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.

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.

Focus and stability on the concrete world. The missing link in education.

Focus and stability on the concrete world.

In working with two autistic children I notice that they can read many words, but they cannot define them. They can even read the definitions, pretty complex ones at that.

They are automatic about this, but cannot place this into any context. Generating a meaning in space time means being equal in awareness of space time. It means referencing space and time.

Which begs the question as to what is happening with children, no matter what degree of ability to process knowledge and information, as to being equal to the context of physical space and time.

Learning something new takes some time. In order to get the physical body acclimated to something new, a process has to be walked before that new thing is understood by the person, It means that the person has become so equal in understanding that they can then move in space time with ease. If we have an idea about the outcome without an awareness of what it means to learn something, in detail, then the idea is explained over and over again but the context within reaching understanding as a process is not understood.

Learning to read a bunch of words, does not necessarily mean understanding of the words, to the point where the words are able to be generated.. The understanding must have a reference. If that reference is of idea only, then it has no substance. The only real substance, is physical space time. So, how can a child that is taught by idealisms have any stability in word generation if there is not real reference point? A reference point as idea, which is the abstraction, is this idea only, lacking any reference in application. And so, a capable inner abstraction ability is pointless if there is no reference in application. And then, only a chaos of no ability to generate any substantial meaning exists.

Within this, a child must be reprogrammed - so to speak. Each word must be abstractly placed, with a solid reference to what that word means in application in space time. And, all reference to ideals only must be removed. This is to say, the child must be grounded back into physical reality.

So, the child must refocus each word into the abstract system of the mind, without any idealisms, and then that abstraction as a word must be defined in reference to space and time, meaning each word must be defined in reference to what is means within a physical environment. This is known, because knowledge and information without application is pointless. And, as I have noticed with children, they can read all these words but they lack any ability to define them, and thus any ability to generate them because they have nothing to reference them to but idealisms.

I mean, bringing up a definition to a word, such as “ superman” has no reference to reality, because there is no such thing as a superman but as an ideal.  That idea can appear to be pretty, but it really has no substance in application. A child defined “ captain” as superman, which is a super-idealism that does not explain what and how a captain becomes a leader. “Superman” is a picture definition not a living definition of the word with any space time reference. A “ captain” is  a person who has accumulated some practical experience and is them able to be a leader and as such can impart awareness to others. This removes all metaphysical mystic and grounds the child in many ways that gives awareness of development, and process, and how physical reality is not something to fear, but to understand, and that this is a natural ability that follows a process. This, in turns leads to a stable child that can begin to generate definitions to words as a practical application.

So, instead of the movement in the abstract from captain to superman to understanding ( that is a very slow process of progress for the child which costs the adult time and money and creates all kinds of instability that also takes time to correct)  one can refocus the child from their natural ability to take in abstractions,  and then directly place a meaning that is clear in practical application. And thus, build a direct memory, where the word is a place holder that is directly related to a practical understanding, and as such the meaning has a reference that has a substance in relation to space and time.

The redirection into this, would move very slowly at first, but once enough movement with this practice of direct abstraction of a word, with the practice of reference to space and time, is modeled, the awareness of practical application would grow exponentially and become easier once the initial slow change of turning the direction of the child happened. That point of change, always appears to be slow, but just imagine turning a boat from one direction to another, that point of turning appears as a non- movement, and yet it is a movement.

Here, look at the behaviors of our autistic children and what do you see? 

And yes, it is very simple.