Attention Deficits and Developmental Delays Mirror the Absence of our Presence. A Structural Lack?

Our children become what is placed within them. So. I ask, is the information that is flowing through our media clean information? Is the measure of it what leads to clear direction in practical reality? No, not by any means is it clear, not by any means does it show what living reality means.

We send our children, some of us, to universities to study information in a box, which is selective information.  In critical literacy, we understand that where information comes from, who the generator of the information is, reveals why the information is formed. In this respect,  we can realize the point of a school system that begins at a young age and continues into adulthood in separation from practical physical reality. This is a way to eliminate competition, which is why this model’s inception began with mass production. Mass production is not bad, but when the value as money is allowed to be sequestered into singular points and does not flow evenly, then this must be hidden behind many justifications that can only be deciphered when the pieces of the justification are understood in clear ways. The best way to hide what is right in front of someone is to cloud it with information that is a game of value judgements, and then to teach those value judgements. This is done using parts and leaving out much of the practical detail within the basics. This is to say that the chaos is of limitation, a lie by omission that uses comparisons in subsequently impulsed information that lacks details. And like the ability in feral children, who reveal the absorbent ability of humans when placed in environments, we absorb  the measure of what is presented to us. This means that we become the measure of the detail given, that we are exposed to, that we are directed to look at, and this becomes what directs us. Thus, the information within our experience becomes what directs us. We become our experiential map as our past.

Having been a parent, I remember being concerned with whom my children associated with. I preferred that my children associated with children who had a larger vocabulary and more exposure to reality. These children usually were more verbal, and more able to participate in things and follow through. They were more willing to admit mis-takes and stand up and continue. They had less reactive behaviors. One example is a boy who would walk away from a simple backyard sport activity. he would quit in the middle of the game too often, when he felt he was not leading. This was disruptive not only within the game, but also because the support offered to keep the child in the game was one that demanded attention on that child that quit. I noticed a pattern in this, and noticed that children at that age were often willing to coax such a child our of their fear of loss. Children also, will attempt to help such behavior, but they also will get to a point where they recognize a pattern and recognize that attempts of support have been made and not taken, and eventually return to, as in this example, playing the game. When the same behaviors come up, they simply stop asking. Someone can come along at this point and think the children mean, but in effect, that child has been supported in so many ways, and simply refused to change. It gets to the point where remaining with the child and their unwillingness to change their emotional patterns means the child will be left on their own to sort out their limitations. It is to let this happen to some degree, because the child has to realize why they are standing on the side. Unfortunately, in our system time not spent doing , is time lost. Such a child is already impulsed with beliefs that are determining behavior. The child I speak of today, is a young adult now, and yes, he moves in very slow ways within finding a place in society to be a responsible adult. 

This child on some level had an idea about how he should be. He had an idea about how his actions defined what he was. When the idea of what he was, was not playing out, as in how he was scoring in a game, he quit to hide a loss as an idea in his mind. His value of himself was based on winning points. He had no connection to simply playing the sport, being present and taking in the measure of the physical practical world around him. Already he was impulsed with a limited measure of reality and when that within did not match the without he hid in quitting. This hurt him more than anyone else. Also, I would watch his father support his backing out, justifying it. I knew that the father was also very worried about his son making a decision to live with the mother, which meant the father would have to pay child support. So, this layered value system determining actions followed an agenda, a map of belief, that was not one equal to the practice of becoming equal to the measure of reality. In reality, practicing the measure of the movement of a ball and the interaction with the bodies of the other players, is a natural consequence to living, one that comes after learning to crawl and to walk and to talk, it is learning to move what has been learned, to move in ever greater circles of awareness, a really cool thing, and one that will have mis-steps where one falls down because this is the process inherent in the machine of learning to exist in reality. Somehow we have all allowed values to impose on this process and limit through forgetting practical living for ideas and beliefs that come to define us, and have been made larger than practical reality. The outcomes are what we have existing in our children. Our modern dis-eases of lack of attention, in some children compounded to such a degree that they are autistic. Thus our autistic children are showing us the degree of our separation from the practice of actual living.

I was working with a family that had an autistic child. During the meeting, at the beginning of the meeting, a phone call from a daughter interrupted the meeting. The daughter had a problem with her car. The mother, became so engrossed in the daughter’s problem that the meeting ended before it even started.  The problem with the car, I later found out was not really a big problem, what was big was the reaction to the problem. This reaction occupied the behaviors of the mother and eventually the autistic son joined in. Both the mother and the son ended up pacing around in the kitchen consumed with the car problem. This lasted for about 40 minutes. In the end the solution to the car problem was a simple one, one thate just took some waiting for help. It did not need to endless conversation about possible outcomes and “ what if” scenarios. The frenzy generated of fear took the body of the autistic child and the mother and turned them into cycling bodies in a kitchen. If this is what is impulsed as the measure of experience in a child, they become this, and every movement in time and space becomes a relationship  to that measure of belief consuming the beingness of the presence of the person and they then have this behavior in all their actions, and the consequences of this slow down the real development and are hard to change once imbedded because what we practice is what we become. What we practice becomes our habits.

In both cases, emotional values as beliefs were being practiced, which means lived again and again, until they became habits that defined the personality of this child. These emotional practices became the definition of the child. They DEFINED the behavior, they regulated the behavior. The measure of them could be revealed in the behavior. If this emotional value as idea, as belief rejected practical movement as that same movement of learning to crawl that was done in the majority of children before any personality emerged, then the ability to measure practical reality existed as a natural state of being before the ensuing beliefs of value judgements came to limit the behaviors of the child that then lead to personalities that moved very very slowly in bringing themselves back into the practice of actual living in practical self directive ways.

When we react to this, it is because we fear this defining us. we fear these that are in actuality ‘ limited measure of reality within that is instead filled up with value judgements made larger than life.” We fear this defining us, or consuming us, or not supporting our own personalities. We all understand this, we all see this, yet we are as consumed with this within ourselves that rarely do we have an insight into the depths of this overall in our every day lives.  This  has compounded over time, especially with the advent of sending children to schools that are boxes imparting knowledge and information only, and a media that impulses values through imagery and information that we all know is questionable. We have forgotten that what we accept comes to define who we are.

This is why it is so important to build the character of the child to have a clear mind, to have a clear information map within them. This is why some children have more confidence and self esteem that is visibly and measurably evident in their behaviors, because they have had more of a sound mind construction. And it is something that is constructed, were it not then private schools would not exist, nor would tutors and summer camps etc.

What are the indicators in all the research that look at measure and realize what is the signature of a sound mind which is a more sound character?

It is the amount of units of measure, as what focuses us and directs us, as the words we know, and I  mean more than knowing a singular set of words from one profession because one can learn vocabulary within a profession and have no other relationships to words and thus relate everything to that one profession believing that the answer is within their set of words. This is a misnomer, because everything is interconnected and the focus back into the practice of reality means focusing on practical things which ironically is what interventions are and do, they are the practice of focusing a inner measure that is in separation from an outer world. 

Overall, this is why the process of building a sound mind in a child is so important. And this is why vocabulary is the key. If a parent slows down and directs the child with patience explaining how things in the practice or real living work, using the correct words without adding emotional values is so important.

This is why an aid that bypasses the experimental memory that is the measure of the child, building the personality, can help in the building of the character of the child, or correcting the personalities that are a measure that is pulling the child away from participating in ways that provide development and opportunity for the child. In understanding that we become the measure  of our experience, and that the language we use can be impulsed with emotional values that consume the attention and distract practical movement,  we can use this understanding to rebuild the cognitive/experiential map of our children to refocus them into a practical measure that can build a character that can withstand the test of time as the practice of actual living. This brings the presence of the child into reality. This then would build confidence and self esteem, which is creating an asset that brings a sense of pride to the parent. This is reprogramming what has been generated in the last hundred years in the design of our public schools and our ubiquitous media to regenerate the absorbent ability of our children into seeing the parts and the whole of reality so that the child becomes a character with a sound mind,  a character that can think critically and take the clear parts and become creative with them, which is a child who can solve problems and improve not only our lives but the world in total. 

Techno Tutor is the means to do this in our busy world, where each and everyone of us has become separated from the practice of practical living the separation from which occurred slowly over time to the point where we are standing in a forest and can no longer see the trees.  Our attention deficit disorders and developmental delays are showing us the degree of our separation, and the answer is to rebuild the experiential measure through vocabulary because this focuses without and structures within. If you could be self empowered to do this for your child, and give this understanding to the child and allow the child to become self empowered themselves within this, would that not be the greatest gift anyone could give to their children, because is this not what you would have wanted for yourself? And, is this something you can also give to yourself?

The solution is here, and it is Techno Tutor.

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

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

ADD and the importance of repetition and physical memory.

I have studied a lot of music. One of the things I did was speed rhythms. This was a way to prepare an absolute focus, because one had to break down every movement, and then speed it up. One worked this until a whole scale was played. The process focused one on the task totally. This in turn developed a focus that enabled a process of developing an absolute focus, to the extent that that focus as a behavior became embedded. When I used this, and it was very calm, I could learn something much faster. This meant that how one focused determined how much time it took to learn something.

Repetition done with absolute focus has no emotion to it, no feelings about it. It develops a clear understanding of the form without added values. Dancers know that repetition places the move into the physical body, where it can be easy to direct, easy to recall and then the dance move can be done with ease and directed, played with. it was the same with the repetition and focus mechanism in music for me. Because of this, I realized that there was a state of being where learning was not all that difficult. And, I had a master teacher tell me about this. He said, “ if you focus correctly, the time spent learning is shortened.”

Let’s look at words. Words develop conceptual ability. For instance, until I had the words that described chemistry I could not answer the questions. If I had to get these words through layers of memory as impulsed values of good and or bad, as a past of negative reprimand or positive reinforcement , which is what behaviors of peer pressure and social competition is that is the life in the classroom,  it would take me a really long time to absorb the new vocabulary.Thus, by the third grade, my ability to take in new information while focusing on and  juggling all the values that had accumulated within, would slow down my ability to learn. As this, I have lost my natural divergent thinking ability that can only exist within absolute focus, here. And, within this, imagine a teacher having to teach a lesson and resolve all this in the classroom that is itself a peer group? They can’t. To move through emotional values present and teach the lesson in the space allotted and provide the repetition needed that will vary by degree, is an impossibility within the present systemic form. 

Within this, can we begin to understand how our children’s promise and potential is slowly lost, taking years to recover. And, does this cost money? And, by the time the children are adults, years of development, within a natural ability to learn at greater levels, is lost and or, has been suppressed.

Does this behavior describe our children, our autistic children and our ADD children and our ADHD children? Does it describe us, the adults?

Is there a way to refocus the child from their natural learning/ divergent thinking ability, to get in a broad vocabulary without emotional values, and with clear meanings to words? Can the structures as the words be placed directly into the physical memory, where the words as placeholders are recalled with ease, enabling the child to answer questions and thus see patterns, because the fabric as the building blocks are stable and used with ease? Thus, when a compound structure is given, that child is not juggling uncertainty on top of new forms.

Would this build a self confident child, a child that builds self trust and skill, leading to a successful adult? Would this create an adult that is focused here, instead of that distracted ADD, ADHD child. Is there solution in the starting point of the dis-ease, instead of trying to answer to reactions as the consequences?: I mean, look at the word as the dis-eased state of being: attention deficit dis-order, or attention deficit hyper-activity( distraction) dis-order?

Our school systems have structure that is beneficial. But, if the starting point of the child and how we learn and take in information is not understood by parents, our children lose what is a natural ability to learn. Our public schools are designed to teach a specific sequence of lessons, with each given a certain amount of time. Thus it is the responsibility of the parents to ensure that the child’s natural learning ability is of a sound structure.