Your words tell me more about you than they do about myself! We are the words we know. We are a reflection of our subconscious information.

Children are very absorbent beings. This is how they learn things so quickly. If we, for a moment, look at this aspect of a child, and slow down enough to realize what this means, we can perhaps realize that nature of learning.

What does the child absorb? They have no learned information, as in specializing in some discipline. Those children who are born into families where the parents have learned a discipline, tend to learn that discipline as well. I have a friend here, who attended Harvard, and yet his profession is cutting down trees. He told me his father had studied the classics extensively, and he grew up in a house where these things were constantly spoken of. By the time he reached college, he could talk the talk of the classics and had the information that allowed him access to the higher levels of learning that demanded such a background.  Of course, this does not always happen. One either accepts the specialized knowledge or one does not. One can become the persona of rejecting the constructs of information.  Yet, accepting the information or rejecting the information is a movement, it is building or making a decision not to build the body of information present.  The point is that information is built and that it is a choice- or not.  Does the child that makes the choice to not build become that information as that measure of rejecting the information? And could this choice actually become a limitation that inhibits the child from choosing something else to inform them? More than likely yes, as we all know personalities that appear to have no direction,  and are angry about their childhoods. It would not take too much effort to realize that within the “ mindfulness’ paradigm, the measure of information, as rejection, would be the thoughts coming up that need not define the person/child. Yet, this all makes it clear that we become the information we are exposed to and/or the reactions/resistances we have towards that information.

Do we as parents realize how this works within the example above? Do we realize that every measure we convey, we express, informs the child? When we come home from busy day, and are caught in some problem, some upset - based on not remembering this- and spin that upset around in our selves, and in so doing lack attention to the child and what we are modeling, do we slow down to consider the overall presence we are projecting as a form? When we blame something in our world are we modeling solutions and careful measure of the parts that build the form? And, are we addressing what discoveries that child themselves may have made within their day to ensure that the understanding in the child is clear. Are we doing within ourselves, as our information and how we are spinning it, for the child? If we understand that a child can pick up all information, through a great absorbent ability, can we realize that what we allow within ourselves is what is going to be absorbed by the child, and that this very ability is the learning ability of the child? And, this begs the question as to what is being imparted in the child via media. 

Let us look at the behavior of a child, in a school, that has been exposed to a parent that developed a resistance to what was in their environment as a child. If a parent has history of resisting what information they had around them as young children, would that pattern then be influenced into the next generation? Would that child develop difficulty in taking in information in school because the information the child absorbed in the home was a form of expression of resistance? Could we call this an emotional polarity?  Would the child. not understanding this as that child absorbed the measure of the parent, then begin to define themselves as not being able to learn? Would this spiral into a personality, as the very words a child spoke or believed within themselves, that they were not very smart?  Would such a belief system take a lot of time to work through, and within the present system, would countering this belief and realizing that because of this inner belief, that taking in new information was going to be slow until the momentum past the belief was built. And does a school, a public school, have the time to sort this out in the children? 

It is to say in many ways, that there is no good or bad, there is balancing out what has been absorbed within, and grounding that ability to absorb into structures that allow self direction in clear and productive ways. Building such children would benefit the society as a whole, because the collective ability of each would be capable and able to realize how this works and work together to create a community of people who realized that capacity of each to reform and direct in ways that produced effective systems that benefitted everyone. I mean, what is a school overall? A school is a system where men work together, where people form things. And it is a system that forms with what has been formed by the parents and the parents before them.  In this we are all responsible for what is the forms we accept and allow, and it is our responsibility to realize how this all works.  Each part has the responsibility to sort this out, this aspect of how a child is formed by the information within the environment they are exposed.

Within this, imagine being a teacher wanting to impart a general scaffold of information in a classroom in a school. Let us set aside what that information may be, for a moment because that is another issue- one that cannot be addressed until understanding and practicing how this works is understood in detail. That teacher is paid to impart a set body of information. She has a classroom filled with 20 or so students. Each student has a different background. Some have the ability to take in more of the information than others. Some have already developed a resistance based on many degrees of ideas within them, as the exposure of their past. That person, standing in front of that group, cannot teach the new information and sort out the measure in each child. Just as that measure was built over time, so that time frame of the classroom can only impart a certain measure within that space. A teacher cannot be speaking information and showing graphs and examples, and balance the measure of belief and direct the focus through a measure of belief at the same time for each child.  And, what we form in our imaginations in relation to this, is not reality. What one can dream up is much easier than what is actual in reality.  If one has experienced arriving at home, and not having the patience to address a child and sort out what occupies the presence of one’s self, then how can  a teacher do this with 20 or so students in a classroom?  

Let us place ourselves in the shoes of the child caught in a measure that is not what allows them to see through their information and take in new forms of information with an understanding of how this works.  Do any of us want to not participate in absorbing new forms of information, and in ways that expand our awareness of how this world works? Remember that we enjoy when we understand things, because it is natural and self empowering when we understand something. We become anxious when we do not understand something, and we can all remember times where we  were anxious, it is not enjoyable. We have more fun when we understand.

Imagine being that child who has not had things made clear, because the parents came home often stressed and worrying about something at work, for example. That child is not only absorbing that stress, they are also not sorting out something that they did not fully understand and/or scared them, in a TV show, or within an idea about what a friend said or did. That measure of uncertainty, is what is left within the child, and it accumulates and remains, tainting the perception of the child, slowing down that innate ability to absorb because the dis-clarity remains. Then, the child misses a step in understanding new information, and becomes more confused.  The very behaviors of the child reflect this, in the inability to understand the new information. The teacher has so many hours in a day, before they return to their family, so they cannot sort this out. And that child returns home to parents who are busy sorting out their misunderstandings and - and this varies by degree - do not give the necessary time for a closure within a misunderstanding. What would happen over time as this accumulates? How many realize that by the time we are forty and our working and earning years are waning that we begin to realize this? Is this not too late? Do we want to repeat this with each generation? Is not prevention the best cure!

On one level, this reveals a very simple understanding. We become what we are exposed to, we become the program of our parents and the information we take in;  we absorb. This means that we can realize a solution to all of this. We must rebuild. We can use the code, as language, and rebuild the measure within the child. We can automate that process. Technology is never emotional. It is a means to rebuild the measure within the subconscious of the child, to have the tools of thought, as words, to clean up and clear up emotional polarities of values that create a resistance and fear of information, and build the measures as the words, to then be able to see more clearly, and realize that capacity to absorb is the capacity to understand when the measure is available in detail and clear.  We can turn technology into a teacher, into a one on one teacher, or tutor, to create clean placeholders of form, as words, as the details that build the understanding, to create a measure in the memory of the child, that is detailed and understanding of the parts that allow that movement into seeing the whole in ways that are productive. Here the child becomes an active participant, building a sense of joy in realizing their absorbent ability is the means as a natural ability to understand and direct themselves in communication with others and the world around them.

Imagine if you really knew your words, as the parts that build the whole, when you were in school. Imagine if you knew the parts as the words so well, that when that problem came up at work, you could critique the overall form and patterns, and creatively reform them to solve problems immediately, so that when you went home, there was time and space to focus on the child. This would be living the joy of understanding to such a degree that that absorbent ability was realized for the value that it is, and the relationship with the child would become one of joy. What kind of home life would this build?  What kind of school environments would that create? What kind of society would that realize? 

We ‘ spell ’ what we are in the words we speak.  It is a magic that is in the doing, and words can help us to help ourselves. We can use technology to self empower what information we accept and allow in building that subconscious storehouse of information. It is time to get that in order, as this is what we would all want. Being anxious is no fun, being able to answer and reform and understand is!

If you are having reading problems, or processing information problems, send me a note and I will set up a meeting to help you help yourself.

Thank you for reading! Much appreciated!

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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.