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! 

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

What are the behaviors of an imperfect practice? What are our seeds of information?

The starting point reveals the ending point.

Why does education begin with the abc’s and end with the SAT?

How are we informed? What does sport development reveal? What does what informs a musician reveal about how we work, that which is hidden in plain sight?

How does this translate into a child with a slow processing speed?

What are the ‘ terrible twos’? Is it the seeds of information from a previous generation resonating?

Why do we not see the ends reveal the means? Or, the means  ( a measure) reveal the end/outcome?

Why is there so much busy-ness between the starting point of abc and the ending point of the SAT? Why is what is simple, made so complicated? 

What is a personality dis-oder?

What is cognitive dissonance?

Why do words refine thought?

Why did you look around the room hoping someone else would raise their hand in class because you did not have the means of communication as words, structured within you, to be able to respond? Why could you not SPELL out the answer? 

Had you practiced the 10,000 hours of mastering your abcs so that you are prepared for the SAT, so you could further your education and get a good job, so your parents would not have to take care of you? And, so that you could help your parents when they were older?

What dos all this mean? What does this look like in personification?

I worked with a girl who was very behind in her ability to participate in the world without extensive help.

In the beginning, there was a moment where she looked at me and asked me to praise her.  In that moment I was shocked. Me, who had taken years of one-on-one violin lessons, where this would not be allowed, because the proof was in the generation of the notes. The value was in generating the music, it spoke for itself. One knew when one was clear, balanced, the measure of sound stable and clear. Praise or reprimand did not necessarily come into it. It was more a sense of ease and a smile, when something hit clarity. There was no need for praise. Hard to believe, but in some ways, needing to praise is in itself a red flag. A joy interaction and discovery is its own reward.

Thus, I reminded the girl that she had been working hard, and that what she had learned was something that is on going, we refine and improve over our lives.  She calmed down and moved forward.

Yet, that emotional reaction and that intense desire for praise, as an answer to feeling overwhelmed within change , even change that happened step by small step laid bare the experiences this young woman had lived. The very measure of her experience.

Had she ever self generated? Had she ever really had the opportunity to self monitor?  And what gains she made been so slow that she held her gains as an accomplishment from a starting point of of such inner chaos that this became an entity within her, as a belief, that the very idea of further development had to move through all that past experience of a slow gain, and the constant praise that motivated her, causing a measure a ‘ order of practice’ that became something she felt comfortable moving within, the boundaries of this when changed upset the whole movement of her? Quite the construct!

Gently, the process of learning words was again structured, to give the means to move forward. Each word practiced, to remove all these associations built from past practices, and the opportunity to self monitor and generate what the abc’s do that can lead to a level of word recognition and meaning generation necessary to survive in our modern world of information. 

A few days later, this girl was doing this on her own. She was no longer moving into emotional reactions, personas of the past. She would sit, and when she missed a word, slump in her chair. But, only for a moment. She then, without begging for praise, sat up, and moved onto the next word. This word she happened to catch. All that information, because we seed into ownership an imperfect practice just as we seed a perfect practice,  from her past she moved through on her own and she caught the word. Then she went into joy, her own self generated joy. Her body , so full of misinformation, tensed up, and yet there, within her, came the smallest of sounds, expressing her joy, all on her own, for herself, that she had typed the word correctly.  And that was the beginning of the end, a move into a perfect practice that rebuilt that memory of experiences into an order that could become grounded in more and more self confidence to follow through and become the master of self. Is this not the gift we all owe to our children?

If you want to experience what this is about, please send me a note, in the response box. If you want a presentation, please contact with a request - I will not post the responses.  I also give presentations to groups.  If we want to get this world in order, it starts within each of us. And, since humans use language,  that and with the help of technology, we have the tools to order a perfect mind. Then, just like the leaves on a tree, we will find that we all fit, and that each expression is here in support of us all, it is after all a symbiotic physical world.  It is our responsibility to ensure that our children reach their full potential. What would it feel like, for a parent, to be self empowered to and towards this goal? After all, learning is natural, and we are each incredible machines able to learn what ever we want, once we understand what is hidden in plain sight. 

Abracadabra, we are the words we effectively know. We grow into the tree of what measure/word we allow to inform us. Does your persona fit into effective behaviors that lead to success and a good paying job?

Building a subconscious measure as that creates a successful self directive capacity. The process of learning to read.

I have done things in my life where as I moved to do something, that I had researched, I shook within my physical body. I started to realize that when I went against what I had believed, to change, that my body sometimes had a subtle shaking to it. 

I especially think of a time when I had tried a new health methodology, one outside the mainstream medicine.  I had investigated what I was doing, in detail, before I decided to take the step of implementation. As I used the product, I was shaking. This was myself going against earlier programming, as beliefs, opinion and ideas. If I look at the principle of prevention being the best cure, I realize that this fits with the knowledge as all have that it takes longer to correct something that it does to have learned something correctly in the first place. 

Overall, this reveals that we are programmable. We take in form as experience and it comes to be what directs us in our physical movements through out our days. If the information we accept - which is what we do when we allow a measure to inform our directive capacity -  is not what leads to effective self directing, and we realize this as we participate in the world and have to move against a measure we have accepted, as in change, then we run into a form of discord because we are having to move against an accepted measure within, that we realize is not ‘ true’ to what is actually needed in a moment. This can lead to a sense of conflict within, while the old limited information wants expression, and the new wants to come forth. In all, this ordering of the old into the new, can appear to be a storm within, and lead to confusion, unless this is understood.

We do have some understanding of this, in the presence of something called mindfulness. Meaning the thoughts we have, as a reflection of our measure of belief- that information we accepted- need not define who we are, or, need not become what directs us.  Yet, still, there remains a certain degree of a lack of responsibility for who allowed that measure of mindfulness.  Especially within the understanding that our sub-conscious is a measure of all of our experiences!

This means, as I said above, that we become what we allow, we become the measure of our beliefs and these are what is physically integrated, as in what directs us. If we suddenly realize what we believed, as what we accepted, is not reasonable, and we move to change, we can have that old measure racing within us, as the thoughts as the accepted forms, in our minds, while we are trying to employ the new understanding. The consequence of this would cause that old measure to clash with the new measure, and we would feel like we were going against a storm, within, and trying to sort all of this out. This would cause a shaking within, because it is one form clashing against another! It means that over all, what we accept as a belief, as a measure within, is a real thing inside of us, it can effect our physical state of being! And, if we do not understand this, then how can we work with children in a school, where the children do not understand this because it is not made clear? And, how can we in any way punish this? And, can we realize that if a child, because they have not been taught this,  starts to define themselves as being confused and ends at that point, can they in any way, see that this is a process of change and that is all? It is not something that needs to define them, because it is simply a process of expanding awareness as an inner measure that needs adjustment? This also means that each and every child can reach their full potential.

In understanding this, each adult can realize that the patience needed within this, is what each adult would have wanted for themselves!  Thus there is only the choice of being patient, and calm and constantly redirecting a child into what makes sense in action in the everyday movements of living. Or, allowing what is an innate ability to self discover, as self discovery is the strongest way to learn. So much micro-management is more the measure of indoctrination. It is, that there is no right and wrong, there is what respects and cares for the world around us, and the employment of balance, just as we learned to walk and to talk, and any imbalances are a past, and need not define us. In a profit based system of wealth accumulation, the necessary learning steps, are used to define, to eliminate competition. A crime against life overall. 

This process also reveals the limited information presented via our media. Our media is not a measure that gives clear direction. Our media is a limited story, that creates inflated values, using doom and gloom scenarios to unsettle what is a capacity for common sense. Common sense is our natural state of being. How else could we have learned to crawl and walk and talk? How else could we have enabled ourselves to sense the space and time of the world we were born into, and moved our bodies, where no one did this for us, but ourselves? Our nature is common sense. The separation from our common sense, is measures of experience that separate us from that initial ability to learn to crawl, which is an ability to see directly here and take in the measure of the physical world around us. 

When we accept the measure of pictures on a screen, which can be manipulated, we can blame no one but ourselves because it is only us, as our bodies, that point on the ground that can, or cannot take in that measure. If we look at the hyper-sexualization in media, we can see that intimate relationships are turned into a huge inflated value, where we chase this value at the expense of self development. In the end, we realize that sexuality is really a natural process, one that will unfold with time, so there is no need to inflate this. This is using a measures to occupy our ‘ mindfulness’ to the point where this ‘ excitement’ becomes a constant in our ‘ minds’ and causes innumerable problems because we are so busy watching this inflated measure and miss too much practical living in our daily lives. One must ask how much opportunity to expand awareness is lost as one is so busy watching a series of pictures in the mind for entertainment,  instead of being present and within one’s innate common sense? And what happens when one tries to change this? If there a pull towards that imagery, that seems so very real? That is the signature of an inflated value, that is the signature of an inner measure that can cause so many more consequential mis-takes because one’s information is not of a measure that allows that original common sense measure to see directly here. This is that initial presence watching a screen in the mind, and not being within that original common sense that moved in relation to the physical world before that subconscious was filled with a measure.

Thus, how do we begin to reform this inner subconscious measure to become an order that allows change in a moment, that realizes we are organic robots that perform according to the information we accept and allow- which no one can change but ourselves?

How can we become a measure within, as that subconscious that is stable, well ordered and allows self direction that builds confidence and self esteem because our inner measure is equal to the world around us, that world that we used to gage how to crawl and to walk and to talk? How can we build a mind that we can trust? How can we prevent conflicting information, as a measure we have accepted,  to rise within us, and make us feel uncertain, and put an end to not understanding how all of this works? How can we resound that subconscious into well ordered information? And. how can we realize prevention being the best cure?

We can use technology to do this. As technology has no subconscious measure- so to speak. Technology as the television and all the information it imparts, continuously around us, is simply giving a measure, yet we can turn technology into something that builds a stable measure. Our children are so absorbent, as this ability of common sense, that another person who is the personification of a measure, cannot do this. Thus, technology can be used to correct this, and build an inner measure -  as all those thoughts, that build that inner measure - that can be trusted and changed in every moment, removing this conflicts that upset and sometimes become the end game of defining who and what we are because all of this is not understood.

Yet, on one level, we do understand this, or we would not have institutions that are called education systems, because within the word education, is the word ‘ educe’ which means that we create with what we draw out as our presence, that presence that ordered/sensed the world around us and we self directed into learning to crawl and to walk and to talk. Where our talk became the measure of our understanding, the measure of what we accepted as information.  As children we absorbed the measure of our parents, because that is how great an ability our common sense is. So, each parent must ask themselves, have they imparted a clear measure that has built confidence and self esteem in a child? Have parents ensured without any uncertainty the successful in-formation into their child? 

All educational research  reveals that the more effective words a person knows the more successful they become in life. This is why so many spend so much of their income on education. That child is a parent’s best asset for a well ordered future. What is a word? And can a word be cluttered with inflated values? And can we zip file information as this inflation into a word, that as we speak the word, we expect others to automatically see what we have zip filed into a word? Can this cause all manner of conflict as we scream at one another, not realizing that we are expecting the other to understand all the imagery we have zip filed behind the word? Do our relationships move with that same ease that we originally used to learn to crawl and to walk? Is our inner measure clear, as that subconscious that creates the measure of our mindfulness that becomes the information that directs us? Or are we walking mis-information that leads to anger and bitterness as we believe that no one ‘ understands’ us? Where does this behavior lead? Nowhere.

I would suggest to use Techno Tutor, to build information in a child that is like pure water, like small cells of information that can be changed in every moment, to allow what men can do best using their innate common sense in creative ways, which is to be able to face the unexpected without behaviors of fear and insecurity, to stand with self confidence and self esteem, trusting the information within and that it can allow them to make choices that guarantee success. This is a sound mind, this is a child who lives without conflict, this is an adult who can solve problems. This is the making of a world that employs that innate common sense to such an extent that no matter where a child walks, they are safe, and realize their full potential. We decide.  The means is here, and it is cost effective. Become the responsibility you want to be as this is a life fully lived, be the change you want to see, the means are here. It only takes one step and then the next will reveal itself. We, men, are the cells that build this world. Accept life, it is the way and the means to joy.

What is cognitive dissonance in our children and what is the outcome? Natural learning ability and reading behaviors.

Cognitive dissonance in our children.

I was working with a girl in the 5th grade and noticed that she could readily understand a passage when I read it to her. Yet, when she went to read, she read very very slowly, and with tension, as in her breathing was uneven, and her body swayed back and forth.

How can a person, understand fluid words more readily than reading, when reading is simply, like reading a musical score, putting the units as the notes as the letters into a sound and listening and forming the sounds into a cohesive form, as an form of information that is simply an idea, or the creation of a picture about something done with words?

And this can become something within, as a belief, that then can be used to direct, thus what is sounded as formed as words, must be very very clear and something that gives direction in ways that create no harm. Something that does not tell the whole story, and that is used by a child, for example, must be the real story, or the information is harmful because it leads the child into situations that are not what leads to the full potential of the child.

So, this child who was reading very slowly and with a stress revealing itself in her physical behaviors, who could at the same time respond with a flow of words she heard, says something about the information she is using within to decipher the simple notes/letters of a graph of information!

This means that as she uses herself, as what is drawn out, and used to decipher the graph that represents the sounds that are things that represent the world around us, this inner measure is not flowing with ease. Yet, this girl can process words in other contexts.

Somehow, that information within , as what has accumulated in her cognitive map, is not serving her well. It is somehow dissonant, and as such, difficult to process - these ‘ notes that graph’ a picture as the words, as this is what words are, things that paint a picture, that reflect the world around us.

Already, this child is having a disconnect while processing a sound that is a reflection of experience, and all of our experiences are related to our presence here on a physical world,  I mean, what is metaphor built of?

if one takes the time to look, one can actually see this cognitive dissonance, it moves like molasses ( my metaphor!) . It is visible in the movement of the child, as the heavier lacking-ease in breathing and the body moving in a restless way. It is visible in the very very slow processing of the information, as the rhythm of the child, as their information/communication speed begins to be filled with gaps, and the speaking is more of a ‘ looking at the inner information’ and assessing it, trying to make sense of it metaphysically. Is this different from when a child learns to crawl and walk? Is this the natural learning ability of the child, as children who can rapidly learn languages when they are young, or is this the dissonance being sorted through that is slowing the child down?

This means that the cognitive measure of the child is not clear. And, because of our system that moves at a pace that is a rigidity, within the guise of giving structure, this structure is really something that is disturbing the child’s natural processing ability and clogging it up, Some would call this a false positive. The structure of our public schools sounds good, yet it does not consider the ability of a natural learning ability to process and order and sense patterns, instead it imposes an order that is limited and actually interrupts the child, filling up their cognition with information they do not have time and opportunity to experience and place into some kind of common sense order, hence the outcome is cognitive dissonance. Which, is why children who are exposed to more words, and more opportunities to do better in school. Yet, many, because of economics, cannot have such experiences. And, the parents do not understand this, or take the time to understand this- and it is the responsibility of the parents to understand this, as they would have wanted this for themselves. And, if one listens to many adults, their stories are about how someone else did not do this or did not do that, with a few realizing that they themselves did not realize this or did not realize that- for example. Yet, we must each realize that only we, our ‘ self’s’ can correct/form/build what we are within. We determine what we accept and allow. And, we do realize this at a certain point in our lives?

Hence, in relation to the child I discussed earlier; her cognitive information is not consonant with reality. And because of this, the child struggles with processing words as information that is a graph of the practice of living on a symbiotic physical reality as that which is all around us, as the school, and the roads etc.etc. that are the things that are used to build metaphors. Our within is not equal to the without. Young children learn so rapidly because they remain within seeing directly before a cognition is filled with a mis-measure that lacks the real story.

One can notice that one begins to move as a set body of information, because reading a different measure of information becomes more and more difficult as we get older. Do we realize we start to race as that in-formation and become the habit of and as it?  Hence, it is easy to see how we are in separation from reality.

And, as scientists are discovering, our DNA holds memories from our parents, which we have always known, or phrases such as ‘ the sins of the fathers’ or ‘ the apple never falls far from the tree’ would not exist. 

So, how can we solve this problem? How can we rebuild the very fabric of our cognition to retain a direct seeing ability and use our imaginations in ways that help us direct ourselves here, and send information to future generations that is clean and clear and as such can build a world where our children do not spend their lives sorting out cognitive dissonance? How do we build sound minds,that use the full potential of what we are, where we are balanced within to the without to live full lives? How do we end this suffering in children where they lose their stability inherent in their breathing becoming unstable and uneasy? Is this not what you would have wanted for yourself? Is this not what is development of the full processing ability of the child?

We must begin to understand that the information around us, through media, and the memory of adults composed of generations of information that is not the real story of living,has compounded in our genes, and into systems that are trying to order, yet not understanding this, and clearing this up. We have a system that is trying to put out the fires of this, instead of addressing the starting point that is a point of separation from a natural common sense, as this common sense is how that child learns to crawl and walk, and process other languages with a rapid ease.

No one can do this for each of us as individuals. No one can go into you, and correct this foundation. The only person/point of correction is you. The point on the ground as the individual, is the only place of correction as no one else can be inside that cognition that is a reflection of the measure of one’s experience and information accepted and allowed. Saying that what is within as a belief, is just this, speaking a measure. Speaking a measure is not a movement of change or reformation. Only the individual can change the form, that is what informs and eventually directs. We each, are responsible for what is within us. And parents are responsible for what informs the child because they are who spend the most time with the child.

If we cannot process information with ease, and/or we have a hard time ordering ourselves in reality as visible actions that get things done, then our cognition is not grounded and clear. we end up having problems processing information and getting things done. the moment we move into justification as blame and spite, we are believing that our cognition is more than that original ( originating point) starting point that was able to sense space and move our physical bodies in ways that we learned to crawl and to walk and to talk. 

The solution is to rebuild our cognition to be of a sound measure, where the words as the units, as the notes reflecting the graph of life as the physical world we are here working with,  are in sync, in order- where the words are the structural means of communication and self direction so that the child realizes they can learn/become aware in clear and efficient ways. This is building a child that lives at ease with this world. And this is what we all want/seek.

This is forming life. It is the most important thing a parent, a school, a community can do for a child because this is what determines the future of life on earth. And, it is what each of us would have wanted for ourselves.

I would suggest rebuilding your cognition and making sure that the cognition of your child is sound. Thankfully, the tool is here. It is Techno Tutor. Let’s get this done, it is what we would have wanted for ourselves. Slow down and read something other than a habituated form of information, realize that you can change, as this is the very ability of you as life- that rapid ability to learn new languages is right there under all that information that is creating a cognitive dissonance from who you really are as life. Take that which is good and does no harm, and align yourself to the purpose of building a world that functions with ease, and the joy that is there buried under a chaos of information that creates a cognitive dissonance through limitation, stagnating you from the full potential that can change and reform as your self within, as this is the stuff of creation.

                                           Inherent in the word ' genetics' is the sound ' generation.' 

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.

Automation; New Home Old Movements? What are you allowing with your child's presence?

I realize that my experience can become something that I automate myself with, as in automate my be-hav-iors. I noticed this within playing the violin, that if I only took in the form, I could become automated within that, similar to becoming automatic in one’s home. Have you ever changed your home or moved, and then move in that new space as the inside moving as the old space? I have done this. This means that I can get caught in memory, where memory is an old experience, a past experience. This would mean that I am not using the means of perception that build the memory experience, in a living way, in a non-automated way. And it means that I am programmable. The solution is to remain here, cross referencing here, reality here. I had to do this with the violin, re-insett myself into the instrument. Then I understood the stories in the music world, where some of the proteges when they became adults, could perform with orchestras very drunk, because they had learned the concertos when they were young, programmed the music and thus could play on automation. Which means they were no longer present.

I also performed with professionals from a famous quartet, and I found that they did not sound so good when they played something other than their repetoire. They had become automatic, and lost a spatial ability in the present, they had no real equal presence to here. 

Now, imagine this programming ability, and the way we allow children to go to school, in a box, learning knowledge and information without practical application, with out cross reference in reality. What would that build? It would build an automaton of limited information. Perhaps those who had the opportunity to get a PhD and apply for some time in reality - bringing themselves back to earth, could undo the undoing by the design of the system. This initial undoing, using the means of the structural building capacity of a man, like in a form of diverting the means of building, from the get go, into limited information without any means of real substantiation, and this happening in its present form since the advent of the industrial school model! Now, realize that all those teachers, and especially the highly paid administrators do not want to lose their jobs. And realize that you need to work, so school is something, at least something, that can watch after your child and impart something, even if it is limited. And, creating that which is the means of building awareness to be a form that not only moves conceptually at a very very slow speed, but also when automated, is very hard to slow down and realign. This takes years and many mis-takes ( expensive!) to correct. Overall, that initial potential of the child, using that means to build awareness would take decades to correct. So life goes by, and the child has little chance of reaching their full potential.

What is the solution? We cannot change this system over night. And even if we did, our present children would need help. And help in this world is very expensive. I do not think that most of us can afford the kind of teacher Helen Keller had. And/or we cannot afford to leave our jobs, and/or we are a product of the same system, so we cannot always slow our selves down to correct this in every moment. And, our children are so absorbent, that whatever we do, as the measure of us, as the memory of us, will become the measure of the child. An example can come from our behaviors; if we blame, the child becomes this measure, if we are impatient, the child becomes this. If we blame the schools, we are telling our children that the schools are bad, and then the child does not trust the schools, and the child does not trust the parent because the parent is not being the solution, the parent is asking the school to be the solution. Overall, this teaches the child that the solution is outside the child, and as such it is not the child’s fault thereby not building self trust and self confidence and self RESPONSibility. None of this is building with that natural learning means, the means to not become automated, and the structural BE-HAVioral  means to bring presence here, and the means to use that presence to see what is real over limited-information-without-practical-application, because presence must have some awareness of here to make some sense of information-only as communication.

So, the choice is yours, what are you going to allow to be layered within the child? Are you going to create an automated human? Or, are you going to allow the presence of the child, their natural learning ability build a structure that allows presence AND a solid structure to keep the self direction of the child SOUND, stable, consistent, happy and fulfilled? Do you want a child , your child, yourSELF, to be present and have an inner experience that is sound as in seeing reality directly because structurally one is built with neat and clear units of information as what words are the technology in and as?

What would direct focus in practical means, meaning using the means of building in practicable ways, to build a structure the presence of the child could use that remained consistent and stable? How can we parents do this, if our own presence lacked this structure which we know we have if we have in any way been impatient, blamed someone else, acted irritated, demanded things,  were pre-occupied about work in one moment when a child asked a question and gave some easy quick answer not substantiating the presence of the child,  or if we ever, even once, acted in an automated way, as in the example of moving into a new home etc. etc.? What could we do, to ensure that child had the structural means to keep their presence here, and have the communication means that are also a structure building means to build the skills necessary to interact with this world in ways that were creative and productive, so that that child could become successful and have the freedom within, to reach their full potential? Words, a large and clear vocabulary, and as much real life application as possible in relation to the words.

This is Techno Tutor, your “ Helen Keller” teacher, your sound mind builder, your presence maintenance tool, your  education problem solver that will bring peace of mind to yourself and your children, because TechnoTutor is a technological tool to make sure your child has the BE-HAViroal choice and FREEDOM to become their full potential as life. 

Common Core, attention within a narrow focus, diminishing the natural learning ability of the child.

Soft skills moving into the measure of our environment, or the measure of knowledge and information?

We understand that children must have a common sense ability as the nature of their presence because they learn to execute their physical bodies enough to crawl, to walk, to talk and to build an experiential map of the exposure as the opportunity that they have as they enter and interact with this world within which they will grow to live their lives.

This presence has so much potential when young as we see our children and our grandchildren and our nieces and nephews absorb and make insightful statements about the world that astound many parents and adults who wonder how a child can have such insight. We end up talking of the brilliance. And then something happens and somehow that brilliance begins to fade and the behaviors that we as parents so hoped to thwart manifest.

Do we understand how this happens? And yet the answer is right in front of us. That child that has that insight, that ability to measure and see the form and the function of something, becomes the limitations we accepted and tried to correct. Could it be that the child absorbs the very measure of the adult in their world that carries beliefs that lead to the limitation, and the shame and worry, the exact measure of what the adult is focused upon as their presence, as their substance that enabled them to walk, to talk etc.? If one has not corrected or structured a lack developed from previous parents that was absorbed, and only in pointing out what not to do without having corrected the measure within or forgiven it and removed emotional values, then how is the child that absorbs their world going to NOT absorb that same measure when the nature of the presence of the child absorbs everything!?

And, how can the very design of the classroom ‘ correct’ this in all its variations ? They can’t. Use your presence to realize this, any hope, any wish is not going to make this magically disappear because it is an active living measurable thing that must in awareness be corrected in space and time, physically. A desire to have it change is only a desire, it is not the practical action of making the change. And, punishment is not change, the directive done with patience and clarity, in detail is what creates the change. This is what any adult would have wanted for themselves, this patient careful direction- and done with the understanding of how all this works and what it means to change an already raging river of uncertainty from not having a structure that is sound and grounded. In the end there is only one way, and punishment or reprimand is not the action of correction, it only builds that reprimand in the child as a self definition because this is what the child is informed as.

Our classrooms also move to limit the movement of this absorbent presence. If we look at some of the math in Common Core, we can see that taking an equation in 4th grade and writing out long involved picto-graphs is a busy work within a narrow focus, which is what the child becomes, busy within a narrow focus, lost up in their minds only, without the opportunity to stand in practical physical time and live the measure taught. And so, the separation from one’s rapid spatial ability to learn, is slowed down through a busywork in a narrow focus in separation from practical reality. And then we wonder why our children struggle to find a place in the world; this wonder being in the form of worry.  And, we must ask ourselves why there is a growing dis-ease in our children that names the crime, as all our attention deficit dis-orders. They seem to grow in tandem with the length and duration of  the advent of our public school system, where children were placed in a direct instruction model ( sounds nice) with one teacher and many children using abstract symbols on pieces of paper in separation from that physical world the child used their presence to absorb the space and measure of enough to become the multi functioning executive function of learning to crawl and to walk and to speak. It should be obvious, especially within how well one on one instruction works, and how quickly the child basically self teachers themselves to crawl and walk etc. that the design of our schools is to separate us from our natural abilities as human beings.  And, I am not saying that direct instruction is a bad, but when it is a constant practice for hours on end every day, the measure of its limitation becomes the measure of the child, because we become what is placed and practiced in front of us through spaced repetition.

In essence we grow into thinking abstractly as mind only, and no longer knowing the score of reality. Then as we become adults we slowly learn the hard way to pay attention to the real world. And meanwhile it is touted that we cannot get a job unless we walk through this limiting by design system. And, conceptually, we lose our natural ability to flow in what is an innate ability to flow and take in form and function. So, in reality, we come back to ourselves slowly through our lives ( and not all) when this presence that was directly aware of the world around us to begin with, should have been where we remained in our development, instead of getting caught in thinking ONLY. 

What would it be worth to retain that presence in the child enough to allow that potential to expand and remain? What would that be worth to any parent and to any adult who wants to find that presence again?

What would it be worth to prevent the separation and be self empowered to build a child who retained their presence of such potential and not have to suffer a life rediscovering that initial potential?  In the present system that would be priceless. Priceless. You decide.

Techno Tutor : Covering all the language and communication skills to build a sound mind, self empowering parents to self empower children. We are the words we know, and I mean really know.

Processing InFORMation through random Associations.

When the words are clear, the structure clear, cognitive dissonance is more visible.

What I have noticed within reading articles is that often many dimensions of an issue are presented in ways that confuse instead of enlighten.

And if a child does not know the words and is busy sorting out the meanings of the words then there is no ability to begin too see the mixed dimensions of what is being said, there is no ability to fill in the gaps of the associations as the parts given that are not necessarily good or bad, but so mixed that connecting the dots of the perspectives given becomes a task in itself, one that children cannot manage if they do not have enough of a structure as the way and means with which men speak, as the words, to conceptualize a structural awareness of what is being said, to place the points, the aspects brought forward and to align them in ways that build enough of an understanding to realize what is missing, and/or give direction within investigation, because conceptual awareness at some point allows a reflection that is objective enough to see and not fear looking for more information needed to build a solid understanding. Thus when enough structure is there, it gives the awareness that more needs to be understood, and that this “ more” understanding is able to be done, and that acknowledging that more research and investigation is a supportive thing, not something to become embarrassed about because the lack defines what one is, as the understanding that insight happens when structural awareness is solid and developed. When we label children as being fixed in their understanding, which s what class is, then we ourselves have stopped creating, stopped investigating, stopped researching, essentially stopped looking, which is a crime against life, and the ignorance of self punishing the children. 

Within all of this, it must be understood that reconstruction of limitation takes time, and that the change, just like changing direction physically from one direction to another, is a slowing down process, so it appears to be very slow, very very slow, but also, if this is realized, that changing direction can build momentum, and thus that slowing down does not define the outcome. If I think about how our schools function, there is no time allotted for this process. Parents, even a group can stand and change this but the process would be filled  with the conflict of resistance, and what is the most important thing, the child, would be left on the side missing and losing developmental time.

Thus, the parent, who is overall the starting point of the child’s development, as the cognitive map, the experiential map, is the point of responsibility for the building of the child’s character, the “ care” aspect of the child, the child’s self directive capacity, the solid foundational building blocks that enable the child to exist as an efficiently self directive entity as a person in this world. Structurally, as the system design collectively supported and acquiesced to,  cannot go back and make sure every single word and understanding in each child is clear. By design, there is not enough time, there is not enough man power, there is not enough real exposure to language over all. We can realize this in simply looking at the number of words we use in our daily lives, even within that of the upper classes, because often one area is known well, and the vocabulary is limited within that area, as our education systems have created dialects within certain subject areas that have become more a divisive measure than one that allows collective understanding. And, we adults tend to measure our worth based on knowing a “ dialect”, which is essentially exposure to a construct that spins on its own and remains within its own radar, believing it has a solid understanding, but in the end if social ease is not the outcome than there is a conceptual lag and extremes will build as that which is missed accumulates and becomes a problem that can no longer be ignored.