Intuition determines processing ability. What do we want for our children?

Let us look at the difference between knowledge and information and practical application and the imagination.

I can look at common core and the new math, for example, among other things.

When we memorize knowledge and information, without the opportunity for practical application, we can come to have a conceptual form, using pictures and numbers, and/or words to become a vision/entity/thing in our imaginations. 

If our focus is on this imagined form, and we use that to direct our actions, can that in-form match the living physical practice around us that is the very means and reason for learning something in the first place? Does our information fit, in other words? Can one imagine what it means to play the violin and then immediately play the violin? In this can we ever believe what we imagine before we apply what we have allowed ourselves to imagine? Does this not mean that knowledge and information must always be cross checked with practical physical application? 

In common core, the new math is simply a different way of moving the number values around. Or, a different way of deconstructing and reconstructing numerical values. Instead of 2+2 one breaks down the 2’s into a smaller value, as the parts and  then adds them together. And yes, it appears to be self evident to one that knows this, yet it cannot be said to be a ‘ bad’ because it is inherently what is the parts of a more compounded equation. One must simply know the code. 

And yes, it seems to be a busy- ness that is unnecessary to practice again and again and then to be tested on. This movement, or practice, in itself can be a means to slow down a natural ability to conceptualize. It could be construed to be a micro-management that inhibits a natural conceptual ability- especially for children sitting in a room. One must begin to look at all dimensions, because it is with dimensions that we are micro managed, slowing down an innate processing of information. Again, this is controlling the imaginative capacity, embedding practices that not only separate as that focus on this ONLY- away from practical application, but also, becomes a practice that actually stops what humans do naturally, which is to expedite the processing of information. 

Thus, this process of implementing a new way, or supposed new way of moving numerical values around, can become a device to train an imagination to move on a very controlled ‘ tread mill’ of allowed measure/value-manipulation in the imagination ONLY. Thus our attention is trained to be more in the imagination AND within a one-way processing that is a training into limited conceptual movement. It is a form of suppression of what is natural. 

The tricky thing is that the parts can all be justified and argued. Meanwhile, a momentum in processing one’s information in the imagination with practical application in reality is completely scrambled. This is how great the tools of becoming potent in understanding this life are, and yet how easily and readily a mis-use of this can cause all kinds of attention dis-orders. 

What is the main problem we have in our society? We have attention dis-orders. Because we have been doing this for a while, especially since the advent of public schooling, this attention-deficit  ( lol like our monetary debt) is growing. It is the children who suffer the most. Imagine being born into such a world?

This begs the question as to what happens within a mis-use of the imagination? If our imaginations, as what is informing that image and likeness of the information practiced, have little or no opportunity for practical application, or connection to practical physical reality, of living interaction, what can happen with that intense focus from the imagination and our connection to living practice as who and what we are? In other words, what happens when that imagination believes it ‘ knows’ something and then meets that ‘ knowing’ in practice ( from having learned it in the imagination, abstractly, only)?

Could one remember how this that is the imagination was formed? Especially after 13 years of being in a room abstracting information - as placing information in the imagination and playing with the forms within the imagination?  I mean look at this, this would be like racing in one form and suddenly moving that form into a living form outside of this inner form and expecting this to suddenly fit! How is this working for all of us?  The problem is that it is not working. If we respond with statements such as ‘ That is the way it is” we have become a complacency of fearing change that is a consequence of this same practice of which I speak!  Change, which is natural, becomes difficult within a incorrect use of our imaginations.

This requires us to look at what we begin to information our children as in their early years. What is prevalent are all the fairy tales? These tales, or maths/measure/value-system, are all about good and evil, or, a morality instead of practical real live living stories. Do we know the real story of the old woman in the woods who is usually considered ‘ evil”? Do we know anything about the overall structure and layering of the workings of the financial system of the castle? Do we learn about the agricultural practices? No, we are told stories about values of good and bad, nothing practical. Thus, we naturally learn to crawl, and walk, and then we learn a value system of good and bad. We begin our lives in the practical, and then we separate into building an imagination of value judgements, done by conditioning set bodies of information that do not tell the story of how that human being came to be considered bad. The irony is that the means to the end, as a morality of good and bad, without practical measure clarified- as how that old woman came to be who and what she is, is what informs us through memorizing the information via a story of measured and formed value judgements. This is just like that numerical value being slightly changed and practiced in the number values.  It is all a means of building an imagination in separation from living reality.  I have to ask myself if this is how the infamous ‘ boogie man under the bed’ is formed, or created.  And this begs the question as to the way and means of being able to completely manipulate others! And this begs the question as to why so many of us cannot read, or cannot process information!  And, why so many of us have a hard time communicating with one another!  the proverbial ‘ boogie man’ is our within information not fitting into this living reality!

In other words, an improper use of the imagination has us all walking around in a shadow world, in separation from living reality! We have come to believe that this informed imagination is more than what is around us! We need only investigate innovations created by some who have managed to exit this imaginative world or use it in constructive ways, to realize the extent of our separation. We need only look at the children with attention dis-orders to realize the extent of this problem.

I have found that many teachers and parents are very skilled at calling out the problem, yet cannot see the cause of the problem that is literally right in front of us, in plain sight! 

The solution.

Within teaching the violin, I always had to build from nothing via building an awareness into the structural means of playing the violin. If that structure awareness was well set, the child would begin to move with ease in relation to the structure of the violin. This happened in an exponential way one the parts began coming together. I would build an awareness of the parts, every part, not just one aspect, in a relationship with actual physical living reality practice. The change point would become obvious, because the child would begin to employ moving in all the practiced “ paint the fence” parts and begin to move in cross checking or assessing each movement because it was well known, and have the space to move into seeing the whole. This would then compel even more awareness and the ability to process this living action would suddenly begin to move at a whole other tempo. A momentum had happened, one that was of a clear inward perception of the structural means of expression as the tool as the instrument, to the point where the child could produce all by themselves in an effective way. Is this not the goal of education to realize measured  effectiveness in generating expressive movement in living reality?  Teaching through abstracting ONLY and then testing an ability to abstract  is very very limited, as the problems in our society reflect!  This is also the means of manipulation and control- which begs the question as to why that ability to learn to crawl, such a huge and great thing, must be controlled at all!? It is our very sensitivity and means of understanding.

Thus, because of an existent system embedded in consequences of a mis-use of the imagination, we need help. We can use what we have created, as our technology, to help us rebuild a stable and well ordered imagination as what humans use to communicate and inform ourselves as and with that is a ‘ thing’ about reality, and becomes our intuition. We can learn the code, as words, always relating them to a direct living measure/rule/quality/thing to build a well structured reference system as our imagination. This would remove the fear that is a product of a mis-use of the imagination, and ground our children into having the means to retain a natural ability to process the living reality around us, that living reality they naturally existed in when they learned to crawl and to walk, before the values imparted through story informed them of a measure that was not the whole story. Mastery happens within the interface of reality- just as one learns to play an instrument. 

Ask yourself what you would want for yourself. Would you want to become a person who lives as the limitation “ that is the way it is” or would you want your child to become an innovator that creates and lives in a way that improves all our lives? A child that feels secure in so doing? Would you want your child to direct the physical instrument that is themselves, beyond the crawling stage, into continuing a developing awareness of being aware of themselves and their capacity into a correct us of their imagination to create within an effective cross reference ability of this living instrument called this practical world? 

We are, even myself, a product of the mis-use of the imagination that is this present system. Yet, we can rebuild our focus, or redirect our focus and we can do this with a tool to integrate our words, by-passing a mis-informed imagination and then relating that word to this living reality, to ground our instruments as our physical bodies, back into a natural awareness of what is around us as this living reality that is as much as instrument of expression as is our physical bodies we directed into crawling and walking and talking and, unfortunately, accepting a mis-use of the imagination. 

I have been in a crowd and seen an adult autistic child-young man in their absolute frustration and mis0information, run up to an adult and violently push them down onto the ground. If you were that mis-informed child-young man/woman, would you not be so frustrated that any immediate means of expression would be better than nothing? For those who have not yet generated this mis-information to the degree of having an autistic child in relation to mis-information being passed down and accumulating within each family generation, would you want one of your children to have to live with having an autistic child? One could argue against this formation, yet dimensionally, this is what we are doing overall, and we all know it on some levels. Investigate the science of neurolinguistic programming, and realize we can rebuild ourselves at any stage of life. We cannot wait for the problem to become a part of our immediate existence ( in some ways it already is, because each town/area appears to be forming homes for the children suffering from a mis-se of the imagination into a compounded mis-information). The development and growing problem of and as these children/young adults, is costly for the society. The allowance of this development and its behaviors, are that boogie man coming to life, being what we have allowed to inform our fellow human beings. We as a collective are responsible for this. The means for each, on the ground , to become self responsible in informing the children we create. We can learn the code, as the words, to communicate a living reflection of practical reality. We can re-verse this trend of compounding attention deficits and and prevent a loss of attention, a natural ability to attend, to the living world around us. 

If your child is having problems processing information leave me a note and I can show you the means to rebuild a natural ability to process the living reality around us.

Thanks for reading! Much appreciated!

Common Core, attention within a narrow focus, diminishing the natural learning ability of the child.

Soft skills moving into the measure of our environment, or the measure of knowledge and information?

We understand that children must have a common sense ability as the nature of their presence because they learn to execute their physical bodies enough to crawl, to walk, to talk and to build an experiential map of the exposure as the opportunity that they have as they enter and interact with this world within which they will grow to live their lives.

This presence has so much potential when young as we see our children and our grandchildren and our nieces and nephews absorb and make insightful statements about the world that astound many parents and adults who wonder how a child can have such insight. We end up talking of the brilliance. And then something happens and somehow that brilliance begins to fade and the behaviors that we as parents so hoped to thwart manifest.

Do we understand how this happens? And yet the answer is right in front of us. That child that has that insight, that ability to measure and see the form and the function of something, becomes the limitations we accepted and tried to correct. Could it be that the child absorbs the very measure of the adult in their world that carries beliefs that lead to the limitation, and the shame and worry, the exact measure of what the adult is focused upon as their presence, as their substance that enabled them to walk, to talk etc.? If one has not corrected or structured a lack developed from previous parents that was absorbed, and only in pointing out what not to do without having corrected the measure within or forgiven it and removed emotional values, then how is the child that absorbs their world going to NOT absorb that same measure when the nature of the presence of the child absorbs everything!?

And, how can the very design of the classroom ‘ correct’ this in all its variations ? They can’t. Use your presence to realize this, any hope, any wish is not going to make this magically disappear because it is an active living measurable thing that must in awareness be corrected in space and time, physically. A desire to have it change is only a desire, it is not the practical action of making the change. And, punishment is not change, the directive done with patience and clarity, in detail is what creates the change. This is what any adult would have wanted for themselves, this patient careful direction- and done with the understanding of how all this works and what it means to change an already raging river of uncertainty from not having a structure that is sound and grounded. In the end there is only one way, and punishment or reprimand is not the action of correction, it only builds that reprimand in the child as a self definition because this is what the child is informed as.

Our classrooms also move to limit the movement of this absorbent presence. If we look at some of the math in Common Core, we can see that taking an equation in 4th grade and writing out long involved picto-graphs is a busy work within a narrow focus, which is what the child becomes, busy within a narrow focus, lost up in their minds only, without the opportunity to stand in practical physical time and live the measure taught. And so, the separation from one’s rapid spatial ability to learn, is slowed down through a busywork in a narrow focus in separation from practical reality. And then we wonder why our children struggle to find a place in the world; this wonder being in the form of worry.  And, we must ask ourselves why there is a growing dis-ease in our children that names the crime, as all our attention deficit dis-orders. They seem to grow in tandem with the length and duration of  the advent of our public school system, where children were placed in a direct instruction model ( sounds nice) with one teacher and many children using abstract symbols on pieces of paper in separation from that physical world the child used their presence to absorb the space and measure of enough to become the multi functioning executive function of learning to crawl and to walk and to speak. It should be obvious, especially within how well one on one instruction works, and how quickly the child basically self teachers themselves to crawl and walk etc. that the design of our schools is to separate us from our natural abilities as human beings.  And, I am not saying that direct instruction is a bad, but when it is a constant practice for hours on end every day, the measure of its limitation becomes the measure of the child, because we become what is placed and practiced in front of us through spaced repetition.

In essence we grow into thinking abstractly as mind only, and no longer knowing the score of reality. Then as we become adults we slowly learn the hard way to pay attention to the real world. And meanwhile it is touted that we cannot get a job unless we walk through this limiting by design system. And, conceptually, we lose our natural ability to flow in what is an innate ability to flow and take in form and function. So, in reality, we come back to ourselves slowly through our lives ( and not all) when this presence that was directly aware of the world around us to begin with, should have been where we remained in our development, instead of getting caught in thinking ONLY. 

What would it be worth to retain that presence in the child enough to allow that potential to expand and remain? What would that be worth to any parent and to any adult who wants to find that presence again?

What would it be worth to prevent the separation and be self empowered to build a child who retained their presence of such potential and not have to suffer a life rediscovering that initial potential?  In the present system that would be priceless. Priceless. You decide.

Techno Tutor : Covering all the language and communication skills to build a sound mind, self empowering parents to self empower children. We are the words we know, and I mean really know.

Words are the smallest units of measure, much like musical notes are a unit of measure.

Let's say that we map out every minute of focus of a child the first seven years and then divide the attention of that child into categories. That will become the experience of the child. Exposure, everything. Even the number of words that child learns. What has been the attention of the child, will be the measure of the child. Even down to the amount of time that child can hold their focus on reality and/or a reflection of reality as their accumulated experience. In this, how can any adult blame the object as the child? They cannot.

Now, that map, that GPS, that memory, would we say that this is a direct memory of reality?

Presently, no.

So, if, as with common core, the child is given texts to read that talk about things other than sponge bob, the starting point of building understanding is going to need to be done from the very beginning. It does not mean that the child is stupid, it simply means they have no structure built, and no sense, no exposure - no " direct  sense" development.  And, if the child has a small vocabulary, how is a teacher showing a flat photograph and a worded description going to be able to reach that child? They simply are not. There is no exposure on a common sense level, no visual, no kinesthetic, no " sound" sense. 

When I went into a M.Ed. program, there was a test, a spatial test given.. For the majority in the class, these young late teen girls, mostly, it was very difficult. I was shocked. I do not consider myself smart, nor stupid. This is not about being either, this is about common sense, a natural ability.  It is not being developed. It is not being used. The non-use and/or development of this is a crime against life. 

Also, each child has emotional/feeling values, as the space filled where no real understanding has been given. I mean, a parent that does not understand something, will more than likely have a judgement about it, which is to teach an ambiguous meaning with an emotional value, a good or bad value, to hide ignorance ( this word means to NOT look or to not have had the opportunity to look). 

Someone wrote on a  response that children need to be taught to enjoy reading. What does this mean? A child that has an interest in something, and some exposure to the words and an understanding of the subject, will enjoy reading about it, because they have enough of an abstract to create some meaning from the words. Which is fun. All children would probably enjoy this. So, a child that is not enjoying reading is a child that cannot make sense of the words. Even if they can read the words, if they do not have any reference with some level of common sense ( exposure and development through direct physical interaction)  then they will also not be able to make sense of the words. So, saying a generality that children need to learn to enjoy reading, describes nothing, it tells parents nothing, it solves no problems. Is sounds good as a truth, it looks pretty on paper, no one can deny it as a statement.  It is not a direct common sense solution. 

Also, if there are a lot of emotional/feeling values, the child will have a lot of emotional and feeling value reactions, because this is what has been learned.  Emotional/feeling values are like " fillers" for a lack within direct seeing, meaning common sense.  What goes in, is what comes out. For children that have a combination of emotional/feeling values, and a lack of vocabulary, the classroom is going to seem like a cage ( also for the ones who have had  a lot of exposure). No manner of " feel good" words from a teacher is going to have any effect on this. And a teacher getting frustrated and short tempered, is only going to make the situation more difficult for the child. Labeling a child is really giving up on the child, and blaming the child - it is a lack of being responsible towards a consequence of  lack of being interconnected to physical reality. It is like accepting a limited program and blaming a program, ignoring the composition of the program and accepting it for what it is and walking it, the child, into awareness. And this, is the only solution, and it is the responsibility of all men. Yet, mostly, it is the responsibility of the parents.

Now, we can begin to see, that the classroom setting of knowledge and information only as the medium of teaching and learning, is so limiting to so many children and only those with a combination of exposure and a memory that has been somewhat organized enough to function with some amount of clarity are successful.

The solution is to rebuild the child, the inner reflection of the world around us,  to ground this in practical reality, because this is how and where we directly move ourselves.  So, the structure within has to be clear. Words are the delineating of here, they are small units that describe objects and parts of objects, and physical movements, they are the smallest unit of descriptive MEASURE of here, reality. They are the means to order our common sense. So, the memory of the child must be built with words to create a solid " brick wall" of understanding. This solid brick wall of understanding is building a direct seeing memory. This in turn is building a very capable human being/body, one that can really problem solve. 

Given the state of the world, we need a LOT of problem solvers.

We have allowed our world to be so filled with so many distractions from practical reality, that we are going to have to use that same medium of distraction, as technology ( is there really a good and a bad, or only how we are within what we do?), to practice ourselves to focus in reality ( ground ourselves), and to build the smallest units of measure to create an ability to MEASURE here. We can reach the builder of the cognitive dissonant memory ( the natural learning ability) , and place the smallest units of measure as the words we know, into the child. So, not only does the child practice FOCUS, they also build units of measure within their memory. As this, they begin to ground themselves and as such, are no longer empty of response capacity ( inter-connected), they can then begin to participate in common sense.  This would be a classroom, that would be such a joy to participate in. This would be life in full expression. What other choice is there? None.

Every parent can do this, and it is very affordable. It is like giving ourselves what is innate within us, our natural ability, back to ourselves.  This is also beneficial for school districts, especially in this day and age. 

As within, so without. It is as simple as that.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Natural Learning Ability

The 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.