Our present education system separates us from our natural capacity. What is the solution?

I realize that within cooking, when I have worked with physical cooking, I remember the basics in what it means to cook. I realize that even the flour can differ from one country to another. The amount of moisture in the air can change the way a flour works. And, that no two flours can work the same. I am sure, that in the past, when a food was harvested, just as we look at grapes that turn to wine, there was an awareness of the differences in the very nature of a given harvest food. After all, it is still a tradition to look at how the Adelweise grow in the Alps, to realize the weather for the coming year. Somehow, we have lost the sense of this, as so many products are so standardized and rendered dead to have a greater self life.  In nature, things decompose into their component parts for a reason; to circulate building block elements of all things for continued use.

I read this study, where in relation to words, a person can improve processing movements in the brain when they are physically engaged. It is as though more use of the senses increase processing of information, which would mean that ignorance is built of limitation, as having information transfer with less  sensual dimension, actually causes a slower processing speed, which in turn, if practiced, acclimates, and compounds, and becomes what one is, and all that one sees. The perfect means of control , like locking one’s self in a singular song of a singular tempo, and not being able to see outside of that. Or, one has to put an effort into changing how one acclimated to a ‘ math’ of a specific meter, and then forgot how it was done. Then, changing that ‘ math’ / tune appears to be impossible. It is difficult to move from a moving object onto the ground. Yet, this is similar to what it is like. In this case, it is like moving from less awareness into more awareness.

In this report here, when one engages physically, a word can be processed from 1/3 of a second to a tenth of a second. In this reality, in this information age, 1/10 of a second is a huge improvement. Imagine building this skill? And, imagine relating words to reality instead of memorizing a definition? If one could practice the spelling as the words with consistency, and reference, as define with a direct connection to the physical reality,  one would build stable ability to quickly recall words, and retain what is essentially a natural connection to the qualities of nature, thereby potentially restoring what has been lost, as an awareness of nature in all her variation and the balance therein.  In essence learning a set body of information, building a memory of information alone allows for great control of information, and has a tenor of moving in a counter rhythm to reality. One builds a false idol composed of information without practical application and the science behind the brain backs this up. This is also why a person while playing a musical instrument involves all of the brain. The research in music substantiates this, as people who study music, tend to make better managers, and are more able to spatially problem solve. It is, basically, which is very cool, all a math, a kind of quantum math. And, it means that placing children in a room, to study in a way that makes a body of information concrete through abstraction, by design, is a method of information control. Such control, where the parts as learning make sense, and are not ‘ bad’ are as parts within a whole, the very act of, in a scientific way as to how we work,  shuts down a natural ability to learn with greater ease, about how this world works around us. It is a crime, basically, on the human spirit, to teach a child in a box. It is not working and it cannot work. Children need to utilize all their senses and engage, embrace, connect with the physical reality we call nature around us. This is the means to realizing a natural learning ability and by extension, the potential to do, absorb, and commune with a capacity inherent in the very design of a human being. It is as though what we are doing moves counter intuitive to our very natural capacity. The consequence of of our separation into memory processing alone,  is why, as we age, we slowly, yet surely, lose our spatial ability. It is why we find it more difficult to drive, to meet people outside of our cultural and experiential comfort zones. It is why we have so many problems communicating with one another. We are in separation from who and what we really are. Religions have spoken of a veil, that veil can be called out by name, in practical, mathematical terms. We become a manufactured system of doubt, that is a consequence of misinformation and a mis-use of the mind, as imagination, our mental system is one of ordering, it is not that of us that senses. We learn to live in that mental projection alone. 

http://psychcentral.com/news/2016/12/28/grasping-for-words/114413.html?li_source=LI&li_medium=hot-topics

This is also why, knowing our words, which are things, because this is what humans use to communicate,  must be so well known, one need not have to think about them. It is why, what is larger than the words in many ways, is this reality around us, that one we are shut away from when we spend our days, as the early foundational years of our lives, in an enclosed box, wth a set body of limited story, as singular perspectives that have value judgements about what exists instead of understanding something to the extent we are in agreement with its nature, to thus expand within ourselves into an awareness of this physical reality. This physical and practical living space is where we create, this is where we realize, especially with such an inner structure in reciprocity with nature, we realize there are no real problems, only solutions. This a hard thing to realize when the very rhythm of self, as that inner experiential map, has accumulated behaviors of seeing only the lack- I mean what else would be built from an experience of being in that closed room of sensory deprivation and a story that cannot be argued to be false as it is not untrue from a certain perspective, yet it is a limited perspective, a lie-by-omission that causes doubt because things are missing, creating self doubt. By design, it is the manufacturing of doubt- and it uses words and builds a system that moves by association in a bubble. This a inner bias counter to seeing reality directly. It is done, and accepted by each, with sound. So, this can be compared to music. I mean, why could I sight read so many notes in my teens and not do the same with efficacy to and towards words, when I could see that something was happening to my peers? 

This is why, as I have experienced, some autistic spectrum children that have managed to learn to speak, as the body will over time self correct when given some space, as this is the natural life within, these autistic children speak such things as teaching being speaking of real experience. Or, an autistic child speaks of not being able to look an adult in the eye because they cannot bear to look at what is in humans that is what I speak of above, that is a personality, a personification of a story of information, moving in a colored busy seeming movement, intangible, yet polarized and overall sluggish. They cannot look because it is essentially counter to life, to being of a solution mind set.  Who wants to look at the focus on lack, a focus on blame and spite, self pity and jealousy,  indignation, and anger? Would this be pretty to look at? In a way, some autistic children are so cognitively dissonant that they, while trying to sort themselves out, see around the chaos, and though they cannot define the math of the separation from within, they can see it with greater clarity, which is why they choose not to look people in the eye. Forcing them to do so, is forcing them to accept the unacceptable- which is probably why so many become nervous around them, because it makes one aware of what one has accepted that can no longer be hidden in their presence. Some, give up, and begin to live in their imaginations alone, because they see no way out. The very act of stimming, is simply a more exaggerated movement of personality constructs within the so-called normal. If we look at all the pains in our bodies we can realize they are us physically resisting what is a natural ability to sense this world around us. 

The way out, is to direct our focus onto the physical reality. As accelerated learning techniques reveal, it is to change the focus within to our immediate surroundings and what happens on the greater stage of this earth, as other countries, and as how things are moved around this globe. Meaning how money moves, how resources move- those resources that are moving constantly, while needed resources never seem to make it to war torn areas. It means to engage the physical body, just as is natural within music. It means to take more time in one’s surroundings and less time watching information flow through a box. It means entertaining the self, with physical reality. It means learning the words, for these things to communicate and do the real math of life, where naturally full sensory engagement is a faster way to learn. When we read and speak and listen and touch we remember a much greater percentage of our exposure. The world around us speaks to us, as the nature of itself, yet we are not listening, we are not engaged, we are not accepting the inherent physical capacity within ourselves as who and what we are. Is it no wonder so many children act out in school? It is, and one can delineate this, based on science, that placing a child in a box, to learn is counter to real learning. One cannot know a tiger in a zoo, one cannot memorize how to play the violin and then suddenly be able to play the violin. For parents, the cost of informing a child into a state of lack, as what this is by name, is very very costly. The costs of lack, in this age, will create a child that will end up living at home well into their adult years. Very expensive. Remember, there are more honor students in China than students in America, and India is making choices in teaching that meet the more natural needs of how a child develops. Also, they do not have a huge entrenched bureaucracy, it is easier for them to do new things.  Therefor, it is up to parents to inform their children, and/or stand to change the local schools while the schools remain in the hands of the communities, where people are selected to be on the school boards. 

Because we are all products of this system, and because we are so capable of sensing, we absorb what is this that is a mis-information in those around us in our developmental years, so we become the same, not understanding how we actually work.  And, to deny that we can know how we work is to resist the means of this all around us, as that media and that information being memorized in a box, because this framework of information is presented in bias creating platforms away from this natural world. Thus, we know. It is right in front of us. Because of this, we can use technology, to inform us without us absorbing chains of emotional value judgements clouding us into a ‘ song’/measure/tune /meter that is counter intuitive to nature, to the practical, to applying our actions in accord with the chord of nature.  Our measure of separation causes, by design, a bias from real awareness, and occupies the ability of our natural presence to expand in awareness of reality, because we are caught in juggling a manufactured doubt that is limited information creating a misuse of ordering done in our imaginations.  We can use technology to build clean placeholders of information, as words, to have a clean movement of associating words to reality. Thereby, using our presence, as our spatial ability, to remember itself to nature, this reality, this earth, as see more directly how things are moving on this earth, changing our perspective, with ease, to many angles, the near and the far, and processing more clearly what information in spoken and written word comes towards us. If anything, we adults should have more presence as we spend time one earth, not less. 

If you had a tool, that enabled a retention of a natural learning ability directed to process this reality and the spoken and written word, with presence, and with ease, to realize - or to retain - a natural sensibility to space and time, as the imagination processing and ordering this world, like a ski pole orders a subsequent movement, or a metronome orders a space to narrow a focus onto small actions, what would that we worth in this age of information that is also the age of acceleration, where automation is taking those jobs our schools are locked into teaching through burdensome bureaucracies that change incrementally like an emotional lag, and are, therefor, not in synch with the jobs of the future, that will be jobs that demand critical and creative thinking skills, that is when a person has some use of ordering things in this reality with a greater speed and ease, what would such a tool be worth? Ask yourself what the costs of not having this kind of development would be for your children.... and for yourself. 

If you can hear what I am saying, and would like to build a well informed child, send me a note and we can work together to get this done.

https://medium.com/modern-learning/9-elephants-in-the-class-room-that-should-unsettle-us-8335b2cef9aa#.11mluu6wy

https://www.psychologytoday.com/blog/freedom-learn/201612/why-our-coercive-system-schooling-should-topple

http://discovermagazine.com/2013/may/13-grandmas-experiences-leave-epigenetic-mark-on-your-genes#.WEK4uAaOIlA.facebook

https://qz.com/866352/scientists-say-your-mind-isnt-confined-to-your-brain-or-even-your-body/.

Thank you for reading! 

How do we learn and what is the absorbent mind, our natural learning ability?

How do we learn? How did I learn to play the violin? How did the children I taught learn to play the violin? How did I teach the children in the schools?

We repeated what was being taught, which is within the direct instruction model. We introduce the material, we explain the concept- the form, the structure, the design, the object and its way of moving. We repeat this. We show examples. We hand this over to the children to ‘ move as’ by themselves. We, sometimes in our current habits, send home more examples to practice, to repeat. This is the practice in step, of repetition.

Our research makes it clear that children who have the opportunity and exposure to hearing/seeing/experiencing more variation in words/vocabulary, specified subject matter- such as parents who have studied science, or music, or golf - tend to have a greater capacity to do that to which they were exposed. And since the behavior, as the know how, of the parents and their focus is repeated again and again, that absorbent mind of the child will pick this up and imitate it. So, we learn by repetition. That is the base. And we know that children have very absorbent minds. We understand how rabidly they can learn languages. We understand that a child who grows up in a home where there is a lot of music being performed and practiced and talked about will often begin a musical instrument and within 10,000 hours have mastered that instrument. So, by the age of seven, with consideration to allow the child to become what is around it, and practice the structure, which is bringing awareness into the form, which is integrating this into a structural memory within to build neurons that pair back and expedite the movement of the informed awareness structure, to become that protege- as the word we use to describe someone who learns something at a young age. 

Our feral children are the same, they become the measure as the focus of the sense practiced in becoming the space and timed measure as the behavior of the host. So great is our ability to learn, to sense the world around us and order this when given the structure to experience and model again and again, in its application and form. Thus we learn by repetition, and within this we discover our physical bodies and learn with mis-takes as a natural part of this learning process. A child falls down many times before they walk with ease.

This also begs the question as to what we are doing with this sense that can become the very form and practice repeated again and again? Is our natural learning ability something like water?

Is our ability to absorb extendable to forms around us, just as that feral child imitates and repeats with trial and error, with and as this absorbent substance that is a sensory mechanism practicing the shape and form and movement range of the world around it?

Thus, if we place our children in a box, a classroom, for 12 years, expecting them to learn through abstracting about knowledge and information ONLY, what are we creating with this absorbent natural learning/sounding/modeling.practicing/reflecting ability? Since we become what we practice, do we end up aggrandizing what is a singular good into a limitation? Are we making this good-turned-limitation as this practice, larger than that used as a movement to model/absorb into thinking as abstracting as imagining ONLY? Would this not create a disconnect from reality? Would this not be the imprint passed down from one generation ( as this is what is generated) to the next? Thus, would that child not have to sort out living here in physical reality in practice and the generational information? Would this cause some chaos if that generational imprint were lacking in a sound structural memory of the practice of living as physical states of being that is what our lives are while we are here on earth?

Can knowledge and information be manipulated within such a systemic design? Remove that absorbent ability from the practice of living, and inform it through spaced repetition- as going to school and sitting in a room, shut off from the physical natural world, and practice through spaced repetition the form of imagination use ONLY, until this becomes the means of seeking direction and the information of self structurally. Where does this end up? Would this not be attention away from practical living? Would that memory, or could that memory, fill up, like a computer?

How many have noticed that it becomes more difficult to be flexible as we age? How many have noticed that as we get older, things we could do before seem to become more and more difficult? This is the same as saying that moving in our worlds becomes more difficult. We tend to want, narrower comfort zones to remain in as a consequence. Why would this be? Could this be that our memories, as our experiential maps, as our repeated structural cognitions are limited and done from imagination ONLY, as we were taught to move, by systemic design, to repeat- is this like computer memory, a stagnation, that eventually fills up?

This begs the question. If our focus was on the practice of the form as what we are, as sensory physical mechanisms,  could we cross reference the physical reality, and realize memory as our imagination for what this is, and ‘ wipe’ the slate as memory clean with each use so that it never gets filled up? Would this not mean understanding memory for what it is, and practice becoming the forms around us, and using memory, cognition for what is really is? 

How can we transform our present practices into what would allow the full potential of this mechanistic ability? No one wants to lose their job, no one wants to limit this in a child either. We cannot continue to move as we are as our educational structure, because the consequences of this practice of placing that absorbent unique expression of our children into thinking and abstracting and memorizing ONLY, in a box, are manifesting as all manner and degree of so-called attention deficits. This will only compound more, and we will become what we make movies about; zombies. What is a zombie really? It is someone who is not present in practical reality, it is someone ‘dead’ to common sense. And does that memory, consume the flesh of the physical body that was the means to absorb the world and express as a physical state of being? Do our so-called fairy tales reveal to us what we are doing as in what we are accepting and allowing?  Can we not see the forest through the trees because we are all products of this separation and mis-use of our absorbent ability? When we have interventions for those already genetically and environmentally cluttered, and existentially placed into a method of practice that continues the lack of structure through a slow motion of  in-form-ation,  do we not see that we are in effect slowing down what was a natural inclination to realize the practice of movement in a physical formation that is what we are?

On another practical front, when we teach compassion, and the benefit of the golden rule we teach in our schools, to give to another as one would give to one’s self, is this not an admission that we have this capacity to with our natural ability to take on form, be able to sense the form of another even in their actions as dimensions of what it means to be focused here? And does this not show how we become the measure of our parents and that this substance is the mechanism to be and do this in practice here? If we use this to practice living in grounded practical ways, what would happen to our overall living with one another? Would we become this golden rule and realize that this is the means to reaching our full potential?

To reground and refocus we are going to need help. We can use what we have externalized to help focus us, reform us, back into a practical measure of living as what we are. We can use technology to refocus us, to rebuild our cognition- our directive information within. We can use the great plasticity of our physical bodies to reform ourselves structurally to walk the process of remeasuring our absorbent fluid self back down to the ground, so that those interventions are no longer necessary by the time the child, the man, reaches a certain age, because the child will begin to realize how this works and be able to self direct and consider all things, taking that which is good and does no harm, because they see directly, because they are living the smallest measure of order, they live the words they know as the placeholders of the information of reality. It is there right in front of us, we are the words we know. The more words a person has had the opportunity and experience to encounter, in variation, the greater the potential success of the child. Words create a structural navigation system, when stable and sound that fluid absorbent mind/self has the means to focus and practice living here. The words are living words. This would be a life of joy as this would be a child who could express their full capacity, that joy of communion with actual real living. You decide. The tools are here.

                We are the measure of our experience and words are placeholders for the measure of our  

                                          experience. We then build a sound mind/cognition.

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.

Words and numbers as coping skills. Do we lack focus ability because of memory? What does the dis-ease of ADD attend to?

Words and numbers as coping skills. Do we lack focus ability because of memory?

Words and numbers are coping skills, without them we lack the tools of defining/definition. As a consequence, we cannot recognize the words and read the paragraph and make sense of the text, and answer the questions or direct ourselves with the in-FORMation of the text. We cannot even relate that inFORMation to reality because we cannot make sense of it because we do not know the words. Perhaps, we think we know some of the words, but if we learned a word, for example, listening to spongebob, or playing with another child that had watched spongebob, then we might not have learned a clear meaning to one of the words in the paragraph. And even here, look at the word para-graph. Words on a page are a para ( projected) graph as a description. The words are one and equal with building understanding and delineating the world around us so that we can COPE here, so that we have a direct memory, here. I mean, one can cook a meal in one’s head, but that does not put a meal on the table, one must work with the physical world to actually cook that meal and place that meal on the table. One can read about cooking, and one as this, learn about cooking, but this only helps one if one can read the words, order them and then use the INFORMation within to direct oneself. I mean, writing is a cool way to share information, especially in a world where apprenticeships no longer exist. But even in an apprenticeship, words are measure of space, as ingredients, is important.

As this, a paragraph is much like a memory, a picture, of the actual physical world we are in. If we realize this, we can see that the para-graph is words that graph  description, in that it imparts inFORMation-about /describes-how to under-stand what is right in front of us, as we walk in the physical world around us, as we go to school, as we go to work, as we interact with one another. So,  word recognition that has clear meanings to each word, and a broad vocabulary, enables a child to under-stand any para-graph read/heard, and as such has developed coping skills. And, it is to realize that memory is a “ playout” system of assembled information that, if an accumulation of unclear meanings, and/or an assembly of compound pictures - like spongebob - becomes an inFORMation database it will take years and time to sort out and clear up to the point where the child can cope.

Here, think of our memory as a carrot on a string, a meta-physical/para-graph assemblage of our exposure in our first seven years. Is our memory clear, is our memory a direct memory? Is this memory equal in under-standing/self-direction capacity? No. It is like a memory that is a ghost in the machine that is a data base that we reference that has no real clear directions.

Yet, physically, we are using this, we are relating to this memory/data base. So, if a child cannot read a para-graph, they are obviously out of balance of common sense, of equal balanced sense of themselves, and the information in front of them. This means that they cannot balance themselves out enough to be divergent thinkers. They are, “ out of whack.”

Yet, they are actively assessing with their data base as their memory. So, something, a sensing self, is present looking at the memory and looking at where they are. This must move very fast, because to be in the process of balancing this out, means that something is aware and directing. As time goes by and years are lost, the child becomes an adult that wasted time sorting all of this out, losing development time that allows the child to learn a skill and then go out and make a decent living. If not, the parents end up taking care of that child for years. And time is money.

Now, we can begin to understand why parents will pay thousands of dollars to send their children to private schools, and tutors, because they understand that words and numbers with clear direct meanings are the building blocks, are coping skills.

So, how do we access the “ reader” that has an attention divided between an unclear/compound image memory and here? How do we clean this up? ( It should have formed from the beginning as such!)  How do we get the child to have a word recognition that has clear meanings so that child can cope with reality and as this build self trust, self esteem, self confidence?

How do we develop a direct memory? How do we get the abstract as memory equal to the concrete world?

We take the “ sensor” self, and we practice that focus onto words and numbers, without any other values attached as pictures, and we then give a direct meaning that is practical, bypassing the memory, building a memory that is an abstract of the concrete world.

Thus, reactive behavior, is a gift, because it shows us where the child is unclear, where the child has not sorted through what inFORMation they have accumulated as memory in such a way that that information makes practical sense enough to direct them.

So, if we move at the sensing self, natural learning ability speed, we can get the words through the “ carrot on a string “ memory, remediate - just as a dancer must practice a move until it is understood physically/ and a horse trainer must show that touch is not harmful - and plug in a clear meaning/directive to the point where word recognition becomes the cognition ( awareness) of the child. As such, the child develops a direct memory. Their building blocks as the words they know are clear, unfettered with values of good and bad,  and/or of compound pictures that they do not understand in detail ( like spongebob). We build a child, who has coping skills as the words they know.

With the stress of daily life, with the form of our public schools - one teacher  ( I cannot blame the teacher) with many children in one room - with the incessant impulsing of media, we are going to have to use technology to refocus our children, to reach that natural learning ability and place in clear direct meanings to what are our coping skills: words. Here, we build a direct memory, one that is clear, as the place within as memory, our abstract data base, that is substantial because it is clear, it allows a common sense as the within being equal to the without.

Within this, it is going to cost money. Everything costs money, our public schools cost money, any education costs money. But, if we understand how we are in-formed, this child development can cost very little in comparison if we begin to understand what is not understood, that what is placed within the child is what comes out, but that that “ placing within” shows the natural learning ability of the child, and that this can be redirected in ways that build a stable, and practical child. 

If word recognition skills are clear, then the child will have the tools, and the unburdened tools, as words, and be able to think in divergent ways, just as they could before they left kindergarten and moved up into the third grade, where what was unclear accumulated into an unclear memory and slowed them down, separating them from their own innate common sense.

I did not learn to sight read musical notes to the point where I could see the rise and fall of the phrase, and the form of the symphony through pictures and values. I practiced the form in all its simplicity, I became equal to the slightest movement, in practical common sense. As this I was able to process the symbols as the notes at a high speed, see the patterns, instantly read the form and generate meaning, even playing with the form, shaping it in other ways to look at it in other ways. My focus was direct, my understanding clear.

Moving from this, into the public school system, was shocking to say the least. Imagine seeing a child stare blankly, without any understanding? It is because there is no real understanding placed into the child, they lack the building blocks, as the coping skills as the words they know. They cannot generate meaning because they do not have a broad and clear vocabulary, a direct memory. As this, to not build this in a child, is in effect criminal. And it is the responsibility of the parents, because they are the starting point of the development of the child. A lack of this development, will leave the parents with an adult that they will end up taking care of, because the child will lack the building blocks as words as directives that allow them to process information and direct themselves, which is a human being having the skills to cope with life.

Natural Learning Ability

The process of building an abstract that is equal to the concrete. Bringing our ADHD and ADD children, here.

I watched this video of a girl training a horse. She took small steps, slowly, to build a sense of ease with the horse, moving through reactions the horse had built in relation to touch. Eventually, she was able to connect with the horse having built a steady trust.

It is no different when working with a child. To start from the beginning, focusing the child from their natural learning ability, this that builds the abstract mind, this that takes in the forms presented.

If we allow compound forms, as fairy tales, for example, that impulse ideals, making an aspect of reality huge, ignoring a practical process of a natural ability to take in the environment, in detail, to become equal to the real names of objects as the physical and their function and way of utility, then we have built an abstract within the child that is equal in understanding to the total measure of the physical world around them. Here, if they decide to work more directly with the physical, or learn a language of digits and symbols as letters that delineate objects, that allow a perspective of organization on paper, they have a fuller, and thus more substantial connection to what is essentially, the process of life, as physical beings. As such they are more stable, more productive, more self directive. Their abstract is more equal to the concrete world. Instead of judging, they have a practical common sense ability. Their abstract map is connected to reality, a direct memory.

I worked with one autistic child, who, after working together, stood and went into conditioned behaviors. He stood in his kitchen and repeated over and over these impulsed words - which is this boy defining himself as what he has learned - “ I am a good boy, I am a winner, that is what I am isn’t it mom?!” It is not that this is true or not true, bad or not bad, it is that this is a positive reinforcement repeated again and again that has been accepted by the boy as what is supposedly proper and “ right.”  It is in many ways, a way to deal with a lack of direction, perhaps to calm a child etc.. I can see where this is cute at age 12, but at 20, is this going to be cute? No. And, will  that child then become the blame for its behavior when this is what has been impulsed into the child in lieu of taking the time to walk that child into a “ touch” with practical movement in common sense of physical reality? Can we begin to understand how a building of idealisms actually separate a child from a common sense development, that is overall,  how the child begins their world - as that movement of building an abstract likeness of reality- from a starting point of pure common sense ability? Can we begin to understand how we as parents, have actually created that “ distraught horse”/child and now must walk that child back into common sense, and that this is going to take some patient time that many schools are simply not a structure to carry this out?

It is much like, as I see it at this point, that each parent is going to have to become a teacher of “ Helen Keller.”

There is a tool that is a very organized means to walking, lol, ourselves, and that child, back into practical equality with reality. It organizes vocabulary,, and moves at the speed of the natural learning ability, to build a vocabulary that is a placeholder without added positive and negative values, where the meaning of the word can be added that is practical. This is a practical process that builds a solid foundation of understanding that has a direct seeing ability enabling the child to be grounded in common sense, and as such , no longer a skittish fearful behavior, which we see so many children, in essence, reacting as.

Reading is more than just reciting words on a page, it is the child using an abstract as the mind, as their physical instruments of life, reading the world around them, to the point where they are equal in practical common sense to physical reality, and words and numbers on a page, to see the patterns and forms of what is here, either in word or form. This then creates a child that has attention grounded in reality and the behaviors to match.

A school cannot correct this in the child, this can only be done by parents. And within this, it is the responsibility of the parents to ensure that the child is grounded, because an ungrounded child brings behaviors into the classroom that disrupt the group and slow down the process of learning new forms of measure taught. 

The solution, is simple and as I have said many times to children that I have taught the violin to, to begin practicing a little every day, so as not to become overwhelmed. And as a solid foundation is built, there is a building joy, in equal measure, as a common sense is developed that enables self movement, self direction and thus communication and interaction with here. And then, just as with that horse, a relationship is built that is solid, fun, interactive, grounded, stable, trustworthy.

So, the solution is here, right in front of us, we need only take the time and apply ourselves.

Building Trust, building stability.

                                                                                                                   

Focus and stability on the concrete world. The missing link in education.

Focus and stability on the concrete world.

In working with two autistic children I notice that they can read many words, but they cannot define them. They can even read the definitions, pretty complex ones at that.

They are automatic about this, but cannot place this into any context. Generating a meaning in space time means being equal in awareness of space time. It means referencing space and time.

Which begs the question as to what is happening with children, no matter what degree of ability to process knowledge and information, as to being equal to the context of physical space and time.

Learning something new takes some time. In order to get the physical body acclimated to something new, a process has to be walked before that new thing is understood by the person, It means that the person has become so equal in understanding that they can then move in space time with ease. If we have an idea about the outcome without an awareness of what it means to learn something, in detail, then the idea is explained over and over again but the context within reaching understanding as a process is not understood.

Learning to read a bunch of words, does not necessarily mean understanding of the words, to the point where the words are able to be generated.. The understanding must have a reference. If that reference is of idea only, then it has no substance. The only real substance, is physical space time. So, how can a child that is taught by idealisms have any stability in word generation if there is not real reference point? A reference point as idea, which is the abstraction, is this idea only, lacking any reference in application. And so, a capable inner abstraction ability is pointless if there is no reference in application. And then, only a chaos of no ability to generate any substantial meaning exists.

Within this, a child must be reprogrammed - so to speak. Each word must be abstractly placed, with a solid reference to what that word means in application in space time. And, all reference to ideals only must be removed. This is to say, the child must be grounded back into physical reality.

So, the child must refocus each word into the abstract system of the mind, without any idealisms, and then that abstraction as a word must be defined in reference to space and time, meaning each word must be defined in reference to what is means within a physical environment. This is known, because knowledge and information without application is pointless. And, as I have noticed with children, they can read all these words but they lack any ability to define them, and thus any ability to generate them because they have nothing to reference them to but idealisms.

I mean, bringing up a definition to a word, such as “ superman” has no reference to reality, because there is no such thing as a superman but as an ideal.  That idea can appear to be pretty, but it really has no substance in application. A child defined “ captain” as superman, which is a super-idealism that does not explain what and how a captain becomes a leader. “Superman” is a picture definition not a living definition of the word with any space time reference. A “ captain” is  a person who has accumulated some practical experience and is them able to be a leader and as such can impart awareness to others. This removes all metaphysical mystic and grounds the child in many ways that gives awareness of development, and process, and how physical reality is not something to fear, but to understand, and that this is a natural ability that follows a process. This, in turns leads to a stable child that can begin to generate definitions to words as a practical application.

So, instead of the movement in the abstract from captain to superman to understanding ( that is a very slow process of progress for the child which costs the adult time and money and creates all kinds of instability that also takes time to correct)  one can refocus the child from their natural ability to take in abstractions,  and then directly place a meaning that is clear in practical application. And thus, build a direct memory, where the word is a place holder that is directly related to a practical understanding, and as such the meaning has a reference that has a substance in relation to space and time.

The redirection into this, would move very slowly at first, but once enough movement with this practice of direct abstraction of a word, with the practice of reference to space and time, is modeled, the awareness of practical application would grow exponentially and become easier once the initial slow change of turning the direction of the child happened. That point of change, always appears to be slow, but just imagine turning a boat from one direction to another, that point of turning appears as a non- movement, and yet it is a movement.

Here, look at the behaviors of our autistic children and what do you see? 

And yes, it is very simple. 

The abstract of the concrete world and the words we know. Coping Skills.

What is an abstract? It is a description, a scripted version of a concrete thing - or some might say an attempt to de-scribe.

We say that when children have a concrete mind, at around seven, they are ready for school.

This means that, at around seven, a child has built enough experience - which is a memory of the environment to which they were exposed - to be self directive enough to attend school.

So this “ concrete mind” ( which may have new fangled terms at present) is an abstract of the exposure, experience, opportunity of the child those first seven years ( or so).

This abstract is a map of the concrete/physical world. 

So, accordingly, the words - which are clarifications and ordering of our world - one knows will determine the ability of the child to assimilate new information and balance out past events as experiences. A child that has a broad vocabulary, thus, is a child that has had some clarification about their world. They have been structured. They have more coping mechanisms.  I say this because I read an article where an education person, stated that “ schools teach math and parents teach coping skills.” This makes no sense, because math and vocabulary are coping skills, they are the tools of order and measure, description, they are the measure of the concrete into an abstract, the abstract, the reflection of the concrete physical world. They are the bricks in the wall of understanding that are the structure of the abstract of the concrete. Without them, people/children cannot cope. Thus to separate the two, is mis-information.

We have children that have not had enough structure, despite this being what any parent would want most for their child. Partly, because this is not understood, and thus not taught by parents. Or, this is understood somewhat by some, but is not taken far enough. Also, some of the words, if we check them, are not understood as much as we might believe them to be understood, because we learned them in a social scenario and did not check the meaning - which is not to blame anyone, as the solution is the only place of direction. Reaction, as self justification, or blame onto another, is not correction. 

In all, we have children entering school, who lack coping skills because their abstract map of concrete reality is limited, or has developed unclear meanings to words.

In practicing on the violin, if I practiced something in fear, it remained the next time I played the piece. If I practiced in a rushed manner, this remained. If I practiced with a thought/judgement about something, this remained. So, I actually created more work for myself, because I had to stop, slow down, walk every part again clearly focusing on the piece, or the section. Once the addition as a thought within my mind was no longer present, and I had practiced with focus, then not only was it easier to remember the piece, it was easier to play it. And, as this accumulated, it was easier to read other music, and catch myself when wondering off as I played/sight read/ approached new forms etc.

It is no different with words.

If our children have an abstract of the concrete world, as their inner GPS/”concrete mind”/ abstract mind ( what is in effect an ordered natural ability to take in the measure of their physical outer world),  meaning, if our children have a direct memory, then their ability to see directly, and thus self direct, be self responsible, they can cope with reality. I mean, people can spend 51,000$ a year for this! This is how important this is, and the simplicity of this is only hidden within mis-information and as play on words because this has not been taught to parents. And, as we can see, it is the responsibility of the parents. 

On the side, we have all experienced having beliefs, that we find out are not really fact. It appears difficult to accept this. But in effect, when what we believe, as our abstract mind - our VERSION of physical reality - conflicts with reality, we experience cognitive dissonance. This means, just as when I found it difficult to play, because I had practiced with a VALUE judgement, that I was “ being” within myself a state that was not clear, not direct,  I had practiced in an instability, an attention/intention that was not clear. As this, I practiced instability, and the outcome was instability. So, our abstract minds, can have added values and/or be limited in scope. 

So the words we know, are very important. And the necessity of the scope and clarity of the words we know determine the strength of our abstract of concrete reality.  This in turn deter-mines consequences that are not what is best for us and our children - our ability to cope with reality has a more direct memory, which is in effect a more direct seeing of reality.