What is Schooling overall? Why are words so important?

The more I look at learning through memorizing, the more I realize that it is, by design, a way to slow down a natural ability to be aware. This simple statement that one cannot memorize how to play an instrument and then be sent out to play it in real physical time, suddenly and effectively, makes this very simple perspective so astoundingly clear. Therefor, sending a child, in their developmental years, into a closed school room, for six hours a day, to learn to script knowledge and information without practical application is a suppression by design of a natural ability to understand and become aware of space and the way things move in this world, this world where that child becomes an adult. Accelerated learning techniques describe full physical engagement, meaning that when the total child is involved they learn with greater speed. This can, actually be measured down to fractions of seconds. It is already know that a person engaged in playing the violin has greater synaptic movement overall than reading alone.  I am honestly ashamed with myself self for having sent my children through  this kind of schooling even though I had them do many things outside of school.  I can see a loss of a sense of reality in them, even if they do not fear learning and looking around them because they have some degree of practical experience. Why are we allowing this. Why do we allow a mode of learning that scientifically does not engage the child in what naturally has more total engagement leading to greater and faster synaptic movement and retention of greater information and awareness, as it is understood that children who study a musical instrument tend to make better managers as they can think with greater critical and creative ability? Have a look, I believe that Alan Greenspan studied to become a jazz musician before he left this profession full time to eventually become chairman of the private entity known as the Federal Reserve.  My guess is that he lived what educational research has made clear, that the study of music allows/affords, a greater degree of doing the math, as words and numbers and general movements of things, in the world around one, extending to seeing consequences ( for good or bad, or right action that is what would be best for all) on many levels which is an ability of a retention of form within and a spatial sense to see how things move in the greater world around one. This is a high functioning person, able to transpose form into function, or focus on inner forms and movements and the practical action right in front of one, near and far with greater speed down to fractions of seconds! All measurable. 

When public school began, I understand that many parents were against this, their reason being that the children would lose all critical and creative thinking skills. In effect, someone who wanted to teach children, and really cared for them, would by necessity realize that how we are schooling children, through memorizing information without practical application, actually shuts down the capacity of the child. John Taylor Gato realized this, it took him some time, having taught in schools, yet he did come to realize, that children can understand, can order, can use common sense, can naturally as who and what they are in totality, retain awareness when moving in total engagement.  What is removing this natural ability is that they are being placed in a room and asked to take in information and understand it, without having any experience, any real experience.  Education, is we all know, is about experience.

Even myself as an adult, taking care of a house, can see that having lived in a house, and taken care of it, can learn, and can do, and could have learned about all the things needed to take care of a house, myself, simply by participating in doing it, being exposed to it. This can be extended into learning about the world, and how natural resources move. For example;  learning where the wood came from, learning through touching and real life caring for something, instead of spending hours of my life, in a room thinking about it! In effect, what we are doing in terms of how we educate our children, is completely backwards. 

Americans in the colonies has a 93% literacy rate, and understood enough about politics and how money moved, to collectively do something about it, which is why, changes against that understanding were made behind closed doors. For example, the centralized banking system was fought against. It was done many times, yet this is not in the history books we read in school. Who is writing those books, who is making a decision to tell a story about what happened? Having children memorizing a story, a fake news story, in a society that has rejected centralized banking again and again, reveals the why of pushing a system that is meant to  distract a child from being aware of what is really going on! Public schools are the indoctrination of a fake news story.  Today, I also read that the states get 80% of their funding from the Federal government. Take this away, and have local districts choose what storied knowledge and information is memorized ( because this is what happens, storied info!) , at present the victors are choosing what is memorized ( a method that slows down synapse movement in the brain) as a/the measured script that will be used to direct the child come adult. This is, be design a loss of a natural capacity inherent in the very design of the child.  This is done under the banner of creating civil humans.  Yet, the very nature of a human to participate, reveals a inherent desire to get along, to not cause conflict, as reaction comes from anxiety when a person feels uncertain. What would make a human uncertain is a loss of common sense, a loss of a natural ability to connect to physical practical actions that actually get thing done, such as discovering innovative ways of doing things.  This means that we, all of us, are the means of innovation when we are focused and grounded in the practical. 

The way out of this is for the children to know their words. The way out is for children to know their woods so well they are not lost in trying to decode and process and can instead hear the words, see the perspectives, realize they make no sense unless they fit into practical reality. And, this has to happen while they are young enough to not lose a natural ability to learn. Children can absorb the real physical movements of right actions that are what does no harm, right where they are in this physical and practical world all around us. They can learn the words, which are never the real thing, and a thing in themselves, to communicate and order this world, that is physical, all around us. This means that the human body is an instrument, and the words are the notes that reflect what is directly in front of us that is hidden right outside that school room classroom, reality, the physical, creation.  Cognitive dissonance, is a mirror of one’s loss of presence in what is natural, something divided, or separated into becoming ‘ thinking ‘ only, an occupation that takes one’s focus and places it into a memorized script of knowledge and information ONLY, where one lives a loss of seeing space, as the space of reality, physical and all around us, that space where when we engage with that physical reality, we build a more steady ‘ reader’ of what is within us, and what is real, as the without all around us. It gets to the point where the simplicity of this is so much easier to understand than the chaos of a mind in separation, through a mis-use of the imagination,  that can be heard in the sounds as the emotional tenor of the words a person speaks. Have a look, when a teenager is interjecting the word “ like’ into their speech, they are in effect thinking about what they are saying, and so lost in that, the degree of reading reality, as relating to reality, moves so slowly, ( and can be measured by degrees of seconds) it begs the question as to how much capacity they have to effectively be engaged in reality in seeing innovative ways to improve society for the benefit of all.  How many times have I realized I simply did not follow through because my awareness was so caught up in a limited string of information that ended up occupying my presence, that I missed what was right in front of me? How often do we realize we simply did not LOOK? If we are honest, many-many times. Now, imagine living in such a world. For this I have another story.

I once called a milk company to ask about something someone said to me, that skim milk is made from powdered milk. I could not believe this. So, I made a phone call. I was passed around to about 5 or 6 different people. Eventually, I returned to the first person with whom I spoke. I asked the same question again, and also replied that I realized I was speaking to the initial person I first encountered.  This person who denied knowing the answer at the onset, replied, “ skim milk is made from milk that has had the water taken out of it.” I replied that, yes, so it was true, that skim milk is made from powdered milk. The person said again, ‘ No, milk is made from milk that has had the water taken out of  it.”  Okay, in my mind, I thought, this is the same difference, and did not argue because the memorized script, of a form of inverted information was one that did not deny or confirm what skim milk was composed of, the answer, and the one answer was that skim milk was made from milk that had the water taken out of it.  

I can see my parents and others arguing. Meaning, an argument where more than one script of the same thing is being thrown back and forth, back and forth. And yet, the same thing is being said, and the speakers cannot realize this, because they are reading a script from memory. A memory of knowledge and information that has little practice in cross referencing reality, and therefor, has little awareness of what they are actually saying. I can also imagine a young child absorbing all this emotion behind the words, causing charges to the words they learn, as memories of parents fighting, frightening the child, which in turn places a charged emotional memory of fear into the child in tandem with the words heard. This becoming a perpetual distraction from a natural ability to see this reality directly.  Does this sound like the chaos we have all around us? What is really knowing one’s words, seeing this reality directly, and being a master of self to the degree that one can process any imbalance within, and see the practical without, to be a human who can realize innovation and practice that leads to a society of real communication and stable relationships that expand each one’s awareness of right action leading to a more peaceful and productive society of men?   What is our responsibility here? Can we bring ourselves back into who and what we really are by design, and can we purify our words, using effective refocusing tools - using unemotional technology as computers - to aid in this de-scattering of our presence into limited metaphysical holographic scripts of limited storied information to reground ourselves into the place of right actions leading to effective living in and onto this practical physical reality? 

The potential we see in our children , when they are young, is this within ourselves, something we recognize this that has been lost. We can, through prevention, build a sound mind, with clear words learned and directed towards right practical actions, and understandings, and begin the journey of correcting this within ourselves, step by step, discovery by discovery, movement by movement. We can restore our spatial ability, to reach a point where as we age, we do not lose a sense of space and can continue to enjoy driving our cars because we can focus on the real world around us. We can restore an ability to realize that milk made from milk that has had the water removed is the same as milk made from powdered milk, and laugh at the fun of playing with sound as the words we know, as we realize that we are instruments of life, that can sound what connects us to one another in ways that only expand our awareness of the joy of being in creation manifest, as the physical.

If you desire to see your child use language with ease, and realize they can learn anything they want, send me a note. We can walk this together, until it is done. 

thank you!

: )

Education and the Law or Miracle of Compounding

Education and the Law or Miracle of Compounding

I had another person talk to me of and about a gifted and talented child this week.

I said to that person that the ends reveal the means. Meaning, we become what we practice as the math of our exposure and accumulative understanding, which in the present system is our opportunity in many ways. Because of this, our parents become our starting point, because the consequence of our exposure and practice as a math, as a belief system, of and as the opportunity/exposure of the child. 

In music, child proteges are usually born into musical families, they are exposed to music, a fluid math, every day of their lives. They absorb this, they imitate it, thep begin the journey of assimilating the information and have the 10,000 hours it takes to master something in the space of their environment and they become capable of that form of expression. Look at Mozart and Bach, they were essentially born into the trade of music.  Just like learning to walk, they began the process of integrating the form, the movement, the mastering of music as what was the exposure they had in relation to their environment.  Within this, our society tends to create icons of music, meaning to aggrandize a few humans who learned and mastered an instrument, yet there are many who have done this, it is not that uncommon. 

We do not hear the ones who have not been made into an icon, that very formation of one of a few becoming somewhat of a master being the ONLY one. I can say that there are people who have mastered an instrument and they perform on levels even our icons have not reached.  Creating superstars in some ways separates us from the natural process of learning, and also takes away a natural ability to sense, as that very ability that when given the space and time, masters such a thing as learning  to express with a stable tool such as a musical instrument.  

Thus, what we are exposed to and what space and time we have the opportunity to absorb and practice, as self generate, determines what we integrate and this determines how we self direct in this life. How is it that this process is not used at what it so obviously reveals? This is to say that we understand how this works. When a mistake is made, there is no place for blame, or negative impulsing of destructive criticism, because the only real direction to take is to correct as directing towards a self sustaining balance. Also, to realize that this process means giving the space to practice. 

For parents, this means that everything we do, every move we take, every word we speak is programming our children. And for adults, it means that our past need not define who and what we are here. If our parents did not understand this,  and we learned, or integrated some information that was not clear or complete in programming us to self direct in efficient ways and means, then there is only us to change this. This is the whole point of the Humpty Dumpty story. This is what it means when it is said that all the kings men, and all the kings horses could not put one back together in a way that gives self direction in awareness, only the self within one’s self can do this.  Any negative impulsing is a past of information  that was not an act of clarity, an act that lent a math that gave one a means to play, or express, or self direct with efficiency and clarity. 

When we really begin to understand this, and look around us, this understanding makes it clear that one cannot place a child in a classroom for six hours  day, for 13 years, and expect that one teacher with many students and a set body of information, learned in the abstract and moved into the concrete as knowledge and information only, will be enough to lend a clear and sudden self direction in reality.   Imagine if we did this in music? Obviously, this does not work and it is not working.

Our present form of education lacks any practical application, any real practice in living. It is to say, one imagines something and then is suddenly asked to go out and apply that information that is an imagination, and suddenly carry out that information in a multi dimensional reality/  Imagine- because, lol, imagination is not all bad!, playing the violin. Imagine learning to imagine what it means to play the violin, and then imagine having to go out into the world and perform, with masterery, just from having learned to imagine something.  Yes, this is basically what we are asking our children to do.  How is that working? Do we seem to have a compounding of attention deficits as we pass this down from generation to generation, I mean what are we ‘ seeding ‘ here? We can ask ourselves as we look around at the behaviors of others, where they are in the spectrum of the consequences of this overall form, and all the protections each has within them, because of some idea that we can be taught in a box, imagining things, without the opportunity for physical application.

We all can realize that when we physically do something, in addition to seeing and hearing and repeating and  speaking, or generating, that when all these dimensions of using our capacity are utilized, we remember things with greater ease. Instead we expect children to move from only the abstract to suddenly having some great executive function. We learn by employing all aspects of performing, it is in working with all aspects that we remember. Like learning to walk, we  have all the tools at our fingertips, and our natural ability to absorb allows us to assess in this, and begin to crawl and walk and talk.  How is it that we do not apply this to all areas of learning? I mean, this is so obvious in music. Anything we learn must be in the same way, that time and space to practice information as we learn it, is what allows us to correct what is a misunderstanding that is a normal process of learning what something is not, and what something is by nature and quality and degree.  

Getting back to the protege and the law or miracle of compounding. All of this means that a perfect practice, which is consistent and making-mistakes-is-part-pf-the-process practice becomes the practice our our self generation. We become the information that is us. Hence, the lack thereof is the product of our opportunity/exposure. Those around us in a degree of incapacity, in all its variations, and those who have some capacity, are the same ends as the ones we call ‘ gifted and talented.”  What is special is the means to the end, the magic is in the doing, the outcome is in the opportunity to do in a consistent and careful way that compounds to inform who and what we are  into effective human beings. This means that one set body of information that s taught into becoming a concrete abstraction about something in one’s mind only is an inefficient system because it lacks the dimension of real practice that allows that fine tuning inherent in self discovery, as one becoming a master of doing in reality that is of so much greater dimension that only imagination. It is easy to only do things in the imagination, one can ignore dimensions that do not fit!

And yet, because of this system, we can and must master our words. Because human beings use words to create placeholders of information..  This starts with mastering spelling, because if we do not master the notations, the notes of information that humans use,  how can we form informs of information and then have the security to use our spatial capacity and extend our awareness that is our spatial ability from within to direct in the world around us that is the without? If this inner structure is not clear, if we cannot spell correctly within, how can we spell correctly  in our ‘ withouts’ as reality? If we look around we can see that the means to the end, is so visible in the behaviors of the humans around us, and that punishment is not an act of giving space to, or opportunity to self correct. 

In other words,  incapacity is incorrect compounding of information about reality. And yet, integrating information is the miracle of life, meaning that a correct informing of a person, leads to a human being mastering life. This overall, has a sequence, we do not know something, then we realize we do not know, and then we practice which naturally is a process of mis-taking or correcting imbalances as we sense the boundaries of the qualities of something, and then this becomes integrated and we can function without placing too much of our attention on what something is because we have had the opportunity to understand that which we focus upon and can instead employ that understanding in space and time. If we do not follow through, or have the opportunity to follow through in self directive ways, we can practice an imperfect practice and create an imagination that does not fit into reality- causing all those cognitive dysfunctions we call dyslexia and ADHD, all attention dis-orders. 

This is why our thoughts become our habits ( the manifestation of our practices )  that direct our actions that end up determining our lives.  This can all be heard in the very words we speak because our words are the reflection of the math we understand, just as that musician expresses their understanding of the space and time around them in the very music, or form they express.  One cannot blame the instrument, it is what it is, and it is a gift in its stability as a physical object.  In this, it is the forms as the math as the words one wraps ones mouth around that helps one to see where one stands and where one needs to assess and correct one’s self information. Something no king, and no king’s men can do for one. Yet, this same means to an end is what is so cool because it means that everyone is special and everyone is gifted. Those who we call gifted, simply have had the generational background and/or time and space to master understanding, done in the same way we learn to crawl and to walk and to talk.  

Thus, the means to the end, is to be able to process the information within and the information without. Words are a means to organize information that in turn allows us to process information correctly. This builds confidence and self esteem which in turn lends opportunity and joy in performing, in creating, in doing what humans can do so well when given the opportunity as is evident in those who we call ‘ gifted.”  They are simply ‘ gifted with time and space and correct in-forming.  Human’s real gifts are to problem solve in ways that stewards this life around us in caring and productive ways. This is the capacity to consider all things and make choices that do not harm. This would compound into a reality where all children became the manifestation of what was unique and special about them, and thereby improving and expanding awareness for everyone.

Even the gifted ( with correct inFORMation) cannot reach their full potential where others are in lack. In reality, we can leave no one behind as this is a form of extinction of life. Placing a set body of information into our children, away from practical application in real space ( physical) and time, is causing a separation from processing reality and building a self directive capacity that expands awareness. We in essence are no longer reading reality, and this is evident , or reflected in our lack of word recognition and spelling skills.  Even a musician needs words to communicate their understanding as this is how humans interact.  This also begs the question we must ask ourselves ' Can we ever trust our intuition, or is the information that comes up within our intuition something that must always be cross referenced with reality? 

Are we happy because we can process information with ease? What is reading?

I am going to explain what happens when we become limited information, as how we learn through memory in a box in school, and how we - because of our environment within this, as all the people around us are this - become walking novels that are a measure that has no real flexibility and thus no real discernment.  We move as a game of memory match! And, we believe our knowledge to be more real than the world around us. This is a false positive!

We can understand this any time we move into fear, as fear is ‘ false evidence appearing real.’  We lose that rapid conceptual/spatial ability with which we learned to walk and to talk, and to crawl,  because we become focused on processing through abstraction only. Then what we form as an abstraction becomes larger than life. This is why our schools, which are not a “ bad” are so effective at dumbing us down, because we, through spaced repetition become the practice of abstracting information we memorized only. We do not practice a reference to all things, to the world around us. If we do, we do so as we grow older. Then there are those who are so stuck in their measure, that change appears to be impossible. Yet this is the natural learning ability of each.

In other words we become a long play song. We become a few notes, of a few songs, and we play them again and again in slow motion. This overall, is a form of boredom because we are not in full capacity, we are not in our full potential, and that is a stress on the machine over time. We become a limited memorized form, of not ‘ bad’ things, and we habituate to this, and then change appears like a death, when it is not, it is more in the direction of a birthing of one’s self as life.

So, one ‘ song’ wants to be with others of the same ‘ song’/practice/ measure. Because this supports the ‘ good’ but limited measure as that memory, that eventually automates and informs the physical. So the person gravitates to others in the environment of the same song/measure/belief system. It is a presence being stuck in a mind con-science of our present system, as the very structure of our present system, that sounds so nice, is really dumbing down through separating that spatial ability inherent in the nature of a person as the behaviors we see in young children into all attention being on memorized information. And this information can be passed down to the next generation, as the parents model this, accept it, and move as this, every day, so that spaced repetition is what the child absorbs as a measure every day, and then becomes.

Some people have ‘ more songs,’ more exposure to greater variations of measure, which is why musicians tend to conceptualize to a greater degree than any other field of study - where that study is all done through memorization of information without practical application. ( and why is this taught without practical application? Because, our ability to sense space is so natural and so great, our senses must be placed in a limited environment so we don’t begin to figure this out!) Yet, overall, it is each of us that has accepted this, and at what point did this begin? Within each of us.

Thus, this fashion which is very cool as mindfulness, reveals that we are directing from that information mirror - as our experience - as our subconscious mind in a system that structurally removes us from focusing here on reality ( tele-vision) and that this information needn't define us. And yet, this is being done in schools, where the design of the school is creating the same thing that the school is saying one should not follow, as that information in one’s mind! lol

Our term ‘ comfort zone’ is another key word, because this word shows us how much we become a broken record, as a spin of knowledge and information as measure within as a directory of information that automates as we focus on that only. Yet, when we learned to crawl, we were not ONLY focused on what information we accumulated with in  a  present system of ever present information flowing through tubes and wires every where, every day, with songs being played, the same ones, in every store, at ( almost) every gas station. Hey, your tax payer dollars are busy at work keeping you locked in a limited measure of creation. Yet, who can we blame? We are responsible for what we accept and allow.

The greatness of this, is that we can become self directive. This feels very very good, because this is you in full capacity, like a circulating machine that flows with great ease. And that feels good! It is like to give up everything to get everything! The illusion of one’s information is just this, an illusion, thus take what is good and transform back into that natural fluid sensory ability, form absorbing, natural learning ability. The tools  are here to help. We can take what we have created and turn it into a good. I mean, do you remember being a teenager and rejecting your parents, because you realized, before you had to find a job and survive, that what you had learned was not enough? Before you said to yourself, I am going to go out and do this better? And then, because your ‘song’ information was limited, and you made mis-takes on reality - which is all it is - that it was a lot of work to change what was automated, and that the structure you had was, as you compared more than created, all that you had and was ‘ more’ than another’s limited measure? Or so you believed.

Because humans communicate and order through words, which are really cool ordering tools, and because our neurons will rebuild through our lives, we can rebuild and we can do this ourselves.

And, for the children, we can ensure that they process information with ease, which is what costs great sums of money in this present system to allow, at a cost that everyone can afford who realizes the value of this, giving thanks to those who are standing and saying this again and again so that we can get this done!

It is time for humanity to become the master mind it was meant to be, as this is the real superman. This is what we all chase, this is what we all desire, this is that self that used that natural learning ability, this is the self that learned to crawl and to walk and to talk. I mean, have you done anything in your life with such self directive capacity since that moment?

No.

If you are interested in solutions, send me a note. If you are interested in meeting other people who are interested in getting this done, reforming within to build a sound mind, people who are willing to change, because this is the real joy of living, check out Techno Tutor, and check out Global Information Network - known as GIN. Surround yourself with people who are changing their measure, to restore their natural real expression, to enjoy life and reach their full potential. Also, to understand emotions and feelings, as all the clutter of mindfulness, check out a free course: lite.desteniiprocess.com And, remember, that resistance is fear, and fear is false evidence appearing real- it is the shadows of belief as a mind consciousness only, something that can be deconstructed and reconstructed.  It can only be done, step by step, which means it is easy, and it is only a decision away! What is it that you really want? To live a life fully lived, which is full employment of your self, moving with ease, here. You decide. NO one can do this for you, only you decide what form/measure/reflection you are within as it is impossible for another to clear this up. And yes, you are going to need others of same measurable change making/creating/building around you to get this done. Yet, this is the fun of it all!

How do we learn and what is the absorbent mind, our natural learning ability?

How do we learn? How did I learn to play the violin? How did the children I taught learn to play the violin? How did I teach the children in the schools?

We repeated what was being taught, which is within the direct instruction model. We introduce the material, we explain the concept- the form, the structure, the design, the object and its way of moving. We repeat this. We show examples. We hand this over to the children to ‘ move as’ by themselves. We, sometimes in our current habits, send home more examples to practice, to repeat. This is the practice in step, of repetition.

Our research makes it clear that children who have the opportunity and exposure to hearing/seeing/experiencing more variation in words/vocabulary, specified subject matter- such as parents who have studied science, or music, or golf - tend to have a greater capacity to do that to which they were exposed. And since the behavior, as the know how, of the parents and their focus is repeated again and again, that absorbent mind of the child will pick this up and imitate it. So, we learn by repetition. That is the base. And we know that children have very absorbent minds. We understand how rabidly they can learn languages. We understand that a child who grows up in a home where there is a lot of music being performed and practiced and talked about will often begin a musical instrument and within 10,000 hours have mastered that instrument. So, by the age of seven, with consideration to allow the child to become what is around it, and practice the structure, which is bringing awareness into the form, which is integrating this into a structural memory within to build neurons that pair back and expedite the movement of the informed awareness structure, to become that protege- as the word we use to describe someone who learns something at a young age. 

Our feral children are the same, they become the measure as the focus of the sense practiced in becoming the space and timed measure as the behavior of the host. So great is our ability to learn, to sense the world around us and order this when given the structure to experience and model again and again, in its application and form. Thus we learn by repetition, and within this we discover our physical bodies and learn with mis-takes as a natural part of this learning process. A child falls down many times before they walk with ease.

This also begs the question as to what we are doing with this sense that can become the very form and practice repeated again and again? Is our natural learning ability something like water?

Is our ability to absorb extendable to forms around us, just as that feral child imitates and repeats with trial and error, with and as this absorbent substance that is a sensory mechanism practicing the shape and form and movement range of the world around it?

Thus, if we place our children in a box, a classroom, for 12 years, expecting them to learn through abstracting about knowledge and information ONLY, what are we creating with this absorbent natural learning/sounding/modeling.practicing/reflecting ability? Since we become what we practice, do we end up aggrandizing what is a singular good into a limitation? Are we making this good-turned-limitation as this practice, larger than that used as a movement to model/absorb into thinking as abstracting as imagining ONLY? Would this not create a disconnect from reality? Would this not be the imprint passed down from one generation ( as this is what is generated) to the next? Thus, would that child not have to sort out living here in physical reality in practice and the generational information? Would this cause some chaos if that generational imprint were lacking in a sound structural memory of the practice of living as physical states of being that is what our lives are while we are here on earth?

Can knowledge and information be manipulated within such a systemic design? Remove that absorbent ability from the practice of living, and inform it through spaced repetition- as going to school and sitting in a room, shut off from the physical natural world, and practice through spaced repetition the form of imagination use ONLY, until this becomes the means of seeking direction and the information of self structurally. Where does this end up? Would this not be attention away from practical living? Would that memory, or could that memory, fill up, like a computer?

How many have noticed that it becomes more difficult to be flexible as we age? How many have noticed that as we get older, things we could do before seem to become more and more difficult? This is the same as saying that moving in our worlds becomes more difficult. We tend to want, narrower comfort zones to remain in as a consequence. Why would this be? Could this be that our memories, as our experiential maps, as our repeated structural cognitions are limited and done from imagination ONLY, as we were taught to move, by systemic design, to repeat- is this like computer memory, a stagnation, that eventually fills up?

This begs the question. If our focus was on the practice of the form as what we are, as sensory physical mechanisms,  could we cross reference the physical reality, and realize memory as our imagination for what this is, and ‘ wipe’ the slate as memory clean with each use so that it never gets filled up? Would this not mean understanding memory for what it is, and practice becoming the forms around us, and using memory, cognition for what is really is? 

How can we transform our present practices into what would allow the full potential of this mechanistic ability? No one wants to lose their job, no one wants to limit this in a child either. We cannot continue to move as we are as our educational structure, because the consequences of this practice of placing that absorbent unique expression of our children into thinking and abstracting and memorizing ONLY, in a box, are manifesting as all manner and degree of so-called attention deficits. This will only compound more, and we will become what we make movies about; zombies. What is a zombie really? It is someone who is not present in practical reality, it is someone ‘dead’ to common sense. And does that memory, consume the flesh of the physical body that was the means to absorb the world and express as a physical state of being? Do our so-called fairy tales reveal to us what we are doing as in what we are accepting and allowing?  Can we not see the forest through the trees because we are all products of this separation and mis-use of our absorbent ability? When we have interventions for those already genetically and environmentally cluttered, and existentially placed into a method of practice that continues the lack of structure through a slow motion of  in-form-ation,  do we not see that we are in effect slowing down what was a natural inclination to realize the practice of movement in a physical formation that is what we are?

On another practical front, when we teach compassion, and the benefit of the golden rule we teach in our schools, to give to another as one would give to one’s self, is this not an admission that we have this capacity to with our natural ability to take on form, be able to sense the form of another even in their actions as dimensions of what it means to be focused here? And does this not show how we become the measure of our parents and that this substance is the mechanism to be and do this in practice here? If we use this to practice living in grounded practical ways, what would happen to our overall living with one another? Would we become this golden rule and realize that this is the means to reaching our full potential?

To reground and refocus we are going to need help. We can use what we have externalized to help focus us, reform us, back into a practical measure of living as what we are. We can use technology to refocus us, to rebuild our cognition- our directive information within. We can use the great plasticity of our physical bodies to reform ourselves structurally to walk the process of remeasuring our absorbent fluid self back down to the ground, so that those interventions are no longer necessary by the time the child, the man, reaches a certain age, because the child will begin to realize how this works and be able to self direct and consider all things, taking that which is good and does no harm, because they see directly, because they are living the smallest measure of order, they live the words they know as the placeholders of the information of reality. It is there right in front of us, we are the words we know. The more words a person has had the opportunity and experience to encounter, in variation, the greater the potential success of the child. Words create a structural navigation system, when stable and sound that fluid absorbent mind/self has the means to focus and practice living here. The words are living words. This would be a life of joy as this would be a child who could express their full capacity, that joy of communion with actual real living. You decide. The tools are here.

                We are the measure of our experience and words are placeholders for the measure of our  

                                          experience. We then build a sound mind/cognition.