Thinking about playing the violin is not playing the violin. Processing Information.

I realize with greater understanding how much of our current system’s practices are backwards.

A question that has come up often in terms of knowing one’s words, is that words should be learned in context, to lend meaning in tandem with learning the word.

As usual, there is a truth to this, yet one must look at the overall design of the system. And why? Because, in simple terms what we are doing is not working. If it works for only a few, then it is not working, The consequences of many behaviors lacking the experience of a state of ease are the markers of inadequacy. When we throw up our arms and accept what is unacceptable, then the same continues. Our children must reach their real potential. This is the only choice.

Let me return to my original statement; that much of what we does is in fact backwards. It is as though the mode of an outcome of cognitive dissonance is created within moving counter to a natural presence that sees more directly this reality.

We have children develop imagination before developing discernment in reality. We tell them about things more often than showing them what we explain to them in real space. The best example of the fault of such a system is to realize, really slow down and realize that thinking, or imagining playing an instrument has nothing to do with actually playing an instrument.

Thus, our use of developing the imagination without practical application, and our system of teaching via the imagination, as memory, is the practice of memorizing a construct and then asking the child to perform. If one piece of that memory development is uncertain in any way, within this model, that child will develop insecurity, because that is what the child will experience. Especially, when asked to perform in real time, something that has been learned via building a blue print without any real physical, or multi dimensional, interaction.

One of the realizations within accelerated learning techniques IS that we retain more when more of our senses are involved. This means that using ONLY the sense of imagination is inadequate. And, it is a means that leads to control of information. 

Without real practical exposure and experience, two people memorizing information about something ONLY, could and would breed endless discussion on details, arguing for one’s ‘ idea’ memory about something that neither have actually lived and experienced directly.

Yet, if two people, for example, had mastered something in real space time, meaning actually walked the degree of awareness and self direction physically, using all senses, then they could have an abstract discussion about what they experienced and even give pointers that might open up worlds. Thus, having a conversation about something, really can only happen once real life experience has lead to a mastery within a given subject. This form of sharing, via describing one’s awareness, is not a starting point of development. It would only lead to confusion and uncertainty.  How and why we ever accepted a system where we learn through memorizing information without any real time interaction and experience can only be because on individual levels we separated from realizing that presence in real time as a starting point has great value. It is necessary before using imagination.  The best example that opens this up, is to realize, that one cannot possible think about playing a violin, memorizing how it is done and then believing that one can play this instrument. It simply cannot work. And it is the same for many things, probably all. Though, we are essentially caught within a hyper-normalization of a practice that is backwards. That this is normalized means that facing this is moving counter to one’s beliefs. And yet, as our fairy tales reveal, because of this backwards system, Humpty Dumpty behaviors exist, and those are a scattered self that is a state of having difficulty paying attention and changing with new information. The sign of someone who has mastered something, is the sign of being in control of one’s self, a sign of being able to incorporate new information in a moment- as one can not only imagine a form and movement, one can translate that into real physical action, with ease.

Another example of this is learning a new language. I had to learn  German as an adult. I was in the actual environment where this language was living around me. At first, as I accumulated a sense of the sounds, I was able to hear the variations in sound.  Then I could hear the individual words, and then I could practice the words.  This learning may have appeared to be slow, yet was it really? Or was I simply moving in a process of differentiation to the point where the natural next step was to generate words myself. At some point, as I had to do this every day, in real life action, I could hear a new word and integrate it much faster, in a way where I could use it in a shorter period of time, because I was beginning to move within a momentum of overall understanding, having accumulated enough experience and self generative practice. If I had to build this through memory, on my own, without the real life experience and practice, it would have taken a lot longer. So, why do we teach through a means, as abstracting information to learn- to build blueprints, that has the flaws of being in imagination only, that has the flaw of taking longer to learn something, that has the flaw of creating huge imaginative forms of information that cannot replace real space interaction?  Again, there is no way imagining playing the violin can replace actual real live playing of the violin. Again, how can we accept the way we are teaching children as the present system of using memory, as building understanding through imagination - that by design is SLOW?

And also, since we become what we practice, we begin to move at the processing speeds we practice in this order of learning through imagination, hence we are essentially automating a slow processing speed! And this is evident in that a person with an average degree can only read about 250 words per minute. It is understood, that a musician cannot process notes at that speed and generate real music!  A musician cannot move at the tempo in processing the actual performing with an instrument, or they would never be able to realize patterns and form and play with that form, to actually generate something that makes sense!

How could something so simple be missed to the extent that we now have a system that is backwards! And how can we continue to accept this- it is after all, a form of suppression of the real potential in a child. That potential in a child can in deed, process information in much faster ways, reaching a mastery that the present system is not able to do.

 I was working with a young woman who had been defined as a ‘ slow processor.’ We were defining a word. What I suggested is for her to read the dictionary definition as a guide more than something to memorize. I said that simply memorizing a definition is artificial and difficult, one must instead relate the word to real living. That moment, after reading the dictionary definition, when I said to define that word in real living time a big change occurred with this young woman. Whereas, processing the word was slow, reading the definition was slow, when she related that word to its equivalent in real time the answer was so immediate it even surprised me!  

Thus, the difference between processing information through memory without living, practical interaction and exposure, is very very slow- this, by design, slows down what is natural in a human being. It is natural to process information, yet that must be done in real time. The process of building through imagination is by nature slow as a starting point.  This ‘ slowness’ is in direct conflict in allowing the child to use their real potential to process what they see and hear and sense in physical real time!  Because we become what we practice, we become that slow processing- a mis-use of the imagination. Again, imagining playing the violin has no real relationship to actually playing the violin! This reality is so common sensical, that there is no reason to continue to accept any other form of learning. And this fits into a well known concept, that knowledge and information without practical application is USELESS!  What has compounded in our society are attention dis-orders, a consequence manifested over time of  the mis-use of the imagination.  It is through real physical application that one truly masters something, AND THEN one can talk about it and use abstraction to share and convey experience.  Neither is ‘ bad’ yet when unbalanced, what happens are behaviors of an imbalance. 

Also, this is why one cannot create so-called teachers that learn something via theory in a classroom, without actually mastering the discipline they teach. How can a young person, who has only learned via imagination actually teach something for real. The point is that they cannot. The consequences of this are all around us. They are the increasing processing dis-orders we have in our schools, they are the attention dis-orders we have in our schools, and they are, as one principle has said to me “ I spend all my time putting out fires.’ This state of our so-called schools, means that our schools are not a place of learning, they are instead, a place that moves a child away from their real potential.

It does not get simpler than this. Remember, playing the violin and imagining playing the violin are two completely different things.  Another indicator is the insecurity a parent may have in reality to teaching their children. If there is insecurity present, then why would a parent send their child into a system that did not teach them how to teach, or that did not teach them how to learn - enough to feel secure in doing that for their child? If we really learned how we learn, and did not fear learning, and as such, really understood the joy of learning, than we would in essence want to participate in that joy in relation to our children! 

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!