What is cognitive dissonance in our children and what is the outcome? Natural learning ability and reading behaviors.

Cognitive dissonance in our children.

I was working with a girl in the 5th grade and noticed that she could readily understand a passage when I read it to her. Yet, when she went to read, she read very very slowly, and with tension, as in her breathing was uneven, and her body swayed back and forth.

How can a person, understand fluid words more readily than reading, when reading is simply, like reading a musical score, putting the units as the notes as the letters into a sound and listening and forming the sounds into a cohesive form, as an form of information that is simply an idea, or the creation of a picture about something done with words?

And this can become something within, as a belief, that then can be used to direct, thus what is sounded as formed as words, must be very very clear and something that gives direction in ways that create no harm. Something that does not tell the whole story, and that is used by a child, for example, must be the real story, or the information is harmful because it leads the child into situations that are not what leads to the full potential of the child.

So, this child who was reading very slowly and with a stress revealing itself in her physical behaviors, who could at the same time respond with a flow of words she heard, says something about the information she is using within to decipher the simple notes/letters of a graph of information!

This means that as she uses herself, as what is drawn out, and used to decipher the graph that represents the sounds that are things that represent the world around us, this inner measure is not flowing with ease. Yet, this girl can process words in other contexts.

Somehow, that information within , as what has accumulated in her cognitive map, is not serving her well. It is somehow dissonant, and as such, difficult to process - these ‘ notes that graph’ a picture as the words, as this is what words are, things that paint a picture, that reflect the world around us.

Already, this child is having a disconnect while processing a sound that is a reflection of experience, and all of our experiences are related to our presence here on a physical world,  I mean, what is metaphor built of?

if one takes the time to look, one can actually see this cognitive dissonance, it moves like molasses ( my metaphor!) . It is visible in the movement of the child, as the heavier lacking-ease in breathing and the body moving in a restless way. It is visible in the very very slow processing of the information, as the rhythm of the child, as their information/communication speed begins to be filled with gaps, and the speaking is more of a ‘ looking at the inner information’ and assessing it, trying to make sense of it metaphysically. Is this different from when a child learns to crawl and walk? Is this the natural learning ability of the child, as children who can rapidly learn languages when they are young, or is this the dissonance being sorted through that is slowing the child down?

This means that the cognitive measure of the child is not clear. And, because of our system that moves at a pace that is a rigidity, within the guise of giving structure, this structure is really something that is disturbing the child’s natural processing ability and clogging it up, Some would call this a false positive. The structure of our public schools sounds good, yet it does not consider the ability of a natural learning ability to process and order and sense patterns, instead it imposes an order that is limited and actually interrupts the child, filling up their cognition with information they do not have time and opportunity to experience and place into some kind of common sense order, hence the outcome is cognitive dissonance. Which, is why children who are exposed to more words, and more opportunities to do better in school. Yet, many, because of economics, cannot have such experiences. And, the parents do not understand this, or take the time to understand this- and it is the responsibility of the parents to understand this, as they would have wanted this for themselves. And, if one listens to many adults, their stories are about how someone else did not do this or did not do that, with a few realizing that they themselves did not realize this or did not realize that- for example. Yet, we must each realize that only we, our ‘ self’s’ can correct/form/build what we are within. We determine what we accept and allow. And, we do realize this at a certain point in our lives?

Hence, in relation to the child I discussed earlier; her cognitive information is not consonant with reality. And because of this, the child struggles with processing words as information that is a graph of the practice of living on a symbiotic physical reality as that which is all around us, as the school, and the roads etc.etc. that are the things that are used to build metaphors. Our within is not equal to the without. Young children learn so rapidly because they remain within seeing directly before a cognition is filled with a mis-measure that lacks the real story.

One can notice that one begins to move as a set body of information, because reading a different measure of information becomes more and more difficult as we get older. Do we realize we start to race as that in-formation and become the habit of and as it?  Hence, it is easy to see how we are in separation from reality.

And, as scientists are discovering, our DNA holds memories from our parents, which we have always known, or phrases such as ‘ the sins of the fathers’ or ‘ the apple never falls far from the tree’ would not exist. 

So, how can we solve this problem? How can we rebuild the very fabric of our cognition to retain a direct seeing ability and use our imaginations in ways that help us direct ourselves here, and send information to future generations that is clean and clear and as such can build a world where our children do not spend their lives sorting out cognitive dissonance? How do we build sound minds,that use the full potential of what we are, where we are balanced within to the without to live full lives? How do we end this suffering in children where they lose their stability inherent in their breathing becoming unstable and uneasy? Is this not what you would have wanted for yourself? Is this not what is development of the full processing ability of the child?

We must begin to understand that the information around us, through media, and the memory of adults composed of generations of information that is not the real story of living,has compounded in our genes, and into systems that are trying to order, yet not understanding this, and clearing this up. We have a system that is trying to put out the fires of this, instead of addressing the starting point that is a point of separation from a natural common sense, as this common sense is how that child learns to crawl and walk, and process other languages with a rapid ease.

No one can do this for each of us as individuals. No one can go into you, and correct this foundation. The only person/point of correction is you. The point on the ground as the individual, is the only place of correction as no one else can be inside that cognition that is a reflection of the measure of one’s experience and information accepted and allowed. Saying that what is within as a belief, is just this, speaking a measure. Speaking a measure is not a movement of change or reformation. Only the individual can change the form, that is what informs and eventually directs. We each, are responsible for what is within us. And parents are responsible for what informs the child because they are who spend the most time with the child.

If we cannot process information with ease, and/or we have a hard time ordering ourselves in reality as visible actions that get things done, then our cognition is not grounded and clear. we end up having problems processing information and getting things done. the moment we move into justification as blame and spite, we are believing that our cognition is more than that original ( originating point) starting point that was able to sense space and move our physical bodies in ways that we learned to crawl and to walk and to talk. 

The solution is to rebuild our cognition to be of a sound measure, where the words as the units, as the notes reflecting the graph of life as the physical world we are here working with,  are in sync, in order- where the words are the structural means of communication and self direction so that the child realizes they can learn/become aware in clear and efficient ways. This is building a child that lives at ease with this world. And this is what we all want/seek.

This is forming life. It is the most important thing a parent, a school, a community can do for a child because this is what determines the future of life on earth. And, it is what each of us would have wanted for ourselves.

I would suggest rebuilding your cognition and making sure that the cognition of your child is sound. Thankfully, the tool is here. It is Techno Tutor. Let’s get this done, it is what we would have wanted for ourselves. Slow down and read something other than a habituated form of information, realize that you can change, as this is the very ability of you as life- that rapid ability to learn new languages is right there under all that information that is creating a cognitive dissonance from who you really are as life. Take that which is good and does no harm, and align yourself to the purpose of building a world that functions with ease, and the joy that is there buried under a chaos of information that creates a cognitive dissonance through limitation, stagnating you from the full potential that can change and reform as your self within, as this is the stuff of creation.

                                           Inherent in the word ' genetics' is the sound ' generation.' 

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

How do we learn to drive a car?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Thank You for reading!

                                         The Ghost in the Machine.

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.

Cognitive Behavioral Therapy and The Natural Learning Ability and Vocabulary

Cognitive Behavioral Therapy and The Natural Learning Ability and Vocabulary

As I have stated, interventions are giving specific directions for a child that has a attention disorder. This, in itself reveals the problem, a simple one if we allow ourselves to look at this in common sense. A child has developed an experiential map, their memory, that distracts them from using an innate ability to sense the direct physical world around them.  We can understand this, because this is how the child learns to crawl, for example. And, that by the third grade, that potential we could see in their earlier years, somehow begins to fade. 

This in itself reveals the problem. A memory that is used to process information, directly or indirectly, meaning as described through words and numbers, or what is physically right in front of the child -  this memory is out of sync with practical reality. This is not difficult to understand when one slows down and sees that the cause of such a separation and the means to solve this separation are evident in the problem overall. And, a problem is really an equation, just like in math. A problem is a collection of perspectives, or information, conceptual shapes and forms, and these can be looked at as parts and then ordered in a way that gives direction. What complicates this is value judgments, which can be beliefs about how one defines oneself. The definitions one has about oneself  may not fit into practical reality. An example of this is to think of rejecting some activity, like gardening. Is that rejection based on fearing to be defined as an idea one has about gardening or that becoming this may detract from one’s desired idea of oneself in the eyes of another?

We all have emotional values we project into our world. Our children take in these values, as their ability to absorb their environment is great. So, if a parent, for example, is standing in the kitchen and the dog comes rushing in and jumps on the parent, and the parents reacts by waving their arm out to push the dog away, or even punish the dog with the arm movement, and shouts out words such as “ NO! GO AWAY!” then the child will imitate this behavior at another time. The child will take that whole form, the words the actions and copy the same thing. A parent will not realize that this is what the child is doing at a later time when the child imitates this behavior. The child will stand next to the dog and wave its arm and attempt to speak in the same tone as the parent had done. The child will speak loudly, wave its arm and unintentionally hit that dog. The parent will then reprimand the child, telling the child to not hit the dog, or even show the child how to pet the dog. The child is naturally completely confused, because they are being told that they have done something wrong when all they did was imitate the parent. This would naturally build insecurity in the child, leading to a lack of self trust. And, this takes time to correct, which means taking time to correct when that time could have been used to learn, to continue to absorb an understanding of how the world works, this practical physical world. I mean, this is where we live our lives - after life or no after life. It does not matter. We live here, we become adults here.

Back to my starting point. Obviously the cognitive maps of our children are not equal to the practice of living in a physical world. These reflections of what is placed as a measure within us, are not what gives the child a direction that allows that potential in the child to grow. If we look at media and the measure of value it places within the child, and a media that is much more prevalent in spaced repetition in our world today than say a hundred years ago, we can see that the cognitive behavioral maps in our children are of a memory that is filled with measures that in no way ground the child and their potential into reality. And, we have schools collecting data on these behaviors, which is no different than trying to fathom the function of a tiger from looking at that tiger in a zoo. It is impossible to realize the potential of that tiger in a zoo. It is impossible for a child to reach their full potential, as a human being, in a classroom, a box where knowledge and information can be formed in limited ways, in the interests of what has become a society structured to accumulate vast amounts of wealth, a society that has wealth accumulation entities that would rather there be no competition, thus placing limitation in human development is in their self interest. Yet, we accept this when we allow this. And the children are suffering because of this. We can blame no one.

One could say that our cognitive maps that determine our behavior, which we see all around us so we need no professional to validate this for us, - our cognitive maps- are like the memory on a computer, they fill up. If the inFORMation is not clear , like the example of the dog, as in not what is of a clear direction, then the child does not consider enough aspects of reality and ends up making many mis-takes that cost in the development of the child, because it takes time to correct the ‘ lie by omission’ information ( I say this because the information does not appear to necessarily be ‘ bad’). In other words, a structure has been placed in the child, yet this structure is not what enables the child to attend to reality. Prevention is the best cure, especially in that it takes time to correct bad habits, and habits stem from thoughts that lead to actions that create the habits and build the character. So, the time to create the habits will need time to correct. If we do not understand this, and we punish a child, the child then becomes the punishment as a belief in who and what they are. The only solution is to ground each movement into a practical action, which means taking the time to explain in clear ways, because this would then build a child who has a well informed memory, a cognitive map that directs the behavior of the child in effective and structured ways that then allows the full potential of the child to express itself.

Thus, cognitive behavioral therapies will be the process of redirecting the attention of the child back into the practice of living on a physical planet. It is that simple. A school cannot do this, by design they simply do not have the time. The person who can do this is the parent.

This is where Techno Tutor comes in. It rebuilds that chaotic cognitive behavior determining map using the understanding that all research into what  effective people have, through using words as the structural means to focus the child within and without, to structure the child into the detail of living a potency of seeing this actual world they must interact in to be effective adults. 

As I have said, there is a very old word that makes this clear, this is the word that is an acronym; ABraCaDabra = we are the words we know.

Because we have a world so filled with emotional reactions of limited information before practical application, which means being directive in building awareness with clarity about this physical world, we need something to help us help ourselves. We can use technology to help us reform our cognitive maps to reform our directives as our behavior, to build a child who can communicate clearly, use language in ways that order and structure the within, to match the without as this world that child must participate within to reach their full potential. This technological tool is Techno Tutor. 

Techno Tutor is the ultimate cognitive behavioral therapy, the ultimate helper for parents who can see that deep inside that confused child is a person who wants to come out, a presence in that body who was there when they were very young, a presence that keeps trying and trying to come out, but does not have the structural directives to order its own expression, its own presence into what would enable that presence, that is so unique, to look the parent in the eye and smile that huge smile of joy at being here and living with you. You decide. The means to help you help yourself and your child is here.

Thank You for reading. Much appreciated!

How a Value Judgement can Lead to a Narrow Focus, Stagnating Conceptual Ability.

Today I am going to talk about an experience I had with a young girl I taught. This girl came from a stable home, her clothes were in order, her presentation always clean, her work done. She responded in the classroom with capacity, but it was slow. She often was silent in her behavior, listening more than participating.

During a parent teacher conference I met and listened to the mother of this child speak. The whole time the mother did not speak about her daughter and instead actually tried to pick up the male teacher present. This woman obviously was stable with a job and a home, as her daughter came to school clean and tidy in her appearance   This mother was obsessed with a societal idea that she needed a man, this being revealed in her attentions as what she focused on which was her sense of being alone, and her desire to date the male teacher present.

One time, when I had the opportunity to work with the daughter of this woman, I found myself perplexed, because the child would stare at me, eyes wide, and to me, seem to not be able to take the information I was giving to her directly and apply this into some kind of reciprocal response. She merely listened as though what I was saying was something new that she had never thought of and thus she needed time to integrate. What I did not realize, and also, remember seeing with my own children, is that when the eyes of a child are wide open, and the mouth is open, they are absorbing their world, taking in the form as all the movements that build a structural understanding of the design of their world around them..

This girl was taking in what I was explaining, and she was doing it at a slower pace then I expected and that I felt I had the allotted time to accomplish.

In getting to know her mother, and the focus the mother was so possessed with, that was not a “ bad” thing as we all want relationship, I realized that this girl had little in the way of being substantiated, meaning little in the way of having someone really look at her and explain things. This was apparent in the eyes becoming wide and the mouth being open. At her age, within this context, some manner of story structure should have had enough of a grasp of story that this behavior of reconstruction would happen at a somewhat faster pace.

If this child, that was cared for in the most basic ways, was being cared for to substantiate the mother’s desire ONLY, again not a “ bad: but when the directive, other points of development were being placed on the side, and that child was being substantiated in relation to the parent’s desires, which means the details of existence were not being related to the child, and she was behind in her ability to understand.

If we come to allow an idea to define us, we become a very narrow focus. Looking at ideas is not a bad thing, nor is narrowing our focus. When we become a directive as this, such as the belief that a woman must have a relationship,  the “ small things of existence” are placed on the side, and the detail of practical living and what this means in structure is shadowed by the desire and need being made larger than all the other aspects of living.

It reminds me of a story told by a Canadian Politician. A woman came up to the politician and said she had worked in a church for 30 years, putting together Christmas baskets for those in need. She realized one day that giving the families in need the money directly would self empower those in need and allow them to go out and purchase their own Christmas dinner wants.  This woman went back to her church group and made the suggestion to give the money used for the baskets directly to the families. The response of the church group was that they would lose what made them feel good, which was this charitable act of giving something to the families.

In this example, we have a self definition coming before what would empower a person to self discover and take direction themselves. This is the mother of this child, so obsessed with an idea, that everything is in the order of this. That child, had little in the way of any real self direction, and she had the behaviors to match, because her world was driven by how the mother defined herself; as the single mom, in need of a partner.  The mother defined herself as her perceived lack, and could not step out of her self definition. I ask myself, is she the product of that which she exhibits as behavior, and is she passing down the sins of the fathers onto her daughter? Is the lack of movement, conceptually in her daughter the result of all attention in her space being focused on a self definition before practical reality - and within this that there was some awareness in reality as was evident that this child was orderly in many ways, yet had little in the way and structure of things outside of an emotional obsession in the mother? Did the speed at which she processed work/language reveal her cognition- meaning her depth perception, her understanding, the ability to generate understanding, and her respons-ibility? Was all what language she did have, bound with an impulsed value to what words she had learned as this was the directive as the self definition of the parent?

This is like the unsubstantiated passing on in-substantiation! By this, I mean the amount of substance as self being in awareness of the practical world and the information of this world and how this information in practical terms moves.

We can realize, that via our media, having an  ideological romantic relationship is a huge impulsed value at the ignorance of other aspects of life. Unfortunately, we learn this when reality hits, and the romance no longer can sustain itself as the bills must be paid, and the home cared for. This value is a value, but at the expense of other values, an idol as an idea is formed and that comes to define us, at the expense of those around us and the world in which we live. It is like a measure learned as the structure within that is warped and missing reality. In essence, on the side here, our media uses this, as we have allowed a system of wealth accumulation, which is a system of competition, based on ideas in self definitions more than in what we really are practically.

The presence of value impulsing in our media, that is everywhere, and a cheap form of entertainment as other entertainments have been allowed to be costly, must exist in such a constant way, because this is how great our ability to take in form exists as what we are as human beings. The media as what we allow to flow through it, and the economic structures we allow that determine access to opportunity, are in essence a system of great suppression. Why would this be? because that is how great the ability of men is, when allowed to interact with all substance of this practical world. Yet, where did this begin? Within each of us? Can we clean up our words and ground ourselves into the practical and thereby opening the way to substantiating relationships?

As I have described in the story of this child in a public school, we can see how an obsession based on a self defining value that is not necessarily a bad value and that can come to limit exposure into a narrow focus that suppresses through consuming the attention of that human being who is so very very capable of living and placing their presence here, enjoying all things, through interacting and building understanding of how all things work in tandem on this earth.

Here I ask? Can we rebuild our cognition to bring our focus back into becoming functional human beings here on earth?  Can we structure the within cognition into focusing ourselves and our children here, realizing so many are living within a veil composed of self definitions based on value judgements that separate us from our real capacity? 

Since men communicate with words, and words can focus us towards the details of practical reality, and build structure within to see directly without, thereby building a superior memory, would a technological tool that never gets tired, has no judgements be the means to help us help ourselves to ground ourselves back into actual living? And would this not enable us to speak clearly, direct ourselves as our true expression and thereby bring us into relationships that are best for us, and as such best for all?

What would a tool that builds substantive focus for the parent and the child give? Would it give the character of what it means to live a life of awareness and the ability to respond beyond ideas that are not “ bad” but simply limited?

We decide, the means to do this are available, to self empower the innate learning ability of each of us, to ground ourselves into being present and living a full life.  Abracadabra, we are the words we know.

Words are the perfect structural foundation for building a sound mind.

We learn to do things through spaced repetition. Even our infamous Karate movies reveal this to us. As we “ paint the fence” we integrate the small move and then are able to integrate more in relation to that one small move, which is expanding in awareness. Within this, we also must be careful to not become automatic in our moves, because this can lead to rushing and then mis-takes, leading to insecurity if we do not understand how this works and define ourselves by our mistakes, instead of simply realizing we have lost touch with what we have programmed ourselves to be. If we become automated, then we are allowing a program to exist as us without awareness. It is to say that one’s presence must always cross reference what one is doing, moving through the inner  knowledge base and checking it with the information of practical reality, like placing one’s presence in something, knowing the structure. This is that which can move through the ‘ eye of the needle” and remain constant, becoming small and big, depending on what one is doing. This is in essence the development of creative and critical thinking skills as one being present in full focus. Words are the perfect placeholders for this measure of being present.

If the physical is not programmed clearly, or does not have opportunity to be programmed, as in exposed to anything and everything that is here moving in visibly understandable ways as the physical is right in front of us, then we have human behavior with this inherent great ability, in frustration and lack, unable to see directly, and thus having a memory that is limited, and the voice to match as often the limitations are what is argued because this is the process of the program voicing itself, as that sense tries to understand by placing what is known in front of itself to see it and deconstruct to reconstruct, because the nature of that which can cross reference reality ultimately learns when given the chance.

Within this, that sense, that presence must have exposure to forms, to be able to move as itself in volume - so to speak- to practice changing inner form and building understanding of reality as its memory of life. If this capacity is given a limited and set from of information, and little chance of exposure to more and more forms, then that inner memory, or gps, system, or program, becomes stagnant and limited.

For this reason, evident in educational research, the amount of words a child learns in the first seven years, will determine the amount of flexibility and changeability a child can have, and as such, their obvious ability to take in information in the limited format by design of our schools, and will determine how well they can process knowledge and information - like they already have some measure to change with, some structural ability within developed. A lack of this, leads to greater and greater insecurity. Overall, this development as it exists in our schools, is within the gamut of potential within a human being, extremely limited. We are simply so caught up in the forest of the last 100 or more years, that we no longer see the forest through the trees. Which reveals the diminished conceptual ability overall in our society. Yes, we have products of this teaching our children, though well meaning, overall our conceptual ability in total is in lack.

And yet the answer is right in front of us because of this; when we are exposed to words, we are exposed to form and function, we are exposed to different perspectives, to different knowledge, to different realizations as to how behaviors are within people and the physical things we use to live.

So, vocabulary is structural development. We know that we learn through repetition, spaced repetition, and we know that exposure enables us to take in new information, and that this expands our awareness because we learn to read the score of practice in a physical world.

I think many of us have been to a graduation where the class valedictorian stands and gives a speech. There are some on  YouTube that are worth watching. These young adults obviously have some command of language and the product of such structural development which is self esteem. They can stand and speak, and even point out to their peers and their teachers the faults of the system. They show the capacity of a human who has somewhat of a clear structure to guide them within to enable them to have the courage to be self honest. They can conceptualize, they can communicate, the are flexible. They have some critical and creative thinking skill development.

Thus, words are the perfect units of measure to build an inner structure that creates a child who can think critically and creatively. and as such speak clearly, which builds self esteem and self honesty; something that is in lack in our present world.

The simplicity of this is so clear that anyone, any parent can become self responsible in the raising of their child, especially since the tools to do so are here.  Within this understanding of the importance of a solid foundation as the words we know, a parent will no longer be at the whim of a system that by design interrupts the natural learning/absorbent mind ability of the child through constant interruption because of scheduling restraints and peer pressure distractions  and lack of family time at home because of both parents working, and presented knowledge and information that is not the whole story and that has no space in the systemic design for practical application. The parent can ensure that the words are placed and structurally aligned within the child to build the means to communicate and process information with ease, to build the assets that is the child, into a person with self confidence and self esteem because they will be able to see directly creating a memory that is flexible and able to change without resistance to new information because the words as the structure will allow communication and a structured reference system to reflect with to think critically and creatively. This is  a quality of character that can withstand the changing world we live in today. Those units as those words, are the perfect structural foundation to bring presence into the many decisions we make that determine the outcome of our lives. This is what we would all want for ourselves, so, to build a structure of words within a person, gives a child, and the parent by extension, the gift that keeps on giving for a lifetime; a structure within that can read the score and process information in new and creative ways that solve problems and build a character that focuses directly fulfilling their real potential as life.