Why do we not see that learning to read music is no different than learning to read letters?

Recently I have heard the response to using technology as “ I can’t see my child having more screen time”, or ‘ My child needs the teacher, a person, to learn.

I think about learning to play the violin, where, as in learning any musical instrument, I practiced on my own. I sat and learned the notes and applied them to a movement. I walked the measure, I moved myself within this. No pictures, no adults standing over me micro managing me, but one day a week for a few minutes. This moves in exact opposition to what parents believe should be happening when their child learns. This means that it is an idea that an adult as a teacher must be present, micromanaging a child’s thinking movement. Why do we teach math and academics in a room, where an adult as speaking knowledge and information, where the child is not directing in any measure, they are simply taking something in? The idea that a child needs an adult to be present to impart information continuously and ONLY, is against real learning. It actually limits learning, as the child is not self discovering as self measuring and reflecting and applying in any real way. The outcome of such would lead to an inability to attend to reality, to practical application in real time.

Hence, we have the increase in varying degrees of attention dis-orders.

A child does not need a teacher micro-managing them for six hours a day, they actually need the time to self discover and investigate all by themselves. As with learning to play an instrument, small sessions of reflection by a teacher is cool, yet longer periods of self application is necessary for the child to work through things themselves. The brunt of the learning is done by the child. This is how one learns to play an instrument. 

Perhaps, this belief is more emotional, that a parent wants another person to be actively teaching their child for it to have meaning. It is the parent, within the present structures, feeling quilt for not being enough to teach the child or having given away a freedom to guide a child- a gift- to another. A parent who is a product of the same system, and believing that it was themselves that was not good enough to learn what was given, when it was the format that limited. This is not understood by parents.

Within music, we have children as young as two learning musical instruments, and learning to read notes, where the learning is done by the child, with much shorter moments of  one-on-one/direct instruction teaching taking place, in measure, when compared to what public schooling is doing by design.

If a child can learn to read notes and play an instrument by the time they are seven, then this reveals the capacity and the means of teaching children, where the child is given small moments of direction in comparison to larger amount of time working on things themselves, which could be called opportunity, real opportunity. This is probably why schools in Finland, allow 75 minutes of recess, because they realize that child needs time to work on things themselves. If we limit self discovery, we actually limit the ability to have a well developed attention.

And if we look at Common Core, we see information being presented in endless series of loops, of busy work. This would further divide the attention of the child, by creating strings of information to associate through, leading to a sluggish processing ability, like a really unorganized memory on a computer composed of what appears to be abundance, yet is not. This in tandem with excessive wealth accumulation, means that the victors are determining the form of information in our children in their own self interest. And the rest of us are accepting this!

The consequence of this is a loss of spatial ability, leading to a loss of purpose, as one can no longer see reality with such a busy mindfulness that takes time to realize is not who one really is!

If we look at how and when children can learn to play instruments, we can see that our children can learn to process language at a much earlier age than any of us, the products of generations of this, can fathom. This is that which is ‘ educed’ as drawn out, that which can move into any form if given the opportunity, that which some could call, or say, is able to move through the eye of the needle, being given time to learn to self direct, and begin to see patterns and be present in reality, be grounded here, having the ability to pay attention to here in ways that build a very sound character, someone who can be creative, fearing not to critique and examine, within and without.

We can change our schools to places where children really learn, and the behaviors of lack , of attention deficits are refocused, or reconstructed back into being self directive beings that remain as gentle as they/we were as children full of awe for life and a natural desire to want to learn to crawl and to walk and to talk. Prevention being the best cure, would be to have children learn the notes as words, at a much younger age, and to realize that our children do not need an adult there within the present number of hours with one teacher constantly micro managing, as social engineering what information that child should only be and realize. This really is a crime against the life in the child. 

We can transform out present educational systems to allow each child to self discover. And we can use technology to allow that needed tome to form a well structured memory, as the ' iceberg' within to create a mindfulness that is something to be proud of, where what we hear is clear, pure and working with us instead of against us. Here, we can transform our schools, into places where children are learning to use the instrument of themselves to ' sound' something that they can trust, because the information is clear, trustworthy and self understood. Techno Tutor, the means to a sound mind, and a huge cost benefit for our schools. The means to the end, to transform the attention deficits within that are growing, into a community of children that trust the within to direct them in effective ways without. 

We decide.

Music is fluid math, it is notes, symbols on a graph, the same as words. We have the capacity to process language, which is measure, as well as that child that started at two to read music at two and developed proficiency at seven. Anything less is causing a lack of expression in the child, leading to frustration and attention deficits, as the chaos of an unsound mind, is static, and slows down the natural expression that is gentle and full of awe in a child. We all know this, as that open and transparent smile every child has and seems to lose over time. We can, with Techno Tutor build a sound mind. Cost effective and fun, as learning should be.

How We Learn to Drive a Car and Building a Sound Cognition. Behavioral Dis-Orders

How do we learn to drive a car?

Do we sit in a room looking at a picture of a gear shift before we enter the car and start moving through the process of driving a car?

No, we do not, more often we get into the car, and are already are familiar with the parts because we have watched our parents drive the car for many years. We do not learn the parts of the mechanisms we directly use to drive a car through pictures with words attached in a box with all the distractions around us.

We sit in the driver’s seat one day, and as we sit there we directly learn the parts of the car we use to drive the car. The gear shift is a gear shift, the break pedal is a break pedal. A cup is a cup. And, to note, do we tend to project onto these devices? No. For some reason, the means to move the car that we use, we tend not to project any blame onto, any fantasy.  Meanwhile, most of us walk around projecting all manner of values onto the human body. We compare women to women; men, for example, evidently, every seven minutes, think about sex and do some fantasy projection onto a woman when the form of the human as a woman is walking down a street. Yet, I have never heard of anyone ( though there may be some! lol) talking about the break pedal as having some vacant look where a presence is absent in relation to a break pedal! I have been present with friends and men in the company of women, for example, and the sudden absence of attention, of presence is palpable, even if we at times cannot realize why we react in moments in seemingly chaotic ways while with friends or partners.  Somehow, the way most people I have met and traveled in a car with, do not have any distance of presence, or less of such, or behaviors of avoiding what they are doing within the action of driving the car. Yet, remember those times when one almost had an accident? These are the times when one was not paying attention- I ask, what was going on? This is being in separation from what has become automated as the information directive within our memories.

Thus, when we learn to drive we learn the parts we need to maneuver to drive and we sit with our presence acclimating to the car’s structure within these means to the end. We repeat and repeat the movement, much like learning to walk, until we can order our directive capacity  and move these parts needed with ease. Then these become ‘ smaller’ in that we can process the actions faster, and we are ready to drive the car with confidence. This is a dynamic process , one that leads to driving a car.  When this structure is set, we can expand our presence to the horizon and add more awareness as extending our awareness and taking in more of the world around us.

Yet, in a school what are we doing? And what is the media doing with all the pictures about the physical world around us? We are learning things through words and pictures. We learn some words and then we start to process information about this world through words. This is, in itself , a imagination of sorts, about what is really here, and the very means is one of limitation  because there is no common sense present because we are not dealing with the real things, like we are when we learn to drive! Yet, most of us learn to drive, even if we do not do well in school! And, most of us learn to walk! Can we see the correlation here? Knowledge and information without practical application is not only useless, but also inhibiting and something that can control what one thinks as what one believes as what one images to direct one’s self, and just as we take in the structure of the car directly and begin to move within that space and the objects within it, like programming ourselves, I must ask, what is that information doing to use that we learn in school in abstract ways, as in imaginary ways only? It becomes what we express, because it is what we are exposed to! We humans become the very measure of our world, meaning the very measure of the information we accept. As parents if we send our children to a public school we are accepting what we allow. If we do not investigate what is being the measure in what is presented to our children, we are simply not being responsible for our children.

If we learn limited information, which is what learning through pictures and words is because it has no direct access to the physical mechanism, and we learn through pictures with as associations can we possibly have as dynamic an ability to act as we do when we have learned to drive a car? 

Thus, limited information, as information only, is learning by association because there is no direct physical access to reality. There is no real substance for the placeholder as the words that compose the information, the knowledge is not grounded in reality, it becomes a construction that does not fit into reality, as we can see in so much of the behaviors of people in not being able to feel secure in what they do, or to, on another level, complete things in this world that do no harm.

If pictures are used, it becomes as that picture, a ‘ flat’ association that because it is information only, and is what becomes the memory, the imprint, the picture, it is what is processed as one’s directive. Of course, as consequence as the information, if it as the limitation that it is, does not fit into reality, then the actions, the movements of the object as the human, can move in all manner of ‘ not fitting in’ or ‘ mistakes through lack’ within moving in our world here, or, within living our lives.

The media does not help either. Because we are so absorbent, we take in everything, and if our ability to take in the measure of that break in that car - and that goes for all of us, even those we call stupid in terms of schooling- is interrupted with a shock, as a sudden change, or interruption then our natural ability to self dis-cover the very volume, quality, movement, density, feeling of that break in that car is cut short, and we become that measure as that interruption, and must process through this.  Thus, within space and time, we are all so interrupted and so lacking in non-associative learning that we become a measure of limited information that is also a chaos of association that has no real grounding. We lose what is a natural sense to think critically and become creative in dynamic and active ways, and we lose what is a natural ability to problem solve as many videos and that first process we learn  reveal that we are innately built to be and do, which is learning how to walk and as I am using in this article, to drive a car.

Within this, we can see, the extent to which so many children are suffering , because their ability, a natural ability, a natural learning ability is what and who they are, is suppressed through what I call a chaos of information that takes so much time to sort through, balance out, that the life and the ability of the child takes years to sort, and the child that becomes the adult blames themselves, and instead of becoming their full potential, a dynamic state of being, they become behaviors of quilt, of shame, of self judgement and not the expression of living a life that is aware  and able to do all things as well as they learned to walk and to drive a car.

This is also why all educational research shows that people who learn musical instruments tend to have  a greater capacity to see consequence and be constructively critical and creative. It is because to play and make music, one is not only a memory of associative imagery, a musician actually deals with a physical object where they must perform with that object just as someone does with a car, or in learning to walk.  The simplicity of this is such, that if one cannot fathom this, then know that the associative mind of information only, is a wall of information being processed through that of a story of justifications as the inFORM of oneself and that it is so busy, in what it is , that slowing down and relating to reality is like a huge effort. It is like slowing down a speeding train where one believes that the train is all that exists, because the train is moving so fast, that the car can no longer be seen through the window, that car that is driving along side that train.

Another insight into how much we move as information is to think of someone we know that we are very careful around, where we feel life we are walking on eggshells around them, to not cause an outburst or reaction. This is when we fear facing the information of that person, though ironically we are aware of this, which means we can process through the information, we simply fear not being able to answer. What we in essence are avoiding, is a wall of associative information only, that is all it really is, a measure that one has allowed to define oneself as. We are in essence facing a speeding train, and we fear facing the ‘ crash’ if we look at that belief, that is that information, and investigating it, to ground in ways where there is no longer that sense of ‘ walking on eggshells’ and instead, as the outcome to address this in detail, is to come to a point of understanding in ways that remove the tension that is simply a friction of two bodies of information competing to have attention- because that information of association is constantly wanting validation to support its construction. It is, ironically, again, like a ghost in the machine that believes itself to be as real as that gear shift, when it is only a memory. And that memory is not all bad, it has good in it, as it is a measure made from what is real, and what is right here in front of us.

Thus, what I propose, is to rebuild that cognition, to re-order it, to clean up all cognitive dis-order,  to take the time to create a memory of small bits of information, to enable oneself to have the space within self, to focus oneself through a well ordered memory, a wall of information, to be able to see beyond the structure of the ‘ car’ to the horizon, to enable one ‘s self to expand and move in constructively critical ways, to become creative in ways that do no harm, and thus live a dynamic life, a life as dynamic as we are when we drive a car, or as dynamic as when we learn to walk because this is us using our great capacity to think critically and be creative, building a life that sees the world and rides the train at the same time. This is our natural state of being, one that is much easier than the conflict with living that a mind built of associations rather than a mind that sees directly here.

Remember, the statement ‘ the apple never falls far from the tree’ is a testament to the outcome of generating associative memories, because the focus of the child, those formative years, is on the parent, and our ability to take in information, like a feral child, is so great, is so magnificent, that we take in the measure of our parents, and if they are built of associative thinking constructions, the child will become that measure. And as we know habits, as what we repeat, are harder to change - just like slowing down that train-  than to have learned to play that violin correctly in the first place!

I would suggest, using Techno Tutor, as this is the only tool that I, as a reading specialist and a trained violinist, have found to be the most effective way and means to building a memory, a ‘ train of information’ that can be so well ordered that one can move from the mechanisms of the car to seeing not only the inside of the car, and also, the horizon. After all, that horizon is magnificent, we need only slow down, rebuild ( and prevention is the best cure) and look. It has always been there!

Since it is too hard to change the structures that exist within our society, why not transform our schools into places of discovery and investigation? Why not turn our schools into places where we build well ordered cognitive maps, that give a structural means to build self confidence and self esteem, in each and every child, so that the teachers can trust the child, and themselves to allow a child to take a direction that enables the full potential of that child to discover a full expression of themselves as life, that can create dynamic individuals that can respect and work with the world around them, never needing to walk on eggshells!. This is what we all seek. The structures we have in our society can be transformed into a good.  The strength comes from all of us standing together to make subtle changes that help all of us to help ourselves.

Thank You for reading!

                                         The Ghost in the Machine.

Depth Perception and Reading, Where is our natural spatial ability?

Depth Perception and Reading.

A Child Climbing  Rock Wall

One of things I notice as I interact with others, is a lack of depth perception. By this I mean the ability to back up a car, or to order objects in a space- such as household organization.

Where are we if we cannot slow down and take the time to see the space around us and order, or, move ourselves within it? Are we lost in these behaviors of a lack of depth perception?

I watched this video of a child, a very young child, climbing a rock wall. This child moves with a fluidity and continuousness  Obviously, this ability is a natural ability, we are born with this. What happens?

I remember asking about this when I was back in university completing my degree in Reading. Eventually, the professors, told me that they did not know how to do this, and that this was too difficult. How can something be difficult if it is what is natural? Our ability to focus here, being aware of the space of here is a natural ability. 

We all understand that advertising has become a constant within our environment. And we understand that what is being the measure, because it is a measure of something, means that we understand that we become the measure of the world around us. If we are constantly watching the measure imposed around us, we become this. Is what is the information given, in our schools, in our media grounding us, meaning, retaining this natural ability to be aware of the space and the time around us? No. Were it, then we would retain this fluid ability to sense the space around us that is a natural ability. Our ability to sense the space around us is a natural ability. This natural ability is then lost and it is because we have allowed a measure to be of knowledge and information in separation from practical beingness here. We are all the cause of our own separation because we accepted and allowed an abdication of our own ability to perceive the very space around us.

If we lose this ability what would happen? We become uncertain because we have nothing to ground us. That machine that senses the space is all of us, as our physical bodies. We deny one part, as this physical body, and we become, through spaced repetition, being in our abstraction making selves as our thinking only, then we lose our grounding, and we lose our ability to perceive the depths , meaning the very space around us.

We can no longer climb that rock wall, and instead, in our ignoring of remaining in inclusion of the very space around us, we, from the distance of our separation,  are astounded at this ability in others- all the while this is our natural ability, it was/is our starting point. 

This begs the question: What are all the so-called dis-eases in our children? Where has this natural ease gone? Is this natural ability placed in a box as thinking only, where there is no real footing to place our feet? Is it here that we lose our natural spatial ability to back up that car, or to organize that space in our homes? The answer is yes.

One must rebuild and reground. This which we are already doing in the very measure of our so-called interventions. These interventions, though a good, are too slow. We need tools to reground ourselves as our measure within. Technology can be a good for this because it is never emotional ( in value judgments as thinking only), it is grounded here. It can be used to remeasure our within, to focus us on the parts, to rebuild our attention to detail, removing all the uncertainty we have memorized in the course of our separation that is what inhibits our natural ability to sense the space and direct ourselves in practical ways that enable us to climb a rock wall at a very young age. This is why words are so important, because they order the very measure of ourselves.  One must want this, want to return to our natural state of being. It means giving up everything to gain everything. What would you choose?

Is Personality a Dis-Order of a Natural Common Sense?

All children have  a natural learning ability. All children are born with the ability to measure the world around them. They divide space and time, as focus on parts and wholes, in varying degree. As this they become aware of the space in which they move. This awareness accumulates and they begin to walk, to talk and to think. The measure as the exposure of space becomes the information with which they direct themselves as their measure which is revealed through their actions and their actions become their personality, because what they have focused on is what they are aware of. What they missed, or rejected - as not having focused on enough to understand- is a measure they did not fully incorporate. This becomes expressed as a misunderstanding or a dislike, the action of which we describe as personality;  such as this person likes blue, or yellow, or this person enjoys reading, or this person enjoys working with their hands, or this person is very social, or this person is stoic.

So, personality is a measure of one’s division of space and the qualities of the objects and ideas about objects and their qualities, the practice of which develops a personality from the initial movement of the child, before the memory as an abstract of experience as the measure of reality one is exposed to becomes a concrete directive . It is this concrete directive that is an abstract, that we label as personality. It is the experiential measure of our exposure.

All of this begs the question as to why we have the accumulation of children with problems such as ADD and ADHD, autism and dyslexia? Some say we better diagnose, but the scores of soldiers, before the accumulation of media and repetitive factory type human actions as one’s job, showed a greater measure of understanding of the written word. So, the processes of learning to measure in our schools in the last hundred years have separated us from a more stable personality building, character building in our children. Our education system has become one of divide and conquer, using association and elongation of proofs, creating a busy detail of very small measure, one that is hard to criticize because the parts are not inherently “bad.” 

But this overall is a lack of depth perception, one that blinds the population from realizing that usury is by its very design a pyramid scheme as is personality development- lacking common sense measure.  It is, that the separation from an innate ability to process form and function in practical common sense is an ever expanding gap. Were this gap closed what would exist is an understanding between people as actions of practical support and social stability- which would manifest as characters that have no fear in sharing, no fear in being open, no division into rejecting based on class - all aspects of an egocentric personality dis-order. And realize, class is built with ordering personalities as inner measure into categories of practical ability for survival in self interest alone. None of this makes any sense, and obviously it has been built and we know how it is built, which means it need not be this way. And, it means that we in essence are abusing the natural learning ability of the human, and as we can see, our children are suffering, the life within them is being suppressed through a confinement of awareness into endless details that builds no common sense measure of practical reality. 

Those who may have some awareness of practical reality, which tends to be those who work with their hands, and yet often do not have the secret code as language to speak about their connection to common sense, are the ones who are most abused, which is manifest in how much they are paid in a system where money determines one’s comfortable living standards and lack of stress. The ones who learn the collectively accepted code as the words of label as how humans communicate, and who go into endless detail, using division as a form of measure, and do this on paper, abstractly, they are the ones most in separation from practical physical reality and yet they are paid more than the other. How does this make sense? It is like one is paid more for knowing the code, as words, and understanding how to endlessly divide the measure of them as a sound picture on paper , elongating with inverted proofs in word and number interplay, that are a separation from the starting point as how the child began, which was to measure and divide space, here, and begin to direct themselves with what is common sense directive that came before the abstraction of space into a concrete memory. So, one could say our personalities are our separation from our real expression. And we were told, the solution is to become equal within to what is without.

Now, children are so full of joy when they are young. We all enjoy this. And yet, by the time they are in the third grade, this joy, this open smile begins to fade. Is the burden of personality, when not of a development of equal measure to our practical world,, the response of separation from our natural learning ability - that built the inner abstract as memory. Is the loss of this joy an indicator of a socially accepted and allowed building of a limited understanding of practical reality, of common sense, that stifles and confines the life within? Can we allow this any longer? Can we choose to fear changing this because we want to keep our jobs more than allow life, as that joy, to flourish? There really is no choice here. The only choice is to choose what maintains that joy. And we all know this.

We cannot change the system as it is suddenly. This creates too much chaos. But we can, step by step transform this system, as our ability as our natural learning ability is the perfect movement in its ability to measure our world as space defined by a physical measure to stabilize ourselves, and begin to build personalities that are equal in measure to the common sense of us all, which is this practical physical world - that which the child uses to direct themselves before personality as their abstract measure registration of their world becomes separate - because it has not remained  connected in constant reference to how we live, as we live our lives in a physical way.

Our children must be able to process the way numbers move, and the words humans use to describe the measure as the form of objects, and the movement of this physical objective world. Each must be able to speak in ways that keep each of us grounded and directive in thought, as words, to become actions as our deeds that cross reference reality, as this will allow that joy to remain and flow. Here, it is not the personality of limitation, manifest as furrowed brow, lack of focus, endless out of control behavioral  explosions we see manifesting as the behaviors of autistic children, as the consequence of collective ignorance accumulation,  who no longer have control and simply voice what the collective has allowed. In this our autistic children are a gift, because they are the behavior of our separation, they show us how a accumulated separation from our innate common sense will manifest. They show us the way back to our initial joy, and how we can maintain that joy to live a life that exists in full potential. It is here right in front of us.  We need only slow down, breath, and reconnect to our common sense, our initial ability that was as it showed, which was an expression of great joy and ease.

This is Techno Tutor, it is the way and the means to cut through the personality, and to rebuild the abstract that becomes concrete, to be one of equal and balanced measure, as ensuring that the words are clear and many, and that the number sense is certain and clear. It is to train the eyes, to focus here as the units of measure as the words. Watch the joy and stability of your child, the one you so enjoyed when they were young, or to maintain that joy as they mature. Techno Tutor is like an anchor in a world that has separated step by step by step for generations from its own natural gift of common sense. All of us are in separation, were we not, than ADD and ADHD would not exist, and/or enough of us would be standing in real understanding of these problems of separation. And, reinventing the wheel is time consuming, because that child, here now, is growing, and prevention is the best cure. Why end up spending so much money correcting this separation over time, desperately trying to even this separation out. For a lot less, these problems, this separation can not exist, not build, simply by using a tool to organize and build via words of direct seeing measure as what they are the label of and as, without value judgements but of practical measure,  so that our children are stable, directive, confident, and as such full of joy unburdened by a personality of limitation.

We decide. Techno Tutor. Your aid in a world in separation from common sense.

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.

The words " she has a lot of potential" vs. a behavior of resistance.

I was talking with a  parent who had a response that their child was not doing too well in school, they were getting by, but not doing as well as they could. Part of the equation as what they said, was a continual addition of  “ but they are really smart and have a lot of potential.”  This parent even went on to describe how the teacher said this. So,  the words presented to me were that of the child having behaviors of resistance to completing the work, and that that child had potential and was really bright.

Somehow this makes no sense. A behavior of resistance is a behavior of resistance, which means processing the work is not moving with ease, which means there is a conceptual process that is not functioning, is not moving. There is resistance. I ask myself the question, is the behavior of resistance what will become of the child as they reach adulthood because that is the very movement of the child? Is the potential the idea value, meaning the statement of the child having potential which the child is not realizing, something that can be noted? Having potential and exhibiting potential are two different things, as I have said in different words. Having potential is not a state of practical fruition, resisting is the state of being, the actual real time movement.

Now, parents pay a lot of money to take care of resistance because they realize that potential is nothing if it is not lived, exhibited. So, because parents are so busy, many send their children to private schools at an average of 45 - 50 thousand dollars a year. Or, they live in high real estate tax areas, and supplement with tutors, spending anywhere from 5 thousand to 20 or 30 thousand and beyond to even out resistance to become manifested potential.  Some parents take the time to sit and walk through the work, with consistency, to discover where the resistance comes into play.

In public schools, if I look at my cost per pupil expenditure, about 24 thousand is spent per child per year. This is half the sum of the private school. I wonder if I do the math, that with real estate taxes and tutors, the cost does not come out to be about the same in the long run, one just mixes living with room and board for the child, when living in high real estate tax areas with schools where there are parents who realize the value of sending their children to a good public school, this meaning an area where parents are willing, as a group, to focus on their children, realizing that building the character of the child is a process that must be carefully watched and carefully built, and that a  public school alone cannot do this, or, the parent realizing they do not have the time, and are willing to pay someone else to do this. And, since the cost of living to have another human being do this demands a certain amount of money, it is going to cost. I mean, you want to earn a good living, at least enough to remain stable do you not? And obviously, children need guidance, because they cannot recognize what is lacking structurally that is causing a lack of conceptual flow manifesting as behavioral resistance to completing their school work. That is why they are children and this is why what goes in, or lack of some missed understanding, is what comes out. Since the parents are the ones that spend the most time with the child, and are the ones who brought this child into this world, it is the responsibility of the parent. We could increase real estate taxes enough to pay another person to carefully monitor child development, but this is something the collective would have to come together to agree on. There are solutions out there: talking about potential is not problem solving.

I know from playing the violin, that if another cannot read the notes with ease, meaning to conceptualize the notes with ease, then the music is not created, does not manifest, the potential in the notes on the page does not manifest. I also know that someone who does not understand the means of how music works cannot improvise. Hence, when another does not flow with understanding then my ability to realize a piece of music with many parts simply does not manifest. 

It is the same with our children. If our children are not taught to manifest their potential, and if what resistance as lack of understanding, meaning flow, is not manifested, then we all suffer, and our own ability to manifest our potential is not realized. If one person , or a few realize their potential, and are able to conceptualize from and function with greater speed, then they will be alone, and as such where their potential as a collective will not reach others, nor will the society as a whole reach its full potential. Thus, if one child is left behind, then we are all left behind. And since the parents are the ones on the ground, who have birthed and created a child, one that will bring into the world their lack of potential manifesting as resistances where an ease of conceptual ability is not reached, this ends up effecting the very fabric of the society, for oneself and for the whole. Thus, it is the responsibility of a parent to ensure that their child reaches their full potential, and to monitor and watch for resistance to go into a common sense measure of reality in practical ways, to see where the “ glitch” is, where the conceptual turn is not understood with ease.

Our public schools cannot do this, they are not set up to do this, they are there to aid in this. Most children that do well have parents watching and supplementing the child’s development. And if a child is self motivated, they go back and review to see where their resistance as a conceptual miss take existed. I did this once with a subject. it took a lot of time, a lot of review. I did this very late in high school, and it was a learning experience, but it took all those years of school to realize. It should have been realized from the beginning, and it was probably realized because there were adults who showed this to me, who walked me through this to the point where i began to understand it. But here, even in college I had accumulated behaviors of resistance that I had to struggle with, resolve etc. and some were difficult because by then there was not always the time to be able to go back and review to discover where a conceptual lack existed, where a miss- take had occurred. This is why, it is even more important that a parent stay on top of behaviors of resistance and carefully even them out, without any reprimand, or impulsing of positive ideas, such as “ but they are smart and have so much potential” because such words do nothing. And, our teachers say such words because if they were to be real, and say that the parent has to take the time to discover why the resistance behaviors exist, most parents would complain to the principle, because someone had suggested that their child was in lack - so addicted to so called “ positivity” are we in America. But in effect, this “ positivity” is a smoke and mirrors show, an abdication of responsibility, one that builds a child that “ has potential” but behaves as their actions.

The solution is to find out where the units of measure as the words and the numbers are not clear, where there is a miss-step of lack of understanding, as resistance, as fear, and to clear this up. What we reject persists, what we resist persists and it is a gift because it shows us where we have a measure of lack conceptually. And, it is what we would have wanted for ourselves.

This is what Techno-Tutor is and does. It is the means to build the character of the child to reach their full potential. It is the means, for busy parents to get the units of measure as words and numbers into such a knowing state that the child moves with ease conceptually. Techno- Tutor is the means to even out behaviors of resistance so that that child reaches their full potential, and as such each child reaches their full potential because this is our responsibility as parents. No one can be left behind, and there is no one to do this but that parent living with that child. The only way out, is for all children to reach their full potential. Any spite towards this, is spite, is resistance, and as we know, resistance goes no where but into consequences of more resistance, which is a lack of conceptual flow with reality.

In so many ways it is so simple, and it is right in front of us. We need only accept this simplicity and forgive our shame and our fear and our blame and empower ourselves within this solution because this will bring the ease we all long for, which is to reach our full potential, which is to be able to produce the notes on the page, and create the flowing sound as the music - so to speak. To resist is to cut off our noses despite our face. And we all know that this does not work. So, face your resistance for what it is, and realize that the solution is to become equal to our natural ability to sense the whole and the parts, this that simply needs to be walked through with care, as the words and the numbers. The tools are here to aid in this, within our busy society. The benefits are great, as that object as that child, is the most important object a person can have in one’s environment. It would be like having a car that functions beautifully, is always ready, flows with ease, and ensures that in our old age, we have the warmth we need to remain comfortable. I mean, would you not do this for your parents if you could, and would you not be thankful for that which as a measure was revealed to you, shared with you, enabling you to actually become the behavior of as your full potential?

The Mind, the Mirror of our Measure. Building the Character of the child.

One of the things that happened to me with music was the ability to generate musical melody on my own. Meaning, even though I knew the notes, I did not practice or use them in my own generation. What do I mean by this specifically?

How I learned notes was in scales and arpeggios, learning each measure from the beginning, without additional pictures, which many believe to be an aid. But this clutters association and is not a direct measure, so it slows down direct seeing. So, I could read music very fast but I had little time to generate my own structures of melody because all I did was read music.

Then, when I said to myself, why don’t musicians generate their own music, why do we always play what someone else wrote? We believe in music written by others as being something beyond what we could generate, the masters, but how did they master this? They began by generating their own music, having understood the patterns of music. But then, this is another limitation that slows us down, a touted belief system that is repeated until it becomes a truth, and then one’s life is spent in the belief  realized within time after the early developmental years that determine one’s job placement and earning ability.

We spend so much time memorizing knowledge and information that we regurgitate what is placed before us instead of generating with the units of measure, in common sense, meaning actually realizing the smallest of measure as the words an how they actually relate to practical movement in reality, as we live in a world that is a physical world. 

If we could see words in the context of the physical, we would have a greater ability to generate and to see consequence, thereby becoming more stable within our self direction and more aware of misinformation and cognitive dissonance. When we follow, we become busy with following and are not allowing an ability to critically think, and as such be directive in being constructively critical to the point where we see immediate solutions. And by this I mean, being in balance, which is to maintain a common sense that does not harm, that does not resist but follows through as this is what we would want for ourselves. If we follow, we become myopic and miss directing ourselves because no one can see  clearly what is in front of us as individuals. So the very idea of following in many instances, eliminates what is directly around self leading to decisions that have detrimental consequences. Following is not “ bad” but when unbalanced consumes our time, inhibits pattern recognition. It is like this process of seeing the whole and the parts is denied in following only, and it is only once one has lived a life that the patterns begin to emerge. Yet, this should be the means to the end from the beginning. 

A real education develops the ability to see the parts and the whole, of which words are the perfect tool, to realize our cognitive maps are a signifier of our understanding of practical reality and not something to program in the order of a text book accepted by a federal government offering funding for salaries in a system where our politicians are being bought by companies who pay little in royalties and taxes and hide in transnational corporations that enable them to accumulate wealth that then buys an order in their self interest to maintain wealth accumulation. But in the end, this movement is the same movement each is doing within in wanting to justify a mental construction that lacks an ability to see the parts and the whole because that map is believed to be more real than practical reality. And we wonder why our children are becoming increasingly unable to function in practical ways. It is because we are not equal to common sense of practical reality, which is where we live our lives. In some ways it is to ask ourselves what came first, the corporation or the metaphysical system that is the mind and what it is the consequence of and as?

That schools are not teaching vocabulary as the main subject, means that we are not giving our children the proper measure within to direct themselves. Words are the notes of measure for practical reality, they allow us to organize and see patterns and realize space and time. If we are taught ideas and values, before the units of measure, especially in a world where our schools move as knowledge and information without practical application, then our children have no balance here, they are guided by ideological measure, value measure, which gives them no stability, no real structure. What reveals this to us is the accumulating behaviors of dyslexia, ADD, ADHD, autism, all behaviors of an inability to be self directive in effective ways that enable the expression of that child to reach its full potential. And now, there are systems that support the lack, and these systems create jobs, and those within these jobs do not want to lose their jobs. So, do they want solutions that eliminate the accumulating separation from common sense? It is not to become angry, it is to realize they are afraid.

The simple solution is right here in front of us.  Memories as ideas, beliefs and opinions, the abstract cognitive map creating this separation, becomes concrete and then it becomes very difficult and very very slow to reach through this embedded separation. And the time spent correcting this consumes the life of the child, and their potential is never reached. This can no longer be allowed.

Our words are a focusing tool, they direct us to see the practical measure of this physical reality in which we move. When our words are clear, they flow with the same ease as the recall of our names. Each and every word must become as clear as our names. This can be done. If we can exist as this as our names, then we can exist as this with all words. This exception shows the real rule. 

Each and every parent can take back their power to build the character of their child as the words they know.  Each and every parent can ensure that their child can use words in such a way that the words flow with the same ease as the recall of our names, that each word flows like water, creating a more flexible human being, manifesting as fewer behaviors of resistance. Here, knowledge and information become a picture, overall, of what is here that is where we move and live our lives, regardless of what one believes in terms of one’s own cultural religious beliefs.

In a world where many basic cognitive skills are being made redundant because of technology, it is necessary to develop critical thinking skills in order to have our children enter into the job market and earn a decent wage. This is especially important for parents, as the inner development of our children means stability for us in the future. It is the greatest object we can give ourselves! Are we willing to allow/ hope-for  a school do this for us? That school is not going to be there when your child reaches twenty one, and no manner of blame is going to change the outcome. We are responsible for the character building of our children and the schools are not “ good or bad” they have just, over time, lost sight of, as have we, the importance of words and how words are the building blocks of success that focus us to a practical measure  of reality where we have a clear directive capacity in common sense of practical reality.  What we resist persists, and what we resist is simply not having the full story, the full measure of practical reality of which words are the perfect filing system or placement holder of measure.

We decide, and we have the tools to rebuild our abstract maps to be of equal measure to practical reality. Besides, it would be fun to do this, and the stability for the children and ourselves would create a home life that is of joy, as each can communicate and interact in supportive, fluid and effective ways, removing so much discord that is simply an inability to equalize in understanding each one’s unique perspective of this practical world in which we live and exist.

The Simplicity of the Measure of ABC and the Abstraction Builder as the MIND.

Language is a symbolical. It represents the world around us. Thus, if we have the units as the words, as the symbols, we as humans can communicate with one another. For example, if we know the names of the atom, and how the parts of the atom move, of which we need the symbols for as the words, we can explain to one another how the atom works, we do this by holding the parts and the whole and using the units of measure as the words, to create an inner abstraction. 

So, the units as the symbols as the words, explain how the atom works. If one does not know the names humans have attributed to physical things, measurable things, then one cannot communicate a “ meaning” an understanding about the atom. Obviously, if one learns the symbols and studies how they move, in word alone, or has the opportunity to magnify and watch the atoms, knowing the parts, one can begin to describe how atoms work from a direct experience. And, here, one still must know the names, the symbols as language given to atoms. Words are, in essence an organizing system that uses symbols.

As our attention is drawn via language to the measure of this world, we have a perfect filing system about this world as the words. Thus, the words we know are almost equal to our awareness, at present. They can also draw meaning from the physical world around us as they focus us, the action is symbiotic.

 So, words help to build meaning, and focus on how this world works. Words thus structure us within, order us, enable us to speak, to build meaning, and as we build understanding, which is meaning about the world around us, we become more stable, more able to self direct.

Does it then, not make sense that when children begin to speak, at around 18 months, that this is the time to teach them what they begin to do, as speaking, as naming each measure as words related to the world around them, as this is them ordering their world? Is this when they absorb the names of everything around them, so rapidly , as they are building the means, the abstract within to understand how this world works?

If this is so, then why do we place them in front of a television, where the actions bear no resemblance to reality? Do we actually miss the time in development, that is the abstract building time, as the words, and then, by default, try and go back and teach this, having to correct the abstract and end up spending years filling in the gaps? And would not the behaviors accumulate of uncertainty from an incomplete abstract as our abstract become concrete? 

And, is it hard to see through the limited abstract that becomes concrete, especially when adults and other children of same limitation, begin to judge and label such abstracts become concrete, thereby embedding such concrete limitations that take years to clear up, suppressing the life within - this ability to understand this world and build meaning, simply by realizing that the words we know are symbiotic in focusing us, and making us more aware of what it means to exist?

Can we redirect a child, in such a way, that the very fabric of our abstractions of reality, as our cognitive maps, are a measure of understanding built of the units of reality as words, and correct our children to focus here, and as such clean up so much of the behaviors that are becoming more and more of a disconnection - growing with each generation - from reality and from a beginning potency of presence all parents have sensed in their children and slowly realize they long for in themselves ? - Especially, since the advent of television, and an education system that teaches knowledge and information only without time and money for practical application?

This is Techno-Tutor. It is the means to rebuild, or to prevent as the best cure, the process of building the inner cognitive map of the child, the within reflection of this world as the words to order, the perfect filling system,  and build meaning/understanding of reality in such a way that a very stable child/character is built, one that is able to direct and as such build a self trust that can more than only withstand the test of reality, but also, do so with ease and with joy. You decide. The tool is here. Techno Tutor. Let’s get this done.

Empowering Parents to Build the Abstract Measure of Children

Children develop an abstract of the actual physical world that becomes a working memory by the time they enter school. This is why, traditionally, children enter a more “ structured” schooling system at the age of seven.  This working memory, is an abstract of all their experiences in the first seven years.

Another way of looking at the abstract, as a concrete memory, is to realize that the memory can only be a measure of reality, because this is what is seen directly. This is why children put everything in their mouth, because they are measuring everything. They sense the texture of things, how hard, how soft, learning density, learning any quality a physical object of substance can have. Within this, a belief of one aspect being more than another about quality as density/texture/shine/opacity etc. is really a value judgement. In certain situations one quality is more efficient depending on qualities needed. So, within a given context, one quality is more needed than another, but one is not better than another. And, a child does not understand these things, they must be given the opportunity to understand, directly and overall. An understanding based on knowledge and information alone, is not enough. And, even here, an understanding of consequences within all aspects of material used, even in an economic use of resources must be learned. To not do so, is to limit the child, who then becomes an adult who makes choices that are not considerate of life on this planet. And, I have to say, that if 14 year old children can invent things that solve problems from practices done by adults that did not consider the consequences of their actions because they were unaware of all aspects, then human beings are very capable of understanding the consequences of their actions in relation to existence.

But, if one comes from a background where this did not happen, and that memory of experience is limited within a development that was made aware of consequences on many levels, it would be difficult to understand this, and it would more than likely be considered impossible. Here, the extremes of development are then given a value, most often called talent, but it is really? It is simply, development.  It is using the sensing of the child and building a human who uses an abstract mind that is built having the exposure to many qualities within the physical world - on which that abstract memory that is the image of the physical world, was built.

Now, if a memory has the exposure of a lot of television, and economic stress, that child has little exposure and thus little development. Then they are placed in a school that attempts to build understanding through knowledge and information only. So, a child is asked to not only understand what is their working memory, but also, re-sort this and build a map without any context. This is a very very very slow process, one in which that child would become extremely frustrated and reactive, because it would be tedious to sit in a classroom for six hours only fixing an abstract imagination map without any context, as direct seeing and multi-sensory development. I would have to say, it is not only extremely difficult for the child, but near to impossible. Here, to label such a child as incapable is really criminal, because it is not the child, it is the nature of the system.

So, we have teachers, that also become stressed within this context. They cannot clean up an abstract of the physical, different in each child, and rebuild a new abstract mind, for each child, The very form of the classroom, with the curriculum demands, does not give the space and time. And the financing of a school, especially a public school, does not include extensive one on one interaction. This kind of interaction is very very expensive for taxpayers. A public school was never meant to carry out such a task. So, overall, it is the responsibility of the parents, it is what being a parent means. The school are there to help with this, but that is all, they support and aid the development of the child, but they simply cannot ensure that every abstract of reality being built as the mental map of the child is clear. And, as I said earlier, many of us are also a product of not having a really clear understanding of all consequences of our actions, had we then there would be no harm being done to any child anywhere on this planet. If a child can learn to play a romantic concerto on an instrument by the time they are seven, then this reveals the capacity of a human when given the structure and opportunity for development. And, television does not build a self directive human being, it builds a human that has all the measure of what is promoted. One example is sexuality. it is known that when sexuality is pushed at a young age this is what the child becomes the measure of, at the exclusion of other developments. This is not something to be allowed to be more than so many other practical aspects of interaction with physical reality. Our most enjoyable relationships are ones where we get to know all aspects of another human being, because this helps us to understand all qualities of ourselves , and develops our ability to see the physical world directly and participate in the multi-sensory abundance of what makes up this physical world. Which, in turn is how a world without children in lack, would become a world where adults live full lives, and not ones in suppression which is what a life of prostitution is for a human being capable of so much more. And it all has to do with what is developed in the child, as a clear abstract of practical physical reality.

Within all of this, why are we building values in children at a young age, where we only talk about friendship? Why are we not teaching our children that understanding the physical world in ways that do no harm to the actual physical world is done through understanding the physical world? Why not teach in ways  that give children direct access to the qualities of the physical world instead of only knowledge and information? Why is an abstract taught based on being “ nice” only , like it is taking a good and elongating it in space and time with stories in a classroom that gives little direct access and specific quality of physical reality teaching? And would this not slow down the child, because being nice is made huge, and the practical is given little space and time? This makes what is the measure as what we are doing in the classroom a difficult thing to point out, because the teacher who wants their salary, fears change, and so with the administrator as well, so the elongated measure that is a “ good” cannot really be disputed, yet if one has a more conceptual ability to look at the measure of all things, then this rendition of space and time through elongation, can be seen as a limitation that ends up creating a human being that is extremely lacking in common sense but able to smile sweetly and appear to be a “ good person.” This, overall, is a form of development that is criminal for humanity and the physical world that is the means of each of us to exist. Is this development the very cause of each of our  children becoming adults who smile nicely, yet have no real measure of reality, and then become teachers that really have no common sense development but are very good at teaching the measure of what they are which is to appear to be good at the expense of anything else? And we wonder why our recent graduates have no real practical ability and do not know how to work efficiently because they have never learned to use the ability of the imagination to create and build an abstract that can be mutable and flexible and mold itself conceptually within a direct context and thereby solve problems and as such be stewards of this earth considering all consequences of their actions, actually living a full life , using their sensory ability fully.

The real joy for a child, is to be able to understand multi dimensions as the qualities that are what is the composition of the physical world. It is the understanding that is the reward, thus no prizes really need be given, and all reprimand is the elongation of a mis-take, and not what is a corrective measure. An understanding as a measure of how the physical world works is needed to be walked again as this gives the child the opportunity to look/sense/measure how the physical works. There really is nothing else but this action with all children.

This is teaching a child to read. This is teaching a child to process the information that is the physical world. This is teaching the child that they are building an inner abstract of practical reality, and that they can as a sensory machine, interact and connect and as such, participate in life. This is what the child wants, and yet cannot voice, this is what each parent wants because this is what we would all want for ourselves.

This begins with words, because words are the units of measure as how humans communicate, as this enables a child to explain their abstract of physical reality. As humans the words we know must be many and must have a clear meaning as a movement and an expression. When this is built then words on a page, or on the internet, can be understood. Then, decisions based on an abstract imagination, as what the mind is, have a more stable conception of reality. And, here to realize that an abstract is not actual reality, thus cross reference is always a good policy. We need only look at what has been created as the present structure of men, to see, that our abstract minds are not equal in measure to practical reality, and that this is the way to begin to solve the problems of lack in so many children.

Given that the present system exists as it does, there is a solution to rebuild the abstract of the child, through ensuring that the words are many and of clear measure. This is the Vocabulary Builder of Techno-Tutor. Because of the present structure, busy and stressed parents can rebuild, and or build from the beginning ( 18 months) an abstract as the words that are the unit of measure of practical reality,  an abstract of concrete reality that becomes the directive of the child to process information with ease. This builds a child that has self trust, confidence and self esteem because their abstract is of equal measure to practical reality. The VB is extremely cost effective, and extremely efficient. If we build an inner map, as the concrete mind that is an abstract of practical reality, then we as parents, and educators have developed a child that can read with ease, and as such process information with a greater conceptual ability, eliminating risks that lead to consequences of harm to ourselves and the physical world in which we all live.

I would suggest to investigate the Vocabulary Builder of Techno-Tutor to empower yourself as a parent,  understanding that you can build a child that is confident, has self esteem and a directive capacity that is stable and functional, which can only lead to a child that is very successful in their professions and relationships.

The words we know, are the building blocks of understanding.

I watched this video, here. I listened to the language being used. Some can ‘fill in the meanings’ in relation to the words used, and infer what is being said. Some might call this 'literature' of the absurd. And, yes, it is a measure of what is happening in our society.

Now imagine that these icons, as the words used, have an inference to the character in the video, and that this language used  is real to the person using it.

Now imagine your generation or class, or nationality and the words as iconography used to convey meaning.

If two people came together and wrote out what inferences existed behind the words, would it turn out like a game of telephone where a phrase being whispered in our ears around a circle,  expressed at the end of the line was completely other than what was initially said?

Also, if we learn compounds as icons representing layers of value, which has a lot of inference, do we teach ourselves to see detail directly here? Or do our children learn to move as compounded imagery without any real understanding in common sense? And, does this teach discipline? It can’t teach discipline, which is why so many children have such a hard time actually being able to discipline themselves because they have no real understanding of detail. Too much ambiguous meaning has been given, without detailed explanation. And so many adults are unaware of their own conditioned inferences, expecting the children to immediately understand.

Also, within this, how can humans in their relationships communicate when inferences are not the same, and cannot possibly be the same?

If we look at the cultural decor in our towns and cities, on our media and in our films, we can see that we are being impulsed with compound imagery that reveals nothing about itself. Instead, we carry compound imagery, even as our language, that is smothered in emotional/feeling values that are very difficult to ‘see through’ and correct, especially for one teacher in a room of fifteen or more students, and even here, with fewer students.

Some may decide that mixed race classes are therefor detrimental. But this is just another layer of this problem. We live in a world where what happens to water on one part, eventually effects all the water on this earth, so humans need to be able to communicate and understand one another. And, humans need to understand the details of common sense living, and not be impulsed with words that become icons of values that are fuzzy in understanding reality.

Thus, we must rebuild our children, with the building blocks of words to have clear meaning in common sense of each word as a unit signifying an actual physical description because inference based on judgements about differences do not describe practical reality. I mean, we all know that  taking care of our world and our things, and respecting other humans, and even our pets involves practical actions. So, teaching words, with clear direct meanings, is how we build children that learn the detail that is what being a disciplined person means, one that can communicate and direct themselves.

And, how do we get through the memory of compounded words? How do we remove the definition of a ‘champion’ being ‘sponge bob?’  Can a child even explain what it is about ‘sponge bob’ that is champion like? No, would they, then they would not answer the definition of the word ‘champion’ with ‘spongebob!’

In all common sense, this is indicative of a complete disconnect from any form of processing skill. And this is happening to all our children, and it is what makes it very difficult for children to read. They are so overwhelmed with their memories that are not clear that the ability to process through and the lack of detailed orientation with practical reality is so unpracticed that to begin this development takes a consistent and exerted effort, one that many parents don’t realize because they too are busy, and one that A teacher cannot possibly clean up.

An example of how thick this has become is to drive into a city, and see all the signs plastered all over the buildings. the signs are of iconographic symbols that reveal no detail of life, this is in essence how busy and filled the minds of our children are. And we wonder why we must beg children to read, and push that reading is fun, when this should be a natural thing for children to do. If they can hold the clutter of imagery, why not have it be useful words that teach the ability to see in detail and thus allow the child to learn common sense and as this self direction, self awareness and self trust?

As, I said, listen to this video, and realize that we have a process to follow. And technology can help. We can refocus our children, at the natural learning ability - that which built the imagery of iconographic imagery - to place word structures in this memory/gps and then add definitions that are practical and have common sense, so that the child can read and understand detail- understand the art of understanding that living in this world and caring for oneself and others is a process of paying attention to the details of our practical physical environment. If word meanings are clear then that paragraph makes sense, and making sense if fun. All children desire this.

Many behavioral problems are due to a lack of ability to explain in detail what is going on within and without. And a cluttered mind of values has a hard time processing through these values and making sense of the words in front of them. Words are really much like numbers, they are the measure of movement in all detail of the world around us, so a paragraph is a description of the measure of the world. If our children know the words, they SEE the world. And then, they can be the best they can be. And this is what we all want for our children. 

We all want a child that grows into a responsible adult, because a child that lacks the ability to be self responsible is a child that parents will end up taking care of in a world where our pensions are uncertain with each passing day.

The words we know, are the building blocks of understanding. They are the units of measure that ensure a child becomes an adult that has a direct memory and as such an ability to solve problems and manage their world effectively.