How We Learn to Drive a Car and Building a Sound Cognition. Behavioral Dis-Orders

How do we learn to drive a car?

Do we sit in a room looking at a picture of a gear shift before we enter the car and start moving through the process of driving a car?

No, we do not, more often we get into the car, and are already are familiar with the parts because we have watched our parents drive the car for many years. We do not learn the parts of the mechanisms we directly use to drive a car through pictures with words attached in a box with all the distractions around us.

We sit in the driver’s seat one day, and as we sit there we directly learn the parts of the car we use to drive the car. The gear shift is a gear shift, the break pedal is a break pedal. A cup is a cup. And, to note, do we tend to project onto these devices? No. For some reason, the means to move the car that we use, we tend not to project any blame onto, any fantasy.  Meanwhile, most of us walk around projecting all manner of values onto the human body. We compare women to women; men, for example, evidently, every seven minutes, think about sex and do some fantasy projection onto a woman when the form of the human as a woman is walking down a street. Yet, I have never heard of anyone ( though there may be some! lol) talking about the break pedal as having some vacant look where a presence is absent in relation to a break pedal! I have been present with friends and men in the company of women, for example, and the sudden absence of attention, of presence is palpable, even if we at times cannot realize why we react in moments in seemingly chaotic ways while with friends or partners.  Somehow, the way most people I have met and traveled in a car with, do not have any distance of presence, or less of such, or behaviors of avoiding what they are doing within the action of driving the car. Yet, remember those times when one almost had an accident? These are the times when one was not paying attention- I ask, what was going on? This is being in separation from what has become automated as the information directive within our memories.

Thus, when we learn to drive we learn the parts we need to maneuver to drive and we sit with our presence acclimating to the car’s structure within these means to the end. We repeat and repeat the movement, much like learning to walk, until we can order our directive capacity  and move these parts needed with ease. Then these become ‘ smaller’ in that we can process the actions faster, and we are ready to drive the car with confidence. This is a dynamic process , one that leads to driving a car.  When this structure is set, we can expand our presence to the horizon and add more awareness as extending our awareness and taking in more of the world around us.

Yet, in a school what are we doing? And what is the media doing with all the pictures about the physical world around us? We are learning things through words and pictures. We learn some words and then we start to process information about this world through words. This is, in itself , a imagination of sorts, about what is really here, and the very means is one of limitation  because there is no common sense present because we are not dealing with the real things, like we are when we learn to drive! Yet, most of us learn to drive, even if we do not do well in school! And, most of us learn to walk! Can we see the correlation here? Knowledge and information without practical application is not only useless, but also inhibiting and something that can control what one thinks as what one believes as what one images to direct one’s self, and just as we take in the structure of the car directly and begin to move within that space and the objects within it, like programming ourselves, I must ask, what is that information doing to use that we learn in school in abstract ways, as in imaginary ways only? It becomes what we express, because it is what we are exposed to! We humans become the very measure of our world, meaning the very measure of the information we accept. As parents if we send our children to a public school we are accepting what we allow. If we do not investigate what is being the measure in what is presented to our children, we are simply not being responsible for our children.

If we learn limited information, which is what learning through pictures and words is because it has no direct access to the physical mechanism, and we learn through pictures with as associations can we possibly have as dynamic an ability to act as we do when we have learned to drive a car? 

Thus, limited information, as information only, is learning by association because there is no direct physical access to reality. There is no real substance for the placeholder as the words that compose the information, the knowledge is not grounded in reality, it becomes a construction that does not fit into reality, as we can see in so much of the behaviors of people in not being able to feel secure in what they do, or to, on another level, complete things in this world that do no harm.

If pictures are used, it becomes as that picture, a ‘ flat’ association that because it is information only, and is what becomes the memory, the imprint, the picture, it is what is processed as one’s directive. Of course, as consequence as the information, if it as the limitation that it is, does not fit into reality, then the actions, the movements of the object as the human, can move in all manner of ‘ not fitting in’ or ‘ mistakes through lack’ within moving in our world here, or, within living our lives.

The media does not help either. Because we are so absorbent, we take in everything, and if our ability to take in the measure of that break in that car - and that goes for all of us, even those we call stupid in terms of schooling- is interrupted with a shock, as a sudden change, or interruption then our natural ability to self dis-cover the very volume, quality, movement, density, feeling of that break in that car is cut short, and we become that measure as that interruption, and must process through this.  Thus, within space and time, we are all so interrupted and so lacking in non-associative learning that we become a measure of limited information that is also a chaos of association that has no real grounding. We lose what is a natural sense to think critically and become creative in dynamic and active ways, and we lose what is a natural ability to problem solve as many videos and that first process we learn  reveal that we are innately built to be and do, which is learning how to walk and as I am using in this article, to drive a car.

Within this, we can see, the extent to which so many children are suffering , because their ability, a natural ability, a natural learning ability is what and who they are, is suppressed through what I call a chaos of information that takes so much time to sort through, balance out, that the life and the ability of the child takes years to sort, and the child that becomes the adult blames themselves, and instead of becoming their full potential, a dynamic state of being, they become behaviors of quilt, of shame, of self judgement and not the expression of living a life that is aware  and able to do all things as well as they learned to walk and to drive a car.

This is also why all educational research shows that people who learn musical instruments tend to have  a greater capacity to see consequence and be constructively critical and creative. It is because to play and make music, one is not only a memory of associative imagery, a musician actually deals with a physical object where they must perform with that object just as someone does with a car, or in learning to walk.  The simplicity of this is such, that if one cannot fathom this, then know that the associative mind of information only, is a wall of information being processed through that of a story of justifications as the inFORM of oneself and that it is so busy, in what it is , that slowing down and relating to reality is like a huge effort. It is like slowing down a speeding train where one believes that the train is all that exists, because the train is moving so fast, that the car can no longer be seen through the window, that car that is driving along side that train.

Another insight into how much we move as information is to think of someone we know that we are very careful around, where we feel life we are walking on eggshells around them, to not cause an outburst or reaction. This is when we fear facing the information of that person, though ironically we are aware of this, which means we can process through the information, we simply fear not being able to answer. What we in essence are avoiding, is a wall of associative information only, that is all it really is, a measure that one has allowed to define oneself as. We are in essence facing a speeding train, and we fear facing the ‘ crash’ if we look at that belief, that is that information, and investigating it, to ground in ways where there is no longer that sense of ‘ walking on eggshells’ and instead, as the outcome to address this in detail, is to come to a point of understanding in ways that remove the tension that is simply a friction of two bodies of information competing to have attention- because that information of association is constantly wanting validation to support its construction. It is, ironically, again, like a ghost in the machine that believes itself to be as real as that gear shift, when it is only a memory. And that memory is not all bad, it has good in it, as it is a measure made from what is real, and what is right here in front of us.

Thus, what I propose, is to rebuild that cognition, to re-order it, to clean up all cognitive dis-order,  to take the time to create a memory of small bits of information, to enable oneself to have the space within self, to focus oneself through a well ordered memory, a wall of information, to be able to see beyond the structure of the ‘ car’ to the horizon, to enable one ‘s self to expand and move in constructively critical ways, to become creative in ways that do no harm, and thus live a dynamic life, a life as dynamic as we are when we drive a car, or as dynamic as when we learn to walk because this is us using our great capacity to think critically and be creative, building a life that sees the world and rides the train at the same time. This is our natural state of being, one that is much easier than the conflict with living that a mind built of associations rather than a mind that sees directly here.

Remember, the statement ‘ the apple never falls far from the tree’ is a testament to the outcome of generating associative memories, because the focus of the child, those formative years, is on the parent, and our ability to take in information, like a feral child, is so great, is so magnificent, that we take in the measure of our parents, and if they are built of associative thinking constructions, the child will become that measure. And as we know habits, as what we repeat, are harder to change - just like slowing down that train-  than to have learned to play that violin correctly in the first place!

I would suggest, using Techno Tutor, as this is the only tool that I, as a reading specialist and a trained violinist, have found to be the most effective way and means to building a memory, a ‘ train of information’ that can be so well ordered that one can move from the mechanisms of the car to seeing not only the inside of the car, and also, the horizon. After all, that horizon is magnificent, we need only slow down, rebuild ( and prevention is the best cure) and look. It has always been there!

Since it is too hard to change the structures that exist within our society, why not transform our schools into places of discovery and investigation? Why not turn our schools into places where we build well ordered cognitive maps, that give a structural means to build self confidence and self esteem, in each and every child, so that the teachers can trust the child, and themselves to allow a child to take a direction that enables the full potential of that child to discover a full expression of themselves as life, that can create dynamic individuals that can respect and work with the world around them, never needing to walk on eggshells!. This is what we all seek. The structures we have in our society can be transformed into a good.  The strength comes from all of us standing together to make subtle changes that help all of us to help ourselves.

Thank You for reading!

                                         The Ghost in the Machine.

The key to processing knowledge and information. Abracadabra.

Children's behaviors, when lacking in the ability to process words and as such, build understanding, lead to emotional reactions of frustration and lack, resistance and acting out. But with proper tools, as the use of words are the units of, children can become so clear they are able to transform understanding via human means of communication, as words, and reflect on the order of themselves. It is a reciprocal process. Thus words are builders of a simulation of reality, that can be cross referenced before actions are taken, much like composing a musical score. One can place in front of one's self what one understands and sees, and then reflect this understanding back into a practical application, cross referencing the physical. This also, naturally focuses the child practically, building common sense. In other words, a broad vocabulary that lends the means to communicate their insight allows cross reference and time to then move into greater discovery. Words are the means to build structure. We all know that each of us is unique, and the gem of insight within each individual expression is something we lose when that expression has no real voice. Each of us is a perspective on a physical world, it is when the insight of the collective as each point is present, that greater understanding is built. This is obviously a win-win situation for all, when all children have fully developed communication and language skills.

In the next blogs for this site, I am going to go into detail of limiting behaviors that indicate a lack of structural development, which is reflected in our words. Ask the question, if a limited insight is built, does it not show that understanding is built? As such characters are constructed and therefore can be deconstructed and reconstructed. Words are the perfect structural means to self empowerment. The basis of all educational research makes this clear. Abracadabra; we are the words we know.

With each blog I am going to look at some behaviors I have experienced in working with children, to describe the limiting behavior so that it can be readily understood and corrected to enable the child to begin to stand with a desire to build communication and language skills because it will be understood that building language skills is the structural key to becoming more than a consequence of hiding insecurities, which are a lack of structure, that end up limiting the full potential within the child.

Ask any parent, as I have talked with many, if they feel that their child has incredible potential, and of the ones I have met, each realizes a natural potential within their child. What must be understood is the importance of language development to allow this potential a structure to not only voice itself, but give a sound structure as the words to check alignment to common sense.

When we realize that the lack of this limits each of us, the insight of that unique potential, we can see that it is the responsibility of the community, via the responsibility of the parents, as the allocation point, to ensure that our children reach a clear self expression because this will benefit all of life.

It is the responsibility of the parent to self empower the child. This also, self empowers the parent. Our schools provide further development when the foundation of the child is secure. The design of our public schools, is to build on a foundation. When these parts are working together, children can do very well in school, and teachers can spend time fine tuning the structures that gives a solid foundation of vocabulary further structural development. In this we create a win-win situation, that only improves all of our lives as a community.

Please join me as I walk behaviors that build personas that end up limiting a child, as they become stuck in a foundation filled with value judgements attached to words that are not necessarily good or bad, but limiting because unresolved experiences of value judgements build self defining ideas that then accumulate without the structural means, as clear language and communication skills that balance out and order mis-steps that are a part of becoming a human being. A human being that by nature, as this very process, has innate creative thinking skills and critical thinking skills. Words are the tools of thought, the units of thought, the means of description. Words are the units that give measure with which to think in creative and critically constructive ways, to simulate actions before practice, and to gather, understand, process and assess knowledge and information in practical ways with ease.

Critiques are most welcome, as my goal is to understand and move into effective solutions, to ensure that only that which builds a sound character becomes the norm in the development of our most precious asset: our children as prevention is the best cure Children who can process and assess the existent know-how, and the formations, of this world, with the tools of common sense as the  structural focus ability of words, will not only self-empower themselves but the rest of us too.

As the video posted with this blog reveals, with the example of learning a foreign language, when we do not know the words, we lose so much understanding and get lost in fuzzy logic. This means, overall, that we then have little means to direct ourselves in productive ways. This example is one we can all relate to. Now, place yourself in the shoes of a child, and realize we are the words we know.

https://www.youtube.com/watch?v=verqCmPrnY8 Anne Fernald: Why Efficiency in Processing Language is Important.

  

Building the Inner Abstract as Mind, Our Concrete Measure as the Words We Know.

For those who have been reading my blog, I have been explaining how the words we know determine our place in life. Knowing our words is giving us structure to speak, to explain, to understand and to be able to generate with critical thinking skill.

Within this, we have to realize what we are doing to avoid this in our schools. We teach value judgements over building a solid foundation, over walking the  building of a large vocabulary as the words we know. And we must realize that words are simply a name given to the things in our world and our state of being within.  For example, when a child comes from an economically suppressed home, at a time in history when the minimum wage is not a living wage, creating a very stressed environment that has little time for learning new words because the worry about survival is too great and with it, often the desire to escape the pressure and the woe of lack of opportunity, how can a child born into such be in an environment of stability with the state of ease and consequently, the time to be influenced by a broad and expansive vocabulary? In this, worry, the state of being as worry, is a distraction from the focus necessary to give a consistent and careful practical explanation of the parts as the world around us in which we all live, in the name as the words.

I watched a video, where this young woman talked about teaching. At one point she explains that what she is asked to do is control the children. When she begins to employ control, she finds herself getting angry and yelling more at the children. She no longer can enjoy what is the curiosity of the child. This curiosity when allowed movement, makes a class room appear to be more chaotic, as the children are busy allowing their curiosity license, but when a class room is one where the children sit and listen, to one viewpoint, what is natural is shut down, as there is no movement of self discovery, and as such, this nature to look at the world around us, is suppressed.  Overall, this means that what we are doing in our schools, because this model has been going on for a long time and our children in America are beginning to join the ranks of the less educated on a global measure,  is not working. We have to admit this before we can begin to change because continuing to attempt to control into one size fits all, as doing the same that is not working and actually making us less educated, is doing the same thing and expecting different outcomes that are simply not going to happen.

A lot of it has to do with depth perception. The irony being that our monopolistic classrooms, funnel the children into one point of view, and we, the adults are from the same background, so our ability to see dimensions in a moment, is lacking, and hence, being able to direct this within a group of children, incorporating the curiosity of the child as they notice aspects of things and move to investigate, instead of looking at this teachable moment, as what the child is drawn to, we shut it down to get the lesson aspect across so the measure of the child, is of what is promoted in the texts that are of patented standards, written by a corpus that is a hierarchy built of suppression and means of access via the economy of wealth created from freely given resources worked by the labor of men for generations. Which means that no one, or few, can really claim ownership of anything but in word only. Which just goes to show how our words are being used to build belief, and yet we, individually within this, are not realizing the importance of knowing our words, and instead teaching weighted values over practical detail. If our lessons are theme based, teaching a value, instead of a practical understanding built that allows a child to communicate and symbiotically focus on the detail of the world around us, allowing the child to move in awareness and as such build an ease within living in this world, our children have no inner measure of reality.

The musician in me comes up here, like I am playing a Bach piece, where the measure of rhythm moves in different ways within a piece. There can be a melody under a melody, and this can change. It is like having different lines moving,interwoven within the  melody on top. If we only focus on the topical melody, we miss the dimensions of the counter points that help give substance to the melody. If children learn the words, they see more dimensions, they begin to be able to abstractly see more than one movement within reality, and hence their critical thinking, as seeing how things work, builds and with it, their focus and their ability to interact with others in ways that are productive instead of reactive. A reactive child is a child that simply does not have enough self directive structure, which is the words. It is very much like numbers, as numbers are another language. If one does not understand the symbol of “ 1” then one cannot even begin to add, one plus one. If one plus one builds two, then a child who does not have the vocabulary to build structure to self direct, cannot have the ability to respond and becomes a “ live wire” we call reaction, which is a child caught up in frustration. A state of being in frustration, is a distraction that cannot be corrected by telling the child to sit down and sit still. This is simply suppression, and what we resist persists, because the only way out is to build a structural foundation within as the words, to enable the child to begin to participate, which is what the nature of a human really wants. The reactive state of being, is not the nature of a human being allowed expression.

There is no real way out of this. Saying that this is the way it is, is the same state of being as the frustrated child, which has already been stated as suppression instead of direction and problem solving. A short term gain, to get through a day and appear to be doing one’s job, is not really taking into consideration that that little human will some day become an adult, and that what goes in is what comes out.  The way to building a society that is secure, where we can all live in ease, is to ensure that our children are able to be critical thinkers, which means they must have the space and time to build a concrete abstract of reality, as their inner measure ability, that is clear, so they self direct being able to read the dimensions of reality. It is so simple, and we adults are so used to the words, “ its complicated” that we can no longer see the forest through the trees, which means that saying something is complicated is saying that we have not looked and we believe our chaos to be how life is, when it is not so.

We have allowed ourselves to be the product of this system, to the point where we accept the limitations that are what unbalances, and we are traveling within as this, so fast- which shows our ability for detail!- that to balance this out we have to go back to the beginning and rebuild the cognitive map which is to reconstruct this, and realize that many of our behaviors of resistance as the change from moving as how we are moving, to slowing down and redirecting, which appears as a loss, when it is not, it is a gain. 

Overall, there is enough good, that some of what we are doing, can remain, so the rebuilding, once enough structure as the words are built gets going, the process can begin to move faster after that initial slowing down that seems like a loss, as in appearing to move too slowly in comparison to how one has been moving in limitation. But this is the point, because one is really adding a clear structure as the words, like getting to the point where one is filling in the gaps,  as getting the measure as the words into the child to build a fabric as a map within that is of equal measure to practical reality.

Because our characters at present are of limitation, as the words we know, and we can see this in our behaviors as when we are in a state of ease, we have patience and are flexible,  and when we are reactive, we are in judgement instead of giving direction that is taking the time to, and having the ease with, explaining things in a relaxed and concise manner, which is not a behavior of reprimand or positive reinforcement. Practical movement direction, as in what does no harm, because a cup is a cup, a dog is a dog, a desk is a desk, 1 + 1 is 2, is all direction within common sense, and as this, there can be no hurt, there is only knowing the names of things and how they move, that is also a focus on practical reality, because this is how we exist, this is what our children grow up and participate within. Denying a child the time to focus on here, to be given the means as the words to do so, is a crime. The storm in a teacup, as demanding that a child sit and listen, is not giving the child the time to ask the questions needed to stabilize themselves here.  All of us are aware enough, to realize that blaming a state of being for it’s own lack in this economic system is not a movement of effective change to reorder and ensure that the behavior of lack as the fabric of human society, is removed and balanced out. We must compose our social fabric to a potent presence of awareness of practical reality, and the means to do so, is to build an inner measure, using the words as the sound names assigned to what it means to practically live as an inner state of being that is clear.

The process of redirecting can be done with technology as getting the words as the structure into the child. It is, after all, simply getting the structure into the long term memory, where we know the words as quickly and as comfortably as we know our names, and to then have the structure to place the equal measure of movement and indication of a quality and or thing, to create a means of cross reference that is clear and both directs to practical detail and potential consequence of action  based on inherent qualities of practical existence. This builds stability, and then that stability enables an objective viewpoint that is subjective, which means being able to take a direction that considers many dimensions, which in essence is building a detail of practical reality, instead of imagination ONLY. This builds a child that is stable, productive, and able to think critically. In contrast, a value of hope, for example, is a distraction from being an action of critical thinking in practice of one’s self moving and participating in living. In this aspect, saying to have hope, is not taking the time to be practical. And living is a practical act. The extra-ordinary is only reached through the ordinary. A house is built as a process of multiple steps, hope is just a distraction from that. In many respects, hope is an abdication, because it is a belief that something else is going to come and be practical for one, when being practical is being practical, and nothing else.

Techno Tutor, the way and the means to build a solid foundation, redirecting and directing a child and an adult to build an inner abstract that is of practical measure enabling critical thinking skills that can withstand the test of living and as such transform our society to one that is at ease, self directive, problem solving in an instant, and of a function that removes behaviors of lack, creating a world that is dignified, where we can all speak and become the potential of ourselves as life.

In many ways, value judgements are the difference between believing the world is flat, when it is round.  This, a value building over practical measure, as the words we know, is like building a fantasy within out of an elongation of one dimension of reality, not a good or a bad, and as such hard to catch once accepted, but overall, a separation from direct seeing. Parents, take back the power of yourself as life, build the character of your child, as the words they know, to an adult who has the measure within to withstand the test of life, and to live a life that is clear, stable, at ease with life. This is the dignified life we all want for our children, and the means if right in front of us as the words we know. Techno-Tutor. Let’s get this done.

The words we know determine who we are, as how we move ourselves. The importance of vocabulary.

It appears to be difficult to see through some things that are worded in front of us because there is always a truth to what is often placed in front of us. Why would this be? And how does this make it difficult to argue against something, for example?

If we have a truth coupled with a value, and even here, the dimensions of the values are in reference to parts of here, as though we are given different points on a scale and then these are used in comparison and somehow we have to uphold both, but to do so is, in the moment a contradiction, as the conflict present has more dimension than an immediate resolution can answer to, especially when facing ideas as perspective about something all bundled in the self interest of each person. This is in so many ways of the human instrument, as each of us, a consequence of lack of depth perception, an ability to see the whole and the parts as the individual words and the construct of the words.. And as we know, those with greater vocabulary can manipulate and speak more than others. I say this because, if those of us that have a greater vocabulary had solved the problems then we would have done so, and we have not. So, by degree, we are also not clear. Is our reference to ideas, or do we move into practical space and time and see the whole within consequence of reality as reference? I mean this is what we are; in a physical world.

I realized when I went back to school, that there were late teens and early twenty year olds who could not hold things in their “ heads.” With modern technology, they would cut and paste things, and cried dyslexia and other “ learning disabilities “ when asked to talk about something. They cut and paste sentences instead of building an understanding and then, in their own words, writing out the assignment. They moved in as ideas, without connection to practicality in detail. Now, as an older person, who used a typewriter to write papers, the computer technology of being able to cut and paste and change a paper as one went along, changes the time spent on paper writing.  But, it also has built a generation that now has more intense, and compounding learning problems - which may have to do with environment, but here what came first, the chicken or the egg? Is it the lack of depth perception as what we are within in relation to being aware in detail of what is going on in detail without, that created and allowed the present vast amounts of environmental degradation, or is the pollution - in chemical substances and in electro-magnetic sound waves often called media that pollute with ideas- a consequence of a value being added to a truth that is not cross referenced with what considers taking the time to solve conflicts, to make certain all misunderstanding is clear so that conflicts do not happen again? Instead of cutting and pasting whole phrases, why are we not able to walk the individual words ourselves and understand their means of building detail oriented awareness in relation to self awareness, physically? I mean, is it not evident, especially when all research shows that vocabulary is key to success, that when our young adults have “ clinical” dis-eases that are them working with compound phrasing showing us that they no longer measure with increments but work with platitudes cut and paste from what they read? And are we not dis-allowing those children we give compound image books to, to tell an adult what they supposedly want via image instead of an incre-mental measure as a word,  an indication right-in-front-of -us, so blatantly telling us that these children are “ polluted” with “compound” ideology and as such unclear and ill defined inner understanding of practical reality as the inability to use the increment descriptive measure as/of words, as vocabulary, the detail of space and time? Is this why our children cannot even take care of a pet, for example? Their mental map - so to speak- is not equal to the measure of practical reality, evident in the words they know or lack, or do not have clear? Can we see, how our children cannot behave well because they simply are not equal to “ here” and as such have no real directive capacity?  And what they read, as well, is laced with values attached to truths?  ( Not that I am yet out of this “ condition” because I am here writing to bring myself back into a direct seeing about what is going on with our children, who are so capable and yet lose something as they mature- which has not been figured out, despite all the so-called professionals out there. And, since I asked these questions of the professionals when I was in school, who finally said to me that they “ did not know how to do that,” and since it is said that teachers must become life long learners, I decided to become this. And yes, I realize it can be figured out, and that it is right here in front of us, and that we are the perfect machines to figure this out. So, the problems in our schools with our children are not being solved, and this is simply unacceptable.)

On a personal front, I have a sister, a twin sister, who has an autistic child. What I noticed about my sister’s child, is that it is as though the behaviors of my nephew are a compounding of all the anxieties within the character of my family. It is like the tension in my nephew, is an intensification of nervous habits within my own family. I watched this, and I thought, how can this be, and also, that I don’t need a doctor, to tell me that this is what is going on, on some level. And, if we all really look at this, we will see it ourselves. And if we are frightened by this, it is because we are afraid to look at our own separation within where we have not been clear within ourselves about our own fears, our own lack of looking at what is here in detail. And that this, has lead to the adults saying things like “ we don’t know how to do that.”

But what do we know? We do know that when one has the words, one knows the words, for example, of a subject, then it is easier to move within that subject in building understanding.

So, the words we know determine who we are.

And, we know that children have an incredible divergent thinking skill when they are young and that this is lost. Just think about how quickly a child can learn another language, and yet adults cannot.

And, as I learned while working in a school, that teaching vocabulary is very difficult.

Thus, moving through the obvious “ pollution” of unclear imagery in a world of “ inference” before foundation building in detail as the words that are measure, will need structural help, to get through a memory that does not have or is built with, a clear understanding, as it has been impulsed with compound imagery and words learned- as truths coupled with values -  to direct that child/adult and as such, not what is being a state of measure that is equal to what moves them in focus with ease and direct seeing here. Humans can be very detailed, but is that ability to be detailed equal to ideology or a measure of understanding the practice of being a physical being because this is how we move here.

We now have to straighten the teeth of many of our children because of the consequences of lack of nutrition accepted by all humans. Because of this, we must realize that it is no different with what has been allowed to be impulsed into our children, and that this is going to have to be cleaned up, and that the answer is right in front of us. As this, we can use technology, to use that which took in the ill-defined compounds as ideas and values attached to imagery, and/or words, and refocus this to walk the detailed measure as words, to build a foundation in the child, and clean up that which is unclear in the adult, that measures reality, in detail, with direct seeing, as the words we know, so that the behavior of the child, is clear, equal in measure as an inner structure that is the words we know, the units of description of here because we can only move ourselves here in physical movement. And that is common sense