Education and the Law or Miracle of Compounding

Education and the Law or Miracle of Compounding

I had another person talk to me of and about a gifted and talented child this week.

I said to that person that the ends reveal the means. Meaning, we become what we practice as the math of our exposure and accumulative understanding, which in the present system is our opportunity in many ways. Because of this, our parents become our starting point, because the consequence of our exposure and practice as a math, as a belief system, of and as the opportunity/exposure of the child. 

In music, child proteges are usually born into musical families, they are exposed to music, a fluid math, every day of their lives. They absorb this, they imitate it, thep begin the journey of assimilating the information and have the 10,000 hours it takes to master something in the space of their environment and they become capable of that form of expression. Look at Mozart and Bach, they were essentially born into the trade of music.  Just like learning to walk, they began the process of integrating the form, the movement, the mastering of music as what was the exposure they had in relation to their environment.  Within this, our society tends to create icons of music, meaning to aggrandize a few humans who learned and mastered an instrument, yet there are many who have done this, it is not that uncommon. 

We do not hear the ones who have not been made into an icon, that very formation of one of a few becoming somewhat of a master being the ONLY one. I can say that there are people who have mastered an instrument and they perform on levels even our icons have not reached.  Creating superstars in some ways separates us from the natural process of learning, and also takes away a natural ability to sense, as that very ability that when given the space and time, masters such a thing as learning  to express with a stable tool such as a musical instrument.  

Thus, what we are exposed to and what space and time we have the opportunity to absorb and practice, as self generate, determines what we integrate and this determines how we self direct in this life. How is it that this process is not used at what it so obviously reveals? This is to say that we understand how this works. When a mistake is made, there is no place for blame, or negative impulsing of destructive criticism, because the only real direction to take is to correct as directing towards a self sustaining balance. Also, to realize that this process means giving the space to practice. 

For parents, this means that everything we do, every move we take, every word we speak is programming our children. And for adults, it means that our past need not define who and what we are here. If our parents did not understand this,  and we learned, or integrated some information that was not clear or complete in programming us to self direct in efficient ways and means, then there is only us to change this. This is the whole point of the Humpty Dumpty story. This is what it means when it is said that all the kings men, and all the kings horses could not put one back together in a way that gives self direction in awareness, only the self within one’s self can do this.  Any negative impulsing is a past of information  that was not an act of clarity, an act that lent a math that gave one a means to play, or express, or self direct with efficiency and clarity. 

When we really begin to understand this, and look around us, this understanding makes it clear that one cannot place a child in a classroom for six hours  day, for 13 years, and expect that one teacher with many students and a set body of information, learned in the abstract and moved into the concrete as knowledge and information only, will be enough to lend a clear and sudden self direction in reality.   Imagine if we did this in music? Obviously, this does not work and it is not working.

Our present form of education lacks any practical application, any real practice in living. It is to say, one imagines something and then is suddenly asked to go out and apply that information that is an imagination, and suddenly carry out that information in a multi dimensional reality/  Imagine- because, lol, imagination is not all bad!, playing the violin. Imagine learning to imagine what it means to play the violin, and then imagine having to go out into the world and perform, with masterery, just from having learned to imagine something.  Yes, this is basically what we are asking our children to do.  How is that working? Do we seem to have a compounding of attention deficits as we pass this down from generation to generation, I mean what are we ‘ seeding ‘ here? We can ask ourselves as we look around at the behaviors of others, where they are in the spectrum of the consequences of this overall form, and all the protections each has within them, because of some idea that we can be taught in a box, imagining things, without the opportunity for physical application.

We all can realize that when we physically do something, in addition to seeing and hearing and repeating and  speaking, or generating, that when all these dimensions of using our capacity are utilized, we remember things with greater ease. Instead we expect children to move from only the abstract to suddenly having some great executive function. We learn by employing all aspects of performing, it is in working with all aspects that we remember. Like learning to walk, we  have all the tools at our fingertips, and our natural ability to absorb allows us to assess in this, and begin to crawl and walk and talk.  How is it that we do not apply this to all areas of learning? I mean, this is so obvious in music. Anything we learn must be in the same way, that time and space to practice information as we learn it, is what allows us to correct what is a misunderstanding that is a normal process of learning what something is not, and what something is by nature and quality and degree.  

Getting back to the protege and the law or miracle of compounding. All of this means that a perfect practice, which is consistent and making-mistakes-is-part-pf-the-process practice becomes the practice our our self generation. We become the information that is us. Hence, the lack thereof is the product of our opportunity/exposure. Those around us in a degree of incapacity, in all its variations, and those who have some capacity, are the same ends as the ones we call ‘ gifted and talented.”  What is special is the means to the end, the magic is in the doing, the outcome is in the opportunity to do in a consistent and careful way that compounds to inform who and what we are  into effective human beings. This means that one set body of information that s taught into becoming a concrete abstraction about something in one’s mind only is an inefficient system because it lacks the dimension of real practice that allows that fine tuning inherent in self discovery, as one becoming a master of doing in reality that is of so much greater dimension that only imagination. It is easy to only do things in the imagination, one can ignore dimensions that do not fit!

And yet, because of this system, we can and must master our words. Because human beings use words to create placeholders of information..  This starts with mastering spelling, because if we do not master the notations, the notes of information that humans use,  how can we form informs of information and then have the security to use our spatial capacity and extend our awareness that is our spatial ability from within to direct in the world around us that is the without? If this inner structure is not clear, if we cannot spell correctly within, how can we spell correctly  in our ‘ withouts’ as reality? If we look around we can see that the means to the end, is so visible in the behaviors of the humans around us, and that punishment is not an act of giving space to, or opportunity to self correct. 

In other words,  incapacity is incorrect compounding of information about reality. And yet, integrating information is the miracle of life, meaning that a correct informing of a person, leads to a human being mastering life. This overall, has a sequence, we do not know something, then we realize we do not know, and then we practice which naturally is a process of mis-taking or correcting imbalances as we sense the boundaries of the qualities of something, and then this becomes integrated and we can function without placing too much of our attention on what something is because we have had the opportunity to understand that which we focus upon and can instead employ that understanding in space and time. If we do not follow through, or have the opportunity to follow through in self directive ways, we can practice an imperfect practice and create an imagination that does not fit into reality- causing all those cognitive dysfunctions we call dyslexia and ADHD, all attention dis-orders. 

This is why our thoughts become our habits ( the manifestation of our practices )  that direct our actions that end up determining our lives.  This can all be heard in the very words we speak because our words are the reflection of the math we understand, just as that musician expresses their understanding of the space and time around them in the very music, or form they express.  One cannot blame the instrument, it is what it is, and it is a gift in its stability as a physical object.  In this, it is the forms as the math as the words one wraps ones mouth around that helps one to see where one stands and where one needs to assess and correct one’s self information. Something no king, and no king’s men can do for one. Yet, this same means to an end is what is so cool because it means that everyone is special and everyone is gifted. Those who we call gifted, simply have had the generational background and/or time and space to master understanding, done in the same way we learn to crawl and to walk and to talk.  

Thus, the means to the end, is to be able to process the information within and the information without. Words are a means to organize information that in turn allows us to process information correctly. This builds confidence and self esteem which in turn lends opportunity and joy in performing, in creating, in doing what humans can do so well when given the opportunity as is evident in those who we call ‘ gifted.”  They are simply ‘ gifted with time and space and correct in-forming.  Human’s real gifts are to problem solve in ways that stewards this life around us in caring and productive ways. This is the capacity to consider all things and make choices that do not harm. This would compound into a reality where all children became the manifestation of what was unique and special about them, and thereby improving and expanding awareness for everyone.

Even the gifted ( with correct inFORMation) cannot reach their full potential where others are in lack. In reality, we can leave no one behind as this is a form of extinction of life. Placing a set body of information into our children, away from practical application in real space ( physical) and time, is causing a separation from processing reality and building a self directive capacity that expands awareness. We in essence are no longer reading reality, and this is evident , or reflected in our lack of word recognition and spelling skills.  Even a musician needs words to communicate their understanding as this is how humans interact.  This also begs the question we must ask ourselves ' Can we ever trust our intuition, or is the information that comes up within our intuition something that must always be cross referenced with reality? 

Your words tell me more about you than they do about myself! We are the words we know. We are a reflection of our subconscious information.

Children are very absorbent beings. This is how they learn things so quickly. If we, for a moment, look at this aspect of a child, and slow down enough to realize what this means, we can perhaps realize that nature of learning.

What does the child absorb? They have no learned information, as in specializing in some discipline. Those children who are born into families where the parents have learned a discipline, tend to learn that discipline as well. I have a friend here, who attended Harvard, and yet his profession is cutting down trees. He told me his father had studied the classics extensively, and he grew up in a house where these things were constantly spoken of. By the time he reached college, he could talk the talk of the classics and had the information that allowed him access to the higher levels of learning that demanded such a background.  Of course, this does not always happen. One either accepts the specialized knowledge or one does not. One can become the persona of rejecting the constructs of information.  Yet, accepting the information or rejecting the information is a movement, it is building or making a decision not to build the body of information present.  The point is that information is built and that it is a choice- or not.  Does the child that makes the choice to not build become that information as that measure of rejecting the information? And could this choice actually become a limitation that inhibits the child from choosing something else to inform them? More than likely yes, as we all know personalities that appear to have no direction,  and are angry about their childhoods. It would not take too much effort to realize that within the “ mindfulness’ paradigm, the measure of information, as rejection, would be the thoughts coming up that need not define the person/child. Yet, this all makes it clear that we become the information we are exposed to and/or the reactions/resistances we have towards that information.

Do we as parents realize how this works within the example above? Do we realize that every measure we convey, we express, informs the child? When we come home from busy day, and are caught in some problem, some upset - based on not remembering this- and spin that upset around in our selves, and in so doing lack attention to the child and what we are modeling, do we slow down to consider the overall presence we are projecting as a form? When we blame something in our world are we modeling solutions and careful measure of the parts that build the form? And, are we addressing what discoveries that child themselves may have made within their day to ensure that the understanding in the child is clear. Are we doing within ourselves, as our information and how we are spinning it, for the child? If we understand that a child can pick up all information, through a great absorbent ability, can we realize that what we allow within ourselves is what is going to be absorbed by the child, and that this very ability is the learning ability of the child? And, this begs the question as to what is being imparted in the child via media. 

Let us look at the behavior of a child, in a school, that has been exposed to a parent that developed a resistance to what was in their environment as a child. If a parent has history of resisting what information they had around them as young children, would that pattern then be influenced into the next generation? Would that child develop difficulty in taking in information in school because the information the child absorbed in the home was a form of expression of resistance? Could we call this an emotional polarity?  Would the child. not understanding this as that child absorbed the measure of the parent, then begin to define themselves as not being able to learn? Would this spiral into a personality, as the very words a child spoke or believed within themselves, that they were not very smart?  Would such a belief system take a lot of time to work through, and within the present system, would countering this belief and realizing that because of this inner belief, that taking in new information was going to be slow until the momentum past the belief was built. And does a school, a public school, have the time to sort this out in the children? 

It is to say in many ways, that there is no good or bad, there is balancing out what has been absorbed within, and grounding that ability to absorb into structures that allow self direction in clear and productive ways. Building such children would benefit the society as a whole, because the collective ability of each would be capable and able to realize how this works and work together to create a community of people who realized that capacity of each to reform and direct in ways that produced effective systems that benefitted everyone. I mean, what is a school overall? A school is a system where men work together, where people form things. And it is a system that forms with what has been formed by the parents and the parents before them.  In this we are all responsible for what is the forms we accept and allow, and it is our responsibility to realize how this all works.  Each part has the responsibility to sort this out, this aspect of how a child is formed by the information within the environment they are exposed.

Within this, imagine being a teacher wanting to impart a general scaffold of information in a classroom in a school. Let us set aside what that information may be, for a moment because that is another issue- one that cannot be addressed until understanding and practicing how this works is understood in detail. That teacher is paid to impart a set body of information. She has a classroom filled with 20 or so students. Each student has a different background. Some have the ability to take in more of the information than others. Some have already developed a resistance based on many degrees of ideas within them, as the exposure of their past. That person, standing in front of that group, cannot teach the new information and sort out the measure in each child. Just as that measure was built over time, so that time frame of the classroom can only impart a certain measure within that space. A teacher cannot be speaking information and showing graphs and examples, and balance the measure of belief and direct the focus through a measure of belief at the same time for each child.  And, what we form in our imaginations in relation to this, is not reality. What one can dream up is much easier than what is actual in reality.  If one has experienced arriving at home, and not having the patience to address a child and sort out what occupies the presence of one’s self, then how can  a teacher do this with 20 or so students in a classroom?  

Let us place ourselves in the shoes of the child caught in a measure that is not what allows them to see through their information and take in new forms of information with an understanding of how this works.  Do any of us want to not participate in absorbing new forms of information, and in ways that expand our awareness of how this world works? Remember that we enjoy when we understand things, because it is natural and self empowering when we understand something. We become anxious when we do not understand something, and we can all remember times where we  were anxious, it is not enjoyable. We have more fun when we understand.

Imagine being that child who has not had things made clear, because the parents came home often stressed and worrying about something at work, for example. That child is not only absorbing that stress, they are also not sorting out something that they did not fully understand and/or scared them, in a TV show, or within an idea about what a friend said or did. That measure of uncertainty, is what is left within the child, and it accumulates and remains, tainting the perception of the child, slowing down that innate ability to absorb because the dis-clarity remains. Then, the child misses a step in understanding new information, and becomes more confused.  The very behaviors of the child reflect this, in the inability to understand the new information. The teacher has so many hours in a day, before they return to their family, so they cannot sort this out. And that child returns home to parents who are busy sorting out their misunderstandings and - and this varies by degree - do not give the necessary time for a closure within a misunderstanding. What would happen over time as this accumulates? How many realize that by the time we are forty and our working and earning years are waning that we begin to realize this? Is this not too late? Do we want to repeat this with each generation? Is not prevention the best cure!

On one level, this reveals a very simple understanding. We become what we are exposed to, we become the program of our parents and the information we take in;  we absorb. This means that we can realize a solution to all of this. We must rebuild. We can use the code, as language, and rebuild the measure within the child. We can automate that process. Technology is never emotional. It is a means to rebuild the measure within the subconscious of the child, to have the tools of thought, as words, to clean up and clear up emotional polarities of values that create a resistance and fear of information, and build the measures as the words, to then be able to see more clearly, and realize that capacity to absorb is the capacity to understand when the measure is available in detail and clear.  We can turn technology into a teacher, into a one on one teacher, or tutor, to create clean placeholders of form, as words, as the details that build the understanding, to create a measure in the memory of the child, that is detailed and understanding of the parts that allow that movement into seeing the whole in ways that are productive. Here the child becomes an active participant, building a sense of joy in realizing their absorbent ability is the means as a natural ability to understand and direct themselves in communication with others and the world around them.

Imagine if you really knew your words, as the parts that build the whole, when you were in school. Imagine if you knew the parts as the words so well, that when that problem came up at work, you could critique the overall form and patterns, and creatively reform them to solve problems immediately, so that when you went home, there was time and space to focus on the child. This would be living the joy of understanding to such a degree that that absorbent ability was realized for the value that it is, and the relationship with the child would become one of joy. What kind of home life would this build?  What kind of school environments would that create? What kind of society would that realize? 

We ‘ spell ’ what we are in the words we speak.  It is a magic that is in the doing, and words can help us to help ourselves. We can use technology to self empower what information we accept and allow in building that subconscious storehouse of information. It is time to get that in order, as this is what we would all want. Being anxious is no fun, being able to answer and reform and understand is!

If you are having reading problems, or processing information problems, send me a note and I will set up a meeting to help you help yourself.

Thank you for reading! Much appreciated!

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Learning ability and space and time in the classroom.

I am going to use analogy to describe what happens in a class room, to slow down and look at the minutes and the child in this space.

Knowledge and information is like water dripping, and the child in the room is like the glass filling up with the water, 

The children in a classroom, and my experience is with the fourth grade in this analogy, they so want to participate, their eyes are glued to the front.  I mean remember how persistently your child learned to crawl, to walk and to talk. That drive, even having fallen down and perhaps bumped into something that surprised the child, remains. No matter, they keep going. Again,  that same drive remains, that child does want to belong and interact with what is happening in a school, in their environment. Resistance to what is happening means in so many ways that they do not have the words to respond. Remember having a moment when you did not have the words, did not have the means as the units to describe and as such answer and participate in clear and flowing ways within a discussion, be it in a class or among colleagues or friends? Did you want to hide your embarrassment? And as we hold memories, is this memory what remains, a memory of default - so to speak? Is this the lack of units to structure understanding as words that is missing? Has this lack of direction become words of self doubt that leads to actions that lead to habits that  lead to your character? By the time a child enters high school, do we see these behaviors in children of lack as resistance and acting out simply because their memories are of lack, as they did not have the words, the structure , the units showing experience, to build understanding and have the means of expression to answer and/or even to reflect on information and not only question but also find solutions that broaden what is understood by men, to move this into more creative uses of what men collectively understand?

So, that child in that room, is the glass, and the information is “ dripping in” and the child naturally is moved to expand, to take in understanding, just as they learned to walk. Now, if that child already has a lack in structure, in words, to organize that information, will that child be able to take in that water that is knowledge and information? Or, if there is a lack, will what exists in that glass, begin to steam up and cloud the process of building understanding?

So, now the bell rings, and no matter where that child is in perhaps clearing or ordering  something as the knowledge and information being presented there was a mis-understanding. And yet,  the child is in the natural process of making order out of what is being said,  the time constraint  is not allowing the time for that glass to fill itself up with a clear understanding,  the child loses that time to do so, because the regiment of the space and time in a school, is not moving at the speed of building - so to speak- that that child is really busy doing at the speed at which an existent inner structure - as the words known- moves as that child’s structural ability to learn at their speed because of their inner structure, which reveals conceptual development.

Does our public school, or any school, have an adult that is right there to see how that child is doing in their understanding? No. Teachers will and do do this, but obviously , they cannot possibly be there making sure that child understands enough to feel secure in their understanding. And this is why, one on one teaching is so effective. but as we know, the labor for this is unachievable for most people.

So, often we think it is the concept, which it is,  but if the units that build the thought, that describe the concept, as the words, are not integrated enough, then that concept being taught will be very difficult to understand, difficult to be accepted  into the vessel of the child. The outcome is either  merky and cloudy and/or reactive as an insecurity that builds behaviors of reaction that are like steamy water - so to speak.

Is this what we want for our children, those children who become adults that drive and direct the order of our worlds?

Our children are us in another life. If we as parents, do not  make sure that the foundation of our children is like pure and clear and pristine water, that is a memory built of structural clarity, of which words are the perfect structural units for and as, are we giving as we would have wanted to receive? 

Building a sound structure in a child is done as the words we know, our research makes this clear. This is what we all would have wanted, and realize as we mature into adults. If we do not know the words, we cannot communicate, order and reorder, which is being constructively critical and creative within our existence. If parents begin to understand this, and realize that there are tools to build such a structured and sound mind, empowering the parents, and thus the teachers and  our society, improving the community at large, thus, using technology, to build a sound mind, is a gift, it is taking what has been developed by men and using it is ways that improve our lives. The means are here,  as we all want what is best and that is realizing we have the capacity to become responsible for our children and ourselves. We understand that words build our thoughts, drive our actions, become our habits, create our characters. What do you want for your child? Stability? Capability? Effective relationships? We must ask ourselves by slowing down and seeing beyond our own memories that are steamy from lack of understanding.

Impulse Control of ADHD, ADD, Developmental Delays and Executive Function.

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.