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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The solution.

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

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

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

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

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

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

Thanks for reading! Much appreciated!

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? 

Why is vocabulary development a key to self responsibility?

Blame has an inverse relationship to accountability.

We begin with the abc’s and end with the SAT. This parameter is to learn all language and communication skills, because humans use language to communicate and share perspective, which is measure. It is all really a math, as inherent in the statement ‘ blame has an inverse relationship to accountability’  reveals. Our coping mechanism behaviors are a form of protection in relation to having defined ourselves as a measure of lack. Often they manifest as blame, self aggrandizement or self justification. In the end, all are blame, because they are not problem solving.

It is understood that we can build neurons throughout our lives. It is understood that perfect practice makes perfect, hence, what does an imperfect practice? Do we inform ourselves as the measure of what we believe just as we inform ourselves as that perfect practice that leads to a greater degree of self responsibility? Are the accompanying thoughts of lack , as mindfulness reveals, simply the reflection of what we have informed ourselves as in measure? Can an  imperfect practice become what is practiced or automated and would it manifest as a behavior of resisting change because it is caught in a self perpetuating measure of belief that is not what gives a sustainable self responsibility?

The research in education makes this very clear as well. When our foundations, as those foundational years in childhood, are lacking in effective vocabulary, which is exposure to varied measure, our ability to process information is slower.  The inverse of this is, the greater one’s ability to process information is determined on the words we know effectively. The children who lack this development tend to be left behind, and those who have a large vocabulary, tend to become bored.  

And yet, again, all children, at least the majority, learn to crawl and to walk, they are not born with religion or classism, they are born absorbing their world around them. When that world lacks  an effective vocabulary, the children have less self response ability and  more stress in abstracting information in a school.  Those who lack the kind of inner structure that the more effective vocabulary in other children impart,  end up comparing their lack to others, and develop coping behaviors to enable them to fit into the system. Coping mechanisms only distracts from a real development because it occupies the focus of the child. Do these children reach their full potential? No, they spend their lives accepting a lack. Meanwhile the ends to the mean is always right in front of us.

Our children have a natural learning ability, and they require a stable structural development to be self responsible in this world. Such a development would benefit everyone in the society. 

It is right there in front of us, that a sound mind is structured through words, through an effective vocabulary. It is right in front of us that a perfect practice in being able to spell all the vocabulary from kindergarten to grade 12 would impart a self empowering inner structure and that the outcome would allow the child to reach their full potential. This would benefit the community. This understanding would empower parents to become responsible for the development of their child, so that when the child went to school, they could develop self esteem in processing information. What kind of home life would this create? A home with the stress of raising a child removed!

Once a child can practice a perfect practice, in a steady and consistent manner, their spelling of words, recognizing patterns in words, would enable them to step out of a fear of processing information based on an idea of lack in relation to this, and allow the child to focus more on defining the words, because a fear of the picture as the words, would no longer exist.  And, because this simple understanding has not been understood, technology can be a stable point in a world where we adults have somehow missed this point and are caught in the consequences of not understanding this in thought and word and deed.

A child who lacks self respect has  a hard time looking another in the eyes. A child who lacks structure, has a hard time being self disciplined. A child who lacks the ability to spell words, has a hard time processing information. A child who defines themselves as the lack, hides from the world, and will tend more towards drugs and alcohol, as this is an escape from the stress of a mind in chaos. 

We humans are social beings, we love to participate. Any middle school teacher can see that all the behaviors in middle school have an underlying voice, and that is an immense desire to participate. Why?  Because it is fun to participate! Learning is fun! Self definitions of lack, accumulating in a measure  that is a behavior of resistance causing consequences of limitation in relation to being socially engaged, is not fun. This is an unhappy child.

If our children learned their words, the SAT would be easy, as it should be. The behaviors of such a child, would be a child with the structural means, because humans use language - which is words- to be self accountable. Being self accountable is being self responsible, the opposite of blame. Instead the behavior would be a sound character who solves problems. Such a child would have a dynamic mind, and a synergistic thinking that no longer moved in limited associative thinking.  

What automated the child would be a clear thinking, that could self monitor and at the same time see directly others in their world. I would call this a quantum thinking or seeing. Instead of a limited behavior of self defense in fear of being considered less, a child could be open and realize themselves within and the world without. This is a child comfortable with the world, one willing to participate in life.  This is building  the means towards behaviors of self esteem and self confidence. This is a child raising their hand and participating! Is this not what we want for all of our children, and would this not benefit each of us. Who would not want to give this to a child?

It is a math, and it is simple, and it is right there in front of us. Somehow, we have allowed friction and conflict in arguing over the means to the end, losing sight of the whole mechanism. We argue over small steps/means in a natural process within that parameter of learning our abc’s and becoming effective communicators in adulthood.  This is a loss in a natural spatial ability inherent in children.

We can, with technology, rebuild our minds, rebuild our neurological networks, with words. We can effectively know our words so well that we can choose and be whatever we want. We then can restore a natural quantum ability to self monitor and assess the world around us, so we direct ourselves without fear, and face all situations coming up with new ways of doing things that is what is natural to each of us, and what makes each of us so unique and special. We all want to participate in our society, it is our real and natural state. 

In this age of information, it is necessary that our children are exposed to a broad vocabulary, learn to spell their words well, and have the means for a perfect and consistent practice within this. Because our schools by design cannot do this, and parents are too busy to do this,  we can use technology to become the means to achieve this. What is so special about this, is that it self empowers the child! They can do this themselves given a tool that monitors this development, allowing that child that needs a greater degree of practice the necessary practice and that child that has some negative emotional associations the chance to move beyond such negative definitions because they can build a clean and clear neurological framework in relation to words. Technology is stable and consistent. It is the perfect means to give a perfect and consistent practice!

If interested in experiencing what I am sharing, please leave a note, and sign up for a presentation.  I am a parent who has raised two children, I have worked with children and parents in relation to what I speak about, and I realized, through teaching violin, that when the structure was set, when the practice was “ perfect” , the essence of the child would burst forth and begin to fly. This ability is inherent in all of us, it is who and what we are as life. 

Thank You for reading, very much appreciated!  And, sign up! After all, it is through real time sharing that we expand our awareness.  Time to transform blame into accountability, as this is our real potential in expression!

Limited Use of the Plasticity of the Brain leads to our Modern Disease of ADHD.

Limited use of the Plasticity of the Brain leads to our Modern Dis-ease of ADHD

I am reading ‘ The Brain That Changes Itself, by Norman Diodge. In this book there is a woman who was born with a great memory but little in the way of spatial ability. She eventually learns that because of the plasticity of the ‘brain’ she can develop her lack in spatial ability. She does this by looking at clock faces, the kind of clock face that uses hands to point at numbers. She studies, or remediates, as in attends to, the arms and the digits, studies the volumes as the measure of time. She gets to the point where she will have numerous clock faces in front of her, reading the times on all the faces laid out in front of her.

What she begins to notice in fine tuning her attention within reading this means of time, is that her behavior in reality improves, meaning her spatial ability in real time, the actual physical world improves. 

Our ability to process symbols is great, but if for some reason we have a lag in development, we have to go back and ‘ paint the fence’ like in our karate movies, to re build the attentive capacity that was never developed, or was lost through accident. Accidents beings things that happen to adults, or developmental delays in children, or lack of development opportunity in children. Our minds are not fixed, they are able to change, they are able to use different parts to compensate for another part having been injured through lack, or through physical injury. We have the ability throughout our life to build near pathways.

We are so capable of taking in our world, but we must have the exposure to form and structure. Words are a form and a structure, little symbols that organize our communication, and  as such, our measure of the world around us. Words are attention to detail, and order of that detail. They are symbols as much as the symbols of time on the face of a clock with arms and digits in a circle.

If we look at our from of education since the advent of public schools, we can see that in tandem with the application of public education we have the rise of attention deficit disorders. Given the plasticity of the brain, and given the importance of structural development of spatial ability as symbols within, enabling an understanding of the forms in life as symbols of life without, why is the disease of lack of attention and order growing?

I recently looked at real estate in an area close to New York City. The real estate taxes on a small house are up to 15,000$. 9,000$ of which is supposedly paid to the school district. Astounding that a small house would pay that much of salary towards the local school district, and yet, I hear adults of children saying to me that they and their child have been diagnosed with ADHD.  This diagnosis seems to be the catch all for any lack in a person. I think to myself, ‘ what does this mean?’ Am I supposed to cover for the lack of attention and order in anyone who has been officially diagnosed with ADHD? Am I supposed to forgive all the problems lack of attention in another due to some named disease may bring in any relationship to that person? Is this a form of end game that accepts lack without realizing the lack of attention and using this to realize the blatant solution? I mean what happens when two people come together who have ADHD? Do they throw up their arms and say the cause of harm in this actual physical world is due to their dis-ease of ADHD? Who cleans up the mess? More ADHD people? In the end who suffers the most? The children. If we realize that ADHD is lack of attention and order, and that our brains are flexible and can build new neuro pathways, then we have the solution. What ADHD means is that there is an inability to focus here, in reality, thus the solution is to focus here, to order the within with the prefect tools of inner structure, as words, where the meanings are clear, practical, each unit a reciprocal of what that word means in physical reality.

Obviously, the very structure of our schools, is one of the the causes. Sending children into a room, a box, and placing information into them ONLY does not work. Children need order, real substantial order, and time to order. A school that breaks attention span with a bell every 50 minutes interrupts attention. It is actually a form of disruption.  And we are asking households to pay 9000$ a year for this. And, I will not go into asking how a home that has two adults working at minimum wage pay can afford this, and a car, and health insurance etc. In reality someone has to be there to serve you that cup of coffee, so even what we call the little things that make our lives easier must be respected, so why not pay that person enough to live and support life? I mean that monetary value is created through labor from freely given resources !   Spatially, the numbers do not add up, but then we can say we are ADHD and therefor no longer responsible. What came first the chicken or the egg? Is this measure that makes no sense existent because we simply do not look? Yes. So, are we the fault of our own demise, especially because it is understood that the brain has great plasticity? I mean what happened to Helen Kellar? Was it that an innate plasticity as what she was as a human being simply given space and time to order itself? Yes. And yes, it really is that simple. Ignorance is as the word suggests, is a state of non-lookingness. 

From the age of 1 to seven, when the brain is most flexible, taking in the form presented to it, we have how many hours in that child’s life? Let’s do the math. 7 years at 24 hours in a day times 365 is 61,320 hours. If we understand that it takes 10,000 hours to master something, then a child could come very close to mastering something by the time they are seven. They could come pretty close to mastering a few things in those first seven years, and we see this in many proteges. Given this understanding, why do our children have attention deficits? If we double this to the age of 14, then a child has double the 10,000 hours in their life and could master more than one thing. Or, at least, be close to mastering a couple of things, which in turn would create a structure within that enables a faster understanding of other areas to master. Therefor, there is really no excuse for ADHD in our world. By twenty two, there is no excuse for children to have not mastered language, none. 

Think of the limited symbols in a gun fighting video game. There is the symbol of a man, and a gun, some rocks and green blobs in the back ground. Sometimes some sky with planets and stars, sometimes some  hills etc. So, a video game presents very little form, symbol exposure. It is an extremely limited form, and the child becomes the reflection of what forms they confront. Thus, our very so-called entertainments are not what is best for us. and our children are spending hours doing this. When the real world hits, then, and they must make a living, what are they going to be capable of? Will they go to a doctor and be diagnosed with ADHD? And will they justify all their mis-steps as this diagnosis? What happens to the children that are to come in a world of such adults? 

When we are exposed to structure and form, our innate capacity is to absorb it, to start to order it, but the exposure must come to pass. If we are exposed to compound forms, as knowledge and information constructions  only, then we struggle because we are asked to understand a shape- so to speak- of which the details are not yet structurally clear, meaning the starting points, thus this is placing a square peg into a round whole, or hopping before crawling. As our knowledge of words reflects, there is variation in the degree of an ability to take in the format of knowledge and information presented through words in our schools which is obvious in our divisions into class. Here, our attention is focused on stories told from one point of view, the point of view of the person/people who financially support that text book. Thus the story will be told in their self interest, not in the interest of practical reality, because practical reality would be a different story all together, one that would demand common sense. And, anyone can realize that we are not systemically moving in common sense.

Thus, our children are a measure of mis-association, creating dis-association leading to a lack of self responsibility labeled as ADHD. The problem is inherent in this;  a lack of self responsibility, thus the solution is to become self responsible, of which no one outside of us can do for us, each must become this for themselves, and we all know this.

It is that the one thing each fears the most, is the only solution. That one point. Thankfully, the solution is here, and it is to build the means of a clear self response- ability, as being structurally sound, as having a solid foundation as the words we know. Our words create our thoughts, create our actions, leading to our habits, that become our characters. And our characters determine our success in this world. Thus, given the generational dis-clarity passed down with each generation, compounding into ADHD, we can use technology to refocus us and build a sound mind as the words we know. This will build a  superior memory, a direct seeing, and thus a very focused person who has the creative ability to order, see the parts and the whole, realize what would balance and be mechanistically possible in this physical world we express and live, and then dis-cover creative ways that sustain and build a world that becomes the functional clarity without, of this clear ability within as the very expression of ourselves here. 

Read to understand:  The Brain That Changes Itself.  Norman Doidge, M.D.

Is our memory, in our modern world a " phantom limb" blocking natural divergent thinking ability?

If our memories are thick, like a “phantom limb”, then how can we learn? What does it take to learn something when having to process new information through a memory so thick and so strong that it can create a phantom limb?

Another way to look at this is to think of a time when a smell initiated a memory. One I can think of is the smell of turkey, or any other food that is a holiday tradition, or a seasonal smell,  like the colder air coming in the fall, and suddenly the smells of summer are gone. And then, when such a odor hits, it can ignite memories of the past, and all the various emotional/feeling events from that past, giving power to the past instead of insight in the present.

How can we process information if all of this is ignited? And, does this slow us down in processing that information? Are we consumed with the past to such an extent that we cannot even pick up the patterns overall that exist here in the practices going on in the world around us? Do we live the memories and allow their sway emotionally or do we recognize them for what they are and focus here? Do we even know the difference?

Obviously, children learn much faster because they have not accumulated such memories. But, there is a contradiction here,  because learning is recognizing patterns and then “ owning” them, understanding that pattern and incorporating it in ways that understand the whole and become divergent with it and then create new patterns that improve and expand the quality of our world around us. Obviously, there is some disconnect with an innate ability to discern our world and the accumulation of memories that create a phantom limb - so to speak.

We know that by the third grade our children have slowed down, and we know that children that lack vocabulary are already behind in their ability to read, and that this exponentially divides human beings into class and future earnings. Does this lack of ability in many, and a fear of being able to keep up accumulate as memory also? Does the compound imagery of the media, also accumulate and slow down an ability to process the details of our direct environment?  Do we retain all our actions to the extent that the emotional/feeling values, like an inner pollution, clog the natural ability that is present at the beginning and limit the natural ability to order the world and diverge the function of the world in creative ways? I mean, look, when a child can play a musical instrument, or master art, we call them creative, so this means they have mastered the profession and can create with it.

In the end, one does not need to be a psychologist, a doctor, a teacher, or any other profession to see this. One has to simply realize oneself as the profession of being a human being. Any mother or father can realize this if they have paid attention to their children as they matured, because so many have a sense that somehow the promise and potential of their children is lost. If we blame the object, we are not looking at the con-sequences, so therein is the answer, we as parents are a consequence of the same that limits the child’s natural learning ability, we are lost in memories and unable to see the whole, recognize the patterns and become the divergent thinkers that we are the perfect machine to be and become, and instead are cluttered with memories of a past that has power over us, to the point where we cannot progress in the present - but very, very slowly, to build a future that is stable and ensures our children’s and our own survival.

Just as our children need braces to correct the effects of nutrient deficiencies on the palette of their teeth, so do our children need help in restructuring their inner “ memory” map, to ensure that their words are many and of clear meaning so that they can process the information that is here, see the patterns and remain the divergent thinkers that is an innate ability visible before the child reaches the third grade.

If the foundation is clear, and the words are many, and a past of memories cluttered with values is not “ smoking the screen” then our children can develop a direct seeing that enables them to become their full potential. I mean is this not what we would have wanted for ourselves?

It really is time to” clean our children up” to ensure that they see directly and retain divergent thinking ability, as this is a responsible parent, that understands our future is dependent on the development of our children. Besides, having the ability to see clearly, is what we all would have wanted. Let us give as we would have wanted for ourselves because the separation and sorting out of the loss of our natural divergent thinking ability takes years, when this need not be lost, because in essence this is the gift of life. We as parents, know the difference between the smile of a child that is open, when they are young, and the loss of this as they grow into adults. What if we could retain that open and expansive smile? 

If the structure within is clear, than the child can see the structure without and become creative problem solvers able to process information and direct themselves with ease.

Check out Techno-Tutor. It is cost effective “ braces” for the inner structure of the child as the words they know. It is efficient, cost effective, and can be used by the whole family, to get all of us aligned with our natural ability to process this world and become the divergent thinkers we are structurally as humans meant to be. It is a product that builds a productive human being., one that all parents can be proud of.  Let’s get this done, it is the responsibility of all of us.