remained consistent and stable? How can we parents do this, if our own presence lacked this structure which we know we have if we have in any way been impatient, blamed someone else, acted irritated, demanded things,  were pre-occupied about work in one moment when a child asked a question and gave some easy quick answer not substantiating the presence of the child,  or if we ever, even once, acted in an automated way, as in the example of moving into a new home etc. etc.? What could we do, to ensure that child had the structural means to keep their presence here, and have the communication means that are also a structure building means to build the skills necessary to interact with this world in ways that were creative and productive, so that that child could become successful and have the freedom within, to reach their full potential? Words, a large and clear vocabulary, and as much real life application as possible in relation to the words.

This is Techno Tutor, your “ Helen Keller” teacher, your sound mind builder, your presence maintenance tool, your  education problem solver that will bring peace of mind to yourself and your children, because TechnoTutor is a technological tool to make sure your child has the BE-HAViroal choice and FREEDOM to become their full potential as life. 

The notation of information that accumulates into attention deficits. How we lose our smiles.

I went to this meeting last night. I left the meeting feeling overwhelmed. It was a platform that was initiated by another person, so, in moments I wanted to point out limitation, and this caused some friction, so I stopped. I had to realize in the space and time, pointing out limitations, as in filling in the gaps, as in bringing in research that told a more complete story, was disruptive to the person who had initiated the meeting. I was the source of my own overwhelment because I was not considering the whole picture myself. 

I started to blame myself, and realized I had to sit and listen, which is why I went to the meeting. It was not a place to suddenly bring in information that filled gaps, and it was too much at once in this context.  I realized that I could create my own platform, and that it would take time to build an understanding of what information was missing, This is based on going to this meeting, to understand the starting point of such meetings to see the framework of knowledge and information that is not bad, instead a system of default through limitation. I mean this is how all lack can be placed on the personhood of each individual, because the information is available and can be read. It does not matter whether one has a degree or not. Our school system is meant to create life long learners, and once someone can read, they can learn, and once someone processes information, they have the same knowledge as a so-called  professional. And this is another logistical fallacy in the system, because we learn through text books, as this is what in- DOC’s we are exposed to, this is how we in-doc- tri-nate  ourselves, using words to build our understanding, as the mind/experience map - body- presence. We ‘ eat’ the trinity as the total package, the informing of ourselves as the measure of the words building conception of reality through documents of words building pictures about the physical world via our presence/ our insight ability/ our absorbent minds/whole seeing minds/self/uniqueness.

In so many ways, this is like reading a piece of music. It is a measure of quality, movement, duration, tempo, length, extent, interplay etc.  We move into boxes as books and classrooms, bought by corporations, allowed by governing systems, that decide the in-form picture via words to form that experience/notation. The story is a very limited one. The parts not wrong or right and thus not something to argue. The parts, of limited story - meaning not the whole story. Hence the separation from the real, physical world where one reads the actual, real story, building a person who’s experiential map is equal to reality, to the world we grow up to participate within. Of course, the labor force cannot be aware of the real world, because this would mean that we would have to realize that we are life, that everything is life and can work together in ways that create what is best for all. Some just wanted to play god and decide for others. And here is the catch, we feared to become creators, because of a mis-take, we believed our information within was more than the physical reality and feared to lose our self definitions, not seeing realizing and understanding that we are forms in expression, and that the participation within this was what was the fun part. We could form whatever we wanted, and we could do so in ways that caused no harm. In other words, that the expression around us, helped us to understand our own creations, and that being grateful was realizing that we needed one another to see who and what we are, what we created, thus everything is us in another life form, revealing to us what we are in this moment. A really cool application!

So two things about this meeting.

The first, is that I felt so restricted, the information was so limited. I realized this must be what a child feels in the classroom, that restlessness. It is having to take in extremely limited information that does not tell the whole story, and the child cannot express themselves because they do not have the words or cannot speak up against the story teller as the design of the classroom, but have the natural sense to understand that they are taking in information that is clumsy, a construct that is full of holes, that is not ‘ wrong’ but missing so much. It is like having to memorize a giant form that suppresses a sense that sees so much more. And this has to be memorized and regurgitated, it is really like binding the within into a very narrow structure that does not fit the subtle nature of the natural sensory ability of men. Our children are suffering from being forced to accept limited information and all so a few can own more wealth. I cannot see any crime greater than this. It is a crime against life.

The second scenario is within myself. I cannot solve this problem and stand in solution if I am reacting- which is wanting to blame and spite, to resist this narrow focus. I have to accept it and fill in the gaps, which ironically is how I looked at school when my children were in the system. And because I was a product of this system, I was in the process as I lived my life, of realizing this whole construct of separation, from which I had to come back down to earth. This many do, but it takes a lifetime, and then one feels overwhelmed with facing this limiting system. And it has to be done, to end the suffering of the children, so that that natural ability to see the parts and the whole is retained, because the separation process must be removed if we desire to become creators on this earth. What we have through this system of separation, that begins with each of us because we accept and allow it, must stop because it is destructive, one need only investigate to see this.

So, that piece of notation, as the words, we allow ourselves to be fed to us, informing us, is not a notation of reality, it is a metaphysical notation because it is not equal to the whole story, and because it is an abstract notation done with symbols as words. A technology of separation. One that can be used to structurally rebuild the neurons in the child and ourselves as the sound notations as the words because the words are notes reflecting the physical world, a system that can order our within to build a superior memory, a cognitive map that is equal to practical reality thereby creating a sound mind, a mind at ease with reality, and as such able to expedite in ways that do no harm because the inner structure is respecting all things. The within is equal to the without.

That piece of notation, is also inundated with excitement and emotion. The music and the colors and the imagery presented via tele-vision, imbeds drama in the score as the notation as the words. This would build a map that is not only limited by the limited information, but also with me-lod-y, loads of values that have nothing to do with the unit of notation as the word. Thus a whole imagination of associations is built, that the presence must process through! This would distract the attention. So, the information is limited, and what information is presented is filled with distractions. So, the child is in complete chaos, because they do not have the words, are asked to take in/memorize  limited form, and have associations of emotional values to process through. The suffering that is the consequence of this we see in all the dis-eases that are the consequence of the accumulation of this, they are known as ADD, ADHD, Dyslexia, developmental delays, resistant behaviors,  rejection, acting out, bullying and they are passed on through our genes because our genes are a reflection of the parent’s measure.

Remember your selves, remember how you felt as a child.

Techno Tutor, the way and the means to build a sound mind, to build an inner notation that gives the child an inner structure that is a superior melody. Techno Tutor is like having your own personal teacher, the means to correct the “ Helen Keller” chaos, and thus the means to bring what is unique about your child, where that smile so easily and readily given when they were young, is restored. Techno Tutor restores the natural learning ability of the child, through making sure the notation within is clear, as we are the words we know.

Impulse Control of ADHD, ADD, Developmental Delays and Executive Function.

Impulse Control of ADHD, ADD, Developmental Delays and Executive Function.

A child absorbs their world, taking in the very volume and quality and movement of the world around them. And then, they must begin to learn language, which is in essence to name the objects of this world, the qualities of those objects and the manner in which those objects move.

One could say there are two things happening, the child absorbing and the child learning the code as the names of the very fabric of this world that is human language, that that child must learn to direct themselves with and as. This language can become, this technology as words, can become an ordering system of self directing.

Impulse control ‘ orders ‘ such as being given specific directions to follow to complete a task are supportive. A reward system of say, stars on a graph, may support in a moment, but it is overall a distraction, because the mark of a gain diverts the attention away from developing a sense of the task being completed as being the value, a value of self realizing that tasks can be completed by simply following the steps one at a time. (Just to note, a child that is already having a hard time being practical, do they really need another distraction?) And does this not beg the question as to what the problem is? Is it that too many values of what is good and what is bad have accumulated within the child creating a fear that becomes overwhelming cognitively? Was this a starting point of impulsed charged values that were not clear and practically directive in the first place? There is a gap here, overall, that is not being addressed. The very foundation, the units of foundation building in a child are absent through a cloud of good and bad  that is by nature a lack of full function disclosure, of practical functioning in detail.

So, lets go back and look at where we started. We started with the child sensing their world, having this great capacity to sense. Then we have this transition from sensing to learning language. And then that sensibility starts to slow down and move into behaviors that are not a child performing in ways that are interactive  in supportive ways with others and their world. And,  the starting behaviors were extremely interactive behaviors, so in essence the means of building awareness was a given, was the very nature of the child.

One could say, the disconnect begins with language.

I read an article that talked about comfort objects. Specifically, it mentioned and assumed, that a comfort object was a reminder of mommy. This may be true, and it may not. One thing I cannot do is realize the exact construct of comfort in a child’s mind, which not one can do because we cannot be in another’s mind.

We understand that psychological comfort objects are to feel safe, to re-mind us of a safe place and that that safe place is still here, gone for a moment.

But why do we not feel safe where we are? A child is born with no sense of language, and has to crawl and discover the world. When they are focused on this, they are so totally absorbing that I, especially with my children, remember them not having any fear at all! If anything I had to watch them because they were so focused and so absorbent that I had to watch them to protect them from their drive to absorb , to make sure they did not come to something that they had no awareness of because they had never interacted with it and in the process of interacting learn the hard way as to how something worked causing themselves harm. If I made up a story to place a scary ‘ fairy tale’ , a quick fix, then I built a supernatural existence within them, one that was in separation from reality. So, essentially, I, the parent, was the cause of that child’s ideological entity building as imagination that separated the child into thinking/imagination more than being what was natural, which was being focused here in practical reality.  And then, as this was built and the promise of the child began to disappear, did I look at what I had done, or did I blame someone else? Remember that the interventions suggested are to order that separated child back into practical reality!

Language. Thus, a child would develop fear through superstition. If something is not made clear in form and function, and instead a story is told to the child as a justification for not doing something, or for doing something, and that story is a ‘ what if’ story, or a gloom and doom story then the child builds a superstitious construct as a belief that is of NO PRACTICAL APPLICATION. This means that a child, a human being, that is born practically sensing the physical world around them, learns about a metaphysical, supernatural quality to things, that have consequences imagined ( which may be true, but the child has no direct experience as their sensibility so they only have a imagined value/charge attached as idea, an entity like a ghost in their conceptual development!) that bear no witness to reality, to the development of their innate ability to under-stand through physical sense absorption of reality. In a way, this is really messed up.

And the irony is, that the solution to balance the unable-to-focus mind of the disturbed child is to give interventions that are really very practical, which is the interventions of giving specific directions needed to complete a task. So, the separation from that innate practical ability of the child has been directed into something that is not clear, which was done with language ( and media pictures) as words used to construct a picture that is charged with a value that is superstitious and metaphysical that does not tell the real sensual qualities, manners, movements of this actual physical world in which we live. ( This means that superstition is a story of limitation!) Why do we not connect the simplicity of the nature of the child and the spoke in the wheel as the forms we are using our language to create that are metaphysical as composed stories that do not tell the actual practical story of the actual real live physical world, and then come back with interventions that are giving directions that are practical? This is really like a smoke and mirrors show of how separation happens, but because of this, our own natural conceptual abilities are askew. We have lost our ability to look at the parts and the whole and realize the nature of the disconnect from reality that our children are suffering in greater and greater numbers and the very ways in which we are the cause of this separation.

Thus, the solution. We were told of the solution. It is right here, right in front of us and the research is right in front of us, giving us the solution. Our language has to be grounded in practical reality. Our words must be equal to their object, their quality, their manner as reflected in practical movement of physical reality. The word within must be equal to the world without as this gives the child the object to focus on practically, and it builds an imagination, a cognitive map, an inner gps, that creates stability in the child. This then builds real critical thinking skills leading to creative thinking skills, leading to the forming of that sense ability of the child into a volume that is confident in directing themselves in this world, because it is a physical world. The within of the child, as their experiential map is equal in measure to the practice of living, which is being practical, as our so-called interventions reveal but have not looked at the foundational starting point as the words, which the research reveals is the solution. Round and round we go, but do we see?

Language is a sounding of men about this world. If this sound is equal to this practical world, this world that the child is absorbing as is their nature as life, then the sound within as their gps system will be a sound map of this actual world they so are driven to absorb. This then, would build a child that needs no comfort objects, because they would be grounded. This would be a child that would not need interventions to correct this disconnect. This would be a child who could create, which is a child who could become an inventor, someone who had the development to build through invention a world that would benefit all.

We are the words we know, and I mean really know.

Techno Tutor, it is time to build a sound mind. It is what you would have wanted for yourself.

Abracadabra - we are the words we know. Parents, it is time to become the responsibility you would have wanted for yourselves.

Thank You for Reading!

Words are the perfect structural foundation for building a sound mind.

We learn to do things through spaced repetition. Even our infamous Karate movies reveal this to us. As we “ paint the fence” we integrate the small move and then are able to integrate more in relation to that one small move, which is expanding in awareness. Within this, we also must be careful to not become automatic in our moves, because this can lead to rushing and then mis-takes, leading to insecurity if we do not understand how this works and define ourselves by our mistakes, instead of simply realizing we have lost touch with what we have programmed ourselves to be. If we become automated, then we are allowing a program to exist as us without awareness. It is to say that one’s presence must always cross reference what one is doing, moving through the inner  knowledge base and checking it with the information of practical reality, like placing one’s presence in something, knowing the structure. This is that which can move through the ‘ eye of the needle” and remain constant, becoming small and big, depending on what one is doing. This is in essence the development of creative and critical thinking skills as one being present in full focus. Words are the perfect placeholders for this measure of being present.

If the physical is not programmed clearly, or does not have opportunity to be programmed, as in exposed to anything and everything that is here moving in visibly understandable ways as the physical is right in front of us, then we have human behavior with this inherent great ability, in frustration and lack, unable to see directly, and thus having a memory that is limited, and the voice to match as often the limitations are what is argued because this is the process of the program voicing itself, as that sense tries to understand by placing what is known in front of itself to see it and deconstruct to reconstruct, because the nature of that which can cross reference reality ultimately learns when given the chance.

Within this, that sense, that presence must have exposure to forms, to be able to move as itself in volume - so to speak- to practice changing inner form and building understanding of reality as its memory of life. If this capacity is given a limited and set from of information, and little chance of exposure to more and more forms, then that inner memory, or gps, system, or program, becomes stagnant and limited.

For this reason, evident in educational research, the amount of words a child learns in the first seven years, will determine the amount of flexibility and changeability a child can have, and as such, their obvious ability to take in information in the limited format by design of our schools, and will determine how well they can process knowledge and information - like they already have some measure to change with, some structural ability within developed. A lack of this, leads to greater and greater insecurity. Overall, this development as it exists in our schools, is within the gamut of potential within a human being, extremely limited. We are simply so caught up in the forest of the last 100 or more years, that we no longer see the forest through the trees. Which reveals the diminished conceptual ability overall in our society. Yes, we have products of this teaching our children, though well meaning, overall our conceptual ability in total is in lack.

And yet the answer is right in front of us because of this; when we are exposed to words, we are exposed to form and function, we are exposed to different perspectives, to different knowledge, to different realizations as to how behaviors are within people and the physical things we use to live.

So, vocabulary is structural development. We know that we learn through repetition, spaced repetition, and we know that exposure enables us to take in new information, and that this expands our awareness because we learn to read the score of practice in a physical world.

I think many of us have been to a graduation where the class valedictorian stands and gives a speech. There are some on  YouTube that are worth watching. These young adults obviously have some command of language and the product of such structural development which is self esteem. They can stand and speak, and even point out to their peers and their teachers the faults of the system. They show the capacity of a human who has somewhat of a clear structure to guide them within to enable them to have the courage to be self honest. They can conceptualize, they can communicate, the are flexible. They have some critical and creative thinking skill development.

Thus, words are the perfect units of measure to build an inner structure that creates a child who can think critically and creatively. and as such speak clearly, which builds self esteem and self honesty; something that is in lack in our present world.

The simplicity of this is so clear that anyone, any parent can become self responsible in the raising of their child, especially since the tools to do so are here.  Within this understanding of the importance of a solid foundation as the words we know, a parent will no longer be at the whim of a system that by design interrupts the natural learning/absorbent mind ability of the child through constant interruption because of scheduling restraints and peer pressure distractions  and lack of family time at home because of both parents working, and presented knowledge and information that is not the whole story and that has no space in the systemic design for practical application. The parent can ensure that the words are placed and structurally aligned within the child to build the means to communicate and process information with ease, to build the assets that is the child, into a person with self confidence and self esteem because they will be able to see directly creating a memory that is flexible and able to change without resistance to new information because the words as the structure will allow communication and a structured reference system to reflect with to think critically and creatively. This is  a quality of character that can withstand the changing world we live in today. Those units as those words, are the perfect structural foundation to bring presence into the many decisions we make that determine the outcome of our lives. This is what we would all want for ourselves, so, to build a structure of words within a person, gives a child, and the parent by extension, the gift that keeps on giving for a lifetime; a structure within that can read the score and process information in new and creative ways that solve problems and build a character that focuses directly fulfilling their real potential as life.