What are you educing with your presence?

If one as a human is born sensing the world around them, to the point where within weeks they begin to imitate a smile, what does this tell us about the sensuality of a human being that is in essence an organic robot?

It tells us that the human baby is collecting and imitating data, the measure of the world around them. 

What happens when that measure is not the real story? What happens when that data is a measure of a limited story, to serve the victor? The one who had the means, to stand on the stage of presentation? Is not that act of standing on a stage, a raised platform, in itself something that can occupy the sensory skill of a human being, that child that imitates everything it encounters? I mean, is this not what feral children are doing and being? And, are not those with more exposure and opportunity to the forms in this world, are they not more flexible than most? Are they not more able to change? Does this not mean that they have the data/measure exposure to focus upon? Is this not like a musician that has had exposure to the notes? It is not any different. And it is the key.

Would this not mean that an exposure, that is limited ( like television) create a human being with a set of data that blinds them from seeing directly and acting responsibly? Thus, it is not the machine, because the machine is a great sensor, it is the information within the machine that is creating the lack. Thus, what is informed can change. Our sciences tell us that we can build neurons through out life, which means we can rebuild ourselves at any point in life. I mean, our cells replace themselves in the body every seven years!

If this is not understood, this which is obvious, what are the manifested behaviors of lack, and how do they play out? Where do we see them in the every day? How do they exhibit themselves in our children?

Does punishing forced data in a child solve the self destructive behavior? No. Would limited data, as lack of exposure, create a form of depression of that which is educed into form/data/measure  manifest because the data did not give a clear direction for the machine to move as? Are we not this, we humans, when we realize that we are what we think about, our thoughts the reflection of our inner data/measure/experience? In this, depression is a suppression into a limited in-formation of data/exposure/experience/opportunity. The consequence of this is behaviors of frustration, reaction, anger, spite, blame, all manifest as name calling, punishment, finger pointing, class warfare,  nationality, ethnic cleansing, economic lack, crime,  religion, etc. etc.  All of these are metaphysical data that has lost touch with that starting point of a child being a sensory machine/ organic machine that absorbs everything it is exposed to. And that child can absorb all the emotional and feeling energies that are the memories of parents who believe their measure, their data, that does not fit reality ( not all bad) is how something should be, despite indicators of their in-formation causing problems in an expression of self in relation to one’s full potential. 

If our neurons can rebuild, then we can process data/measure and give direction to behaviors that are not what is best for the child, behaviors that lead to no self harm, and by extension, no harm to others. 

To rebuild ourselves to be equal to the very fabric of life, to live in ways that do no harm and realize the good, as that which in a quantum moment, always resolves into what is best for that organic robot, that sensory machine as that baby imitating that smile, that measure , that data, we are going to need help.  We can use what we have created ( as it is not all bad, and what we have created reveals our innate ability to be critical in constructive ways and create anew)  to help us help ourselves. We can rebuild our within to be equal to the data without, as where we live our lives on a physical world.

What would be the behaviors of such an organic sensory machine? Would they be clear communication? Would we listen to one another instead of compete as our limited information that we believe will enable us to survive? Have we become  as mono-culturistic within as our world without, a system that has good, yet is not working which is reflected in the increasing lack of health in so many of our children? Does our data within that comes to direct us, serve a few,  the directives as information as our data/experience/opportunity/measure focusing within a very narrow self inner-rest/interest bubble, believing our memory perspective to be the end game, despite a part of ourselves that is aware that we are not paying attention to what is going on around us in other parts of the world, and the full measure revealed in the movement as our financial system- for example?

When you go out and get into your car today, is it increasingly more difficult to sense the space around you as you drive and have to back up your car?

Is it increasingly more difficult to communicate with people who are not within your immediate circle of friends?

Is it more and more difficult to do the simple things in life, such as stand up and put water in a bowl for your dog?

Is it more difficult to talk to your children, where you feel that they are not listening to you, and they feel that you are not listening to them? Do the emotional values of good and bad, appear to get in the way, and the problems that require solutions appear to be too big to solve?

Do you feel more and more that it is too hard to get all that paper work done?

Would these things exist if that measure within was equal to the measure without? Could you, if your within was equal to the data as the physical world without, ever go into blame, or would such a state mean that the only response possible was in all ways to move into solution and that this was a fully focused self that was being creative and interacting with life, communicating as life? Would this not be something that builds a self trust, and manifest as a state of ease - the opposite of dis-ease?

In the end it is all really very simple. The complication is the separation, that depression of an innate self discovery ability that is that which is educed - drawn out- taking on form, imitating the world, collecting the very measure of the outer world so that that inner world can self direct in self responsible ways that lead to a full focus that is the realization of one’s full potential as life.

Let us rebuild. The tool of Techno Tutor is here to do just this. And it makes this process fun. One’s home life will begin to be a community of people, that realize the value of clear communication and the joy of problem solving, which is being creative and enjoying the world around one. It is to ensure that the measure within is equal to the fabric without as this physical world we all live within.  The purpose of life is to express creation, which would naturally take that which is good and does no harm. A perfect design, if we allow and accept it. Techno Tutor: time to rebuild and end the depression that is  of limited information that ends up as a  suppression of a natural ability to self discover the world around us as the physical that is life.

Bring yourself back into a natural ability to spatially sense the world around you. It is your real expression, suppressed by limited information.  Resound yourself.

Watching my father, dying as his physical body shuts down, being a replay of old memories that have consumed his presence is watching the disease of a separation from being equal within to the without as this world.  It is the lose of that ease which had learned to imitate a smile.

 Rebuild to become an outcome of the full potential of that beautiful organic physical body that is so capable of retaining that rapid learning spatial ability inherent in a young child. Clean out those cells, so that with each seven year period, the information transferred is clear, clean and moving with ease and passed on as such with each new generation of life.  And yes, it is that simple. 

We have equations in the words we use that have been repeated over time. These words are “ the apple never falls far from the tree.”  And, ‘ you can take the farmer off the land, but you cannot take the farmer out of the man’ Both of these statements tell us we become our exposure.  We become what our parents were the measure of, and the measure of our experience. If that experience is not in tandem with the measure of physical reality, then our attentions cannot see what is here, and we lose efficient and effective application in our lives which is to direct ourselves in ways that take what is good and does no harm. Can we see, that a practice that is not considerate of practical reality, can be passed from generation to generation, and that unequal practice can accumulate over time, as our generated genes of measure, leading to compounded lack of an ability to focus within the physical necessity of living. Is this not what we are seeing in our children? 

Techno Tutor, the gift that keeps on giving. The fun way to rebuild one’s way into and back from an unequal measure within to being equal and one with what is real and that is the joy of being life, as creation in expression here.

In the next post I am going to look at the difference between moving by association and seeing directly this reality in which we live our lives.

Thanks for reading! Much appreciated.

Natural Learning Ability and Cognitive Dis-sonance.

Now if a child has a good memory, which means they have had some opportunity in developing at least some sense that the mind is like a map that one can manipulate and as such have a realization that what is seen as the mind is objective view point that can change, these children are capable of building and deconstructing already because they have had an environment where they had calm and stability to learn this to some degree. Others are in such a stressful environment that there is an imbalance of constant survival around that stress, because a stressed person is so consumed with survival that they more than likely do not have the time to slow down and explain practical reality to a child. Hence the child does not learn to see this, or may over time, but learning time is lost and they fall behind. 

Also, if we look at entertainment, a child can be impulsed with the excitement of entertainment. This is where one defines oneself in relation to a sport, for example, where the measure of one’s awareness revolves around the names of the players, the qualities of the players, and the teams and the announcers, I mean there is endless detail one could build with to be able to talk about sports. In many ways, the process of looking at different dimensions within sports is a cool practice but at the exclusion of practical reality not so cool. It also teaches a child that their value is based on how much they can talk about what ever sport they happen to focus on. There is a “ good” in here, because it teaches to look in some ways, but when this is made more than anything else, it is not so cool because we cannot live on an ability to talk about sports alone.

All of this shows that our children become the measure of their environment. And we all see this because we categorize children already in elementary school into class. And we all do it, some are more objective about it, and others believe it to be etched in stone, and do not realize that this reveals the ability of the child to learn, to take in what is placed before them. It is this taking in, that screams the ability of each human to take in the measure of their world. Thus, there is no excuse that a child does not learn to direct themselves in ways that benefit the whole, this being themselves.

So, a child builds a character that is a product of the measure of their experience. So what the child expresses reveals the measure of their exposure. And since what the child expresses is the measure of their exposure, this measure can change, the gaps filled, balanced out until the child understands that what they are doing in school is becoming the measure of what is taught, and a parent can understand that this is all that is happening. When this is understood then  parents can begin to see that the building of the character of the child is not such a scary thing. The parent is the same, no different, a product of the measure presented.

We understand that a child builds an abstract of their environment in the first years. We understand that a child then begins to use this abstract to direct themselves and that this abstract becomes concrete, because we label children into class, into the measure of their exposure already in elementary school. But, this is accepting that measure and believing that it cannot change, and yet this was built. And, education tells us, interestingly enough not too many years after the industrial revolution was well underway, that a child deconstructs and reconstructs meaning. This in itself in a misnomer, because already we are labeling the mental map as a meaning maker, when it is really a reflection of our understanding, or, our ability to image reality as a measure.

If our inner cognitive map, our construction, is not of the same practical measure as reality, then we cannot direct ourselves without mistakes, because our mis-takes are where we are not considering practical reality. Think of a child learning to walk. Until they have a practical awareness of the space and time of physical reality around them, they cannot direct their bodies properly. It is the same with the school work given.

Hence we cannot blame a child for what they are, we can only walk them, help them to help themselves, to realize that they can change, within giving them the tools to measure and understand that this is what they are doing as their mental abstract cognitive map that helps them to direct in common sense because they are as how they function innately the ability to do this. And, we have to understand that mis-takes are a part of the process. And, that our schools cannot do this alone, because they simply do not have the time to watch every tiny measure in every child. I mean if a teacher could do this, it would mean they had considerable training, and training means time and money, so such a person would more than likely as the present system be very expensive and as such raise the real estate taxes to a very high degree because this is how the system works. If we ask one person to change this, we ourselves have no real measure of practical reality as the present system, and within this, an understanding that it takes a collective understanding to stand as that understanding to create a change. Change happens when many are acting in directive ways that are equal to the measure of practical reality and the accepted measure as the system at present. 

In so many ways, we have become proud of our constructions as belief, as the measure of what we were taught, and we then walk around showing this off, getting caught up in this without realizing that this is what we are doing. This creates a competition in a bubble, and overall this is a separation from practical reality. A separation that breeds insecurity because some can call out names more than others, because they have had more exposure, and then the ones who have little development, cannot compete and believe themselves to lack ability which is so far from what we as humans are capable of. All this insecurity becomes a cognitive dissonance that becomes concrete as a self definition over time, and this becomes the directive of us, one of limitation and confusion and suppression, manifesting as behaviors of frustration and violence. We all pay the price for this, because in protecting ourselves we spend our time in judging the characters of people around us, making sure that we are not associating with these kinds of limited measure that have consequences. And, we are enslaved to this incessant watching because if our attention is on this, then we are lacking in attention directed to our innate common sense, our natural learning  ability to measure the world around us in ways that allow us to consider the total, perceive the total measure of reality, and as such move in ways that are what supports as to be and become our full expressive potential. And this is what we all want. 

Techno Tutor is the tool to clean up cognitive dissonance, our  inner unequal measure of reality, some of which is good. It gives us the structure to turn confusion into a clear form of measure so that we can begin to process what is around us with clarity. One could say that Techno Tutor is the best, the very best, technological tool that has ever existed. Techno Tutor is using how we humans have externalized our abilities because we are so caught up in labeling ONLY, that we have lost awareness of what we are actually doing, having forgotten that our minds are a signifier of our measure of understanding only, and as such not what is practically real. If we want stability, we have to become it. The schools cannot do this, we each must do this, each parent must do this, and the way is here. Empower yourself and your children and as such the world, build characters that have what it takes to withstand the test of time, which is building a cognitive map that is in common sense, a direct seeing, a practiced focus, with practical physical reality, because this is where we actually live our lives, and it is the capacity to live such a life that is the joy.

Word Recognition without the Clutter of Association.

An education gives a human being the structure to communicate and organize the world around them. Much of this is done using words. We go to school and learn to organize ourselves via words, which is why vocabulary is such a strong indicator of success.

This tells us, that education, as inner structure, is programming the human, to perform. The natural learning ability of the human, is this ability as common sense. When this common sense is split into fragments, as values before practical common sense, time is spent supporting the value over practical common sense; common sense being how we direct and create with the world around us. Common sense is that task, that practice that exhibits creating something tangible.

If our vocabulary is limited, and taught in the order of value, instead of practice, then we learn value making, as ideas, instead of actual step by step practical application. This value making, is what our media is and does, to create a need, as a value, that becomes what is demanded, as what is essentially programmed, thereby sidestepping common sense. As this, our children have little skill development, and a huge focus on a few values. Just think how much time is spent talking about clothing, and or decoration, instead of the details of the means of how the object being the decor is created. Wanting to decorate, is not a bad, but when this one perspective is the goal of many, which practically does not work in the world, because only a few can actually do this, which takes money, and social networking, and we tend to want the famous name, so usually just a few become this and then have the means to survive within it - which is basically a monopolistic formation, we can see the spin of our limitation, and the gap in our understanding. If someone comes to point this out, the program of the person, does not want to slow down and look at the details, and their abstract mind is busy rushing ahead as their formation made larger than life.

Imagine a child in a school, who has not the detail, the focus, never having the opportunity to build such, and living in an environment, those first seven years, where the exposure was of the consumerist media teaching limited values, ignoring detail, and thus imprinting a limited vocabulary, and all of it with values? Then place such a programmed abstract as mind, into a school setting. Can we see how that child will need to be carefully balanced out and that many reactions will come up as what is missing and as what must be counter balanced to get that child moving in common sense? Can we begin to see that blame and punishment has no solution because it only names the wrong but does not direct? And, how can a public school really have the time to walk the gaps in development with each child and even read the gaps with clarity, when the teachers themselves are the same products of such a system that has intensified in the last 100 years, as the last three or four generations? Conceptually, one has to be able to not only collect data, so to speak, but also read that and see the patterns instantly and then be able to, in a moment, direct into solution.

But, if most degreed people, can only process about 250 words per minute, then how can the adults of this world do this? Really, they cannot. Which is why so many of the problems and behaviors are not being directed into solution, because the adults are not processing with any real measure of depth perception. Which, the children are unable to do as well. So it is like, or should I say, it IS, the blind leading the blind. We have to be willing to admit this, and just as I suggest with the children, no longer blame, no longer reprimand, but, simply, realize it and redirect in ways that begin to build an inherent ability to process the patterns of common sense, within and without, to reconstruct, what is here, taking that which is good, and does no harm, and aligning our children and ourselves into what we want, which is to communicate with one another, be creative, from the making of the painting to hang on the wall, to the conversation we have as we sit in what we created, in ways that expand our awareness of what it means to live a full life, a life where all our senses are alive, and our experience is one filled with manifesting all potential. 

The way and the means of doing this is with our words.  Words are the naming of the measure of this world. Which is why those with a large vocabulary, tend to have a capacity to self direct, because they see more directly, because they have attended to, via words, the measure of practical physical reality. We have to be able to see the structure of the physical world and see the structure of the words we use to communicate, and convey information. 

If you have ever corrected a series of state tests, it immediately becomes apparent that children are very capable of being taught. Mostly, each has a different gap that needs to be practiced and walked through. And if one has tutored, it can be realized that a child can learn structure, and use such to begin to process knowledge and information, and the physical world, and then begin to move in more self directive ways, which over all, is being critical thinkers.

Thus, the words our children know, determine their abstract development. If this abstract development has become concrete, meaning habituated - which is saying “ stuck” in limitation - this abstract must be rebuilt. This is not something new, it is realized within the constructivist paradigm developed in the mid 1900’s after a couple of generations of a society experiencing the industrial model of production. Which means, we as adults could see what was happening.

As I have said, if I learned to process musical notes very fast by the time I was seventeen, to the point where I could read blocks of patterns as the notes, enough to generate a song, then why had I not been taught this with words?

First, I had not learned the notes by association, I had learned the note signifies a precise measure as a certain sound produced a certain way directly on the instrument. No pictures, no values, other than intensity of sound etc.. I had used focus mechanisms to narrow my focus, to realize that single unit of measure so that no clutter came up within interacting with that note. Thus, when I played, I could process without a memory of pictures, the note was the note, period.

So, if we look at media, and the adults we have become, obsessed with DATA only, we can see that we are not seeing directly, and we can understand that we are not seeing directly because we are not solving the problems of lack in our children. Remember, if we are blaming, reprimanding without clear direction, and much patience because of the accumulation of this, in essence we are lacking in depth perception. Our depth perception is our natural common sense, it is simply “ polluted” with value touting over practical action. And we are so immersed in this, we really do not know the difference, it has been going on for generations. And yes, I have to remind myself of this, because i am as much a product of this as anyone, so I slow down, and cross reference all the time, even when I am being rejected, pushed away, called names, etc. because such is not an act of giving a direction that is stable and sound, leading to, for example, giving the children the means to be self directive.

So, Techno- Tutor, is the means to clean up the abstract mind, filling in the gaps of understanding and thus self directive capacity that is of a direct seeing measure of practical reality. it is getting the words in without associations being a support as a belief that context builds meaning with a text only. It is getting the words in as their unit of measure in practical reality, so that then the children have a stable starting point to become self directive, understand the practical world, and therefor, stabilize within seeing directly and working with the means of practical reality.

Techno-Tutor is cost effective and efficient. It empowers the child to build an abstract as the words, so that they can answer in class, knowing the words as well as they know their names, knowing their words enough to be able to actually create a “ song” that has form and structure, that can be seen as a whole, as the pieces are clear, and then can objectively be seen and carefully looked at, corrected as the child subjectively lives their words as directives symbiotically in practical daily living. Techno Tutor is a win- win for parents, for schools, for the children, for the society, the the nation, for the gift of life all around us. 

Allow us to prove this. Techno -Tutor has special offers for schools. It is a gift that keeps on giving.

                   the simplicity of this, it is not complicated, which is hard for a world blinded by complication.

Building the Inner Abstract as Mind, Our Concrete Measure as the Words We Know.

For those who have been reading my blog, I have been explaining how the words we know determine our place in life. Knowing our words is giving us structure to speak, to explain, to understand and to be able to generate with critical thinking skill.

Within this, we have to realize what we are doing to avoid this in our schools. We teach value judgements over building a solid foundation, over walking the  building of a large vocabulary as the words we know. And we must realize that words are simply a name given to the things in our world and our state of being within.  For example, when a child comes from an economically suppressed home, at a time in history when the minimum wage is not a living wage, creating a very stressed environment that has little time for learning new words because the worry about survival is too great and with it, often the desire to escape the pressure and the woe of lack of opportunity, how can a child born into such be in an environment of stability with the state of ease and consequently, the time to be influenced by a broad and expansive vocabulary? In this, worry, the state of being as worry, is a distraction from the focus necessary to give a consistent and careful practical explanation of the parts as the world around us in which we all live, in the name as the words.

I watched a video, where this young woman talked about teaching. At one point she explains that what she is asked to do is control the children. When she begins to employ control, she finds herself getting angry and yelling more at the children. She no longer can enjoy what is the curiosity of the child. This curiosity when allowed movement, makes a class room appear to be more chaotic, as the children are busy allowing their curiosity license, but when a class room is one where the children sit and listen, to one viewpoint, what is natural is shut down, as there is no movement of self discovery, and as such, this nature to look at the world around us, is suppressed.  Overall, this means that what we are doing in our schools, because this model has been going on for a long time and our children in America are beginning to join the ranks of the less educated on a global measure,  is not working. We have to admit this before we can begin to change because continuing to attempt to control into one size fits all, as doing the same that is not working and actually making us less educated, is doing the same thing and expecting different outcomes that are simply not going to happen.

A lot of it has to do with depth perception. The irony being that our monopolistic classrooms, funnel the children into one point of view, and we, the adults are from the same background, so our ability to see dimensions in a moment, is lacking, and hence, being able to direct this within a group of children, incorporating the curiosity of the child as they notice aspects of things and move to investigate, instead of looking at this teachable moment, as what the child is drawn to, we shut it down to get the lesson aspect across so the measure of the child, is of what is promoted in the texts that are of patented standards, written by a corpus that is a hierarchy built of suppression and means of access via the economy of wealth created from freely given resources worked by the labor of men for generations. Which means that no one, or few, can really claim ownership of anything but in word only. Which just goes to show how our words are being used to build belief, and yet we, individually within this, are not realizing the importance of knowing our words, and instead teaching weighted values over practical detail. If our lessons are theme based, teaching a value, instead of a practical understanding built that allows a child to communicate and symbiotically focus on the detail of the world around us, allowing the child to move in awareness and as such build an ease within living in this world, our children have no inner measure of reality.

The musician in me comes up here, like I am playing a Bach piece, where the measure of rhythm moves in different ways within a piece. There can be a melody under a melody, and this can change. It is like having different lines moving,interwoven within the  melody on top. If we only focus on the topical melody, we miss the dimensions of the counter points that help give substance to the melody. If children learn the words, they see more dimensions, they begin to be able to abstractly see more than one movement within reality, and hence their critical thinking, as seeing how things work, builds and with it, their focus and their ability to interact with others in ways that are productive instead of reactive. A reactive child is a child that simply does not have enough self directive structure, which is the words. It is very much like numbers, as numbers are another language. If one does not understand the symbol of “ 1” then one cannot even begin to add, one plus one. If one plus one builds two, then a child who does not have the vocabulary to build structure to self direct, cannot have the ability to respond and becomes a “ live wire” we call reaction, which is a child caught up in frustration. A state of being in frustration, is a distraction that cannot be corrected by telling the child to sit down and sit still. This is simply suppression, and what we resist persists, because the only way out is to build a structural foundation within as the words, to enable the child to begin to participate, which is what the nature of a human really wants. The reactive state of being, is not the nature of a human being allowed expression.

There is no real way out of this. Saying that this is the way it is, is the same state of being as the frustrated child, which has already been stated as suppression instead of direction and problem solving. A short term gain, to get through a day and appear to be doing one’s job, is not really taking into consideration that that little human will some day become an adult, and that what goes in is what comes out.  The way to building a society that is secure, where we can all live in ease, is to ensure that our children are able to be critical thinkers, which means they must have the space and time to build a concrete abstract of reality, as their inner measure ability, that is clear, so they self direct being able to read the dimensions of reality. It is so simple, and we adults are so used to the words, “ its complicated” that we can no longer see the forest through the trees, which means that saying something is complicated is saying that we have not looked and we believe our chaos to be how life is, when it is not so.

We have allowed ourselves to be the product of this system, to the point where we accept the limitations that are what unbalances, and we are traveling within as this, so fast- which shows our ability for detail!- that to balance this out we have to go back to the beginning and rebuild the cognitive map which is to reconstruct this, and realize that many of our behaviors of resistance as the change from moving as how we are moving, to slowing down and redirecting, which appears as a loss, when it is not, it is a gain. 

Overall, there is enough good, that some of what we are doing, can remain, so the rebuilding, once enough structure as the words are built gets going, the process can begin to move faster after that initial slowing down that seems like a loss, as in appearing to move too slowly in comparison to how one has been moving in limitation. But this is the point, because one is really adding a clear structure as the words, like getting to the point where one is filling in the gaps,  as getting the measure as the words into the child to build a fabric as a map within that is of equal measure to practical reality.

Because our characters at present are of limitation, as the words we know, and we can see this in our behaviors as when we are in a state of ease, we have patience and are flexible,  and when we are reactive, we are in judgement instead of giving direction that is taking the time to, and having the ease with, explaining things in a relaxed and concise manner, which is not a behavior of reprimand or positive reinforcement. Practical movement direction, as in what does no harm, because a cup is a cup, a dog is a dog, a desk is a desk, 1 + 1 is 2, is all direction within common sense, and as this, there can be no hurt, there is only knowing the names of things and how they move, that is also a focus on practical reality, because this is how we exist, this is what our children grow up and participate within. Denying a child the time to focus on here, to be given the means as the words to do so, is a crime. The storm in a teacup, as demanding that a child sit and listen, is not giving the child the time to ask the questions needed to stabilize themselves here.  All of us are aware enough, to realize that blaming a state of being for it’s own lack in this economic system is not a movement of effective change to reorder and ensure that the behavior of lack as the fabric of human society, is removed and balanced out. We must compose our social fabric to a potent presence of awareness of practical reality, and the means to do so, is to build an inner measure, using the words as the sound names assigned to what it means to practically live as an inner state of being that is clear.

The process of redirecting can be done with technology as getting the words as the structure into the child. It is, after all, simply getting the structure into the long term memory, where we know the words as quickly and as comfortably as we know our names, and to then have the structure to place the equal measure of movement and indication of a quality and or thing, to create a means of cross reference that is clear and both directs to practical detail and potential consequence of action  based on inherent qualities of practical existence. This builds stability, and then that stability enables an objective viewpoint that is subjective, which means being able to take a direction that considers many dimensions, which in essence is building a detail of practical reality, instead of imagination ONLY. This builds a child that is stable, productive, and able to think critically. In contrast, a value of hope, for example, is a distraction from being an action of critical thinking in practice of one’s self moving and participating in living. In this aspect, saying to have hope, is not taking the time to be practical. And living is a practical act. The extra-ordinary is only reached through the ordinary. A house is built as a process of multiple steps, hope is just a distraction from that. In many respects, hope is an abdication, because it is a belief that something else is going to come and be practical for one, when being practical is being practical, and nothing else.

Techno Tutor, the way and the means to build a solid foundation, redirecting and directing a child and an adult to build an inner abstract that is of practical measure enabling critical thinking skills that can withstand the test of living and as such transform our society to one that is at ease, self directive, problem solving in an instant, and of a function that removes behaviors of lack, creating a world that is dignified, where we can all speak and become the potential of ourselves as life.

In many ways, value judgements are the difference between believing the world is flat, when it is round.  This, a value building over practical measure, as the words we know, is like building a fantasy within out of an elongation of one dimension of reality, not a good or a bad, and as such hard to catch once accepted, but overall, a separation from direct seeing. Parents, take back the power of yourself as life, build the character of your child, as the words they know, to an adult who has the measure within to withstand the test of life, and to live a life that is clear, stable, at ease with life. This is the dignified life we all want for our children, and the means if right in front of us as the words we know. Techno-Tutor. Let’s get this done.