Automation; New Home Old Movements? What are you allowing with your child's presence?

I realize that my experience can become something that I automate myself with, as in automate my be-hav-iors. I noticed this within playing the violin, that if I only took in the form, I could become automated within that, similar to becoming automatic in one’s home. Have you ever changed your home or moved, and then move in that new space as the inside moving as the old space? I have done this. This means that I can get caught in memory, where memory is an old experience, a past experience. This would mean that I am not using the means of perception that build the memory experience, in a living way, in a non-automated way. And it means that I am programmable. The solution is to remain here, cross referencing here, reality here. I had to do this with the violin, re-insett myself into the instrument. Then I understood the stories in the music world, where some of the proteges when they became adults, could perform with orchestras very drunk, because they had learned the concertos when they were young, programmed the music and thus could play on automation. Which means they were no longer present.

I also performed with professionals from a famous quartet, and I found that they did not sound so good when they played something other than their repetoire. They had become automatic, and lost a spatial ability in the present, they had no real equal presence to here. 

Now, imagine this programming ability, and the way we allow children to go to school, in a box, learning knowledge and information without practical application, with out cross reference in reality. What would that build? It would build an automaton of limited information. Perhaps those who had the opportunity to get a PhD and apply for some time in reality - bringing themselves back to earth, could undo the undoing by the design of the system. This initial undoing, using the means of the structural building capacity of a man, like in a form of diverting the means of building, from the get go, into limited information without any means of real substantiation, and this happening in its present form since the advent of the industrial school model! Now, realize that all those teachers, and especially the highly paid administrators do not want to lose their jobs. And realize that you need to work, so school is something, at least something, that can watch after your child and impart something, even if it is limited. And, creating that which is the means of building awareness to be a form that not only moves conceptually at a very very slow speed, but also when automated, is very hard to slow down and realign. This takes years and many mis-takes ( expensive!) to correct. Overall, that initial potential of the child, using that means to build awareness would take decades to correct. So life goes by, and the child has little chance of reaching their full potential.

What is the solution? We cannot change this system over night. And even if we did, our present children would need help. And help in this world is very expensive. I do not think that most of us can afford the kind of teacher Helen Keller had. And/or we cannot afford to leave our jobs, and/or we are a product of the same system, so we cannot always slow our selves down to correct this in every moment. And, our children are so absorbent, that whatever we do, as the measure of us, as the memory of us, will become the measure of the child. An example can come from our behaviors; if we blame, the child becomes this measure, if we are impatient, the child becomes this. If we blame the schools, we are telling our children that the schools are bad, and then the child does not trust the schools, and the child does not trust the parent because the parent is not being the solution, the parent is asking the school to be the solution. Overall, this teaches the child that the solution is outside the child, and as such it is not the child’s fault thereby not building self trust and self confidence and self RESPONSibility. None of this is building with that natural learning means, the means to not become automated, and the structural BE-HAVioral  means to bring presence here, and the means to use that presence to see what is real over limited-information-without-practical-application, because presence must have some awareness of here to make some sense of information-only as communication.

So, the choice is yours, what are you going to allow to be layered within the child? Are you going to create an automated human? Or, are you going to allow the presence of the child, their natural learning ability build a structure that allows presence AND a solid structure to keep the self direction of the child SOUND, stable, consistent, happy and fulfilled? Do you want a child , your child, yourSELF, to be present and have an inner experience that is sound as in seeing reality directly because structurally one is built with neat and clear units of information as what words are the technology in and as?

What would direct focus in practical means, meaning using the means of building in practicable ways, to build a structure the presence of the child could use that remained consistent and stable? How can we parents do this, if our own presence lacked this structure which we know we have if we have in any way been impatient, blamed someone else, acted irritated, demanded things,  were pre-occupied about work in one moment when a child asked a question and gave some easy quick answer not substantiating the presence of the child,  or if we ever, even once, acted in an automated way, as in the example of moving into a new home etc. etc.? What could we do, to ensure that child had the structural means to keep their presence here, and have the communication means that are also a structure building means to build the skills necessary to interact with this world in ways that were creative and productive, so that that child could become successful and have the freedom within, to reach their full potential? Words, a large and clear vocabulary, and as much real life application as possible in relation to the words.

This is Techno Tutor, your “ Helen Keller” teacher, your sound mind builder, your presence maintenance tool, your  education problem solver that will bring peace of mind to yourself and your children, because TechnoTutor is a technological tool to make sure your child has the BE-HAViroal choice and FREEDOM to become their full potential as life. 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

How are our children slowed down from an innate divergent thinking ability?

After being in an accident, I had a hard time driving down the highway without fear, without the memory of another car crossing the double yellow line and hitting me head on.

Memory has a way of holding onto values, and imagining a fear after an event. This can stay with someone for a while, and distort their ability to process information. In such a scenario, I was in memory, involved in pictures in my mind, and as such not seeing directly here. Which means I can hold images that distract me from here, and I lose a sense of being here.

In so many ways, if we realize all the excitement with television, the values impulsed of potential magic that is never really explained in detail, and this value is held onto as an emotional value, how long does this stay with a child? Do they imagine such things as what is promised, that has never been lived, and seems so exciting, and carry this with them, even into the classroom where they are asked to process other information that has none of the excitement that a television has with all the lights and the music? Can a false positive influence us as much as a car accident, and is this perhaps more difficult to realize because it seems so good to us? Do we waste time with this inner false positive from focus here?

We tend to think in terms of fear as the only side of emotional movement within ourselves as being something that takes our attention away from focus in reality, but the other side can do this just as much. ( And I do not want to say that being positive is bad, some of the things we see as positives are such, but when they are made a goal, without the steps made just as important on the way to the goal, then the steps are not enjoyed for the process and understanding of development as a value, a metaphysical carrot on a string as a gain can also create a “ separate reality” that takes focus away from here, and we learn more slowly.)

So, to use the example of a fear that lingers as past memory after an event happens, this same kind of behavior can happen to a child during the learning process, especially in school. And, what happens is that our words accumulate an inner value, that comes up and distracts attention from here, slowing us down. Thus, in many ways, blame and name calling does not correct this, if anything it only adds to it, because such behavior does not model direct seeing, which is what is slowing down an innate ability to process the details of our life.

If a child has had difficulty in English, for example, a fear can grow, and every time that child has to have English class, they have that same fear come up. During this period of fear, attention is not as clear as it can be, and then things are misunderstood. This accumulates and can spiral into more fear, like a fear is perpetuating itself. Sometimes, children grow out of this, and this takes some time, sometimes they don’t manage to stop, or have the opportunity to stop the fear and correct their focus.

Also, if there is peer group pressure and an embarrassment happens, this is a fear that can linger as well. We all have experienced this. When a child is already uncertain, such instances exacerbate the problem.

Some of these things are so subtle, that even if a teacher could handle some, they cannot possibly handle all of them.

When one is secure, it is easier to pull back into common sense. And we learn to do this as we get older, at least some of us do. Children that have a broad vocabulary tend to be able to do this more quickly, because they already have a structure that enables them focus. They have the words to structure them, and to move them through uncertainty, they have had more exposure to structure, which is why they have a greater vocabulary. And yet, one can learn a skill and have a lot of common sense, but not be able to explain.

Within this, a child in fear, just as I had in driving down the highway after an accident, cannot really see clearly, the words start to “ swim” and the information is then unclear. Probably a lot like reading words and not knowing the meaning, no sense of the form the words describe can be made. It is the same way driving down the road after an accident. Of course, more than likely, a car is not going to cross the yellow line, so I have to bring myself back, remember where I am, and realize the imagination triggered by fear is distorting reality. Perhaps, if we are taught to see directly, fewer accidents would occur.

There are two sides here. One is that if we do not know the words, we cannot understand the script. Two, is that if there are any values attached to words we have learned, it is hard to process a script of words, a paragraph. If our imaginations are rampant with values, then we will have a hard time focusing ourselves on what we are reading or hearing, and as such our ability to form an insight into what is presented will be limited. Then, we will not be able to generate enough of an understanding to have any level of critical reasoning skill.

This critical reasoning skill is present in young children. But, by the time they reach the third grade, this skill is no longer present at the previous levels. So, there is something that has accumulated that is diverting the natural learning ability and slowing it down. This can only be what has accumulated as memory. This memory must be of values that are in effect, distorting the ability of the child to process new forms of information. It is similar to having to bring oneself out of the fear, the distortion, of the after MATH of an accident, a mis-take.

I also had to do this while preforming many many times. If I knew the piece well enough, or my security with the form of the instrument was solid, then mishaps were quickly rebalanced. My trust within this also strengthened and playing became a real joy. It is no different with working with words.

The insight ability within this confidence is the ability to recognize structure/form with ease. To have a clear sense of structure within, without emotional triggers, to then realize a natural conceptual ability in relation to reality. This is why knowledge and information without practical application is useless. And one can really only surmise without direct experience in practical application. In this sense, we all know people who can be very aware of common sense solutions in the physical world, but cannot always explain themselves in words. 

So, overall, it is very important that our children have a broad vocabulary, especially in this age where so much knowledge and information is readily available through words, and that there are clear, direct, meanings to words without any memory of emotional values, a veil that blinds and distorts conceptual ability. In effect, I am saying that there is no reason why a child loses their divergent thinking ability that is present when they are young.

This ability is a natural ability, Somehow, it is clouded with values that effect children in any number of ways. We need only look to personality to understand the outcome.

We can clean this up, through ensuring that the building blocks, as words, are numerous and of clear meaning, so that emotions are not triggered - a wild imagination is not triggered - and instead the imagination can be used to help us see reality more clearly, and remain stable within our environments. This is what we all learn as time passes, but there is no reason that this is not lived consistently from the beginning.

Try this out for yourself. If you read something and there exists a resistance within, is it because you do not have a clear meaning for the words? Is it because you do not really know the words, or is it that it is difficult to see through emotional values present within? An indicator, is resistance, because words are just a description of here. Also, try and generate a clear meaning for each word, can you generate a clear definition for each word from the text? When we know something, it is not complicated, and it is easy to explain. Complicated means, we do not really understand.

Ken Robinson Changing Paradigms