Our present education system separates us from our natural capacity. What is the solution?

I realize that within cooking, when I have worked with physical cooking, I remember the basics in what it means to cook. I realize that even the flour can differ from one country to another. The amount of moisture in the air can change the way a flour works. And, that no two flours can work the same. I am sure, that in the past, when a food was harvested, just as we look at grapes that turn to wine, there was an awareness of the differences in the very nature of a given harvest food. After all, it is still a tradition to look at how the Adelweise grow in the Alps, to realize the weather for the coming year. Somehow, we have lost the sense of this, as so many products are so standardized and rendered dead to have a greater self life.  In nature, things decompose into their component parts for a reason; to circulate building block elements of all things for continued use.

I read this study, where in relation to words, a person can improve processing movements in the brain when they are physically engaged. It is as though more use of the senses increase processing of information, which would mean that ignorance is built of limitation, as having information transfer with less  sensual dimension, actually causes a slower processing speed, which in turn, if practiced, acclimates, and compounds, and becomes what one is, and all that one sees. The perfect means of control , like locking one’s self in a singular song of a singular tempo, and not being able to see outside of that. Or, one has to put an effort into changing how one acclimated to a ‘ math’ of a specific meter, and then forgot how it was done. Then, changing that ‘ math’ / tune appears to be impossible. It is difficult to move from a moving object onto the ground. Yet, this is similar to what it is like. In this case, it is like moving from less awareness into more awareness.

In this report here, when one engages physically, a word can be processed from 1/3 of a second to a tenth of a second. In this reality, in this information age, 1/10 of a second is a huge improvement. Imagine building this skill? And, imagine relating words to reality instead of memorizing a definition? If one could practice the spelling as the words with consistency, and reference, as define with a direct connection to the physical reality,  one would build stable ability to quickly recall words, and retain what is essentially a natural connection to the qualities of nature, thereby potentially restoring what has been lost, as an awareness of nature in all her variation and the balance therein.  In essence learning a set body of information, building a memory of information alone allows for great control of information, and has a tenor of moving in a counter rhythm to reality. One builds a false idol composed of information without practical application and the science behind the brain backs this up. This is also why a person while playing a musical instrument involves all of the brain. The research in music substantiates this, as people who study music, tend to make better managers, and are more able to spatially problem solve. It is, basically, which is very cool, all a math, a kind of quantum math. And, it means that placing children in a room, to study in a way that makes a body of information concrete through abstraction, by design, is a method of information control. Such control, where the parts as learning make sense, and are not ‘ bad’ are as parts within a whole, the very act of, in a scientific way as to how we work,  shuts down a natural ability to learn with greater ease, about how this world works around us. It is a crime, basically, on the human spirit, to teach a child in a box. It is not working and it cannot work. Children need to utilize all their senses and engage, embrace, connect with the physical reality we call nature around us. This is the means to realizing a natural learning ability and by extension, the potential to do, absorb, and commune with a capacity inherent in the very design of a human being. It is as though what we are doing moves counter intuitive to our very natural capacity. The consequence of of our separation into memory processing alone,  is why, as we age, we slowly, yet surely, lose our spatial ability. It is why we find it more difficult to drive, to meet people outside of our cultural and experiential comfort zones. It is why we have so many problems communicating with one another. We are in separation from who and what we really are. Religions have spoken of a veil, that veil can be called out by name, in practical, mathematical terms. We become a manufactured system of doubt, that is a consequence of misinformation and a mis-use of the mind, as imagination, our mental system is one of ordering, it is not that of us that senses. We learn to live in that mental projection alone. 

http://psychcentral.com/news/2016/12/28/grasping-for-words/114413.html?li_source=LI&li_medium=hot-topics

This is also why, knowing our words, which are things, because this is what humans use to communicate,  must be so well known, one need not have to think about them. It is why, what is larger than the words in many ways, is this reality around us, that one we are shut away from when we spend our days, as the early foundational years of our lives, in an enclosed box, wth a set body of limited story, as singular perspectives that have value judgements about what exists instead of understanding something to the extent we are in agreement with its nature, to thus expand within ourselves into an awareness of this physical reality. This physical and practical living space is where we create, this is where we realize, especially with such an inner structure in reciprocity with nature, we realize there are no real problems, only solutions. This a hard thing to realize when the very rhythm of self, as that inner experiential map, has accumulated behaviors of seeing only the lack- I mean what else would be built from an experience of being in that closed room of sensory deprivation and a story that cannot be argued to be false as it is not untrue from a certain perspective, yet it is a limited perspective, a lie-by-omission that causes doubt because things are missing, creating self doubt. By design, it is the manufacturing of doubt- and it uses words and builds a system that moves by association in a bubble. This a inner bias counter to seeing reality directly. It is done, and accepted by each, with sound. So, this can be compared to music. I mean, why could I sight read so many notes in my teens and not do the same with efficacy to and towards words, when I could see that something was happening to my peers? 

This is why, as I have experienced, some autistic spectrum children that have managed to learn to speak, as the body will over time self correct when given some space, as this is the natural life within, these autistic children speak such things as teaching being speaking of real experience. Or, an autistic child speaks of not being able to look an adult in the eye because they cannot bear to look at what is in humans that is what I speak of above, that is a personality, a personification of a story of information, moving in a colored busy seeming movement, intangible, yet polarized and overall sluggish. They cannot look because it is essentially counter to life, to being of a solution mind set.  Who wants to look at the focus on lack, a focus on blame and spite, self pity and jealousy,  indignation, and anger? Would this be pretty to look at? In a way, some autistic children are so cognitively dissonant that they, while trying to sort themselves out, see around the chaos, and though they cannot define the math of the separation from within, they can see it with greater clarity, which is why they choose not to look people in the eye. Forcing them to do so, is forcing them to accept the unacceptable- which is probably why so many become nervous around them, because it makes one aware of what one has accepted that can no longer be hidden in their presence. Some, give up, and begin to live in their imaginations alone, because they see no way out. The very act of stimming, is simply a more exaggerated movement of personality constructs within the so-called normal. If we look at all the pains in our bodies we can realize they are us physically resisting what is a natural ability to sense this world around us. 

The way out, is to direct our focus onto the physical reality. As accelerated learning techniques reveal, it is to change the focus within to our immediate surroundings and what happens on the greater stage of this earth, as other countries, and as how things are moved around this globe. Meaning how money moves, how resources move- those resources that are moving constantly, while needed resources never seem to make it to war torn areas. It means to engage the physical body, just as is natural within music. It means to take more time in one’s surroundings and less time watching information flow through a box. It means entertaining the self, with physical reality. It means learning the words, for these things to communicate and do the real math of life, where naturally full sensory engagement is a faster way to learn. When we read and speak and listen and touch we remember a much greater percentage of our exposure. The world around us speaks to us, as the nature of itself, yet we are not listening, we are not engaged, we are not accepting the inherent physical capacity within ourselves as who and what we are. Is it no wonder so many children act out in school? It is, and one can delineate this, based on science, that placing a child in a box, to learn is counter to real learning. One cannot know a tiger in a zoo, one cannot memorize how to play the violin and then suddenly be able to play the violin. For parents, the cost of informing a child into a state of lack, as what this is by name, is very very costly. The costs of lack, in this age, will create a child that will end up living at home well into their adult years. Very expensive. Remember, there are more honor students in China than students in America, and India is making choices in teaching that meet the more natural needs of how a child develops. Also, they do not have a huge entrenched bureaucracy, it is easier for them to do new things.  Therefor, it is up to parents to inform their children, and/or stand to change the local schools while the schools remain in the hands of the communities, where people are selected to be on the school boards. 

Because we are all products of this system, and because we are so capable of sensing, we absorb what is this that is a mis-information in those around us in our developmental years, so we become the same, not understanding how we actually work.  And, to deny that we can know how we work is to resist the means of this all around us, as that media and that information being memorized in a box, because this framework of information is presented in bias creating platforms away from this natural world. Thus, we know. It is right in front of us. Because of this, we can use technology, to inform us without us absorbing chains of emotional value judgements clouding us into a ‘ song’/measure/tune /meter that is counter intuitive to nature, to the practical, to applying our actions in accord with the chord of nature.  Our measure of separation causes, by design, a bias from real awareness, and occupies the ability of our natural presence to expand in awareness of reality, because we are caught in juggling a manufactured doubt that is limited information creating a misuse of ordering done in our imaginations.  We can use technology to build clean placeholders of information, as words, to have a clean movement of associating words to reality. Thereby, using our presence, as our spatial ability, to remember itself to nature, this reality, this earth, as see more directly how things are moving on this earth, changing our perspective, with ease, to many angles, the near and the far, and processing more clearly what information in spoken and written word comes towards us. If anything, we adults should have more presence as we spend time one earth, not less. 

If you had a tool, that enabled a retention of a natural learning ability directed to process this reality and the spoken and written word, with presence, and with ease, to realize - or to retain - a natural sensibility to space and time, as the imagination processing and ordering this world, like a ski pole orders a subsequent movement, or a metronome orders a space to narrow a focus onto small actions, what would that we worth in this age of information that is also the age of acceleration, where automation is taking those jobs our schools are locked into teaching through burdensome bureaucracies that change incrementally like an emotional lag, and are, therefor, not in synch with the jobs of the future, that will be jobs that demand critical and creative thinking skills, that is when a person has some use of ordering things in this reality with a greater speed and ease, what would such a tool be worth? Ask yourself what the costs of not having this kind of development would be for your children.... and for yourself. 

If you can hear what I am saying, and would like to build a well informed child, send me a note and we can work together to get this done.

https://medium.com/modern-learning/9-elephants-in-the-class-room-that-should-unsettle-us-8335b2cef9aa#.11mluu6wy

https://www.psychologytoday.com/blog/freedom-learn/201612/why-our-coercive-system-schooling-should-topple

http://discovermagazine.com/2013/may/13-grandmas-experiences-leave-epigenetic-mark-on-your-genes#.WEK4uAaOIlA.facebook

https://qz.com/866352/scientists-say-your-mind-isnt-confined-to-your-brain-or-even-your-body/.

Thank you for reading! 

Intuition determines processing ability. What do we want for our children?

Let us look at the difference between knowledge and information and practical application and the imagination.

I can look at common core and the new math, for example, among other things.

When we memorize knowledge and information, without the opportunity for practical application, we can come to have a conceptual form, using pictures and numbers, and/or words to become a vision/entity/thing in our imaginations. 

If our focus is on this imagined form, and we use that to direct our actions, can that in-form match the living physical practice around us that is the very means and reason for learning something in the first place? Does our information fit, in other words? Can one imagine what it means to play the violin and then immediately play the violin? In this can we ever believe what we imagine before we apply what we have allowed ourselves to imagine? Does this not mean that knowledge and information must always be cross checked with practical physical application? 

In common core, the new math is simply a different way of moving the number values around. Or, a different way of deconstructing and reconstructing numerical values. Instead of 2+2 one breaks down the 2’s into a smaller value, as the parts and  then adds them together. And yes, it appears to be self evident to one that knows this, yet it cannot be said to be a ‘ bad’ because it is inherently what is the parts of a more compounded equation. One must simply know the code. 

And yes, it seems to be a busy- ness that is unnecessary to practice again and again and then to be tested on. This movement, or practice, in itself can be a means to slow down a natural ability to conceptualize. It could be construed to be a micro-management that inhibits a natural conceptual ability- especially for children sitting in a room. One must begin to look at all dimensions, because it is with dimensions that we are micro managed, slowing down an innate processing of information. Again, this is controlling the imaginative capacity, embedding practices that not only separate as that focus on this ONLY- away from practical application, but also, becomes a practice that actually stops what humans do naturally, which is to expedite the processing of information. 

Thus, this process of implementing a new way, or supposed new way of moving numerical values around, can become a device to train an imagination to move on a very controlled ‘ tread mill’ of allowed measure/value-manipulation in the imagination ONLY. Thus our attention is trained to be more in the imagination AND within a one-way processing that is a training into limited conceptual movement. It is a form of suppression of what is natural. 

The tricky thing is that the parts can all be justified and argued. Meanwhile, a momentum in processing one’s information in the imagination with practical application in reality is completely scrambled. This is how great the tools of becoming potent in understanding this life are, and yet how easily and readily a mis-use of this can cause all kinds of attention dis-orders. 

What is the main problem we have in our society? We have attention dis-orders. Because we have been doing this for a while, especially since the advent of public schooling, this attention-deficit  ( lol like our monetary debt) is growing. It is the children who suffer the most. Imagine being born into such a world?

This begs the question as to what happens within a mis-use of the imagination? If our imaginations, as what is informing that image and likeness of the information practiced, have little or no opportunity for practical application, or connection to practical physical reality, of living interaction, what can happen with that intense focus from the imagination and our connection to living practice as who and what we are? In other words, what happens when that imagination believes it ‘ knows’ something and then meets that ‘ knowing’ in practice ( from having learned it in the imagination, abstractly, only)?

Could one remember how this that is the imagination was formed? Especially after 13 years of being in a room abstracting information - as placing information in the imagination and playing with the forms within the imagination?  I mean look at this, this would be like racing in one form and suddenly moving that form into a living form outside of this inner form and expecting this to suddenly fit! How is this working for all of us?  The problem is that it is not working. If we respond with statements such as ‘ That is the way it is” we have become a complacency of fearing change that is a consequence of this same practice of which I speak!  Change, which is natural, becomes difficult within a incorrect use of our imaginations.

This requires us to look at what we begin to information our children as in their early years. What is prevalent are all the fairy tales? These tales, or maths/measure/value-system, are all about good and evil, or, a morality instead of practical real live living stories. Do we know the real story of the old woman in the woods who is usually considered ‘ evil”? Do we know anything about the overall structure and layering of the workings of the financial system of the castle? Do we learn about the agricultural practices? No, we are told stories about values of good and bad, nothing practical. Thus, we naturally learn to crawl, and walk, and then we learn a value system of good and bad. We begin our lives in the practical, and then we separate into building an imagination of value judgements, done by conditioning set bodies of information that do not tell the story of how that human being came to be considered bad. The irony is that the means to the end, as a morality of good and bad, without practical measure clarified- as how that old woman came to be who and what she is, is what informs us through memorizing the information via a story of measured and formed value judgements. This is just like that numerical value being slightly changed and practiced in the number values.  It is all a means of building an imagination in separation from living reality.  I have to ask myself if this is how the infamous ‘ boogie man under the bed’ is formed, or created.  And this begs the question as to the way and means of being able to completely manipulate others! And this begs the question as to why so many of us cannot read, or cannot process information!  And, why so many of us have a hard time communicating with one another!  the proverbial ‘ boogie man’ is our within information not fitting into this living reality!

In other words, an improper use of the imagination has us all walking around in a shadow world, in separation from living reality! We have come to believe that this informed imagination is more than what is around us! We need only investigate innovations created by some who have managed to exit this imaginative world or use it in constructive ways, to realize the extent of our separation. We need only look at the children with attention dis-orders to realize the extent of this problem.

I have found that many teachers and parents are very skilled at calling out the problem, yet cannot see the cause of the problem that is literally right in front of us, in plain sight! 

The solution.

Within teaching the violin, I always had to build from nothing via building an awareness into the structural means of playing the violin. If that structure awareness was well set, the child would begin to move with ease in relation to the structure of the violin. This happened in an exponential way one the parts began coming together. I would build an awareness of the parts, every part, not just one aspect, in a relationship with actual physical living reality practice. The change point would become obvious, because the child would begin to employ moving in all the practiced “ paint the fence” parts and begin to move in cross checking or assessing each movement because it was well known, and have the space to move into seeing the whole. This would then compel even more awareness and the ability to process this living action would suddenly begin to move at a whole other tempo. A momentum had happened, one that was of a clear inward perception of the structural means of expression as the tool as the instrument, to the point where the child could produce all by themselves in an effective way. Is this not the goal of education to realize measured  effectiveness in generating expressive movement in living reality?  Teaching through abstracting ONLY and then testing an ability to abstract  is very very limited, as the problems in our society reflect!  This is also the means of manipulation and control- which begs the question as to why that ability to learn to crawl, such a huge and great thing, must be controlled at all!? It is our very sensitivity and means of understanding.

Thus, because of an existent system embedded in consequences of a mis-use of the imagination, we need help. We can use what we have created, as our technology, to help us rebuild a stable and well ordered imagination as what humans use to communicate and inform ourselves as and with that is a ‘ thing’ about reality, and becomes our intuition. We can learn the code, as words, always relating them to a direct living measure/rule/quality/thing to build a well structured reference system as our imagination. This would remove the fear that is a product of a mis-use of the imagination, and ground our children into having the means to retain a natural ability to process the living reality around us, that living reality they naturally existed in when they learned to crawl and to walk, before the values imparted through story informed them of a measure that was not the whole story. Mastery happens within the interface of reality- just as one learns to play an instrument. 

Ask yourself what you would want for yourself. Would you want to become a person who lives as the limitation “ that is the way it is” or would you want your child to become an innovator that creates and lives in a way that improves all our lives? A child that feels secure in so doing? Would you want your child to direct the physical instrument that is themselves, beyond the crawling stage, into continuing a developing awareness of being aware of themselves and their capacity into a correct us of their imagination to create within an effective cross reference ability of this living instrument called this practical world? 

We are, even myself, a product of the mis-use of the imagination that is this present system. Yet, we can rebuild our focus, or redirect our focus and we can do this with a tool to integrate our words, by-passing a mis-informed imagination and then relating that word to this living reality, to ground our instruments as our physical bodies, back into a natural awareness of what is around us as this living reality that is as much as instrument of expression as is our physical bodies we directed into crawling and walking and talking and, unfortunately, accepting a mis-use of the imagination. 

I have been in a crowd and seen an adult autistic child-young man in their absolute frustration and mis0information, run up to an adult and violently push them down onto the ground. If you were that mis-informed child-young man/woman, would you not be so frustrated that any immediate means of expression would be better than nothing? For those who have not yet generated this mis-information to the degree of having an autistic child in relation to mis-information being passed down and accumulating within each family generation, would you want one of your children to have to live with having an autistic child? One could argue against this formation, yet dimensionally, this is what we are doing overall, and we all know it on some levels. Investigate the science of neurolinguistic programming, and realize we can rebuild ourselves at any stage of life. We cannot wait for the problem to become a part of our immediate existence ( in some ways it already is, because each town/area appears to be forming homes for the children suffering from a mis-se of the imagination into a compounded mis-information). The development and growing problem of and as these children/young adults, is costly for the society. The allowance of this development and its behaviors, are that boogie man coming to life, being what we have allowed to inform our fellow human beings. We as a collective are responsible for this. The means for each, on the ground , to become self responsible in informing the children we create. We can learn the code, as the words, to communicate a living reflection of practical reality. We can re-verse this trend of compounding attention deficits and and prevent a loss of attention, a natural ability to attend, to the living world around us. 

If your child is having problems processing information leave me a note and I can show you the means to rebuild a natural ability to process the living reality around us.

Thanks for reading! Much appreciated!

What is the proper use of the imagination!

What is a proper use of the imagination?

I watched a YouTube videos where a child takes a  rubric's cube and spins the cube in their hand without solving the puzzle, meaning they turn the cube, mapping out the moves necessary to solve the puzzle. They are then blindfolded and they manipulate the cube into solution- this being each side a solid color.

This is more of a proper use of the imagination. To build a blueprint and then move as it, so to speak.  This is building an image of reality within, which is all the imagination really is. 

Within this, we also can see as our children grow, how much they begin to look just like us. They absorb what we the adults are. Unless we as adults, perfect our abilities, or realize we are not enough, our children become us. And/or we send our children into a box/room for 12 to 13 years , where they ostensibly learn to use this imagination only to assess and investigate forms, as information They also, have little practice extending this sense that builds in the imagination, into physical form and function in physical reality.  We can understand this, because there are people in this world who can do this, yet have not developed language and communication skills. As a consequence, they are often shut out, as they do not have the means to communicate.

Another example is a carpenter, who after years of measuring, no longer needs a ruler, as they have perfected their ability to sense distance and space with their presence. They can then HOLD that measure, in their imagination and cut out the exact measure free of tools, such as the ruler, as I said. Remember, they learned this from physical reality! Also, a violinist plays the measure, as distance, from one tone to another, and soon no longer needs a marker to direct them, they sense the space. They can also begin to sense the space of tones, HOLD them, and then move accordingly, even adjust as they play. Thus, this is being present within space and time, within and without.

This begs the question as to why we send our children into a public school to develop a one-sided use of the imagination? Do we not already have problems with employers complaining that our children have no practical skills? Do we not have problems as we age with driving? Do we not say as we age that we are getting old and therefor just accept that we no longer can sense space as reality around us? Is this not a consequence of a mis-use of imagination? Can we not see that when it was said that we needed to bring our ‘ heaven’s down to earth’ that is was a literal statement! There is no mumbo - jumbo to this statement, it is a practical statement. Perhaps this is why it was placed in a religious context, to separate what was hidden in plain sight.

What would a mis-use of imagination create over generations? Would it create attention deficit dis-orders? Would our children begin to have varying degrees of difficulty processing information and practical application? Do we not see that this is what has happened? Would the behaviors of such mis-use be emotional reactions, ones that express fear and limitations believed to be what is real?  After all, can we not all admit that when we do not know something well enough we become fear full, that loopy feeling of not being clear, that that we hide through projecting limitations onto others, to distract from our own inner chaos.  The act of blame is not an act of correction. If we correct ourselves once, we can do it again, and accumulate our actions, building a momentum that develops self trust and self esteem. At present we have accumulated protection and defense mechanisms and thoughts of doom and gloom, and they build into a momentum that ends in an emotional fire storm. This we later regret, or we become bitter and blame everything but that it is us who accepted and allowed this through an imperfect practice in relation to who and what we are as human beings.

That negative back chat, is in nature spiteful and full of blame, because it is not a practical action that moves into solution. Those who have developed communication skills and a sense of space here, with opportunity to practice in this space, are those of us that are most successful. Meaning, those of us that solve problems and come up with new ways of doing things that improve all our lives. Though, such developments do not come to fruition in a system that allows children to be placed in a box, where the existent jobs are addressing the lack to such an extent that the adults fear losing  these jobs over what would solve these problems that are growing in momentum every dayand that cause untold suffering and frustration in our children- the behaviors right there in front of us as we call them by name without realizing the starting point of the problem. 

We as men, have the capacity to sense form and function within and without. With development we can sense great detail about the physical world around us, and we can blueprint form and see it from many different angles to improve and reform, to solve and live the potential that is this within. To not live as this is a crime against life, because this is full use of the mechanism of being a man. Anything less leads to behaviors of frustration and that inevitable loss of a sense of space, where driving our cars becomes more and more difficult. Our focus as who and what we are, is askew, it is a mis-use of the very design of who and what we are. 

We have the capacity to read a thousand words per minute by the time we are 21. This would mean we could hold form within, with ease, and then develop the ability to see the whole and the parts of our perception of practical reality.  This must be developed. If we have twenty years olds that cannot do this, and have the behaviors of lack that are obvious in their limitation and inability to process practical actions or carry on a conversation with ease, using critical and creative thinking skills, that can also consider the practical, we have as adults not supported the children. As we adults are a product of a system that has mis-used the imagination, it is time to realize that sending our children to the present design of our public schools is not what is best for us, or for our children. If we wait for someone else to make the changes we are not going to create the necessary change, because it is us that must do this. If we say that we are too busy, this means that we ourselves are not being effective in the use of our imaginations. What we adults practice is what our children become.  This is how great that ability to sense and model is and does. The mis-use of this causes harm and a giving up on life, on self. We can no longer allow this.

There are tools to help rebuild a mis-use of the imagination to give the child the structural means to develop a proper use of their natural capacity. For a moment, we will need them. Technology is stable, it is never emotional. It can be used to help us. 

What would it be like to be a master of your capacity? What would it be like to never experience a loss of spatial ability within driving your car, for example? What would it be like to be able to hold something within you, or hold a sense of space around you, or hold the ideas, or blueprints of another’s experience enough to use that in effective ways, to even be grateful for it, as this is properly developed within you? What would it be worth to come home from work, have the means to pay attention to your children because you felt secure in your ability to go over problems at work later in the evening having developed a magnificent use of your imagination and your presence in sensing spatial reality? What would it be worth to be able to move numbers around in your imagination, like the child mapping out a rubric’s cube with ease. Or, to have a non-loopy and fearful sense of money, and even understanding of how the present system works in terms of monetizing labor? 

What would it be worth to become a master of your own presence in space and time in this physical life, not fearing to map out projects and complete them, enjoying every step in the process because it is fun to develop and build things? What kind of society could we have if everyone effectively used their imagination and had the spatial sense to not only imagine but also be grounded in practical applications that expanded one’s awareness and quality of life?

What would it be worth to be able to slow down and understand your partner’s perspective, and them yours, so that solutions were found that brought ease to living? What would it be worth to no longer move into fear, and imaginings of doom and gloom, justification and denial?  In effect, the doom and gloom is a product of a mis-use of the imagination. The consequence is a growing sense of loss of space and time. 

If you want to connect, leave me a note. I can show you how to help yourself and your children. Give the gift that keeps on giving.

Thank you for reading!

https://www.youtube.com/watch?v=wy5vpOkwOro

Techno Colored Imagination to Micro Managed School Environments.

We have our children grow up with fantasy, as all the images of fantastic events and places. The fairy tales the precursors of what is lighted up in the use of lights as the media that in turn lights up in our minds. In this, the child develops an imagination without any real practical application. That imaginative world is something separate from practical living, from the earth.

And then, in contrast to this imagination constantly built, a child must enter a school and sit in a micro managed environment, where information is metered out in slow measure, where the natural inclination of a human, as what we do best, is to come up with new ways of doing things. This, by design, shuts down what a man, a child can do by nature, which is to be able to take in information and understand the form of it and not fear to change it in ways that make all of our lives function in more fluid ways. This is the manner of eliminating what is natural because a few have been allowed to monopolize in self interest having some measure of practical ability to manifest a dream that is in itself a separation from respecting real living as doing, as including the physical world, because the real magic is in doing things within all of reality, of which the physical reality is an equal part of and as. An act of self interest is to lie by omission as in how we are separated, which is to not tell the whole story, and to use story to build a separation. Nothing is good or bad, it is how one aspect can be inflated without balance into the whole. Some call this mis-information, or bullying one’s belief, or ego. This is how a monopoly can over time control, and need to control as each part is not in self honesty with reality.

In the stead of this imagination made larger than the practice of living, we become a cognitive dissonance of holding onto very limited forms because our natural ability to investigate and understand and create new things is all used up in a narrow focus of imagination ONLY. Here, the imagery is all formed, easy to manipulate and dream with, and something that is never really satisfying, because we have not created it, yet we have accepted it. We then lose the satisfaction of real doing. And we are able to be manipulated, where we take a job firing drones from remote locations, not having any exposure to what that really means for the life that is us in another life, on the ground.

Naturally, the behavior of a child in a school is going to be one of frustration. And because our media has become larger than life, in our daily lives, the effects of this are compounding, which is a compounding of attention deficits. And, because what information we allow ourselves to be exposed to, informs our self direction, we come to automate the information we allow to inform us. We all understand that to learn to play an instrument, we must walk the measure, in detail, until it is physically integrated - like learning to drive a car- so we do not have to think about it. Then we can expand and work with this information and change it, because we can take in new measure, and flow with what is here, respecting all things. The converse of this, as the means of mis-information, is to use this innate developmental means to program with information that lacks specifics that would eliminate mis-takes that are consequential in reaching our full potential.

I ask the question here; how can we, with the present measure presented in media - and the abrupt change into a classroom where information is processed without question and without context and done so very slowly - expect our children to self realize  and/ or retain, their own natural ability to understand and realize the real value is in doing? An this from a starting point of creating things that would improve all our lives in developing what is an innate ability to assess and consider the practice of living in a physical reality?

There was this article out this week, where a teacher of many years, after having her own child, realizes that she cannot send her child to a public school, because she cannot allow her child to become what she has experienced in a public school. 

http://www.today.com/parents/former-teacher-writes-viral-resignation-letter-encourages-parent-involvement-t54031

It is not that children coming together to investigate forms is a bad, it is not that an adult guiding this is a bad. It is not that television is a bad, it is what is impulsed within the ‘ tele-vision’ that must be carefully placed in ways that are best for all. The social forms are not to reject, they are to change in ways that realize the value is living, which is a value of doing in ways that respect all things, everything- the physical world around us and the ability of our mental imaginations to assess information from many sides, to ensure that what steps we take in this world cause no harm- which is to consider all things. And, we need one another to do this, as each person has a perspective that no other can have. The real superman, is the whole allowing the strength that is unique in each part coming forward. The full potential of each part needs the whole to manifest. It is that our potential is the sum of all parts!

Hence, each child must build a sound mind. As men, we order the smallest bits of information through words, as a word can sound multiple levels or dimensions of things in expeditious ways, more than a picture can. In many ways, a picture is composed of the smallest movements, as a sound that is a word. And, we are so in separation from this, we have forgotten this. The way back is to order ourselves as this small measure, which is knowing our words in clean and clear ways. When we say ‘ cup ‘ for example we mean a cup, realizing that a cup can come in many forms, yet remains the same basic form.

If a parent calls one cup more than another, projecting a value onto a cup, wanting to impulse a cultural value to hold onto what is really data, as a comfort that defines a personality, an imaginative past value, then our children become confused, because a cup is no longer a cup. And we wonder why our children have developed attention disorders, they are processing associative lines of cultural/national/historical values, inferencing values, a huge form of data that separates that child from reality. That cup, based on one’s cultural past, for example, was developed because of the regional clay, and the regional colors available, nothing else. This information has a value, because it shows what is understood within a region, yet is not something to define us. It is to remember the practical measure.

Hence, the physical world must in all ways be considered because it is the automation of information. That information must be assessed in every moment because it reveals what works and does no harm. What is in our imaginations is just this, an image, a picture in our heads, that is composed of information. When the end product as a form is believed to be more than the physical, it is following an idol before life information. In order to do, to live, one must become equal, or respect, and understand in detail, the actual physical world that is information showing what works and what does not. Being aware of the physical world allows self to become equal to life in formation, equal to what a past has built that forms the means of expression, which is the physical. And we understand that what information becomes our exposure, is what we program ourselves to become. This reveals the means to the end of building a sound mind that is able to be grounded in the practice of living on a physical planet.

This is why a child is not born with language, or culture, or religion, because they are born as sensing the physical world and learning to move with and as it, as this is how we learn to crawl and to walk, eventually accumulating enough experience as movement, to realize that each small movement has a name, a sound, a measure that men use to communicate with and as. If one movement is uncertain, or not balanced out in respect of real living, then that accumulates and causes a cognitive dissonance, building an inner emotional body that inhibits  because the automation of it does not fit into real living and has the consequence of separating the child from what is natural, an ability to assess the physical and practice what moves them in living to their utmost potential- thereby realizing the sum of all parts is how each part realizes itself as life information, which is real creation.

Because our bodies build through neurological development, we can rebuild what is a cog in the wheel, as our mind consciousness. We can use technology to rebuild this, as each man is generating a measure that is not what allows direct seeing of life information as the physical world in which we actually live.  Our neurological development is change in action, it can remeasure to build a cognition that can assess information with ease, and, at the same time - just like driving a car- assess the outer world, ensuring that consequences of action lead to no harm and respect others.

The fairy tale, the child’s tale of Humpty Dumpty states this scenario, that no one can rebuild what has scattered self from being self responsible, and hence be present in reality but self. No school can do this, no hospital, no one, only that presence inside one’s self, that presence that learned to crawl and to walk and talk, before a cognition of limited - yet not all bad - information informed subconscious mind and was accepted and then followed to direct the presence as that child that learned to crawl without any text book micro-managing this movement.

There is great joy in being self responsible. That joy is a natural state of being, one that self must take back through a process of deconstructing what has been accepted as a truth, and reconstructed in practical measure, of which the words we know effectively, can be the means to remeasure our inner structure to be in equal focus to this place we spend our lives living, the physical world.

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