Conceptual Development and Indigenous Peoples - ADHD, the loss of Connection?

Conceptual Development

We are the words we know, they give us structure, they enable us to build understanding of what we experience in the world around us, they draw our attention to detail, to quality, to movement. When we are babies placing everything into our mouths we are picking up sensations, and as we begin to listen to the sounds around us, we hear language, and that language is symbol for what we interact with as our physical beingness here.

So, the sensing nature of us, is not of language, it is of sight and sound, and texture, form and shape building in conceptual awareness. Words help us to order the details of living in this physical world because words are concepts of reality.. Words are really a code. 

Perhaps, somewhere in time, the units of words as the individual sounds we make, were like that of a bat, sounding something to see how the sound bounced off the physical object of the environment around us. I think of this because of a documentary I recently watched about the Mama indigenous indians in South America. They would take a bead and drop the bead in a bowl of water to see how the bubbles moved, perhaps picking up other subtle things, doing this again and again, until they build an understanding of very subtle changes in movement  as they “ read” the reverberations of the world around them, thereby sensing change and how the physical world functions- like what is the difference on a cloudy day and a rainy day.

I also am asking myself this because I notice that when I play my violin, I find that humid days produce a different sound than dry days. This change in the instrument within the space happens in many ways. Each hall makes a different sound, the reverberations differ, and this will change once the hall fills up with people. I can remember the shock in the difference in sound at a rehearsal with an empty hall and the actual performance when the hall is filled with people. To note, even restaurants need soft objects, such as fabric,  to dampen sound, or the reverberation is so sharp that hearing someone directly across the table becomes difficult.

Back to words. Humans have developed language to communicate, and this is done with words. Not only do we need a broad vocabulary to communicate, we also use words to draw attention to subtle aspects that perhaps we did not notice because we exist with more separation from the natural world and are not taught the ways the structural systems men have created move and function in detail. Words have become the means to expand our conceptual development because they focus and consequentially enable the  means of  awareness of reality when clearly defined. Words, as vocabulary, can be used to integrate a physically directive referential memory that equalizes us to seeing directly, thereby eliminating limited choice making that ends up creating problems that take time to correct.

We know the first seven years builds a personality, and that the personality is the sum total of experience, of opportunity, of exposure. And since humans use language to communicate, the number of words we learn, and the unclear-values attached to the words determine our personalities, our characters, as the sum total of what we first take in about the world around us. This is also why so much effort is placed into education, because one can continue to learn and build, but it takes a great effort to do so.  After seven the child begins to reference the first seven year’s experience,  slowing down the direct seeing process that built that experience. This slows down the child’s processing ability because they are referencing something outside of reality.

If that cognitive map is limited, this means that the child not only has had little exposure, but also that their reference material is very limited. 

So, a child is in school, trying to piece together what is being placed before them, referencing their ‘ reference material’ as their experience, and, at the same time,  taking in new forms, new concepts. Depending on their understanding, they build - some faster than others. the ones who are faster, simply have more referential structure within, and thus more groundwork to reference and order the without determining how they self direct.  The number of words they know, and how clear the meaning of those words are, will determine their effectiveness at generating successfully, what is needed. I say this, because what is being delivered can be understood, and a sense of understanding can exist, but if the means to communicate, as having the language development, generating will not move effectively. Thus, knowing our words in this society determines not only the strength of our communication skills but also the ability to conceptualize and use common sense in life.  

If we are in lack in this ways and means of human interaction, then we become insecure because we cannot express ourselves to others, and this in itself builds insecurity which then can turn into self definitions of inferiority and behaviors of frustration. A self perpetuating downward spiral and a loss of potential.

Now, all of this has been going on for generations, thus a lack of understanding in this, because we are not taught this, yet intuitively understand this, means that we need help in making sure that ourselves and our children’s cognitive maps are clear, as the words we know. With  clear meanings for our words, and a broad and diverse content of words,  we can conceptually move directly in this world becoming confident and realizing we have the freedom to choose. The lack, in itself can become a distraction, limiting that innate ability to observe and order the world around us.

Because we learn so much through language, which is cool, we can build a cognitive map as the words we know, to expand our awareness and draw us to subtleties in this world that we might not have had the time to notice, given the way we exist.  Here words can order us and our understanding, and also expand our understanding, directing us to look in more detail. 

So, we can use words to form a stable cognitive map, the information that directs us physically as our behaviors, to ensure that we build a cognitive map that matches the physical world the child begins to map before they build their language skills. We ensure that the within is equal to the without. Then the child is stable.

Also, because of the plasticity of the human body, the brain’s ability to build neurons, we can order this development through the units as what words are, helping us to help ourselves, and we can use technology to do this. This really is like re-sounding ourselves through using words to structure ourselves. And we can focus ourselves from that ability, that initial building mechanism, as our ability to absorb and conceptually form awareness.  If our “referential memories’, our cognitive maps are clear, we have a superior memory, one that sees directly and enables us to have the freedom to choose, because we have the confidence to do so, understanding that we are the words we know. Techno Tutor is here to help us help ourselves!

If our children do not understand the ordinary, how can they become extraordinary?

I remember back in my teens, that a famous violin teacher said that American children did not have the discipline to learn the violin any longer.

If I look at this, I realize that our American children no longer have the ability to slow down and direct themselves with any patience and sense of space and time, here. Spatial ability is simply to be aware of space, which means to see directly.

We see this in our behaviors, and a growing lack of common sense in simple ordinary things.

This means, if I take what I just said, and look at it more closely, that our children have no ability to pay attention to simple ordinary things, and it is walking the ordinary, the order of being a human being on a physical planet, that develops common sense, and as such, the ability to function and reason with self responsibility.

If our children no longer have the patience to learn a musical instrument, how can they learn to be ordinary, meaning give order to things, because it is giving order to things, that develops critical thinking. Within having critical thinking, one looks at the order of here, of what we are as how we exist, and thinks about what is here in divergent ways, in alternative ways, and then comes up with new ways of doing things, with new ways of ordering things. This is what leads to efficiency, and discovery. But if we do not have a sense of the ordinary, then we lose common sense.

I have to then look at the media that has come to be a part of our lives since the advent of television, In all common sense, being ordinary here, myself, what television impulses is excitement, and flashing lights and imagination, as being a lawyer, or a doctor, or a superman, or a criminal. If this becomes the dreams and imagery of the child, the ORDER of the child, then is it any wonder that American children have lost touch with the ordinary? No. And so, such a simple thing,  answers the question as to why American children are falling in the global ranks of development in terms of levels reached in education.

And now, we have teachers who are so concerned with “ data” collection, who themselves are a product of the aforementioned process of disconnect from the ordinary, that it is no wonder that teachers cannot solve the disconnect from the ordinary in our children, because they themselves have lost sense of the ordinary. I mean, anyone who accepts collecting data for some national machine, where that collection of data becomes a distraction within the process of teaching, a skill that really demands absolute focus on the movement of interaction with the children, just as playing the violin must have absolute focus, means that the teachers themselves have really lost a sense of the ability to focus on the ordinary. And remember, the ordinary means to be present within the order of being here, and what it means to move here, measure here, as the physical. I mean this is the only way one learns to play the violin. if I had to be  focused on collecting data, about every measure to what I was doing, and place this  data onto a graph, I would not be able to perform.

This actually, the whole scenario, is a limitation unrealized within this situation. We have teachers who themselves have no sense of the ordinary, because they are a product of the loss of this that has accumulated with each generation measurable in the declining development figures for American children, and we have children that have been impulsed with pictorial imagery that imparts no sense of space and time in the ordinary sense of what it means to exist in space and time as human beings trying to work together and develop what is a curriculum, that in itself is imparted as knowledge and information without any practical application. And our children no longer have the ability to apply in practical ways. I wonder why? How can we expect them to be able to ably with any degree of mastery, when they have never had the opportunity, and those educating them have not had this either.

So, we can begin to see the problem, What we are as mind, is the only thing that exists, and so one picture, as mind, is trying to teach another picture as mind. So, there is no development, to see directly here as neither the teacher or the student has any background of direct interaction, and so, no real sense of the ordinary. And the ordinary, is practical physical reality, because this is where we direct ourselves.

Is it that ADHD is being  “ better diagnosed” or is it that in the last twenty years, the disconnect from the ordinary, has accumulated to the extent that the “ pollution” of compound imagery has created measures of degrees of understanding that are of ambiguous fantasy as pictures that have no sense of the practical and are different in each and every person, to the point where we cannot seem to teach our children  because we cannot teach another an order when there is no ordinary structure within the child, to build any measure of real understanding and common sense.

It really is no wonder that American children cannot play the violin, they are very removed from any sense of reality, and as such lack an ability for critical thinking.

Within this, it is known that the study of music develops critical reasoning ability, and many corporations like to hire, as I have read in the past, people who have studied music, because they have a greater ability to manage, to order things in ways that are productive. So, again, the answer is right in front of us, that understanding the ordinary, leads to having a common sense of reality, that gives the order within to be able to spatially organize the physical reality in which we all exist.

Research also tells us, that vocabulary is an indicator of success overall. Vocabulary is the structure, the measure, of the ordinary, it is the units of description of the tiniest aspects of this physical world. It is not a picture show with bright lights and melodramatic music, it is what is learned to give a sense of the ordinary, as the physical apparatus that gives us the form to live, here.

We also understand, that a child’s first seven years is when the foundation is built. So, if the foundation takes seven years to build, then would it not take another seven years to clean up, to bring back down into what should have been done in the first place, which is to have a sense of the ordinary, to then have the capacity to stand as a responsible adult who can order things in ways that manage this world to move in efficient and functional, productive ways?

And, are we adults doing this? Obviously we are not, or ADD and ADHD would not exist. So, we adults can see, that we are a product of this more intense level of inability to sense the ordinary.

No matter how many new ways of teaching we can come up with, if the children to not knows their words, if they have no measure of the ordinary, they are not going to be able to become critical thinkers who solve problems. And if they cannot solve problems, then they will lose self trust, self esteem and self responsibility. And these children become the adults that create the fabric of society and as we can see, if there is no common sense development, the society will not have much common sense. Just look, the act of blaming the consequences of this, as blaming the child for an absence of common sense, is in itself a lack of responsibility, which means a lack of a sense of the ordinary.

And honestly, if you react to this,  it is because you have lost a sense of the ordinary.

In music, one learns the notes, without pictures, without associations that supposedly help one to remember. One simply learns that an “ a” is an ‘a.” Once this is built, the music can be read for what it is, and there is no associative value, so the processing of the script can happen very fast, with clarity. It is no different with words. If the words are many, and the meaning clear, without associations, then when a child reads a script, or hears the words of another, they can then address what is described without having to process through associations as the pictures, that can also hold relative values, which, as I said, slow down what is intrinsically a natural ability to sense the ordinary.

If the foundation of the child is clear, then the child develops understanding, self trust, self esteem and becomes a responsible adult.  There would be great joy for the child and the adult who had this developed capacity, because the interaction of a community of men who can communicate with ease and solve problems and create new ways of seeing and doing, is what life is really all about.

Techno Tutor is about cleaning up the separation from the ordinary that has happened over time through building a foundation that is equal in measure to the ordinary: the natural order of here where we move ourselves as men. At this point in time, technology can do this much faster then all of us who are a product of this gradual separation from a direct seeing measure of the ordinary.

Considering what people pay to ensure that their children have a common sense measure of the ordinary, as the words that are the structure for communication of the ordinary, Techno Tutor is an extremely cost effective tool to get this done.

When children, who so long to be able to communicate and participate in society, the change is immediate. They become calmer, develop self esteem, self confidence and self responsibility. Such traits naturally lead to a more stable child, who has what it takes to become successful. Do not take my word for this, research what is in every measure an indicator of success, vocabulary. We are the words we know, and the words we know must have clear meanings, unpolluted with ambiguous associations.

Music and the Reading Process

When learning to read music I did not have pictures attached to the notes. The “ a” note was the second space on the graph delineated  as treble clef, and it was a image description of an open string ( for beginners of violin). A cup is a cup. !2 inches is 12 inches.

In learning to read notes, there are no added values, no inferences, the note is caused by pressure on a string and that string being pulled by hair spun on a stick. One can change the intensity of the sound with the bow, add some dimension to the sound of the note by wiggling the hand on the string, which just adds movement in the sound from a lower pitch to a higher pitch. Some would call this adding emotion, but it is only adding another motion. We project emotions and feelings onto this. Thus emotions and feelings are not real, because every expression on an instrument is because of a physical movement. Someone that has put it all together, is stable and steadfast in control of the instrument, is fun to watch and hear, because of the formation. This is playing with the physical, this is the fun. This is structure. I could say here, that the joke is on you.

Now, lets look at words. Words are just like notes, they are a graph, that delineates space and time. They describe movement. If a person does not learn the words, clearly or enough words overall, then they cannot read and process the paraGRAPH. This BEFORE graph of what is here, of what is described.  Without proper word recognition, one cannot read the graph. And if one has accumulated a lot of fear, meaning a lot of self judgements, as emotions about not being able to read, and these inner judgements as self definitions become bigger than the reality of learning to see the simple notes/words as a measure of practical/physical reality, then there are a lot of behaviors to remediate - to refocus. It is to say the practice of correcting a mis-take that lead to a behavior of separation from seeing directly, here. I mean, it is only here, with the text of practical physical reality that we can move ourselves.

By the time I was seventeen I could “ read” many notes at once. I did not have all these pictures added to the notes, so I could conceptualize much faster and produce a sound, a shape, a sound picture that others made sense of, within the way music is created.

Why are we not able to be this with words when this can be done? In all, our children should be working with words just as I had with music.

This can only mean that our words are not clear, and/or, of limited amount. And this can only mean, that our words need to be many and of clear meaning, where the meaning relates to space and time, to practical physical reality so we can see directly, and as such direct ourselves in common sense of what moves us here, which is a physical person on a physical planet.

Emotions are energy, they are not a stable, solid, direct seeing. I mean, just look when someone is certain and able, they are calm, they are directive. So, in effect, because all children speak and process language to some degree, there is no reason, none, that a child cannot process words, because the human body is an instrument, built to emit sound formations that are basically the human body reflecting the graph as the form as the actual real physical world, this which is used to move ourselves.

You see, it is no different than playing a violin. It is when the opportunity to play and learn and make mis-takes is not given that the child cannot learn to play. And as this, a school cannot do this alone. It takes the parents and the support of the community. So what ever behaviors come up in a child that are not directive, the parent cannot blame anyone, and the parent cannot expect one teacher, or two, in a room full of the varying degrees of this disconnect, to solve the problem. And as the system stands, that is an accumulation of values of belief in a good and a bad, instead of practical common sense, wanting the system to change and take care of the problem is not a state of being that is directive and moving in practical reality, which is the point from which the separation from being aware and seeing directly began in the first place. 

Because we have separated from common sense, and have externalized our ability to sense into gadgets/machines, ignoring our own mechanism as our human instrument, we can use technology to refocus ourselves with our natural ability of sensing the physical world, to build a structure within as the words we know, which is a process of building a focus directly on the detail of practical formation and function of what we move as, as physical beings, to balance out the reactive emotions and feelings of judgement - the negative reprimand and the positive reinforcement, the judgements of good and bad that have become stagnant self definitions - to be able to read a para-graph as words that delineate how we move in a physical reality.

We all have pasts, where we allowed an emotional value to direct us, and as this we have experience first hand how our emotions are based on beliefs, or opinions that did not take/ had not time, to investigate how things actually work. And we have had to realize that we wasted so much time within a limited belief, one that was really unnecessary to have been lived. If our children can read, and process words within what is a very natural capacity to do so, then they will function as they are meant to function, to see directly and as such be self directive, stable and self responsible. This, overall, is our responsibility.

Check out Techno-Tutor, ( links on the side) it is a cost effective and simple way to clean this all up. Clean up and build an inner structure as the words we know, to allow our children to become the best they can be. After all, this is what we would have wanted for ourselves. TIme to give as you would like to receive.