Reading skill development and transferring learning.

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

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

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

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

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

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

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

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

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

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

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

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

Thank you for reading.

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

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. 

Reading and a consciousness of separation. Building a sound child.

I am working with  a child in reading development. In the small, as the movements as interactions with words, I can see on a small scale how much a child can see a word, right in front of them, and yet not see the word. It is as though they project a warped reality onto the word. Through the lens of processing the word, as their very ability to form information within, there are two different states imposing on the process. 

I have had children reading a book, move into telling a story, completely other than the words on the page. It is astounding to watch. If I look carefully, I can actually see that they are not focused here. I remember one time in a school, working with a girl, and as I sat right there in front of her, I could see that she was not present in what I was saying.  There was no ability to tie the words I spoke into some cognitive clarity. 

If I look at that child that began to read a story line other than what was on the page, I have to ask the question as to where the story line came from that was recited with such confidence. Babies are born not being able to do this, so this story line is not from birth, it is an after birth effect. This means that there is a ‘ ghost in the machine’ as the physical self. The focus of the child can switch from one to the other- the other being focused in what?  Punishing a child for this, only creates more emotional build up, and an emotion of fear. 

I have to ask the reader, as to why so many adults lose a spatial ability as they age? Would this not be the same thing, a separation from being focused in this reality? Would it not seem that real growth and awareness be an increase in spatial ability, just as learning to crawl and to walk is an increase in self awareness for that newly born child? How is it that this most simple of things is so difficult to realize? 

The one thing in the educational research taught in educational programs, is that the more one reads, the more words one knows, the more effective is that human being. This would mean that when one has a relationship with words that is of a direct relationship to practical reality, one is more effective. This is why we start with the ABC’s and end with the SAT’s. This is a measure of our word recognition. Although, I have met people who have a good vocabulary, and are more successful than others, they still can move into a polarized value judgement, which is a loss of practical common sense. Remember, that that child reciting something other than what is on a page, is living an exhibition of a loss of practical common sense of all things around them, they are caught in a con-science of a ‘ ghost in the machine’, a formation of things exposed to, memorized and made larger than the life around them. This begs another question; if information is learned in a non-sensorial context, alone, without practical application, can that information create a bias in two different ways, that are actually similar? Number 1. That memorized information, comes up like information does on a television screen, as a mind consciousness system, and is read, separating the presence of the child/person from being present and having a real relationship to what is present and here, and right in front of them. Number 2. that information can be well memorized, and come to be the ‘ directions” , like a manual to put together a cabinet, and thus, cause a bias in relation to reality, because if that ‘ directions’ do not, through non recognition of something in reality,  explain what is in reality with care, the person giving the directions - having practiced following inner ‘ directions’ ONLY, that person giving the directions will run into problems as the directions do not give answers and corrective balance with regards to what is actual and real. How can any directions, actually describe all possibilities that may come up when ‘ directions’ are applied to reality? 

Now, imagine trying to do this ‘ reading of directions to complete something’ in a foreign language. If one does not know the code, one is not able to do this. And if one, because of this, has made attempts to learn this ‘ code’ in script,  and encounters many emotional storms that are not cleared, and these experiences return with every attempt, causing that warping of reality,  what is going to happen in the behavior of the reader as they begin to process words? Are they basically going to encounter a huge ‘ ghost in the machine ‘ that is of a series of imperfect practices as memory? Can this get so big, that sorting this out is going to take a lot of time? Can one move forward before this is sorted out? No, one cannot move forward, or that ‘ cognitive dissonance’ is only going to grow, or take many years of the person’s life to sort out- causing much untold incapacity, which is taking away the real development of a human being. Unacceptable. 

Enough of pointing out the lack, though the examples reveal the problem. What are the solutions.

Our words must have direct relationships to living reality. Period. Another way to say this, is that our words must create a relationship of direct seeing of this reality. Meaning, when a word is spoken, that word must elicit  an actual practice of what practically exists, so that the very presence, as the focus of a human bears retention of a natural common sense of this living reality. Losing a  sense of this space, here, in this reality, is the signature of a separation from this reality. Yet, the initial presence of a child is to self direct in this reality. This  usually ends by the time a child completes kindergarten. This is the end of a cycle of seven years. Thus, the separation has taken place in the first seven years of that child’s life. Which means, the child absorbs the focus of the parents. 

Feral children, absorb the focus of the wolf, or the monkey, or the chicken, or, as with Helen Keller, they have no structured focus ability at all. Both scenarios reveal the sensitivity of a human, and what happens when that sensitivity is mis-placed. Overall, what happens is a mis-informed blueprint within that is made larger than considering what is without. This was built, thus this can be rebuilt. It is like taking a house apart and rebuilding it. This appears overwhelming, yet it is not. It is a step by step process, and can be done. It only lacks the will, which is probably because the existent state of being is already in a consciousness of separation unable to see the difference. It is a focus lost in a seed, which is a series of events rolled out onto a time line, a set body of information, rolled out on a time line, curled up into a ball, which is what a seed is. That feral child, learned a way to focus, through repetitive practice, building a type of awareness ( which probably has awesome abilities! ) that becomes how the child/entity focuses and directs themselves in this physical world.  Changing the environment of that child, means bringing them into another focus, with step by step care, just as did the teacher of Helen Keller. Can our present system of school do this? No. Is our present system of schooling a cause of a consciousness of separation? Yes. 

Now, look at the game of telephone. What happens when something whispered into an ear, moves around a circle through whisper? By the time it is passed to the last one in the circle, something completely different than what was said at the start is voiced. Imagine a ‘ ghost in the machine’ as a set body of information being passed down from one parental generation to the next- as this inner construct is a resonant construct that can come up as words and pictures, just as what a child can read that is not what is actually physically present on a page. What is going to happen over time?  Is the information over time going to become something completely different than what was initially a resonance of information? Could this accumulate through generations and become an extreme cognitive dissonance, so unclear, and so polarizing that there could be children coming into our classrooms that have even a greater degree of difficulty processing not only reality, but that same means of separation as learning information through words on a page without practical application? Could it be of such resonance that there are children who cannot distinguish between what is resonant within and what is actual without? And is our present media also exacerbating this problem? And is not the solution to rebuild with great care? And is that care not going to require a careful, step by step redirection into a relationship where each word has a direct relationship to actual reality, meaning our children must be allowed real access and physical interaction?  This is the solution. Because we adults are a product of this, are we enough, are we clear enough, have we retained all spatial ability, to be able to build a clear relationship to this reality, to clean up and redirect into what is a living relationship to this reality? We are not. None of us are. Get over it. 

Yet, we can use technology, we can use a tool, to rebuild a living relationship between words and this reality. There is nothing wrong with reading to learn, yet the background building must be clear, the real relationship built and experienced. In another words, a form of abstracting information, as reading to learn, must first have enough real background, real scaffold, real experience to create a living inner template that allows perpetual cross reference with reality ( this is what musicians do when they perform with a group) . That central focus ability, must move as seeing the parts and the whole, being able to slow down and focus on points AND reference the whole, much like the way electrons are both a particle and a wave- as the best way I can explain this. I am a product of this system, where it has taken me years to realize with greater understanding of what is going on. To have another child, lose their natural presence, to a limited and bias creating consciousness of separation, is a crime against life, and can no longer be allowed. Period.

Thus,  we will require technology to refocus us, to rebuild a natural ability to process form and function and rebuild our real capacity, as this will lead to a more stable and harmonious society. It will create greater relationships of real communion and a greater absence of a loss of spatial ability. Prevention is the best cure, after all.

If you can hear me, please send me a note, and I will share this technology. As a reading specialist, my goal is to make sure that no child is left behind, as left in separation from being present in living. Our foundational starting points are askew. Thus, the very foundation of what we are as words, must be inline with remaining present in this reality.  We are happy when we are focused, and anxious when we are not. We are happy when we are processing the information that is here, as this reality. Words on a page processed with clarity, affords us the freedom to create effectively, use out time wisely, and realize that we can be successful, and therefor create financial stability. Is this not what we all want for our children? And who other than the parents can do this, as that Helen Keller teacher is very expensive. Also, the consequence of this mis-use of the imagination, is an increase by 75% of children living at home ( very expensive) today, because they are insecure in directing themselves in a very competitive world. 

How would it feel to have a child become an adult who can effectively navigate reality and build lasting relationships and success in living? Would that not be something to be proud of? Would not one’s children be extremely grateful? 

Thank You for Reading! 

What is Schooling overall? Why are words so important?

The more I look at learning through memorizing, the more I realize that it is, by design, a way to slow down a natural ability to be aware. This simple statement that one cannot memorize how to play an instrument and then be sent out to play it in real physical time, suddenly and effectively, makes this very simple perspective so astoundingly clear. Therefor, sending a child, in their developmental years, into a closed school room, for six hours a day, to learn to script knowledge and information without practical application is a suppression by design of a natural ability to understand and become aware of space and the way things move in this world, this world where that child becomes an adult. Accelerated learning techniques describe full physical engagement, meaning that when the total child is involved they learn with greater speed. This can, actually be measured down to fractions of seconds. It is already know that a person engaged in playing the violin has greater synaptic movement overall than reading alone.  I am honestly ashamed with myself self for having sent my children through  this kind of schooling even though I had them do many things outside of school.  I can see a loss of a sense of reality in them, even if they do not fear learning and looking around them because they have some degree of practical experience. Why are we allowing this. Why do we allow a mode of learning that scientifically does not engage the child in what naturally has more total engagement leading to greater and faster synaptic movement and retention of greater information and awareness, as it is understood that children who study a musical instrument tend to make better managers as they can think with greater critical and creative ability? Have a look, I believe that Alan Greenspan studied to become a jazz musician before he left this profession full time to eventually become chairman of the private entity known as the Federal Reserve.  My guess is that he lived what educational research has made clear, that the study of music allows/affords, a greater degree of doing the math, as words and numbers and general movements of things, in the world around one, extending to seeing consequences ( for good or bad, or right action that is what would be best for all) on many levels which is an ability of a retention of form within and a spatial sense to see how things move in the greater world around one. This is a high functioning person, able to transpose form into function, or focus on inner forms and movements and the practical action right in front of one, near and far with greater speed down to fractions of seconds! All measurable. 

When public school began, I understand that many parents were against this, their reason being that the children would lose all critical and creative thinking skills. In effect, someone who wanted to teach children, and really cared for them, would by necessity realize that how we are schooling children, through memorizing information without practical application, actually shuts down the capacity of the child. John Taylor Gato realized this, it took him some time, having taught in schools, yet he did come to realize, that children can understand, can order, can use common sense, can naturally as who and what they are in totality, retain awareness when moving in total engagement.  What is removing this natural ability is that they are being placed in a room and asked to take in information and understand it, without having any experience, any real experience.  Education, is we all know, is about experience.

Even myself as an adult, taking care of a house, can see that having lived in a house, and taken care of it, can learn, and can do, and could have learned about all the things needed to take care of a house, myself, simply by participating in doing it, being exposed to it. This can be extended into learning about the world, and how natural resources move. For example;  learning where the wood came from, learning through touching and real life caring for something, instead of spending hours of my life, in a room thinking about it! In effect, what we are doing in terms of how we educate our children, is completely backwards. 

Americans in the colonies has a 93% literacy rate, and understood enough about politics and how money moved, to collectively do something about it, which is why, changes against that understanding were made behind closed doors. For example, the centralized banking system was fought against. It was done many times, yet this is not in the history books we read in school. Who is writing those books, who is making a decision to tell a story about what happened? Having children memorizing a story, a fake news story, in a society that has rejected centralized banking again and again, reveals the why of pushing a system that is meant to  distract a child from being aware of what is really going on! Public schools are the indoctrination of a fake news story.  Today, I also read that the states get 80% of their funding from the Federal government. Take this away, and have local districts choose what storied knowledge and information is memorized ( because this is what happens, storied info!) , at present the victors are choosing what is memorized ( a method that slows down synapse movement in the brain) as a/the measured script that will be used to direct the child come adult. This is, be design a loss of a natural capacity inherent in the very design of the child.  This is done under the banner of creating civil humans.  Yet, the very nature of a human to participate, reveals a inherent desire to get along, to not cause conflict, as reaction comes from anxiety when a person feels uncertain. What would make a human uncertain is a loss of common sense, a loss of a natural ability to connect to physical practical actions that actually get thing done, such as discovering innovative ways of doing things.  This means that we, all of us, are the means of innovation when we are focused and grounded in the practical. 

The way out of this is for the children to know their words. The way out is for children to know their woods so well they are not lost in trying to decode and process and can instead hear the words, see the perspectives, realize they make no sense unless they fit into practical reality. And, this has to happen while they are young enough to not lose a natural ability to learn. Children can absorb the real physical movements of right actions that are what does no harm, right where they are in this physical and practical world all around us. They can learn the words, which are never the real thing, and a thing in themselves, to communicate and order this world, that is physical, all around us. This means that the human body is an instrument, and the words are the notes that reflect what is directly in front of us that is hidden right outside that school room classroom, reality, the physical, creation.  Cognitive dissonance, is a mirror of one’s loss of presence in what is natural, something divided, or separated into becoming ‘ thinking ‘ only, an occupation that takes one’s focus and places it into a memorized script of knowledge and information ONLY, where one lives a loss of seeing space, as the space of reality, physical and all around us, that space where when we engage with that physical reality, we build a more steady ‘ reader’ of what is within us, and what is real, as the without all around us. It gets to the point where the simplicity of this is so much easier to understand than the chaos of a mind in separation, through a mis-use of the imagination,  that can be heard in the sounds as the emotional tenor of the words a person speaks. Have a look, when a teenager is interjecting the word “ like’ into their speech, they are in effect thinking about what they are saying, and so lost in that, the degree of reading reality, as relating to reality, moves so slowly, ( and can be measured by degrees of seconds) it begs the question as to how much capacity they have to effectively be engaged in reality in seeing innovative ways to improve society for the benefit of all.  How many times have I realized I simply did not follow through because my awareness was so caught up in a limited string of information that ended up occupying my presence, that I missed what was right in front of me? How often do we realize we simply did not LOOK? If we are honest, many-many times. Now, imagine living in such a world. For this I have another story.

I once called a milk company to ask about something someone said to me, that skim milk is made from powdered milk. I could not believe this. So, I made a phone call. I was passed around to about 5 or 6 different people. Eventually, I returned to the first person with whom I spoke. I asked the same question again, and also replied that I realized I was speaking to the initial person I first encountered.  This person who denied knowing the answer at the onset, replied, “ skim milk is made from milk that has had the water taken out of it.” I replied that, yes, so it was true, that skim milk is made from powdered milk. The person said again, ‘ No, milk is made from milk that has had the water taken out of  it.”  Okay, in my mind, I thought, this is the same difference, and did not argue because the memorized script, of a form of inverted information was one that did not deny or confirm what skim milk was composed of, the answer, and the one answer was that skim milk was made from milk that had the water taken out of it.  

I can see my parents and others arguing. Meaning, an argument where more than one script of the same thing is being thrown back and forth, back and forth. And yet, the same thing is being said, and the speakers cannot realize this, because they are reading a script from memory. A memory of knowledge and information that has little practice in cross referencing reality, and therefor, has little awareness of what they are actually saying. I can also imagine a young child absorbing all this emotion behind the words, causing charges to the words they learn, as memories of parents fighting, frightening the child, which in turn places a charged emotional memory of fear into the child in tandem with the words heard. This becoming a perpetual distraction from a natural ability to see this reality directly.  Does this sound like the chaos we have all around us? What is really knowing one’s words, seeing this reality directly, and being a master of self to the degree that one can process any imbalance within, and see the practical without, to be a human who can realize innovation and practice that leads to a society of real communication and stable relationships that expand each one’s awareness of right action leading to a more peaceful and productive society of men?   What is our responsibility here? Can we bring ourselves back into who and what we really are by design, and can we purify our words, using effective refocusing tools - using unemotional technology as computers - to aid in this de-scattering of our presence into limited metaphysical holographic scripts of limited storied information to reground ourselves into the place of right actions leading to effective living in and onto this practical physical reality? 

The potential we see in our children , when they are young, is this within ourselves, something we recognize this that has been lost. We can, through prevention, build a sound mind, with clear words learned and directed towards right practical actions, and understandings, and begin the journey of correcting this within ourselves, step by step, discovery by discovery, movement by movement. We can restore our spatial ability, to reach a point where as we age, we do not lose a sense of space and can continue to enjoy driving our cars because we can focus on the real world around us. We can restore an ability to realize that milk made from milk that has had the water removed is the same as milk made from powdered milk, and laugh at the fun of playing with sound as the words we know, as we realize that we are instruments of life, that can sound what connects us to one another in ways that only expand our awareness of the joy of being in creation manifest, as the physical.

If you desire to see your child use language with ease, and realize they can learn anything they want, send me a note. We can walk this together, until it is done. 

thank you!

: )

The flaw in the design of school. Knowledge and information without practical application is useless.

Just as one learns the language of one’s birth, one learns the customs, the traditions, the measure of values of that culture.

This means that we take on the form, as ideas, often built from past human practices, often determined by environment. This means how things were organized by what worked within a given context, as the surrounding environment over time. These actions, can be made into ritual, and practiced, to teach and to add to memory. Humans are so absorbing, we take in what we are exposed to, reflected in how we take on the language. That language is a mirror of the values of a culture, built over time, and often held onto as defining a person.  That  culture, where the starting reasons for the practices can be forgotten, because the culture comes to define itself as it’s built measure, forgetting why such and such a practice came into being. Unfortunately, within our present systemic design of placing power into the hands of a few, those few can use this- how actions as culture are formed, and how a human can absorb and take on a form through a practice of ritual without having any real direct practical experience in living applied behaviors in real physical space. Thus, a story can be memorialized as one’s belief, without any practice in effectiveness in physical practice. Then ideas about things can lead, causing an ignorance in terms of addressing changes in environment. Overall, what builds is a disconnect from reality. What is practiced within, is no longer aware of what is real and practical. 

The very design of a school mimics this. Placing children into a box, and teaching them through imagination, as memory, builds a measure/ideas/culture/tradition/ritual- as actions scripted out- that has no real practice in reality, and thus no practice in assessing and directly addressing real applied behavior with our living context as this physical world within which we interplay as adults in our lives. How can we really interplay with practical reality when our whole childhood has practiced placing information via memory, and then asked to use that memorized information to direct ourselves in a reality we have no practice with and as?  This is no different than having someone memorize the idea and pictures of playing a violin and then asking that person to go out and make a living playing the violin- based on memorized ideas. Obviously, this cannot work, and it is a mis-use of the imagination. It reveals how memorizing a set body of information without practical applied behaviors by action and design, creates a disconnect from self and practical reality.  One could say one is cognitively dissonant from reality. One could say that what is of seeming no-significant difference has grown into an elephant in the room, known as attention deficit disorders. A blue print of information that has no practice in reality- even if some of the info is valid or ‘ of a truth” -  a natural ability to process information ( because it is processing information in one way)  has separated from processing physical information surrounding the self as a child - where one learned to crawl all by one’s self- into processing a set body of information learned in separation from real applied physical behaviors in this physical reality. Thus, what may have appeared to be of no significance, perhaps a belief that the practice of using memory to learn would sort itself out eventually,  has caused a huge divide between seeing directly and being distracted by the information absorbed and moved within memory alone. A hard thing to realize over time, as those children coming from a more agricultural based society retained some practical application as their learning transitioned through generations into learning in a closed abstracted context in a school through memory. 

This makes seeing the forest through the trees difficult.  Yet, the behaviors around us reveal the story of separation. The problem is with each passing generation, the children become more dis-oriented, and the past generations as the teachers,  are products of this slow separation from real practice, applying one’s self in real time, which is the space here- this place where one gets things done. Thus, one could say, it is like a train of ideas and beliefs, and set body of values, like a language in itself, of values is something as a ‘ song’ or form, or rhythm running like a train in one’s mind, as memorized and practiced theory that then takes a child, who is on the ground, lives applying itself physically to learn to crawl, and is suddenly grabbed and pulled onto that ‘ train of and as a measure of information in the imagination’ - and asked to suddenly acclimate to that inner ‘ math.’ 

The children can see this happening, some resist, some accept, some try again and again to speak this difference, and eventually give up. That train of info, is raging not even seeing the devastation it creates in relation to this earth, this physical place where all the traditions and rituals were created, and then made larger than the practical, where one applies one’s self.  This is what is meant by ‘ as within so without, as above so below.”  This is why personal relationships are so difficult- they are differing ‘ cults’/cultures of measure, memorized and stagnant from applied behaviors in space, here.  This is why aging is really the consequence of losing all spatial ability in practical physical reality, that place where one applies one’s self to get things done. The math of the problem is right in front of us everywhere and every day. It is in that frustrated child acting our in school.  It is visible in a person who believes they have no ability to play a musical instrument. Such a statement reveals the level of disconnect from applying self to see directly the space of here, as the space of the info in the mind, embedded as directives in the body, as the hard drive of each of us,  that is not of a culture, as a set of directives, or values, that lend a direct seeing to what effective applied actions, as behaviors, allow connection and effective practice in getting things done in this physical reality. This overall, a very very simple thing when one takes the time to sort this out. Not something that is easy if the train of memorized ideas has been the practice, because it is racing over space, and very disconnected from reality. This is in itself a bully towards the children. We can no longer accept this, as that seemingly no significant difference from the starting point, has become an elephant in the room. The way out is to rebuild as words, one at a time, to reframe, or redefine each word into direct applied actions in practical reality,  and , this must be done through a focus directed out of that set body of running information, narrowing the focus of the mind/child away from that running commentary/song/math/culture/memorized-information and redirected as reconstructed into seeing practical reality directly. This means becoming a living word. 

The simple is always right in from of us. The degree to which one can realize the simple, is the degree to which one is running in a set body of information as the mind.  How great is the divide for you? What if one could rebuild this, to acclimate back into reality, into practical applied behaviors that ground one in realizing one can learn to play an instrument and that this is actually natural for a human being to do, as a human being has fingers and arms and legs and lungs that a human being can learn to direct and move, to master and apply just as one learned to crawl before a set body of information was memorized  and embedded as the directive information in one’s hard drive as the physical body? Could one say that that inflammation in one’s knees is mis-information causing problems, because the information is not what gives direction in an applied behavior, as a living action, that allows one to sense the movement of a finger on a sting? I mean this is something each can do, because that digit as that finger exists and can move. Can one see how disconnected from being a master of self, as one’s physical self, is in this context?  Can one see how big the elephant in the room has become as the information one accepted and allowed to direct one and define one within this. 

What if you had, from the beginning,  time and space to become a master of yourself as who and what you are as a physical human? Would that not be awesome! Is this not what the children cry for as they resist being in school?  One must forgive the shame of not realizing this, because that child, that is you in another life, deserves to be able to learn to master itself as what it is as a living being, to know that it can learn to play any instrument of its choice, as this is what we all want. Humans are happy when they are focused and  doing. The magic is in the doing. Doing involves full physical engagement. Doing means being present in the practical, as it is practical actions that build a house, or apply that finger to the string to make the sound.  Doing this in the imagination only,  creates a huge divide from reality, from real doing.  And this is why music builds minds more able to process information, it is not the music so much as it is the means; playing an instrument demands, by design, full engagement of all the sense- ability, where the smallest of actions are the most important because they define the outcome.

There is a reason we start with the abc’s and end with the SAT’s. The more words we know, effectively, the more words that are grounded in a direct physical relationships to living reality, the greater the ability to process information to the extent one can do, one can apply one’s self effectively. It is simple. What is difficult and complicated is the extent that train of information is running in one’s mind that has no real ‘ doing’ connection to the practical. It reveals the extent of one’s unhappiness, one’s inability to be haptic, to move as the smallest of means towards getting things done. 

We can use technology to help ourselves and the children. We can use technology to focus the child out of a limited and running chain of information, and redirect them to seeing this place where we plan it and get things done, this space called physical earth, and rebuild. It is the practice of the small, building into a blue print of being here, clearly, a direct seeing relationship to the practical that small movement that leads to effective actions. This would naturally create a responsive child, a capable child, a child who realizes they can learn to play that instrument and enjoy utilizing all of themselves, and doing so at a tempo had from the beginning before a memory of mis-information separated the child from applying them-self in behaviors that were of a successful doing in real time. Remember that joyful smile a small child has, that echoing laughter so deep and contagious- an echo of one’s real self. Imagine that never being lost? What if you could restore that for yourself, within and as having a tool to help you rebuild a culture, as words, within that was in direct alignment with real living applied behaviors? All those thoughts, of the past running in the mind, they are telling of where one lost one’s self relationship to real time and space. They are so consuming that doing the smallest of things appears to be more complicated over time, as that mis-information, over time, resonates because it will be answered to, no matter what, to such a degree that doing the smallest of things becomes difficult. This is the illusion, this is the veil spoken of, this is the persona of one’s separation from that original state of happiness that expressed itself in that deep and total laughter and smile a child has before being pulled onto a train running over the landscape of practical physical reality- that place where one has the ability to place one’s finger on a string and press that string to self generate a sound, in full physical engagement. And yes, it is that simple.

The tool to reorder the mind from dis-connection to being grounded and present, able to do a living math, is here. Let me show you, a parent, or a school, how you can self empower the child, and yourself, to become self directed, self monitoring, self able to stay the course, within retaining a direct seeing, and building a sound mind that never loses its natural ability to apply effective actions in real time, to become what is natural, a successful living human being, able to laugh as deep as a baby and smile with out any limitation.

Write me a note, the presentation is free and fun, because it is fundamental. 

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! 

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

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

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

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

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

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

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

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

What is the difference between associative thinking and creative thinking?

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

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

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

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

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

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

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

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

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

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

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

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

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

What if you has a tool to do just that? 

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

Thank you for taking the time to read m blog!

What is your neurological network's net worth? What self directs you?

We as parents, and as individuals choosing our friends, assess another child or person as we interact with them, making a decision as to whether we want to befriend them.

This means that we assess the measure of the person, we assess their personality. We watch the very way they move. The way they move is the information of them. It is a story of their exposure and development. It is their ‘ legend,’ their ‘leger’ their measure.

This means that what we are using in protection and self defense, to and towards our own understanding as our measure, as our exposure, is matching another’s measure, which is their exposure. This means that we realize the value of having a measure, a measure that becomes our persona, our personality, forming our character- that which we believe is a measure of value.

Do we race within this so much, to such an extent, that we do not realize the ends to the mean? Does this slight difference, because it is a slight difference in many ways, cause the chaos of judgement that are responses of defense instead of understanding and solution?

The consequences of this, has narrowed the focus of each, onto what is a good, yet what is a limited measure, where we compete for information, for measure instead of realizing that what we are doing is the means to the end that we are seeking. We are seeking to inform ourselves and our children, yet we are caught in building through finding others we believe have a measure that will advance our measure. And we forget that this is what we are essentially doing! Thus, we end up moving in a slow motion of limited in-formation, instead of slowing down and realizing that we are seeking more measure! We are seeking more understanding!

On the side of this, we can realize that we become habituated in our measures; we become fixed in our measures. These measures, as the personalities, do give us some security, some ability to self direct in ways that allow us to survive. So, ask yourself within this, can someone who moves as survival only really be moving in constructive critiques of the information outside of a narrow focus - that has become habituated -  into assessing information and creatively coming up with new ways of doing things that improve life? Is this not the ability of that which moves as choosing measure to connect with as the people around us? If this that assesses in a narrow focus only, moved outside of what is known, and had no fear of doing this, would what men can do so well as finding new ways of doing things, expand that measure within?  Is not a ‘ comfort zone’ an understood measure? Yet, is not our ability to assess, to select measures to befriend as the people around us, that same thing that can move outside of comfort zones to expand into discovering new things?

If we are this, must we fear what is the means to the end? Can we use this to educate, as educe our within to be flexible and reform ourselves to enjoy all men, no longer having to move in limited selection from a starting point of survival only? If we understand this, really see this, need we fear what in-forms as the personality of another may influence into us? Or, as we realize this, do we realize our own selective ability is our response ability, meaning nothing need define us as we naturally can choose how we are formed which means we by nature can change? We can restore through our ability to inform ourselves. We can realize our own fluid natures and assess our surroundings without fear, and instead reform ourselves in every situation to move in more creative ways, having fun, really participating in life, because this is what we all want. Why? Because it is fun! We are uncertain and afraid when we do not have the structure to direct us; we are happy when we are focused completely, coming up with new ways of doing things, or simply to really understand something, to direct ourselves in self responsibility. Ironically, what we seek is self responsibility - the ability to respond in ways that allow us to participate! 

We also understand that our bodies build a neurological net work. That neurological network is our ‘ net worth’ - so to speak. It is the measure of our exposure. Thus, the more opportunity we have the greater our neuro-logic, our net- measure.  Logic is like the wheel of information we have had the opportunity within to reflect an take in.  It is the ‘ wheel’ we assess. It is the personality we become, because we use this information to self direct.  What is this neurological net measure, we soundly constructed? What if this were well ordered enough that we felt secure within this enough to then retain that which built this, that which absorbed this, that which assessed this, as our natural learning ability,  to NOT ONLY move as that ‘ net worth/measure’ and also continue to assess what is around us- that is opportunity!- like when we drive a car? Meaning, the structure of the car is set, we then expand our awareness, our fluid assessment making ability, our natural learning ability,  into/onto the horizon around us, just as we do when we assess what children we would rather our children interact with? What if we could build such a sound neurological net measure ( personality) within that built a character that feared not being what men can do so well when secure, which is being self responsible, self directive ( driving a car?) in ways that allow each to give that care we so want to give to our families- for example?

Because of the present society, and because of what means we have at present to inform us, we can use what men use to communicate. we can use the things as the forms as the words to build a sound mind; a neurological net worth that gives us the self responsibility we so desire to allow us to communicate in our relationships - jobs/family/community- in ways that bring out what is innate within each and every one of us, a desire to participate in living to our fullest, because we are happy when we are focused and doing, we are happy when we can participate and live. Living means being involved with the world/word around us, not fearing to participate in doing and communicate with the world around us.  After all, the magic is in the doing, and when we are doing, as in creating, as in solving problems, we are content and this is a comfort zone that can withstand the test of time! 

Hence, we can use technology to help us help ourselves, we can rebuild our neurological net worth using words, because they are things, they are exposure, they can restore our natural ability to change as what assessing is, to create a net-worth, a measure within, that creates a legend of self responsibility to pass onto our children so that our children can become their full potential to create and do in ways that make all our lives reach their utmost potential. We decide, the means are here. The tools are here, to self empower ourselves to become characters that have what it takes to live a life of potential realized! Is this not the legend we want to leave behind? What is your neurological net worth? 

                                                        What is a sound mind?