The Occupation Building of Fantasy. Does this show the Dis-ease of ADD and ADHD, Dyslexia and Developmental Delays?

Another situation I have encountered in children is how fantasy can occupy the child to such an extent that they have a hard time stopping the movement once begun. Imagine getting caught up in wanting magical things to happen every time you interact socially? It is somewhat like watching porn and seeing women as objects in relation to the pictures as ideas one has impulsed. And we know this is in effect because we have the Harem effect in our schools. A hard thing to say here, but this exists. If we begin to pay attention, it does become obvious. And it is not to blame because what is done is done, it is to change, to forgive and change, and realize what is best for our children, to prevent the limitations of what we build within, so that our children reach their full potential and no longer need inner entertainments that are not what is best for them. Our society needs innovation, and the ability to directly apply in purposeful ways. And words are what focus us directly here, they are the units of building a sound character that lives in awareness which is realizing the value is here, being.

I remember, in the third grade discovering reading books. I began to enjoy losing myself in a book. The impetus to read was really because I was looking for something, to find the words, to find the magic set of words to be able to speak up. Little did I realize that I became lost in the fantasy and escapism of reading. So the fantasy books became an entertainment and I forgot my original search. And all the while, the means was the words and not the mysticism of fantasy. It was there all the while, right in front of me and I got lost in the dream.

I met this 14 year old boy who looked right at me and said “ I can't stop the fantasy, it occupies my mind because I have read so much of it.” I looked at this young man, and I realized that I was him, and yet he was more astute than myself because he realized what he had done. What had happened in his neuro pathway development?

This is an example of what our abstractions as mind can become when not constructed in practical ways, where knowing our words aligns us to reality, as it is in reality that we really create. The parts of this are not “ bad” , it is how the parts are used and combined and as such become a concrete system that directs us, as this becomes our physical directive reality, one that is not in tune, in alignment to reality, and ends up distracting our focus here. Lol, we are dis-tracked and, as this young man calling out for help, we somewhat understand what we have done, but lack the means to correct it.

Using the abstract ability of the mind to see what we understand is an incredible tool. But it is something to that needs cross-reference with reality, to ensure that our GPS – like abstraction can be realized and made into something that does no harm to the means of this abstraction, which is physical reality. As this boy was beginning to realize, what he had built abstractly, was not a real concrete directive in reality. He admitted that he lacked in social skills, that he was having a hard time doing his school work, that he could only process certain forms of information. He could not find a way out. And yet, there was also a pride in what he had created in his mind. He said, “ I love fantasy.”

This again, is a sense that what had been created was cool, but also that it was causing a problem with his ability to participate in school. And his parents had no idea what to do, their words ended with “ all he does is read fantasy.” And to note, this was said in a derogatory way, as a reprimand. Conceptually, the parts were not looked at, and an overall solution found. And, parents are overwhelmed themselves, and our schools by design, cannot clean all this up in each child. We need help, and the tools are here.

This is like building something and then blaming that construction for being the fault, when one has to slow down and to look at the parts and reconstruct, to go back and rebuild. That fantasy had been built of words, and an excitement was attached to those words, which is a value added to the sequence of units as the individual words.

So, what is the solution? To go back to the beginning and rebuild. To go back and reintegrate all the words as their real value, as their simple meaning, so that the child can see that a cup is a cup, and a dog is a dog, and that a cell is a cell. Then the units are clear, and what is developed is a direct seeing, so that that child can move in productive ways, creative ways, within reality, because this is the world that child will live life, and as such this is the world that child has the capacity to live the full potential of themselves as life, especially if they learn to use their inner tools wisely.

It is no different than rushing a process of learning a new piece of music while practicing. If any emotional values are added within that movement of practice of units that are strung together as the notes, then every time that piece is played that state of being remains as the movement learned. Then to correct this, one must go back and reintegrate all the notes, using all manner of focusing mechanisms to clean this up. When this is done with focus, then the process happens a lot faster. Many a master of many disciplines knows this. If one practices something with real focus, then learning does not take as long as we might think, or have been lead to believe. But when our focus is cluttered, correction takes a massive effort, one of extra-ordinary effort, one that parents and schools have little time for. And a school is not responsible for this, as this was accepted and allowed by the parents who are responsible for the child. I have talked with many parents, and they admit that they do not have the patience and the time, as they are a product of the same measure of living as the child.

So, it is with words. Unfortunately, we have allowed a society that has impulsed, and continues to impulse, so many values, as emotional values, attached to the words used within the contexts, spoken and written and sung, and imagination as fantasy is made a greater value, that we have lost an awareness that imagination is fantasy, is an abstract of all the measure of our experience. So, the words are the units, like notes, and they are learned with out a clear meaning, without clear definitions, that our abstract minds - that become what directs us, that become our concrete measure within - are so misaligned to the physical reality in which we live, that we have no real self directive capacity. And then we blame the object, not stopping to look at how this object, as the child is being built.

This is what the SAT measures, the words you know. This is why parents will spend hundreds of thousands of dollars educating their children, to make sure the words are clear, and to make sure the words are known. That money spent educating that child, is making sure that the programing of that child is very very clear and stable.

Think of elderly people who begin to tell the same stories again and again. It is as though they are defining themselves, touting their values as what defines them again and again and again. For them this has great meaning, but it is a lonely meaning that has no real promise and has but little ( it is not necessarily a “ bad”) to do with reality. It has no presence here, it has no real awareness here. It is only a story of the past, and often one that has no real depth, one that can be entertaining in a moment, but when told again and again, has nothing that promises any real directive capacity. And to note, that often the choice of reading information is very narrow, because reading something outside of one's range is too difficult because the ability to be flexible and take in new forms is too difficult because it is in conflict with a limited value system as an abstract mind that is of parts that are not necessarily all untrue. This means, as this happens to all of us, that our abstractions have become concrete, and the concrete cognition, is not seeing reality directly. This is a human who is not equal to practical reality.

Our children will appreciate in value if they know their words, they can stand and become CEO's as all research says that those who have large vocabularies are more successful in this physical world. We are essentially organic robots, what we program ourselves as, as the units as words, becomes what we are. Thus, the solution is right in front of us, we can use technology to rebuild. But each must have the willingness and the discipline to become responsible. A parent must realize that only a parent can ensure that the child reaches their full potential.

If you as a parent had the means to ensure that the foundation of your child was stable and sound, would you not want this for yourself and your child? The tools are here, we need only take that step and become responsible because our children appreciate in value when they have self confidence, self esteem and the capacity to think critically and creatively.

Techno Tutor - Your self empowerment tool, to build a sound character.

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Thank you for reading, much appreciated!

Can we begin to see the overarching effects of what is allowed as programming via television on our Children?

What are the effects of television on our world and on our children? Children take in their world, the first seven years having a tradition of being the period before a “ concrete” abstract is developed enough for the child to be somewhat self directive. This age, the age of seven, if when many children begin school, and/or are sent to a boarding school away from their parents.

Some upper classes of people send their children to boarding school at this time, because they realize that they do not have the time, with their busy lives, to ensure that the child is exposed to many aspects of life, and has an environment of careful and focused support in the development of the character of the child as its sole purpose and attention.

The American public school system was set up to offer some structure for the child in a world that was using more and more texts to convey information instead of the old apprenticeship and direct learning one had in a society where so much of one’s needs were  directly provided within one’s immediate environment. In essence, we humans have separated ourselves from practical application within physical reality, and we are seeing children that are the products of generations of this separation going into school and learning knowledge and information only. Obviously, this is not working because our children are becoming less and less practical, and, if they have no real stability as common sense, then what they become is a human impulsed with what is presented to them in word and image only.

So, we have television, which is a machine that uses images and music and spoken words, a focus mechanism as a box of flashing pictures. The images are of people all dressed up playing roles of present stories and past with aspects of reality manipulated, meaning some characteristics brought forward and others left unnoted, so a child now has no sense of the past and no direct, or very very little direct interaction with practical physical reality, is seeing images of many historical time periods for which there is little practical context in reality developed. We cannot really call children dumb, they simply have had no to little practical exposure, and what exposure they have has not been clarified, or is part of a story, or perhaps as a historical study incorrect. 

And, also, why do we not see that so much of this actual living scenario is the direct cause of the growing numbers of our children unable to process information with any common sense, or even be able to see fallacies in our present system that allowed such to develop in the first place? The adults in our world, are products of this period of generation of images instead of direct access to practical reality as well- a slow transition done over time, where the forest is slowly hidden by the trees. Honestly, if I have another person say that my ability to play the violin is talent, I am no longer going to try and couch this in “ sweet” terms, I am going to say point blank, it has nothing, absolutely nothing to do with talent and everything to do with learning to walk, it is a process where one “ walks” the steps until the awareness of the space is measured enough that one can move with and as what it means in practical measurable reality. Imagine doing such in imagination only? Can a fantasy, as knowledge and information only ever really direct or does it lead one to believe that the fantasy is more real than the physical reality?

If our children are fed imagery on a television screen that is what they use as reference, that is their information, their in-form-ation, how can any real depth perception as what common sense is, develop? Television is not showing, giving, teaching a common sense measure of reality. And yet the mechanism of its focus is influencing our children. One situation comedy that talks about talent, is already the impulsing of a lie by omission, forgetting that the human falls many times before they learn to walk, revealing that learning is a process that involves physical application and not only knowledge and information shot our from a box in a system where the elephant in the room are many products that are quickly becoming well understood to not be what is best for our health and subsidized within economy being used to suppress through limited access hidden  within a paradigm that we have free choice. The words presented do not match the actual limiting structural consequences.

And yet, the television is a record of how the human takes in what is placed before them. We are like computers, what goes in is what comes out. Also, images can have a thousand words, meaning many many associations in any context. A child from one part of town can remember, as memory, as that abstract-made-concrete-by-seven-mind, a completely different set of associations than another child, and as such take in a completely different meaning causing confusion leading to a sense of not being understood, developing a sense of inner lack and angry uncertainty, in other words, confusion. Here, there are only more pictures,  with more associations to reference on top of this already developing dis-clarity, or lack of direct seeing. Would this not lead to children not having the ability to express themselves? A lack of  sustainable structure within caused through a chaos of jumbled association divorced from practical reality, creating a suppression of an innate ability to learn to walk, as walking is a multi dimensional task to learn, which in and of itself shows that a child can learn in a very short period of time many many different moving parts, and direct these parts, showing a great capacity to be a self directive human being. And here, to note, that if one says they want research on this, you are a product of the growing separation from an ability to direct in common sense in reality. There is so much research and none of it is solving problems, and yet, we know from our past that Americans, and native peoples managed to take care of themselves as their world. It is not to say the some technology is bad, it can be used to aid in closing through reversing the ever widening gap of separation from an innate ability in humans to be creative and careful in effective ways with practical reality.

This is Techno- Tutor, bringing our children back into common sense through the measure of words, as words are a collectively accepted direct relation to physical reality, as each unit of measure within describing our practical world, enabling the child to direct their focus and  structure the world around them practically. Here, the abstract can become concrete as words that are units of measure of what is real, physically real, so that the child has common sense, and as such a critical thinking skill that gives a directive capacity in this world that is a physical world as where that child actually lives their life as adults.

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.