Techno Colored Imagination to Micro Managed School Environments.

We have our children grow up with fantasy, as all the images of fantastic events and places. The fairy tales the precursors of what is lighted up in the use of lights as the media that in turn lights up in our minds. In this, the child develops an imagination without any real practical application. That imaginative world is something separate from practical living, from the earth.

And then, in contrast to this imagination constantly built, a child must enter a school and sit in a micro managed environment, where information is metered out in slow measure, where the natural inclination of a human, as what we do best, is to come up with new ways of doing things. This, by design, shuts down what a man, a child can do by nature, which is to be able to take in information and understand the form of it and not fear to change it in ways that make all of our lives function in more fluid ways. This is the manner of eliminating what is natural because a few have been allowed to monopolize in self interest having some measure of practical ability to manifest a dream that is in itself a separation from respecting real living as doing, as including the physical world, because the real magic is in doing things within all of reality, of which the physical reality is an equal part of and as. An act of self interest is to lie by omission as in how we are separated, which is to not tell the whole story, and to use story to build a separation. Nothing is good or bad, it is how one aspect can be inflated without balance into the whole. Some call this mis-information, or bullying one’s belief, or ego. This is how a monopoly can over time control, and need to control as each part is not in self honesty with reality.

In the stead of this imagination made larger than the practice of living, we become a cognitive dissonance of holding onto very limited forms because our natural ability to investigate and understand and create new things is all used up in a narrow focus of imagination ONLY. Here, the imagery is all formed, easy to manipulate and dream with, and something that is never really satisfying, because we have not created it, yet we have accepted it. We then lose the satisfaction of real doing. And we are able to be manipulated, where we take a job firing drones from remote locations, not having any exposure to what that really means for the life that is us in another life, on the ground.

Naturally, the behavior of a child in a school is going to be one of frustration. And because our media has become larger than life, in our daily lives, the effects of this are compounding, which is a compounding of attention deficits. And, because what information we allow ourselves to be exposed to, informs our self direction, we come to automate the information we allow to inform us. We all understand that to learn to play an instrument, we must walk the measure, in detail, until it is physically integrated - like learning to drive a car- so we do not have to think about it. Then we can expand and work with this information and change it, because we can take in new measure, and flow with what is here, respecting all things. The converse of this, as the means of mis-information, is to use this innate developmental means to program with information that lacks specifics that would eliminate mis-takes that are consequential in reaching our full potential.

I ask the question here; how can we, with the present measure presented in media - and the abrupt change into a classroom where information is processed without question and without context and done so very slowly - expect our children to self realize  and/ or retain, their own natural ability to understand and realize the real value is in doing? An this from a starting point of creating things that would improve all our lives in developing what is an innate ability to assess and consider the practice of living in a physical reality?

There was this article out this week, where a teacher of many years, after having her own child, realizes that she cannot send her child to a public school, because she cannot allow her child to become what she has experienced in a public school. 

http://www.today.com/parents/former-teacher-writes-viral-resignation-letter-encourages-parent-involvement-t54031

It is not that children coming together to investigate forms is a bad, it is not that an adult guiding this is a bad. It is not that television is a bad, it is what is impulsed within the ‘ tele-vision’ that must be carefully placed in ways that are best for all. The social forms are not to reject, they are to change in ways that realize the value is living, which is a value of doing in ways that respect all things, everything- the physical world around us and the ability of our mental imaginations to assess information from many sides, to ensure that what steps we take in this world cause no harm- which is to consider all things. And, we need one another to do this, as each person has a perspective that no other can have. The real superman, is the whole allowing the strength that is unique in each part coming forward. The full potential of each part needs the whole to manifest. It is that our potential is the sum of all parts!

Hence, each child must build a sound mind. As men, we order the smallest bits of information through words, as a word can sound multiple levels or dimensions of things in expeditious ways, more than a picture can. In many ways, a picture is composed of the smallest movements, as a sound that is a word. And, we are so in separation from this, we have forgotten this. The way back is to order ourselves as this small measure, which is knowing our words in clean and clear ways. When we say ‘ cup ‘ for example we mean a cup, realizing that a cup can come in many forms, yet remains the same basic form.

If a parent calls one cup more than another, projecting a value onto a cup, wanting to impulse a cultural value to hold onto what is really data, as a comfort that defines a personality, an imaginative past value, then our children become confused, because a cup is no longer a cup. And we wonder why our children have developed attention disorders, they are processing associative lines of cultural/national/historical values, inferencing values, a huge form of data that separates that child from reality. That cup, based on one’s cultural past, for example, was developed because of the regional clay, and the regional colors available, nothing else. This information has a value, because it shows what is understood within a region, yet is not something to define us. It is to remember the practical measure.

Hence, the physical world must in all ways be considered because it is the automation of information. That information must be assessed in every moment because it reveals what works and does no harm. What is in our imaginations is just this, an image, a picture in our heads, that is composed of information. When the end product as a form is believed to be more than the physical, it is following an idol before life information. In order to do, to live, one must become equal, or respect, and understand in detail, the actual physical world that is information showing what works and what does not. Being aware of the physical world allows self to become equal to life in formation, equal to what a past has built that forms the means of expression, which is the physical. And we understand that what information becomes our exposure, is what we program ourselves to become. This reveals the means to the end of building a sound mind that is able to be grounded in the practice of living on a physical planet.

This is why a child is not born with language, or culture, or religion, because they are born as sensing the physical world and learning to move with and as it, as this is how we learn to crawl and to walk, eventually accumulating enough experience as movement, to realize that each small movement has a name, a sound, a measure that men use to communicate with and as. If one movement is uncertain, or not balanced out in respect of real living, then that accumulates and causes a cognitive dissonance, building an inner emotional body that inhibits  because the automation of it does not fit into real living and has the consequence of separating the child from what is natural, an ability to assess the physical and practice what moves them in living to their utmost potential- thereby realizing the sum of all parts is how each part realizes itself as life information, which is real creation.

Because our bodies build through neurological development, we can rebuild what is a cog in the wheel, as our mind consciousness. We can use technology to rebuild this, as each man is generating a measure that is not what allows direct seeing of life information as the physical world in which we actually live.  Our neurological development is change in action, it can remeasure to build a cognition that can assess information with ease, and, at the same time - just like driving a car- assess the outer world, ensuring that consequences of action lead to no harm and respect others.

The fairy tale, the child’s tale of Humpty Dumpty states this scenario, that no one can rebuild what has scattered self from being self responsible, and hence be present in reality but self. No school can do this, no hospital, no one, only that presence inside one’s self, that presence that learned to crawl and to walk and talk, before a cognition of limited - yet not all bad - information informed subconscious mind and was accepted and then followed to direct the presence as that child that learned to crawl without any text book micro-managing this movement.

There is great joy in being self responsible. That joy is a natural state of being, one that self must take back through a process of deconstructing what has been accepted as a truth, and reconstructed in practical measure, of which the words we know effectively, can be the means to remeasure our inner structure to be in equal focus to this place we spend our lives living, the physical world.

What happens to the memory of the child as they participate in the world?

What happens to the memory of the child as they participate in the world?

As parents, do we realize that our absorbent children take in all the measure of us, as our beliefs, opinions and ideas? Do we realize that we were born without language, or culture or race or religion? Do we realize that this is all a measure based on a past, as traditions, that we bring from one generation to the next? Do we realize that we move as what we were exposed to in our early environments to such a degree that we become our parents as we grow older?

If we learn by imitating, by taking in, the world around us, we can see that every single movement we move as, becomes the child, because the child mirrors everything the parent does on a cellular level. That is how great our capacity to take in form exists as. So, do we as parents, carefully watch our every move?

An example; Let us look at a moment when one might be exiting a car. The day previous to this was busy, and the traffic slow. One stops to get some gas, pulls into the bumping bay, and opens the door to step out to the pump. As one shuts the car door, with the child/baby sitting in the back seat, there is a rush in the way you as a parent moves within shutting the door. All of your frustration and anxiety is loaded into that movement of shutting that door. One may notice that one shut the door with more energy and drive than one expected, as one was thinking about how one was late, and the day was not moving in expected ways. All of this is memorized as a movement by the child. All of it.

Later, perhaps two weeks or so, the child is playing with something on the table, and suddenly moves in a rushed way, filled with what was imitated, as what was memorized and what was taken as modeled as sensed by the child in their world. The child accidentally, knocks something off the table, because the energy as the model of the parents become the modeled behavior of the child. The parent then yells at the child. The child is confused, because the child was being what the child had learned, had imitated, and the child does not yet understand how this all works, nor does the parent.  Thus the child is blamed for their action that was a model of the parent. The child taking in and moving the same way. Is the child going to develop confidence in such an event? Is the child learning to respect and participate in their world in effective ways? No.

Thus, the child becomes value judgements as the measure within. They become the stress of the parent. They become that inner stress, to the extent that they miss the practice of being present here, being aware of the world around them. They begin to lose their attention to the practical world. And then we parents, reprimand them for this. Can we really blame them, when we were the model of the separation? Can this same process be handed down generation after generation? Yes.

If we begin to understand this, we can begin to understand the accumulation of attention deficit dis-orders that grow, perhaps exponentially, in our children. It is, very simply, that the measure as the experience of the child, is not equal to the measure of the world around them. On the side, many of us realize, by the time we sort all of this out, when we are older, that this did not need to exist from the beginning. We can blame our parents. Is this a solution? No

What would be a solution?

To ground ourselves back into practicing being an intervention that directs our focus back into the practical. We can use the structure as words, to be the real measure of ourselves here in this life we must live as what we are. We can rebuild our inner measure, through bringing that energy that is not equal to being at ease in our worlds, back into a measure, using words, to become ‘ small’ enough to see the details of living, and thus enabling ourselves to move with self confidence and ease in our lives, realizing that we can focus here, and learn the real measure of living, to then not fear learning anything, meaning learning about what we really enjoy doing.

If you could have the power, and the means to build a child, to see directly here, thereby having a superior memory, and building self trust, self confidence and self esteem, what would that be worth to you? You would not have to depend on a school, you could make sure that your child was sound, was structured in a way they could learn, choose and succeed at whatever they wanted. They would have the freedom to choose, because instead of being anxious, insecure, uncertain, they would have an ordered memory, the measure of their experience, that enables them clear self direction.

Only a parent can ensure that the child reaches their full potential. Everything a parent does, is absorbed by the child. And this takes time to clear up when it is not grounded and at ease. Since prevention is the best cure, why not use technology, that never gets tired, never has a stressful day, help you help yourself, through ensuring that, via words as the perfect tools of measure, are without all those emotions one does not realize are in every single movement and is being learned by the child, by association- imitation- mirroring, to make sure these words are clear, clean, stable. 

The means are here, and they are very cost effective. It is what each would have wanted for themselves. 

How do we Learn and what is the Absorbent Mind?

Attention Deficits and Developmental Delays Mirror the Absence of our Presence. A Structural Lack?

Our children become what is placed within them. So. I ask, is the information that is flowing through our media clean information? Is the measure of it what leads to clear direction in practical reality? No, not by any means is it clear, not by any means does it show what living reality means.

We send our children, some of us, to universities to study information in a box, which is selective information.  In critical literacy, we understand that where information comes from, who the generator of the information is, reveals why the information is formed. In this respect,  we can realize the point of a school system that begins at a young age and continues into adulthood in separation from practical physical reality. This is a way to eliminate competition, which is why this model’s inception began with mass production. Mass production is not bad, but when the value as money is allowed to be sequestered into singular points and does not flow evenly, then this must be hidden behind many justifications that can only be deciphered when the pieces of the justification are understood in clear ways. The best way to hide what is right in front of someone is to cloud it with information that is a game of value judgements, and then to teach those value judgements. This is done using parts and leaving out much of the practical detail within the basics. This is to say that the chaos is of limitation, a lie by omission that uses comparisons in subsequently impulsed information that lacks details. And like the ability in feral children, who reveal the absorbent ability of humans when placed in environments, we absorb  the measure of what is presented to us. This means that we become the measure of the detail given, that we are exposed to, that we are directed to look at, and this becomes what directs us. Thus, the information within our experience becomes what directs us. We become our experiential map as our past.

Having been a parent, I remember being concerned with whom my children associated with. I preferred that my children associated with children who had a larger vocabulary and more exposure to reality. These children usually were more verbal, and more able to participate in things and follow through. They were more willing to admit mis-takes and stand up and continue. They had less reactive behaviors. One example is a boy who would walk away from a simple backyard sport activity. he would quit in the middle of the game too often, when he felt he was not leading. This was disruptive not only within the game, but also because the support offered to keep the child in the game was one that demanded attention on that child that quit. I noticed a pattern in this, and noticed that children at that age were often willing to coax such a child our of their fear of loss. Children also, will attempt to help such behavior, but they also will get to a point where they recognize a pattern and recognize that attempts of support have been made and not taken, and eventually return to, as in this example, playing the game. When the same behaviors come up, they simply stop asking. Someone can come along at this point and think the children mean, but in effect, that child has been supported in so many ways, and simply refused to change. It gets to the point where remaining with the child and their unwillingness to change their emotional patterns means the child will be left on their own to sort out their limitations. It is to let this happen to some degree, because the child has to realize why they are standing on the side. Unfortunately, in our system time not spent doing , is time lost. Such a child is already impulsed with beliefs that are determining behavior. The child I speak of today, is a young adult now, and yes, he moves in very slow ways within finding a place in society to be a responsible adult. 

This child on some level had an idea about how he should be. He had an idea about how his actions defined what he was. When the idea of what he was, was not playing out, as in how he was scoring in a game, he quit to hide a loss as an idea in his mind. His value of himself was based on winning points. He had no connection to simply playing the sport, being present and taking in the measure of the physical practical world around him. Already he was impulsed with a limited measure of reality and when that within did not match the without he hid in quitting. This hurt him more than anyone else. Also, I would watch his father support his backing out, justifying it. I knew that the father was also very worried about his son making a decision to live with the mother, which meant the father would have to pay child support. So, this layered value system determining actions followed an agenda, a map of belief, that was not one equal to the practice of becoming equal to the measure of reality. In reality, practicing the measure of the movement of a ball and the interaction with the bodies of the other players, is a natural consequence to living, one that comes after learning to crawl and to walk and to talk, it is learning to move what has been learned, to move in ever greater circles of awareness, a really cool thing, and one that will have mis-steps where one falls down because this is the process inherent in the machine of learning to exist in reality. Somehow we have all allowed values to impose on this process and limit through forgetting practical living for ideas and beliefs that come to define us, and have been made larger than practical reality. The outcomes are what we have existing in our children. Our modern dis-eases of lack of attention, in some children compounded to such a degree that they are autistic. Thus our autistic children are showing us the degree of our separation from the practice of actual living.

I was working with a family that had an autistic child. During the meeting, at the beginning of the meeting, a phone call from a daughter interrupted the meeting. The daughter had a problem with her car. The mother, became so engrossed in the daughter’s problem that the meeting ended before it even started.  The problem with the car, I later found out was not really a big problem, what was big was the reaction to the problem. This reaction occupied the behaviors of the mother and eventually the autistic son joined in. Both the mother and the son ended up pacing around in the kitchen consumed with the car problem. This lasted for about 40 minutes. In the end the solution to the car problem was a simple one, one thate just took some waiting for help. It did not need to endless conversation about possible outcomes and “ what if” scenarios. The frenzy generated of fear took the body of the autistic child and the mother and turned them into cycling bodies in a kitchen. If this is what is impulsed as the measure of experience in a child, they become this, and every movement in time and space becomes a relationship  to that measure of belief consuming the beingness of the presence of the person and they then have this behavior in all their actions, and the consequences of this slow down the real development and are hard to change once imbedded because what we practice is what we become. What we practice becomes our habits.

In both cases, emotional values as beliefs were being practiced, which means lived again and again, until they became habits that defined the personality of this child. These emotional practices became the definition of the child. They DEFINED the behavior, they regulated the behavior. The measure of them could be revealed in the behavior. If this emotional value as idea, as belief rejected practical movement as that same movement of learning to crawl that was done in the majority of children before any personality emerged, then the ability to measure practical reality existed as a natural state of being before the ensuing beliefs of value judgements came to limit the behaviors of the child that then lead to personalities that moved very very slowly in bringing themselves back into the practice of actual living in practical self directive ways.

When we react to this, it is because we fear this defining us. we fear these that are in actuality ‘ limited measure of reality within that is instead filled up with value judgements made larger than life.” We fear this defining us, or consuming us, or not supporting our own personalities. We all understand this, we all see this, yet we are as consumed with this within ourselves that rarely do we have an insight into the depths of this overall in our every day lives.  This  has compounded over time, especially with the advent of sending children to schools that are boxes imparting knowledge and information only, and a media that impulses values through imagery and information that we all know is questionable. We have forgotten that what we accept comes to define who we are.

This is why it is so important to build the character of the child to have a clear mind, to have a clear information map within them. This is why some children have more confidence and self esteem that is visibly and measurably evident in their behaviors, because they have had more of a sound mind construction. And it is something that is constructed, were it not then private schools would not exist, nor would tutors and summer camps etc.

What are the indicators in all the research that look at measure and realize what is the signature of a sound mind which is a more sound character?

It is the amount of units of measure, as what focuses us and directs us, as the words we know, and I  mean more than knowing a singular set of words from one profession because one can learn vocabulary within a profession and have no other relationships to words and thus relate everything to that one profession believing that the answer is within their set of words. This is a misnomer, because everything is interconnected and the focus back into the practice of reality means focusing on practical things which ironically is what interventions are and do, they are the practice of focusing a inner measure that is in separation from an outer world. 

Overall, this is why the process of building a sound mind in a child is so important. And this is why vocabulary is the key. If a parent slows down and directs the child with patience explaining how things in the practice or real living work, using the correct words without adding emotional values is so important.

This is why an aid that bypasses the experimental memory that is the measure of the child, building the personality, can help in the building of the character of the child, or correcting the personalities that are a measure that is pulling the child away from participating in ways that provide development and opportunity for the child. In understanding that we become the measure  of our experience, and that the language we use can be impulsed with emotional values that consume the attention and distract practical movement,  we can use this understanding to rebuild the cognitive/experiential map of our children to refocus them into a practical measure that can build a character that can withstand the test of time as the practice of actual living. This brings the presence of the child into reality. This then would build confidence and self esteem, which is creating an asset that brings a sense of pride to the parent. This is reprogramming what has been generated in the last hundred years in the design of our public schools and our ubiquitous media to regenerate the absorbent ability of our children into seeing the parts and the whole of reality so that the child becomes a character with a sound mind,  a character that can think critically and take the clear parts and become creative with them, which is a child who can solve problems and improve not only our lives but the world in total. 

Techno Tutor is the means to do this in our busy world, where each and everyone of us has become separated from the practice of practical living the separation from which occurred slowly over time to the point where we are standing in a forest and can no longer see the trees.  Our attention deficit disorders and developmental delays are showing us the degree of our separation, and the answer is to rebuild the experiential measure through vocabulary because this focuses without and structures within. If you could be self empowered to do this for your child, and give this understanding to the child and allow the child to become self empowered themselves within this, would that not be the greatest gift anyone could give to their children, because is this not what you would have wanted for yourself? And, is this something you can also give to yourself?

The solution is here, and it is Techno Tutor.