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