The flaw in the design of school. Knowledge and information without practical application is useless.

Just as one learns the language of one’s birth, one learns the customs, the traditions, the measure of values of that culture.

This means that we take on the form, as ideas, often built from past human practices, often determined by environment. This means how things were organized by what worked within a given context, as the surrounding environment over time. These actions, can be made into ritual, and practiced, to teach and to add to memory. Humans are so absorbing, we take in what we are exposed to, reflected in how we take on the language. That language is a mirror of the values of a culture, built over time, and often held onto as defining a person.  That  culture, where the starting reasons for the practices can be forgotten, because the culture comes to define itself as it’s built measure, forgetting why such and such a practice came into being. Unfortunately, within our present systemic design of placing power into the hands of a few, those few can use this- how actions as culture are formed, and how a human can absorb and take on a form through a practice of ritual without having any real direct practical experience in living applied behaviors in real physical space. Thus, a story can be memorialized as one’s belief, without any practice in effectiveness in physical practice. Then ideas about things can lead, causing an ignorance in terms of addressing changes in environment. Overall, what builds is a disconnect from reality. What is practiced within, is no longer aware of what is real and practical. 

The very design of a school mimics this. Placing children into a box, and teaching them through imagination, as memory, builds a measure/ideas/culture/tradition/ritual- as actions scripted out- that has no real practice in reality, and thus no practice in assessing and directly addressing real applied behavior with our living context as this physical world within which we interplay as adults in our lives. How can we really interplay with practical reality when our whole childhood has practiced placing information via memory, and then asked to use that memorized information to direct ourselves in a reality we have no practice with and as?  This is no different than having someone memorize the idea and pictures of playing a violin and then asking that person to go out and make a living playing the violin- based on memorized ideas. Obviously, this cannot work, and it is a mis-use of the imagination. It reveals how memorizing a set body of information without practical applied behaviors by action and design, creates a disconnect from self and practical reality.  One could say one is cognitively dissonant from reality. One could say that what is of seeming no-significant difference has grown into an elephant in the room, known as attention deficit disorders. A blue print of information that has no practice in reality- even if some of the info is valid or ‘ of a truth” -  a natural ability to process information ( because it is processing information in one way)  has separated from processing physical information surrounding the self as a child - where one learned to crawl all by one’s self- into processing a set body of information learned in separation from real applied physical behaviors in this physical reality. Thus, what may have appeared to be of no significance, perhaps a belief that the practice of using memory to learn would sort itself out eventually,  has caused a huge divide between seeing directly and being distracted by the information absorbed and moved within memory alone. A hard thing to realize over time, as those children coming from a more agricultural based society retained some practical application as their learning transitioned through generations into learning in a closed abstracted context in a school through memory. 

This makes seeing the forest through the trees difficult.  Yet, the behaviors around us reveal the story of separation. The problem is with each passing generation, the children become more dis-oriented, and the past generations as the teachers,  are products of this slow separation from real practice, applying one’s self in real time, which is the space here- this place where one gets things done. Thus, one could say, it is like a train of ideas and beliefs, and set body of values, like a language in itself, of values is something as a ‘ song’ or form, or rhythm running like a train in one’s mind, as memorized and practiced theory that then takes a child, who is on the ground, lives applying itself physically to learn to crawl, and is suddenly grabbed and pulled onto that ‘ train of and as a measure of information in the imagination’ - and asked to suddenly acclimate to that inner ‘ math.’ 

The children can see this happening, some resist, some accept, some try again and again to speak this difference, and eventually give up. That train of info, is raging not even seeing the devastation it creates in relation to this earth, this physical place where all the traditions and rituals were created, and then made larger than the practical, where one applies one’s self.  This is what is meant by ‘ as within so without, as above so below.”  This is why personal relationships are so difficult- they are differing ‘ cults’/cultures of measure, memorized and stagnant from applied behaviors in space, here.  This is why aging is really the consequence of losing all spatial ability in practical physical reality, that place where one applies one’s self to get things done. The math of the problem is right in front of us everywhere and every day. It is in that frustrated child acting our in school.  It is visible in a person who believes they have no ability to play a musical instrument. Such a statement reveals the level of disconnect from applying self to see directly the space of here, as the space of the info in the mind, embedded as directives in the body, as the hard drive of each of us,  that is not of a culture, as a set of directives, or values, that lend a direct seeing to what effective applied actions, as behaviors, allow connection and effective practice in getting things done in this physical reality. This overall, a very very simple thing when one takes the time to sort this out. Not something that is easy if the train of memorized ideas has been the practice, because it is racing over space, and very disconnected from reality. This is in itself a bully towards the children. We can no longer accept this, as that seemingly no significant difference from the starting point, has become an elephant in the room. The way out is to rebuild as words, one at a time, to reframe, or redefine each word into direct applied actions in practical reality,  and , this must be done through a focus directed out of that set body of running information, narrowing the focus of the mind/child away from that running commentary/song/math/culture/memorized-information and redirected as reconstructed into seeing practical reality directly. This means becoming a living word. 

The simple is always right in from of us. The degree to which one can realize the simple, is the degree to which one is running in a set body of information as the mind.  How great is the divide for you? What if one could rebuild this, to acclimate back into reality, into practical applied behaviors that ground one in realizing one can learn to play an instrument and that this is actually natural for a human being to do, as a human being has fingers and arms and legs and lungs that a human being can learn to direct and move, to master and apply just as one learned to crawl before a set body of information was memorized  and embedded as the directive information in one’s hard drive as the physical body? Could one say that that inflammation in one’s knees is mis-information causing problems, because the information is not what gives direction in an applied behavior, as a living action, that allows one to sense the movement of a finger on a sting? I mean this is something each can do, because that digit as that finger exists and can move. Can one see how disconnected from being a master of self, as one’s physical self, is in this context?  Can one see how big the elephant in the room has become as the information one accepted and allowed to direct one and define one within this. 

What if you had, from the beginning,  time and space to become a master of yourself as who and what you are as a physical human? Would that not be awesome! Is this not what the children cry for as they resist being in school?  One must forgive the shame of not realizing this, because that child, that is you in another life, deserves to be able to learn to master itself as what it is as a living being, to know that it can learn to play any instrument of its choice, as this is what we all want. Humans are happy when they are focused and  doing. The magic is in the doing. Doing involves full physical engagement. Doing means being present in the practical, as it is practical actions that build a house, or apply that finger to the string to make the sound.  Doing this in the imagination only,  creates a huge divide from reality, from real doing.  And this is why music builds minds more able to process information, it is not the music so much as it is the means; playing an instrument demands, by design, full engagement of all the sense- ability, where the smallest of actions are the most important because they define the outcome.

There is a reason we start with the abc’s and end with the SAT’s. The more words we know, effectively, the more words that are grounded in a direct physical relationships to living reality, the greater the ability to process information to the extent one can do, one can apply one’s self effectively. It is simple. What is difficult and complicated is the extent that train of information is running in one’s mind that has no real ‘ doing’ connection to the practical. It reveals the extent of one’s unhappiness, one’s inability to be haptic, to move as the smallest of means towards getting things done. 

We can use technology to help ourselves and the children. We can use technology to focus the child out of a limited and running chain of information, and redirect them to seeing this place where we plan it and get things done, this space called physical earth, and rebuild. It is the practice of the small, building into a blue print of being here, clearly, a direct seeing relationship to the practical that small movement that leads to effective actions. This would naturally create a responsive child, a capable child, a child who realizes they can learn to play that instrument and enjoy utilizing all of themselves, and doing so at a tempo had from the beginning before a memory of mis-information separated the child from applying them-self in behaviors that were of a successful doing in real time. Remember that joyful smile a small child has, that echoing laughter so deep and contagious- an echo of one’s real self. Imagine that never being lost? What if you could restore that for yourself, within and as having a tool to help you rebuild a culture, as words, within that was in direct alignment with real living applied behaviors? All those thoughts, of the past running in the mind, they are telling of where one lost one’s self relationship to real time and space. They are so consuming that doing the smallest of things appears to be more complicated over time, as that mis-information, over time, resonates because it will be answered to, no matter what, to such a degree that doing the smallest of things becomes difficult. This is the illusion, this is the veil spoken of, this is the persona of one’s separation from that original state of happiness that expressed itself in that deep and total laughter and smile a child has before being pulled onto a train running over the landscape of practical physical reality- that place where one has the ability to place one’s finger on a string and press that string to self generate a sound, in full physical engagement. And yes, it is that simple.

The tool to reorder the mind from dis-connection to being grounded and present, able to do a living math, is here. Let me show you, a parent, or a school, how you can self empower the child, and yourself, to become self directed, self monitoring, self able to stay the course, within retaining a direct seeing, and building a sound mind that never loses its natural ability to apply effective actions in real time, to become what is natural, a successful living human being, able to laugh as deep as a baby and smile with out any limitation.

Write me a note, the presentation is free and fun, because it is fundamental. 

Thank you for reading!

Why do we not see that learning to read music is no different than learning to read letters?

Recently I have heard the response to using technology as “ I can’t see my child having more screen time”, or ‘ My child needs the teacher, a person, to learn.

I think about learning to play the violin, where, as in learning any musical instrument, I practiced on my own. I sat and learned the notes and applied them to a movement. I walked the measure, I moved myself within this. No pictures, no adults standing over me micro managing me, but one day a week for a few minutes. This moves in exact opposition to what parents believe should be happening when their child learns. This means that it is an idea that an adult as a teacher must be present, micromanaging a child’s thinking movement. Why do we teach math and academics in a room, where an adult as speaking knowledge and information, where the child is not directing in any measure, they are simply taking something in? The idea that a child needs an adult to be present to impart information continuously and ONLY, is against real learning. It actually limits learning, as the child is not self discovering as self measuring and reflecting and applying in any real way. The outcome of such would lead to an inability to attend to reality, to practical application in real time.

Hence, we have the increase in varying degrees of attention dis-orders.

A child does not need a teacher micro-managing them for six hours a day, they actually need the time to self discover and investigate all by themselves. As with learning to play an instrument, small sessions of reflection by a teacher is cool, yet longer periods of self application is necessary for the child to work through things themselves. The brunt of the learning is done by the child. This is how one learns to play an instrument. 

Perhaps, this belief is more emotional, that a parent wants another person to be actively teaching their child for it to have meaning. It is the parent, within the present structures, feeling quilt for not being enough to teach the child or having given away a freedom to guide a child- a gift- to another. A parent who is a product of the same system, and believing that it was themselves that was not good enough to learn what was given, when it was the format that limited. This is not understood by parents.

Within music, we have children as young as two learning musical instruments, and learning to read notes, where the learning is done by the child, with much shorter moments of  one-on-one/direct instruction teaching taking place, in measure, when compared to what public schooling is doing by design.

If a child can learn to read notes and play an instrument by the time they are seven, then this reveals the capacity and the means of teaching children, where the child is given small moments of direction in comparison to larger amount of time working on things themselves, which could be called opportunity, real opportunity. This is probably why schools in Finland, allow 75 minutes of recess, because they realize that child needs time to work on things themselves. If we limit self discovery, we actually limit the ability to have a well developed attention.

And if we look at Common Core, we see information being presented in endless series of loops, of busy work. This would further divide the attention of the child, by creating strings of information to associate through, leading to a sluggish processing ability, like a really unorganized memory on a computer composed of what appears to be abundance, yet is not. This in tandem with excessive wealth accumulation, means that the victors are determining the form of information in our children in their own self interest. And the rest of us are accepting this!

The consequence of this is a loss of spatial ability, leading to a loss of purpose, as one can no longer see reality with such a busy mindfulness that takes time to realize is not who one really is!

If we look at how and when children can learn to play instruments, we can see that our children can learn to process language at a much earlier age than any of us, the products of generations of this, can fathom. This is that which is ‘ educed’ as drawn out, that which can move into any form if given the opportunity, that which some could call, or say, is able to move through the eye of the needle, being given time to learn to self direct, and begin to see patterns and be present in reality, be grounded here, having the ability to pay attention to here in ways that build a very sound character, someone who can be creative, fearing not to critique and examine, within and without.

We can change our schools to places where children really learn, and the behaviors of lack , of attention deficits are refocused, or reconstructed back into being self directive beings that remain as gentle as they/we were as children full of awe for life and a natural desire to want to learn to crawl and to walk and to talk. Prevention being the best cure, would be to have children learn the notes as words, at a much younger age, and to realize that our children do not need an adult there within the present number of hours with one teacher constantly micro managing, as social engineering what information that child should only be and realize. This really is a crime against the life in the child. 

We can transform out present educational systems to allow each child to self discover. And we can use technology to allow that needed tome to form a well structured memory, as the ' iceberg' within to create a mindfulness that is something to be proud of, where what we hear is clear, pure and working with us instead of against us. Here, we can transform our schools, into places where children are learning to use the instrument of themselves to ' sound' something that they can trust, because the information is clear, trustworthy and self understood. Techno Tutor, the means to a sound mind, and a huge cost benefit for our schools. The means to the end, to transform the attention deficits within that are growing, into a community of children that trust the within to direct them in effective ways without. 

We decide.

Music is fluid math, it is notes, symbols on a graph, the same as words. We have the capacity to process language, which is measure, as well as that child that started at two to read music at two and developed proficiency at seven. Anything less is causing a lack of expression in the child, leading to frustration and attention deficits, as the chaos of an unsound mind, is static, and slows down the natural expression that is gentle and full of awe in a child. We all know this, as that open and transparent smile every child has and seems to lose over time. We can, with Techno Tutor build a sound mind. Cost effective and fun, as learning should be.

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.' 

Limited Use of the Plasticity of the Brain leads to our Modern Disease of ADHD.

Limited use of the Plasticity of the Brain leads to our Modern Dis-ease of ADHD

I am reading ‘ The Brain That Changes Itself, by Norman Diodge. In this book there is a woman who was born with a great memory but little in the way of spatial ability. She eventually learns that because of the plasticity of the ‘brain’ she can develop her lack in spatial ability. She does this by looking at clock faces, the kind of clock face that uses hands to point at numbers. She studies, or remediates, as in attends to, the arms and the digits, studies the volumes as the measure of time. She gets to the point where she will have numerous clock faces in front of her, reading the times on all the faces laid out in front of her.

What she begins to notice in fine tuning her attention within reading this means of time, is that her behavior in reality improves, meaning her spatial ability in real time, the actual physical world improves. 

Our ability to process symbols is great, but if for some reason we have a lag in development, we have to go back and ‘ paint the fence’ like in our karate movies, to re build the attentive capacity that was never developed, or was lost through accident. Accidents beings things that happen to adults, or developmental delays in children, or lack of development opportunity in children. Our minds are not fixed, they are able to change, they are able to use different parts to compensate for another part having been injured through lack, or through physical injury. We have the ability throughout our life to build near pathways.

We are so capable of taking in our world, but we must have the exposure to form and structure. Words are a form and a structure, little symbols that organize our communication, and  as such, our measure of the world around us. Words are attention to detail, and order of that detail. They are symbols as much as the symbols of time on the face of a clock with arms and digits in a circle.

If we look at our from of education since the advent of public schools, we can see that in tandem with the application of public education we have the rise of attention deficit disorders. Given the plasticity of the brain, and given the importance of structural development of spatial ability as symbols within, enabling an understanding of the forms in life as symbols of life without, why is the disease of lack of attention and order growing?

I recently looked at real estate in an area close to New York City. The real estate taxes on a small house are up to 15,000$. 9,000$ of which is supposedly paid to the school district. Astounding that a small house would pay that much of salary towards the local school district, and yet, I hear adults of children saying to me that they and their child have been diagnosed with ADHD.  This diagnosis seems to be the catch all for any lack in a person. I think to myself, ‘ what does this mean?’ Am I supposed to cover for the lack of attention and order in anyone who has been officially diagnosed with ADHD? Am I supposed to forgive all the problems lack of attention in another due to some named disease may bring in any relationship to that person? Is this a form of end game that accepts lack without realizing the lack of attention and using this to realize the blatant solution? I mean what happens when two people come together who have ADHD? Do they throw up their arms and say the cause of harm in this actual physical world is due to their dis-ease of ADHD? Who cleans up the mess? More ADHD people? In the end who suffers the most? The children. If we realize that ADHD is lack of attention and order, and that our brains are flexible and can build new neuro pathways, then we have the solution. What ADHD means is that there is an inability to focus here, in reality, thus the solution is to focus here, to order the within with the prefect tools of inner structure, as words, where the meanings are clear, practical, each unit a reciprocal of what that word means in physical reality.

Obviously, the very structure of our schools, is one of the the causes. Sending children into a room, a box, and placing information into them ONLY does not work. Children need order, real substantial order, and time to order. A school that breaks attention span with a bell every 50 minutes interrupts attention. It is actually a form of disruption.  And we are asking households to pay 9000$ a year for this. And, I will not go into asking how a home that has two adults working at minimum wage pay can afford this, and a car, and health insurance etc. In reality someone has to be there to serve you that cup of coffee, so even what we call the little things that make our lives easier must be respected, so why not pay that person enough to live and support life? I mean that monetary value is created through labor from freely given resources !   Spatially, the numbers do not add up, but then we can say we are ADHD and therefor no longer responsible. What came first the chicken or the egg? Is this measure that makes no sense existent because we simply do not look? Yes. So, are we the fault of our own demise, especially because it is understood that the brain has great plasticity? I mean what happened to Helen Kellar? Was it that an innate plasticity as what she was as a human being simply given space and time to order itself? Yes. And yes, it really is that simple. Ignorance is as the word suggests, is a state of non-lookingness. 

From the age of 1 to seven, when the brain is most flexible, taking in the form presented to it, we have how many hours in that child’s life? Let’s do the math. 7 years at 24 hours in a day times 365 is 61,320 hours. If we understand that it takes 10,000 hours to master something, then a child could come very close to mastering something by the time they are seven. They could come pretty close to mastering a few things in those first seven years, and we see this in many proteges. Given this understanding, why do our children have attention deficits? If we double this to the age of 14, then a child has double the 10,000 hours in their life and could master more than one thing. Or, at least, be close to mastering a couple of things, which in turn would create a structure within that enables a faster understanding of other areas to master. Therefor, there is really no excuse for ADHD in our world. By twenty two, there is no excuse for children to have not mastered language, none. 

Think of the limited symbols in a gun fighting video game. There is the symbol of a man, and a gun, some rocks and green blobs in the back ground. Sometimes some sky with planets and stars, sometimes some  hills etc. So, a video game presents very little form, symbol exposure. It is an extremely limited form, and the child becomes the reflection of what forms they confront. Thus, our very so-called entertainments are not what is best for us. and our children are spending hours doing this. When the real world hits, then, and they must make a living, what are they going to be capable of? Will they go to a doctor and be diagnosed with ADHD? And will they justify all their mis-steps as this diagnosis? What happens to the children that are to come in a world of such adults? 

When we are exposed to structure and form, our innate capacity is to absorb it, to start to order it, but the exposure must come to pass. If we are exposed to compound forms, as knowledge and information constructions  only, then we struggle because we are asked to understand a shape- so to speak- of which the details are not yet structurally clear, meaning the starting points, thus this is placing a square peg into a round whole, or hopping before crawling. As our knowledge of words reflects, there is variation in the degree of an ability to take in the format of knowledge and information presented through words in our schools which is obvious in our divisions into class. Here, our attention is focused on stories told from one point of view, the point of view of the person/people who financially support that text book. Thus the story will be told in their self interest, not in the interest of practical reality, because practical reality would be a different story all together, one that would demand common sense. And, anyone can realize that we are not systemically moving in common sense.

Thus, our children are a measure of mis-association, creating dis-association leading to a lack of self responsibility labeled as ADHD. The problem is inherent in this;  a lack of self responsibility, thus the solution is to become self responsible, of which no one outside of us can do for us, each must become this for themselves, and we all know this.

It is that the one thing each fears the most, is the only solution. That one point. Thankfully, the solution is here, and it is to build the means of a clear self response- ability, as being structurally sound, as having a solid foundation as the words we know. Our words create our thoughts, create our actions, leading to our habits, that become our characters. And our characters determine our success in this world. Thus, given the generational dis-clarity passed down with each generation, compounding into ADHD, we can use technology to refocus us and build a sound mind as the words we know. This will build a  superior memory, a direct seeing, and thus a very focused person who has the creative ability to order, see the parts and the whole, realize what would balance and be mechanistically possible in this physical world we express and live, and then dis-cover creative ways that sustain and build a world that becomes the functional clarity without, of this clear ability within as the very expression of ourselves here. 

Read to understand:  The Brain That Changes Itself.  Norman Doidge, M.D.

Processing InFORMation through random Associations.

When the words are clear, the structure clear, cognitive dissonance is more visible.

What I have noticed within reading articles is that often many dimensions of an issue are presented in ways that confuse instead of enlighten.

And if a child does not know the words and is busy sorting out the meanings of the words then there is no ability to begin too see the mixed dimensions of what is being said, there is no ability to fill in the gaps of the associations as the parts given that are not necessarily good or bad, but so mixed that connecting the dots of the perspectives given becomes a task in itself, one that children cannot manage if they do not have enough of a structure as the way and means with which men speak, as the words, to conceptualize a structural awareness of what is being said, to place the points, the aspects brought forward and to align them in ways that build enough of an understanding to realize what is missing, and/or give direction within investigation, because conceptual awareness at some point allows a reflection that is objective enough to see and not fear looking for more information needed to build a solid understanding. Thus when enough structure is there, it gives the awareness that more needs to be understood, and that this “ more” understanding is able to be done, and that acknowledging that more research and investigation is a supportive thing, not something to become embarrassed about because the lack defines what one is, as the understanding that insight happens when structural awareness is solid and developed. When we label children as being fixed in their understanding, which s what class is, then we ourselves have stopped creating, stopped investigating, stopped researching, essentially stopped looking, which is a crime against life, and the ignorance of self punishing the children. 

Within all of this, it must be understood that reconstruction of limitation takes time, and that the change, just like changing direction physically from one direction to another, is a slowing down process, so it appears to be very slow, very very slow, but also, if this is realized, that changing direction can build momentum, and thus that slowing down does not define the outcome. If I think about how our schools function, there is no time allotted for this process. Parents, even a group can stand and change this but the process would be filled  with the conflict of resistance, and what is the most important thing, the child, would be left on the side missing and losing developmental time.

Thus, the parent, who is overall the starting point of the child’s development, as the cognitive map, the experiential map, is the point of responsibility for the building of the child’s character, the “ care” aspect of the child, the child’s self directive capacity, the solid foundational building blocks that enable the child to exist as an efficiently self directive entity as a person in this world. Structurally, as the system design collectively supported and acquiesced to,  cannot go back and make sure every single word and understanding in each child is clear. By design, there is not enough time, there is not enough man power, there is not enough real exposure to language over all. We can realize this in simply looking at the number of words we use in our daily lives, even within that of the upper classes, because often one area is known well, and the vocabulary is limited within that area, as our education systems have created dialects within certain subject areas that have become more a divisive measure than one that allows collective understanding. And, we adults tend to measure our worth based on knowing a “ dialect”, which is essentially exposure to a construct that spins on its own and remains within its own radar, believing it has a solid understanding, but in the end if social ease is not the outcome than there is a conceptual lag and extremes will build as that which is missed accumulates and becomes a problem that can no longer be ignored.

Natural Learning Ability and Cognitive Dis-sonance.

Now if a child has a good memory, which means they have had some opportunity in developing at least some sense that the mind is like a map that one can manipulate and as such have a realization that what is seen as the mind is objective view point that can change, these children are capable of building and deconstructing already because they have had an environment where they had calm and stability to learn this to some degree. Others are in such a stressful environment that there is an imbalance of constant survival around that stress, because a stressed person is so consumed with survival that they more than likely do not have the time to slow down and explain practical reality to a child. Hence the child does not learn to see this, or may over time, but learning time is lost and they fall behind. 

Also, if we look at entertainment, a child can be impulsed with the excitement of entertainment. This is where one defines oneself in relation to a sport, for example, where the measure of one’s awareness revolves around the names of the players, the qualities of the players, and the teams and the announcers, I mean there is endless detail one could build with to be able to talk about sports. In many ways, the process of looking at different dimensions within sports is a cool practice but at the exclusion of practical reality not so cool. It also teaches a child that their value is based on how much they can talk about what ever sport they happen to focus on. There is a “ good” in here, because it teaches to look in some ways, but when this is made more than anything else, it is not so cool because we cannot live on an ability to talk about sports alone.

All of this shows that our children become the measure of their environment. And we all see this because we categorize children already in elementary school into class. And we all do it, some are more objective about it, and others believe it to be etched in stone, and do not realize that this reveals the ability of the child to learn, to take in what is placed before them. It is this taking in, that screams the ability of each human to take in the measure of their world. Thus, there is no excuse that a child does not learn to direct themselves in ways that benefit the whole, this being themselves.

So, a child builds a character that is a product of the measure of their experience. So what the child expresses reveals the measure of their exposure. And since what the child expresses is the measure of their exposure, this measure can change, the gaps filled, balanced out until the child understands that what they are doing in school is becoming the measure of what is taught, and a parent can understand that this is all that is happening. When this is understood then  parents can begin to see that the building of the character of the child is not such a scary thing. The parent is the same, no different, a product of the measure presented.

We understand that a child builds an abstract of their environment in the first years. We understand that a child then begins to use this abstract to direct themselves and that this abstract becomes concrete, because we label children into class, into the measure of their exposure already in elementary school. But, this is accepting that measure and believing that it cannot change, and yet this was built. And, education tells us, interestingly enough not too many years after the industrial revolution was well underway, that a child deconstructs and reconstructs meaning. This in itself in a misnomer, because already we are labeling the mental map as a meaning maker, when it is really a reflection of our understanding, or, our ability to image reality as a measure.

If our inner cognitive map, our construction, is not of the same practical measure as reality, then we cannot direct ourselves without mistakes, because our mis-takes are where we are not considering practical reality. Think of a child learning to walk. Until they have a practical awareness of the space and time of physical reality around them, they cannot direct their bodies properly. It is the same with the school work given.

Hence we cannot blame a child for what they are, we can only walk them, help them to help themselves, to realize that they can change, within giving them the tools to measure and understand that this is what they are doing as their mental abstract cognitive map that helps them to direct in common sense because they are as how they function innately the ability to do this. And, we have to understand that mis-takes are a part of the process. And, that our schools cannot do this alone, because they simply do not have the time to watch every tiny measure in every child. I mean if a teacher could do this, it would mean they had considerable training, and training means time and money, so such a person would more than likely as the present system be very expensive and as such raise the real estate taxes to a very high degree because this is how the system works. If we ask one person to change this, we ourselves have no real measure of practical reality as the present system, and within this, an understanding that it takes a collective understanding to stand as that understanding to create a change. Change happens when many are acting in directive ways that are equal to the measure of practical reality and the accepted measure as the system at present. 

In so many ways, we have become proud of our constructions as belief, as the measure of what we were taught, and we then walk around showing this off, getting caught up in this without realizing that this is what we are doing. This creates a competition in a bubble, and overall this is a separation from practical reality. A separation that breeds insecurity because some can call out names more than others, because they have had more exposure, and then the ones who have little development, cannot compete and believe themselves to lack ability which is so far from what we as humans are capable of. All this insecurity becomes a cognitive dissonance that becomes concrete as a self definition over time, and this becomes the directive of us, one of limitation and confusion and suppression, manifesting as behaviors of frustration and violence. We all pay the price for this, because in protecting ourselves we spend our time in judging the characters of people around us, making sure that we are not associating with these kinds of limited measure that have consequences. And, we are enslaved to this incessant watching because if our attention is on this, then we are lacking in attention directed to our innate common sense, our natural learning  ability to measure the world around us in ways that allow us to consider the total, perceive the total measure of reality, and as such move in ways that are what supports as to be and become our full expressive potential. And this is what we all want. 

Techno Tutor is the tool to clean up cognitive dissonance, our  inner unequal measure of reality, some of which is good. It gives us the structure to turn confusion into a clear form of measure so that we can begin to process what is around us with clarity. One could say that Techno Tutor is the best, the very best, technological tool that has ever existed. Techno Tutor is using how we humans have externalized our abilities because we are so caught up in labeling ONLY, that we have lost awareness of what we are actually doing, having forgotten that our minds are a signifier of our measure of understanding only, and as such not what is practically real. If we want stability, we have to become it. The schools cannot do this, we each must do this, each parent must do this, and the way is here. Empower yourself and your children and as such the world, build characters that have what it takes to withstand the test of time, which is building a cognitive map that is in common sense, a direct seeing, a practiced focus, with practical physical reality, because this is where we actually live our lives, and it is the capacity to live such a life that is the joy.

The Importance of Vocabulary

We have moments where we suddenly see the parts and the whole, moments where we see a consequential play-out but do not act upon it, like we cannot move fast enough to correct the outcome we suddenly see. It is much like asking a question and seeing the answer as the question is asked. I have done this so many times, asked a question and then seen the answer as I asked, sometimes not wanting to admit I see the answer as I ask the question.

This can be helpful, too, because it frames one’s point of reference and then the gap is filled, the next step taken, so really there is no harm in this. Thus,  on the side here, children asking questions is a cool indication that they are framing information, an act that should be supported, even if it is something that is obvious to another. 

I want to ask why we don’t always respond to seeing a play-out in space and time suddenly, why can’t we react within that framework and  instead remain stagnant in that split second when we could have changed and responded? 

If we look at socio-economic status we realize that the greater the vocabulary of a child, the greater the ability to respond. So, the words we know determine our ability to act. And, since it is the language used in the home in the early years, it is the parents who determine the vocabulary of the child. I mean, this is cool in a way, because it empowers parents, as they can realize that they have the power  to build the character of the child through ensuring that the vocabulary of the child is of a solid and stable foundation, as this becomes the directive capacity of the child.

Another aspect of words is that they can have emotional values attached to them, which can interfere with registering the words of another, which we can realize because we become lost in fantasy and tune out from listening to words being spoken. And yet, as we know, across all indicators, the more words we know, the greater vocabulary we have, the more successful we become. So, words can help us process our personal reactions, and interpersonal interactions because we have the structural tools as the words to help us direct through cognitive dissonance - which is what emotional veils are.

So, overall, if we do not have the words to respond to our common sense, as that is the part of us that can suddenly see the parts and the whole, then we will not be able to act on that sense of the whole.

This is why having a broad vocabulary, and knowing these words as well as we know our name, which is a word in our long term memory, that we are more able to act as our common sense, and when we can act as our common sense, we are succees-ful. As I have said, CEO’s have  a large vocabulary and as such they are able to be directive and align with their innate common sense, something that all children have.

So, this simple development of children means ensuring that the words are many and are clear, as this builds the character of the child, a character that can become successful in life because they have the structure as the words to respond to the world around them. One cannot assess and measure space and time if one is too busy in reaction, resisting and hiding because they are inferior to the words, for whatever reason. 

Mothers can see the promise in a child, and yes, many fathers can as well, I have met them. Many times parents say to me that they know their child is very capable. What is not understood is how an emotional value can become the measure of the memory, and this slows the child down and separates them from their innate common sense. And, the media, does not help in aligning a child with their innate common sense. We all have it, because we all have had moments where we see the parts and the whole, see the consequence, see a coming outcome of mis-measure, mis-judgement, and yet we are like molasses and do not act. This is because we do not have the inner structure as the words to direct us. 

We cannot answer unless we have the words, and we cannot answer if we have an emotional veil before our eyes, a residue from a past experience that was a consequence of not being equal to our innate common sense, that measure of our children that shows so much promise those early years.  Words are a focusing mechanism, the tools, to align us with our innate common sense.

We can build the character of the child, word by word, and we can use technology to do this, empowering the parents, and the child and the community.  Let’s give our children the keys, as words, to align them with their promise, their natural learning ability, their common sense, let’s retain that initial depth perception and give it the structure as the words, using technology to get through the emotional veil that is slowing them down. Let’s bring out what is unique in each child so that they reach their full potential. This is Techno-Tutor. Cost effective, self empowering and the answer for every parent who see, know and understand that their child has great potential.

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

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

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

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

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

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

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

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

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

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

It is no different with words.

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

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

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