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.

Vocabulary and spelling development is no different than learning an instrument.

“ The findings for the subarea of the study reveal that the observational research indicates that less than 3% of classroom time is devoted to vocabulary development. Surveys of teachers disagree with this finding giving much higher percentages for word meaning development, Teachers say they use a limited variety of methods whereas the reading texts describe a wide variety of both direct and context methods. Many reading investigators believe that there is a lack of classroom attention to systemic vocabulary development “ ( p. 10 )

A historical examination of vocabulary development in the schools,

1900-1985 Matsuda, Lynn Goodwin, Ed. D. University of Hawaii, 1987

This is an important understanding in relation to what is happening in our schools and why there are opinions and contradictions in relation to vocabulary development. Having taught in a school, it was understood that teaching vocabulary is very difficult, and  why there is little time spent on vocabulary. There are weekly spelling tests, yet this practice is more for the student to do by themselves, as teachers must move through a set curriculum. For this reason, there is a focus on defining words using the text, as this is a valuable skill,  although it is not systemic vocabulary development. Teachers cannot be this systemic development, nor are they meant to be as the very design of public schools.

If I look at taking music lessons, what happens is one goes and has the lesson, and one may go and perform in an orchestra or music group. The lesson and the group interaction is not a time for the small details to be worked out by the self. They offer opportunities for insight, yes.  Thus, it is true that we learn from interaction and from lessons, yet that space is not the necessary individual practice that builds mastery on the small scale. It cannot be, by design.  

It is a situation where the classroom time is the lesson and the group interaction, yet it is not that practice done by the self, that is ALSO necessary. Learning language, words and spelling, must also have that careful practice, by the self, alone, building greater recognition of words, and speaking them; spelling them out, sounding them, knowing the parts, and defining them. It is the same as having music lessons. One must interact with the whole, use the whole to expand understanding AND also do that careful self directed and detailed practice. The benefit of this necessary practice is really knowing something, it is that wonderful and necessary discipline of integrating something so that self can generate with confidence. 

Overall, the above quote is correct that teachers do not do that systemic practice, because by design, they cannot. They also teach to use the text, and they model words, but they ultimately cannot go home with the student and be the necessary individual practice that leads to real mastery. 

Teachers, parents and administrators, must realize the practical nature of this. Our bodies are just like an instrument. We have lessons and we have group interactions. The practices of the group is actually being what it can be and do. Overall, nothing can replace that individual careful practice of integration. Children, or adults that have not walked this, must practice sounding the words, generating them without copying, spelling the words and placing the words into living contexts. When one practices the individual  discipline of moving with an instrument, momentum builds and one is able to process more with greater ease. Working with words is really no different. 

There are tools that organize and automate this practice for the child. What is awesome about this, is that this gives the child the sense that they are doing this themselves. How empowering would this be for a child to realize they can learn and develop with practice? What greater lesson can we give to a child?

Overall, it is important to realize the benefit and limitations of a public school. How we learn an instrument ( or a physical discipline)  is a cool analogy in relation to developing the skill of effective communication. 

If you are interested in such a tool send me a note! 

In my next blog, I will talk about vocal and focal distractions, and how within that necessary individual practice, learning the word by itself, mastering the sound and the spelling, how important it is to build a definition that is directly related to one’s living environment. 

Thank you for reading. 

Thinking about playing the violin is not playing the violin. Processing Information.

I realize with greater understanding how much of our current system’s practices are backwards.

A question that has come up often in terms of knowing one’s words, is that words should be learned in context, to lend meaning in tandem with learning the word.

As usual, there is a truth to this, yet one must look at the overall design of the system. And why? Because, in simple terms what we are doing is not working. If it works for only a few, then it is not working, The consequences of many behaviors lacking the experience of a state of ease are the markers of inadequacy. When we throw up our arms and accept what is unacceptable, then the same continues. Our children must reach their real potential. This is the only choice.

Let me return to my original statement; that much of what we does is in fact backwards. It is as though the mode of an outcome of cognitive dissonance is created within moving counter to a natural presence that sees more directly this reality.

We have children develop imagination before developing discernment in reality. We tell them about things more often than showing them what we explain to them in real space. The best example of the fault of such a system is to realize, really slow down and realize that thinking, or imagining playing an instrument has nothing to do with actually playing an instrument.

Thus, our use of developing the imagination without practical application, and our system of teaching via the imagination, as memory, is the practice of memorizing a construct and then asking the child to perform. If one piece of that memory development is uncertain in any way, within this model, that child will develop insecurity, because that is what the child will experience. Especially, when asked to perform in real time, something that has been learned via building a blue print without any real physical, or multi dimensional, interaction.

One of the realizations within accelerated learning techniques IS that we retain more when more of our senses are involved. This means that using ONLY the sense of imagination is inadequate. And, it is a means that leads to control of information. 

Without real practical exposure and experience, two people memorizing information about something ONLY, could and would breed endless discussion on details, arguing for one’s ‘ idea’ memory about something that neither have actually lived and experienced directly.

Yet, if two people, for example, had mastered something in real space time, meaning actually walked the degree of awareness and self direction physically, using all senses, then they could have an abstract discussion about what they experienced and even give pointers that might open up worlds. Thus, having a conversation about something, really can only happen once real life experience has lead to a mastery within a given subject. This form of sharing, via describing one’s awareness, is not a starting point of development. It would only lead to confusion and uncertainty.  How and why we ever accepted a system where we learn through memorizing information without any real time interaction and experience can only be because on individual levels we separated from realizing that presence in real time as a starting point has great value. It is necessary before using imagination.  The best example that opens this up, is to realize, that one cannot possible think about playing a violin, memorizing how it is done and then believing that one can play this instrument. It simply cannot work. And it is the same for many things, probably all. Though, we are essentially caught within a hyper-normalization of a practice that is backwards. That this is normalized means that facing this is moving counter to one’s beliefs. And yet, as our fairy tales reveal, because of this backwards system, Humpty Dumpty behaviors exist, and those are a scattered self that is a state of having difficulty paying attention and changing with new information. The sign of someone who has mastered something, is the sign of being in control of one’s self, a sign of being able to incorporate new information in a moment- as one can not only imagine a form and movement, one can translate that into real physical action, with ease.

Another example of this is learning a new language. I had to learn  German as an adult. I was in the actual environment where this language was living around me. At first, as I accumulated a sense of the sounds, I was able to hear the variations in sound.  Then I could hear the individual words, and then I could practice the words.  This learning may have appeared to be slow, yet was it really? Or was I simply moving in a process of differentiation to the point where the natural next step was to generate words myself. At some point, as I had to do this every day, in real life action, I could hear a new word and integrate it much faster, in a way where I could use it in a shorter period of time, because I was beginning to move within a momentum of overall understanding, having accumulated enough experience and self generative practice. If I had to build this through memory, on my own, without the real life experience and practice, it would have taken a lot longer. So, why do we teach through a means, as abstracting information to learn- to build blueprints, that has the flaws of being in imagination only, that has the flaw of taking longer to learn something, that has the flaw of creating huge imaginative forms of information that cannot replace real space interaction?  Again, there is no way imagining playing the violin can replace actual real live playing of the violin. Again, how can we accept the way we are teaching children as the present system of using memory, as building understanding through imagination - that by design is SLOW?

And also, since we become what we practice, we begin to move at the processing speeds we practice in this order of learning through imagination, hence we are essentially automating a slow processing speed! And this is evident in that a person with an average degree can only read about 250 words per minute. It is understood, that a musician cannot process notes at that speed and generate real music!  A musician cannot move at the tempo in processing the actual performing with an instrument, or they would never be able to realize patterns and form and play with that form, to actually generate something that makes sense!

How could something so simple be missed to the extent that we now have a system that is backwards! And how can we continue to accept this- it is after all, a form of suppression of the real potential in a child. That potential in a child can in deed, process information in much faster ways, reaching a mastery that the present system is not able to do.

 I was working with a young woman who had been defined as a ‘ slow processor.’ We were defining a word. What I suggested is for her to read the dictionary definition as a guide more than something to memorize. I said that simply memorizing a definition is artificial and difficult, one must instead relate the word to real living. That moment, after reading the dictionary definition, when I said to define that word in real living time a big change occurred with this young woman. Whereas, processing the word was slow, reading the definition was slow, when she related that word to its equivalent in real time the answer was so immediate it even surprised me!  

Thus, the difference between processing information through memory without living, practical interaction and exposure, is very very slow- this, by design, slows down what is natural in a human being. It is natural to process information, yet that must be done in real time. The process of building through imagination is by nature slow as a starting point.  This ‘ slowness’ is in direct conflict in allowing the child to use their real potential to process what they see and hear and sense in physical real time!  Because we become what we practice, we become that slow processing- a mis-use of the imagination. Again, imagining playing the violin has no real relationship to actually playing the violin! This reality is so common sensical, that there is no reason to continue to accept any other form of learning. And this fits into a well known concept, that knowledge and information without practical application is USELESS!  What has compounded in our society are attention dis-orders, a consequence manifested over time of  the mis-use of the imagination.  It is through real physical application that one truly masters something, AND THEN one can talk about it and use abstraction to share and convey experience.  Neither is ‘ bad’ yet when unbalanced, what happens are behaviors of an imbalance. 

Also, this is why one cannot create so-called teachers that learn something via theory in a classroom, without actually mastering the discipline they teach. How can a young person, who has only learned via imagination actually teach something for real. The point is that they cannot. The consequences of this are all around us. They are the increasing processing dis-orders we have in our schools, they are the attention dis-orders we have in our schools, and they are, as one principle has said to me “ I spend all my time putting out fires.’ This state of our so-called schools, means that our schools are not a place of learning, they are instead, a place that moves a child away from their real potential.

It does not get simpler than this. Remember, playing the violin and imagining playing the violin are two completely different things.  Another indicator is the insecurity a parent may have in reality to teaching their children. If there is insecurity present, then why would a parent send their child into a system that did not teach them how to teach, or that did not teach them how to learn - enough to feel secure in doing that for their child? If we really learned how we learn, and did not fear learning, and as such, really understood the joy of learning, than we would in essence want to participate in that joy in relation to our children! 

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

  

Cognitive Behavioral Therapy and The Natural Learning Ability and Vocabulary

Cognitive Behavioral Therapy and The Natural Learning Ability and Vocabulary

As I have stated, interventions are giving specific directions for a child that has a attention disorder. This, in itself reveals the problem, a simple one if we allow ourselves to look at this in common sense. A child has developed an experiential map, their memory, that distracts them from using an innate ability to sense the direct physical world around them.  We can understand this, because this is how the child learns to crawl, for example. And, that by the third grade, that potential we could see in their earlier years, somehow begins to fade. 

This in itself reveals the problem. A memory that is used to process information, directly or indirectly, meaning as described through words and numbers, or what is physically right in front of the child -  this memory is out of sync with practical reality. This is not difficult to understand when one slows down and sees that the cause of such a separation and the means to solve this separation are evident in the problem overall. And, a problem is really an equation, just like in math. A problem is a collection of perspectives, or information, conceptual shapes and forms, and these can be looked at as parts and then ordered in a way that gives direction. What complicates this is value judgments, which can be beliefs about how one defines oneself. The definitions one has about oneself  may not fit into practical reality. An example of this is to think of rejecting some activity, like gardening. Is that rejection based on fearing to be defined as an idea one has about gardening or that becoming this may detract from one’s desired idea of oneself in the eyes of another?

We all have emotional values we project into our world. Our children take in these values, as their ability to absorb their environment is great. So, if a parent, for example, is standing in the kitchen and the dog comes rushing in and jumps on the parent, and the parents reacts by waving their arm out to push the dog away, or even punish the dog with the arm movement, and shouts out words such as “ NO! GO AWAY!” then the child will imitate this behavior at another time. The child will take that whole form, the words the actions and copy the same thing. A parent will not realize that this is what the child is doing at a later time when the child imitates this behavior. The child will stand next to the dog and wave its arm and attempt to speak in the same tone as the parent had done. The child will speak loudly, wave its arm and unintentionally hit that dog. The parent will then reprimand the child, telling the child to not hit the dog, or even show the child how to pet the dog. The child is naturally completely confused, because they are being told that they have done something wrong when all they did was imitate the parent. This would naturally build insecurity in the child, leading to a lack of self trust. And, this takes time to correct, which means taking time to correct when that time could have been used to learn, to continue to absorb an understanding of how the world works, this practical physical world. I mean, this is where we live our lives - after life or no after life. It does not matter. We live here, we become adults here.

Back to my starting point. Obviously the cognitive maps of our children are not equal to the practice of living in a physical world. These reflections of what is placed as a measure within us, are not what gives the child a direction that allows that potential in the child to grow. If we look at media and the measure of value it places within the child, and a media that is much more prevalent in spaced repetition in our world today than say a hundred years ago, we can see that the cognitive behavioral maps in our children are of a memory that is filled with measures that in no way ground the child and their potential into reality. And, we have schools collecting data on these behaviors, which is no different than trying to fathom the function of a tiger from looking at that tiger in a zoo. It is impossible to realize the potential of that tiger in a zoo. It is impossible for a child to reach their full potential, as a human being, in a classroom, a box where knowledge and information can be formed in limited ways, in the interests of what has become a society structured to accumulate vast amounts of wealth, a society that has wealth accumulation entities that would rather there be no competition, thus placing limitation in human development is in their self interest. Yet, we accept this when we allow this. And the children are suffering because of this. We can blame no one.

One could say that our cognitive maps that determine our behavior, which we see all around us so we need no professional to validate this for us, - our cognitive maps- are like the memory on a computer, they fill up. If the inFORMation is not clear , like the example of the dog, as in not what is of a clear direction, then the child does not consider enough aspects of reality and ends up making many mis-takes that cost in the development of the child, because it takes time to correct the ‘ lie by omission’ information ( I say this because the information does not appear to necessarily be ‘ bad’). In other words, a structure has been placed in the child, yet this structure is not what enables the child to attend to reality. Prevention is the best cure, especially in that it takes time to correct bad habits, and habits stem from thoughts that lead to actions that create the habits and build the character. So, the time to create the habits will need time to correct. If we do not understand this, and we punish a child, the child then becomes the punishment as a belief in who and what they are. The only solution is to ground each movement into a practical action, which means taking the time to explain in clear ways, because this would then build a child who has a well informed memory, a cognitive map that directs the behavior of the child in effective and structured ways that then allows the full potential of the child to express itself.

Thus, cognitive behavioral therapies will be the process of redirecting the attention of the child back into the practice of living on a physical planet. It is that simple. A school cannot do this, by design they simply do not have the time. The person who can do this is the parent.

This is where Techno Tutor comes in. It rebuilds that chaotic cognitive behavior determining map using the understanding that all research into what  effective people have, through using words as the structural means to focus the child within and without, to structure the child into the detail of living a potency of seeing this actual world they must interact in to be effective adults. 

As I have said, there is a very old word that makes this clear, this is the word that is an acronym; ABraCaDabra = we are the words we know.

Because we have a world so filled with emotional reactions of limited information before practical application, which means being directive in building awareness with clarity about this physical world, we need something to help us help ourselves. We can use technology to help us reform our cognitive maps to reform our directives as our behavior, to build a child who can communicate clearly, use language in ways that order and structure the within, to match the without as this world that child must participate within to reach their full potential. This technological tool is Techno Tutor. 

Techno Tutor is the ultimate cognitive behavioral therapy, the ultimate helper for parents who can see that deep inside that confused child is a person who wants to come out, a presence in that body who was there when they were very young, a presence that keeps trying and trying to come out, but does not have the structural directives to order its own expression, its own presence into what would enable that presence, that is so unique, to look the parent in the eye and smile that huge smile of joy at being here and living with you. You decide. The means to help you help yourself and your child is here.

Thank You for reading. Much appreciated!