Word Recognition without the Clutter of Association.

An education gives a human being the structure to communicate and organize the world around them. Much of this is done using words. We go to school and learn to organize ourselves via words, which is why vocabulary is such a strong indicator of success.

This tells us, that education, as inner structure, is programming the human, to perform. The natural learning ability of the human, is this ability as common sense. When this common sense is split into fragments, as values before practical common sense, time is spent supporting the value over practical common sense; common sense being how we direct and create with the world around us. Common sense is that task, that practice that exhibits creating something tangible.

If our vocabulary is limited, and taught in the order of value, instead of practice, then we learn value making, as ideas, instead of actual step by step practical application. This value making, is what our media is and does, to create a need, as a value, that becomes what is demanded, as what is essentially programmed, thereby sidestepping common sense. As this, our children have little skill development, and a huge focus on a few values. Just think how much time is spent talking about clothing, and or decoration, instead of the details of the means of how the object being the decor is created. Wanting to decorate, is not a bad, but when this one perspective is the goal of many, which practically does not work in the world, because only a few can actually do this, which takes money, and social networking, and we tend to want the famous name, so usually just a few become this and then have the means to survive within it - which is basically a monopolistic formation, we can see the spin of our limitation, and the gap in our understanding. If someone comes to point this out, the program of the person, does not want to slow down and look at the details, and their abstract mind is busy rushing ahead as their formation made larger than life.

Imagine a child in a school, who has not the detail, the focus, never having the opportunity to build such, and living in an environment, those first seven years, where the exposure was of the consumerist media teaching limited values, ignoring detail, and thus imprinting a limited vocabulary, and all of it with values? Then place such a programmed abstract as mind, into a school setting. Can we see how that child will need to be carefully balanced out and that many reactions will come up as what is missing and as what must be counter balanced to get that child moving in common sense? Can we begin to see that blame and punishment has no solution because it only names the wrong but does not direct? And, how can a public school really have the time to walk the gaps in development with each child and even read the gaps with clarity, when the teachers themselves are the same products of such a system that has intensified in the last 100 years, as the last three or four generations? Conceptually, one has to be able to not only collect data, so to speak, but also read that and see the patterns instantly and then be able to, in a moment, direct into solution.

But, if most degreed people, can only process about 250 words per minute, then how can the adults of this world do this? Really, they cannot. Which is why so many of the problems and behaviors are not being directed into solution, because the adults are not processing with any real measure of depth perception. Which, the children are unable to do as well. So it is like, or should I say, it IS, the blind leading the blind. We have to be willing to admit this, and just as I suggest with the children, no longer blame, no longer reprimand, but, simply, realize it and redirect in ways that begin to build an inherent ability to process the patterns of common sense, within and without, to reconstruct, what is here, taking that which is good, and does no harm, and aligning our children and ourselves into what we want, which is to communicate with one another, be creative, from the making of the painting to hang on the wall, to the conversation we have as we sit in what we created, in ways that expand our awareness of what it means to live a full life, a life where all our senses are alive, and our experience is one filled with manifesting all potential. 

The way and the means of doing this is with our words.  Words are the naming of the measure of this world. Which is why those with a large vocabulary, tend to have a capacity to self direct, because they see more directly, because they have attended to, via words, the measure of practical physical reality. We have to be able to see the structure of the physical world and see the structure of the words we use to communicate, and convey information. 

If you have ever corrected a series of state tests, it immediately becomes apparent that children are very capable of being taught. Mostly, each has a different gap that needs to be practiced and walked through. And if one has tutored, it can be realized that a child can learn structure, and use such to begin to process knowledge and information, and the physical world, and then begin to move in more self directive ways, which over all, is being critical thinkers.

Thus, the words our children know, determine their abstract development. If this abstract development has become concrete, meaning habituated - which is saying “ stuck” in limitation - this abstract must be rebuilt. This is not something new, it is realized within the constructivist paradigm developed in the mid 1900’s after a couple of generations of a society experiencing the industrial model of production. Which means, we as adults could see what was happening.

As I have said, if I learned to process musical notes very fast by the time I was seventeen, to the point where I could read blocks of patterns as the notes, enough to generate a song, then why had I not been taught this with words?

First, I had not learned the notes by association, I had learned the note signifies a precise measure as a certain sound produced a certain way directly on the instrument. No pictures, no values, other than intensity of sound etc.. I had used focus mechanisms to narrow my focus, to realize that single unit of measure so that no clutter came up within interacting with that note. Thus, when I played, I could process without a memory of pictures, the note was the note, period.

So, if we look at media, and the adults we have become, obsessed with DATA only, we can see that we are not seeing directly, and we can understand that we are not seeing directly because we are not solving the problems of lack in our children. Remember, if we are blaming, reprimanding without clear direction, and much patience because of the accumulation of this, in essence we are lacking in depth perception. Our depth perception is our natural common sense, it is simply “ polluted” with value touting over practical action. And we are so immersed in this, we really do not know the difference, it has been going on for generations. And yes, I have to remind myself of this, because i am as much a product of this as anyone, so I slow down, and cross reference all the time, even when I am being rejected, pushed away, called names, etc. because such is not an act of giving a direction that is stable and sound, leading to, for example, giving the children the means to be self directive.

So, Techno- Tutor, is the means to clean up the abstract mind, filling in the gaps of understanding and thus self directive capacity that is of a direct seeing measure of practical reality. it is getting the words in without associations being a support as a belief that context builds meaning with a text only. It is getting the words in as their unit of measure in practical reality, so that then the children have a stable starting point to become self directive, understand the practical world, and therefor, stabilize within seeing directly and working with the means of practical reality.

Techno-Tutor is cost effective and efficient. It empowers the child to build an abstract as the words, so that they can answer in class, knowing the words as well as they know their names, knowing their words enough to be able to actually create a “ song” that has form and structure, that can be seen as a whole, as the pieces are clear, and then can objectively be seen and carefully looked at, corrected as the child subjectively lives their words as directives symbiotically in practical daily living. Techno Tutor is a win- win for parents, for schools, for the children, for the society, the the nation, for the gift of life all around us. 

Allow us to prove this. Techno -Tutor has special offers for schools. It is a gift that keeps on giving.

                   the simplicity of this, it is not complicated, which is hard for a world blinded by complication.

If our children do not understand the ordinary, how can they become extraordinary?

I remember back in my teens, that a famous violin teacher said that American children did not have the discipline to learn the violin any longer.

If I look at this, I realize that our American children no longer have the ability to slow down and direct themselves with any patience and sense of space and time, here. Spatial ability is simply to be aware of space, which means to see directly.

We see this in our behaviors, and a growing lack of common sense in simple ordinary things.

This means, if I take what I just said, and look at it more closely, that our children have no ability to pay attention to simple ordinary things, and it is walking the ordinary, the order of being a human being on a physical planet, that develops common sense, and as such, the ability to function and reason with self responsibility.

If our children no longer have the patience to learn a musical instrument, how can they learn to be ordinary, meaning give order to things, because it is giving order to things, that develops critical thinking. Within having critical thinking, one looks at the order of here, of what we are as how we exist, and thinks about what is here in divergent ways, in alternative ways, and then comes up with new ways of doing things, with new ways of ordering things. This is what leads to efficiency, and discovery. But if we do not have a sense of the ordinary, then we lose common sense.

I have to then look at the media that has come to be a part of our lives since the advent of television, In all common sense, being ordinary here, myself, what television impulses is excitement, and flashing lights and imagination, as being a lawyer, or a doctor, or a superman, or a criminal. If this becomes the dreams and imagery of the child, the ORDER of the child, then is it any wonder that American children have lost touch with the ordinary? No. And so, such a simple thing,  answers the question as to why American children are falling in the global ranks of development in terms of levels reached in education.

And now, we have teachers who are so concerned with “ data” collection, who themselves are a product of the aforementioned process of disconnect from the ordinary, that it is no wonder that teachers cannot solve the disconnect from the ordinary in our children, because they themselves have lost sense of the ordinary. I mean, anyone who accepts collecting data for some national machine, where that collection of data becomes a distraction within the process of teaching, a skill that really demands absolute focus on the movement of interaction with the children, just as playing the violin must have absolute focus, means that the teachers themselves have really lost a sense of the ability to focus on the ordinary. And remember, the ordinary means to be present within the order of being here, and what it means to move here, measure here, as the physical. I mean this is the only way one learns to play the violin. if I had to be  focused on collecting data, about every measure to what I was doing, and place this  data onto a graph, I would not be able to perform.

This actually, the whole scenario, is a limitation unrealized within this situation. We have teachers who themselves have no sense of the ordinary, because they are a product of the loss of this that has accumulated with each generation measurable in the declining development figures for American children, and we have children that have been impulsed with pictorial imagery that imparts no sense of space and time in the ordinary sense of what it means to exist in space and time as human beings trying to work together and develop what is a curriculum, that in itself is imparted as knowledge and information without any practical application. And our children no longer have the ability to apply in practical ways. I wonder why? How can we expect them to be able to ably with any degree of mastery, when they have never had the opportunity, and those educating them have not had this either.

So, we can begin to see the problem, What we are as mind, is the only thing that exists, and so one picture, as mind, is trying to teach another picture as mind. So, there is no development, to see directly here as neither the teacher or the student has any background of direct interaction, and so, no real sense of the ordinary. And the ordinary, is practical physical reality, because this is where we direct ourselves.

Is it that ADHD is being  “ better diagnosed” or is it that in the last twenty years, the disconnect from the ordinary, has accumulated to the extent that the “ pollution” of compound imagery has created measures of degrees of understanding that are of ambiguous fantasy as pictures that have no sense of the practical and are different in each and every person, to the point where we cannot seem to teach our children  because we cannot teach another an order when there is no ordinary structure within the child, to build any measure of real understanding and common sense.

It really is no wonder that American children cannot play the violin, they are very removed from any sense of reality, and as such lack an ability for critical thinking.

Within this, it is known that the study of music develops critical reasoning ability, and many corporations like to hire, as I have read in the past, people who have studied music, because they have a greater ability to manage, to order things in ways that are productive. So, again, the answer is right in front of us, that understanding the ordinary, leads to having a common sense of reality, that gives the order within to be able to spatially organize the physical reality in which we all exist.

Research also tells us, that vocabulary is an indicator of success overall. Vocabulary is the structure, the measure, of the ordinary, it is the units of description of the tiniest aspects of this physical world. It is not a picture show with bright lights and melodramatic music, it is what is learned to give a sense of the ordinary, as the physical apparatus that gives us the form to live, here.

We also understand, that a child’s first seven years is when the foundation is built. So, if the foundation takes seven years to build, then would it not take another seven years to clean up, to bring back down into what should have been done in the first place, which is to have a sense of the ordinary, to then have the capacity to stand as a responsible adult who can order things in ways that manage this world to move in efficient and functional, productive ways?

And, are we adults doing this? Obviously we are not, or ADD and ADHD would not exist. So, we adults can see, that we are a product of this more intense level of inability to sense the ordinary.

No matter how many new ways of teaching we can come up with, if the children to not knows their words, if they have no measure of the ordinary, they are not going to be able to become critical thinkers who solve problems. And if they cannot solve problems, then they will lose self trust, self esteem and self responsibility. And these children become the adults that create the fabric of society and as we can see, if there is no common sense development, the society will not have much common sense. Just look, the act of blaming the consequences of this, as blaming the child for an absence of common sense, is in itself a lack of responsibility, which means a lack of a sense of the ordinary.

And honestly, if you react to this,  it is because you have lost a sense of the ordinary.

In music, one learns the notes, without pictures, without associations that supposedly help one to remember. One simply learns that an “ a” is an ‘a.” Once this is built, the music can be read for what it is, and there is no associative value, so the processing of the script can happen very fast, with clarity. It is no different with words. If the words are many, and the meaning clear, without associations, then when a child reads a script, or hears the words of another, they can then address what is described without having to process through associations as the pictures, that can also hold relative values, which, as I said, slow down what is intrinsically a natural ability to sense the ordinary.

If the foundation of the child is clear, then the child develops understanding, self trust, self esteem and becomes a responsible adult.  There would be great joy for the child and the adult who had this developed capacity, because the interaction of a community of men who can communicate with ease and solve problems and create new ways of seeing and doing, is what life is really all about.

Techno Tutor is about cleaning up the separation from the ordinary that has happened over time through building a foundation that is equal in measure to the ordinary: the natural order of here where we move ourselves as men. At this point in time, technology can do this much faster then all of us who are a product of this gradual separation from a direct seeing measure of the ordinary.

Considering what people pay to ensure that their children have a common sense measure of the ordinary, as the words that are the structure for communication of the ordinary, Techno Tutor is an extremely cost effective tool to get this done.

When children, who so long to be able to communicate and participate in society, the change is immediate. They become calmer, develop self esteem, self confidence and self responsibility. Such traits naturally lead to a more stable child, who has what it takes to become successful. Do not take my word for this, research what is in every measure an indicator of success, vocabulary. We are the words we know, and the words we know must have clear meanings, unpolluted with ambiguous associations.