What is memory and how does it effect the natural learning ability of the child? What are cognitive skills?

I came across an interesting analogy the other day.

We understand that a thought need not define who we are. The practice of mindfulness conveys this. This is also a part of the new age belief that changing one’s inner measure/data/belief into a more positive phrase can change one’s DNA. Overall, this would mean that we place information in our DNA, we become the information that is us. What we are exposed to is what we become. We can understand that our likes and dislikes are a signifier of our exposure. We understand as parents that we understand this because we sense the measure of children in that we pick and choose children for our children to associate with. We are, in essence, walking machines of assessing data/measure/information. We choose children that have a measure we are familiar with, or that we believe will raise our children into being more aware. We send our children to private schools in the hopes that their measure will allow them to solve problems, to get jobs that support them. 

We realize this in how the children sort themselves in various ways through school. Especially noticeable in the third grade, where there appears to be a reformation between friends and groups.  There is a change, as from the past, information has accumulated to the degree that new associations are made. This is not a bad in itself, it is the measure of information allowed. It is to say it is not what someone says, it is how it is said.  Is there an idea that another is no longer enough? Or, is there an understanding of how this works, and a respect for the process, to then move in ways that have no rejection of another?

Thus, our thoughts are a reflection of our measure, which is our exposure.

We understand that computers, when the cookies accumulate, more pop-ups come up. Our computers start to move more slowly because the memory is cluttered.  The more sites we visit the more those pop ups clutter the memory.  If we practice a measure, as a belief, about what we are, that pop-up begins to spin into a personality. This will be the thought that comes up.  If this thought is composed of words and/or pictures, we can know what we have accepted as a belief about ourselves, and because this is coming up in our conscious mind, we can believe that it is real. In effect this is a measure, a piece of data about something, based on an experience, it is not what is real. It is hard to change this in a person when they are running in their minds as this measure. What can happen, is that the words of this thought can move in associative ways because one is operating in one’s memory as experience having not sorted it out for what it is. When any information is read, these thoughts come up, slowing down the processing speed of the child or adult.  The words themselves were learned in the context of repetition and limitation  which builds an entity that becomes an emotional polarity, which is a pull into an idea that pops up. One must rebuild the memory. The words must be learned without triggering the past experiences. Humpty Dumpty can become un-scattered in value judgements based on past experiences.  

We can understand this when we have to slow down and read, or listen to another person. If it is hard to take in the measure of the information, and apply it, or regenerate it to assess it, we are having to change an inner movement that has become automated and habituated to such a degree that that segue into the new form, as a measure or data, is very difficult. It can feel like it is impossible. With practice we can change this. Unfortunately, most adults are too busy, thus there is not enough time in the way we have scheduled this world to allow us to do this. We can use technology to be the practice in changing our inner ‘ presence’ so that we can restore this ability to take in information and realize how we can rapidly learn instead of getting stuck in one inner measure of limited values.

This ability to understand form, is our natural ability. Yet, if we allow our memories- that work like our computers do - to become stagnant in a form of information, we forget this ability to change within. We become divided from our real ability! This that is a natural ability to construct and deconstruct and reconstruct information. In this, one of the pillars of reading development is to become critically literate. Being critically literate means utilizing this ability to change, moving information with ease. This is where the real potential of a person, a child, can begin to express itself. This is educating a child to realize they can assess information, understand it, and then create something new with it. If there is a mindfulness of lack, and a comfort within that idea of lack, the memory will become like a burden in the cognitive ability of the child. I mean, what is assessing that memory, moving in the associations of a measure of a past, that one believed defined what one is, instead of realizing something was formed as a measure, and retained within the memory. 

Because men use language, and because language can describe pictures and values, words as language can be used to order our memories in such a way, that we can access information and change in real time, employing our real ability to change in a moment, within new information. It is to say that words are like a binary code that can be used to communicate and can be used to order.  Because words are like changing forms, they can as units build a sound mind that has a structure that is changeable and orderly at the same time!

What is a scenario that a teacher may face in a classroom with a child. New information is being given. This information is given in an abstract way, because we have developed a system where we form understanding through abstracting that information until it is a concrete form/template/structure within our memories.   If the child is a memory running on ideas about themselves, slowing down and taking in the information, especially in a frame of limited time that does not account for the learning speed of the child because of all the ‘ cookies’ running in the memory, that child will not have the time to slow down their ‘ clutter’ and take in the information to the point where they really know it.  The consequence is that the child, if their thoughts are based on a past experience of the same scenario, has had yet another experience that confirms a self judgement of their ability. There is not time for that child to walk though their slow processing ability, as their memory is cluttered with similar past experiences where a clear structure of the new information is never really lived. 

Parents really need to understand this, as a school cannot possibility sort this out. The teachers are paid to impart information, they cannot possibly by the design of the time structures,  take care of what is essentially varying speeds of learning. Those speeds of learning indicate a lack of connection to a natural learning ability. This is our cognition moving in a sluggish way. That we build memories, indicates that we can take in information and change it and move it.  If limited information has been automated because it has been repeated, it is going to take time to change that construct. The ‘ cookies’ have to be removed and the memory restructured. Words are the means of doing this, because this is how humans communicate. Really knowing our words, builds a more synergistic mind, one that is flexible and fluid in terms of understanding and moving with information.  A clear memory, is a memory one can trust, and then that absorbent ability can lend compassion in every situation, because there is no uncertainty. It is the same as how we learn to become comfortable in driving a car. The structure is set, and then we expand out presence to assess the horizon, which is taking in new information . 

We can also say that this natural learning ability is our absorbent selves. Our memories are the ideas about our world that that absorbent ability has built an idea about. 

If your child is having problems in processing information which is what reading is,  I can show you how to help yourself. Send me a note, through this blog and I will connect with you. I am here to solve this problem.

Thank you for reading, always much appreciated!

An innate common sense in children.

I am looking at how a child takes in every measure of their world, and what this capacity means overall. This means that every single movement a child encounters, even the movement of every single muscle in an adult, must be taken in as the very innate common sense of that child. And, this means that the child will imitate and follow that which is presented. We see this in how our children end up looking like parents.

I remember when my children were in kindergarten. My one son had taken to scrunching up his nose as a response to adults. I asked the kindergarten teacher why my son was doing this, suddenly, seemingly all the time. She looked at me and said, “ because you do it.”

I knew she was correct. I did not want to admit this, but she was correct. And, here, I can think of people I would not dare say this to. And, why? Because there are people who would not want to admit that the child was - as is the nature of that common sense in a child, that which takes in the world - a copy of the very measure of the adults and actions they experience in this world. If I look at this capacity, it is an incredible capacity. It has incredible potential.

It also can lead to detrimental learned reactions that end up limiting the child, and that take time to correct, slowing down that innate potential of the child.  What space and time is lost in the development of the child when anxiety is learned instead of self direction? What are the effects of impatience on a child? What are the effects of parents who have forgotten what is means to walk a process of learning something, of parents who assume a child should just know something because when we know something we tend to no longer remember that time when we did not know something?

I have sat with parents that stand over a child when a child is beginning to read, and acted as though that child should know the words better than they do, not realizing that the child must be allowed to discover the words and the sounds and the constructions of the words. When I see a parent becoming impatient, and the child more and more anxious, I see a disconnect from reality. And, it is not the skill of reading that is the measure of the space being modeled, it is the anxiety of the parent and the child taking this in. How can a child, move as this anxious measure and be the process of self discovery and development on their own within word recognition development?  It is like putting a spoke in a spinning  wheel. And, is this movement the measure of self esteem and self confidence?  It is not.

Also, if we look at the time frame in our schools, there is not enough time in  a class of 20 or so students to allow this either! And, I have been in special needs rooms. In a fifty or so minute period a text must be gotten through, so the words often end up being “ expedited” by the aid, which means the child, who may need a long period of time at this point, to really begin to process the language on their own, has never really been given the opportunity to process through in a self directive way! And how many parents of such children have the patience? We tend to think of the Helen Keller story as an amazing feat, but in essence what really happened is someone took the time, and had the patience to not only walk the process of reading, but also walk the process of correcting destructive behaviors. How many have the time to do this in our world? How can our public schools do this given their time frame and set general curriculum? They simply do not have the time, so we cannot blame them. Now, we can see why some parents pay others to do this, because they understand that learning is a process, one that works when the child is allowed the time and space to process through the steps of learning where that child is self directive.

That child who has been in the experience of impatience, becomes that experience. And this ends up slowing them down, limiting what could be a constructive common sense building. If a child has disruptions in processing words, it shows in their behavior while reading. It is blatant and obvious in every movement of their body and in the flow of the words, or lack thereof.  The real question here I relate to my musical training.

If I could sight read and process notes at a very fast speed by the time I was seventeen, then this reveals the capacity of a human being, when given the opportunity, to learn to process symbols into a cohesive form as a musical piece. This was the experience and the measure and the time taken to do so. Why, is this not the same with our ability to process language? Words are not different, they are a symbol representing a thing, or a movement , or a sequence of events, or a subtle quality, nothing that cannot be understood by a child, a child that has an incredible ability to take in even the “ bad,” the limiting, and the good. There is no reason, no justification for a child to not be able to process words with ease. None.

The technology is here to clean this up.

It is Techno Tutor.

For parents who seek a solution, who realize they do not have the time, and need some help. This is Techno Tutor.

Abracadabra- we are the measure of our words. Words are reciprocal tools, they structure within and they focus without. Techno Tutor ensures that the foundation of the child is sound.

Word Recognition without the Clutter of Association.

An education gives a human being the structure to communicate and organize the world around them. Much of this is done using words. We go to school and learn to organize ourselves via words, which is why vocabulary is such a strong indicator of success.

This tells us, that education, as inner structure, is programming the human, to perform. The natural learning ability of the human, is this ability as common sense. When this common sense is split into fragments, as values before practical common sense, time is spent supporting the value over practical common sense; common sense being how we direct and create with the world around us. Common sense is that task, that practice that exhibits creating something tangible.

If our vocabulary is limited, and taught in the order of value, instead of practice, then we learn value making, as ideas, instead of actual step by step practical application. This value making, is what our media is and does, to create a need, as a value, that becomes what is demanded, as what is essentially programmed, thereby sidestepping common sense. As this, our children have little skill development, and a huge focus on a few values. Just think how much time is spent talking about clothing, and or decoration, instead of the details of the means of how the object being the decor is created. Wanting to decorate, is not a bad, but when this one perspective is the goal of many, which practically does not work in the world, because only a few can actually do this, which takes money, and social networking, and we tend to want the famous name, so usually just a few become this and then have the means to survive within it - which is basically a monopolistic formation, we can see the spin of our limitation, and the gap in our understanding. If someone comes to point this out, the program of the person, does not want to slow down and look at the details, and their abstract mind is busy rushing ahead as their formation made larger than life.

Imagine a child in a school, who has not the detail, the focus, never having the opportunity to build such, and living in an environment, those first seven years, where the exposure was of the consumerist media teaching limited values, ignoring detail, and thus imprinting a limited vocabulary, and all of it with values? Then place such a programmed abstract as mind, into a school setting. Can we see how that child will need to be carefully balanced out and that many reactions will come up as what is missing and as what must be counter balanced to get that child moving in common sense? Can we begin to see that blame and punishment has no solution because it only names the wrong but does not direct? And, how can a public school really have the time to walk the gaps in development with each child and even read the gaps with clarity, when the teachers themselves are the same products of such a system that has intensified in the last 100 years, as the last three or four generations? Conceptually, one has to be able to not only collect data, so to speak, but also read that and see the patterns instantly and then be able to, in a moment, direct into solution.

But, if most degreed people, can only process about 250 words per minute, then how can the adults of this world do this? Really, they cannot. Which is why so many of the problems and behaviors are not being directed into solution, because the adults are not processing with any real measure of depth perception. Which, the children are unable to do as well. So it is like, or should I say, it IS, the blind leading the blind. We have to be willing to admit this, and just as I suggest with the children, no longer blame, no longer reprimand, but, simply, realize it and redirect in ways that begin to build an inherent ability to process the patterns of common sense, within and without, to reconstruct, what is here, taking that which is good, and does no harm, and aligning our children and ourselves into what we want, which is to communicate with one another, be creative, from the making of the painting to hang on the wall, to the conversation we have as we sit in what we created, in ways that expand our awareness of what it means to live a full life, a life where all our senses are alive, and our experience is one filled with manifesting all potential. 

The way and the means of doing this is with our words.  Words are the naming of the measure of this world. Which is why those with a large vocabulary, tend to have a capacity to self direct, because they see more directly, because they have attended to, via words, the measure of practical physical reality. We have to be able to see the structure of the physical world and see the structure of the words we use to communicate, and convey information. 

If you have ever corrected a series of state tests, it immediately becomes apparent that children are very capable of being taught. Mostly, each has a different gap that needs to be practiced and walked through. And if one has tutored, it can be realized that a child can learn structure, and use such to begin to process knowledge and information, and the physical world, and then begin to move in more self directive ways, which over all, is being critical thinkers.

Thus, the words our children know, determine their abstract development. If this abstract development has become concrete, meaning habituated - which is saying “ stuck” in limitation - this abstract must be rebuilt. This is not something new, it is realized within the constructivist paradigm developed in the mid 1900’s after a couple of generations of a society experiencing the industrial model of production. Which means, we as adults could see what was happening.

As I have said, if I learned to process musical notes very fast by the time I was seventeen, to the point where I could read blocks of patterns as the notes, enough to generate a song, then why had I not been taught this with words?

First, I had not learned the notes by association, I had learned the note signifies a precise measure as a certain sound produced a certain way directly on the instrument. No pictures, no values, other than intensity of sound etc.. I had used focus mechanisms to narrow my focus, to realize that single unit of measure so that no clutter came up within interacting with that note. Thus, when I played, I could process without a memory of pictures, the note was the note, period.

So, if we look at media, and the adults we have become, obsessed with DATA only, we can see that we are not seeing directly, and we can understand that we are not seeing directly because we are not solving the problems of lack in our children. Remember, if we are blaming, reprimanding without clear direction, and much patience because of the accumulation of this, in essence we are lacking in depth perception. Our depth perception is our natural common sense, it is simply “ polluted” with value touting over practical action. And we are so immersed in this, we really do not know the difference, it has been going on for generations. And yes, I have to remind myself of this, because i am as much a product of this as anyone, so I slow down, and cross reference all the time, even when I am being rejected, pushed away, called names, etc. because such is not an act of giving a direction that is stable and sound, leading to, for example, giving the children the means to be self directive.

So, Techno- Tutor, is the means to clean up the abstract mind, filling in the gaps of understanding and thus self directive capacity that is of a direct seeing measure of practical reality. it is getting the words in without associations being a support as a belief that context builds meaning with a text only. It is getting the words in as their unit of measure in practical reality, so that then the children have a stable starting point to become self directive, understand the practical world, and therefor, stabilize within seeing directly and working with the means of practical reality.

Techno-Tutor is cost effective and efficient. It empowers the child to build an abstract as the words, so that they can answer in class, knowing the words as well as they know their names, knowing their words enough to be able to actually create a “ song” that has form and structure, that can be seen as a whole, as the pieces are clear, and then can objectively be seen and carefully looked at, corrected as the child subjectively lives their words as directives symbiotically in practical daily living. Techno Tutor is a win- win for parents, for schools, for the children, for the society, the the nation, for the gift of life all around us. 

Allow us to prove this. Techno -Tutor has special offers for schools. It is a gift that keeps on giving.

                   the simplicity of this, it is not complicated, which is hard for a world blinded by complication.

How are our children slowed down from an innate divergent thinking ability?

After being in an accident, I had a hard time driving down the highway without fear, without the memory of another car crossing the double yellow line and hitting me head on.

Memory has a way of holding onto values, and imagining a fear after an event. This can stay with someone for a while, and distort their ability to process information. In such a scenario, I was in memory, involved in pictures in my mind, and as such not seeing directly here. Which means I can hold images that distract me from here, and I lose a sense of being here.

In so many ways, if we realize all the excitement with television, the values impulsed of potential magic that is never really explained in detail, and this value is held onto as an emotional value, how long does this stay with a child? Do they imagine such things as what is promised, that has never been lived, and seems so exciting, and carry this with them, even into the classroom where they are asked to process other information that has none of the excitement that a television has with all the lights and the music? Can a false positive influence us as much as a car accident, and is this perhaps more difficult to realize because it seems so good to us? Do we waste time with this inner false positive from focus here?

We tend to think in terms of fear as the only side of emotional movement within ourselves as being something that takes our attention away from focus in reality, but the other side can do this just as much. ( And I do not want to say that being positive is bad, some of the things we see as positives are such, but when they are made a goal, without the steps made just as important on the way to the goal, then the steps are not enjoyed for the process and understanding of development as a value, a metaphysical carrot on a string as a gain can also create a “ separate reality” that takes focus away from here, and we learn more slowly.)

So, to use the example of a fear that lingers as past memory after an event happens, this same kind of behavior can happen to a child during the learning process, especially in school. And, what happens is that our words accumulate an inner value, that comes up and distracts attention from here, slowing us down. Thus, in many ways, blame and name calling does not correct this, if anything it only adds to it, because such behavior does not model direct seeing, which is what is slowing down an innate ability to process the details of our life.

If a child has had difficulty in English, for example, a fear can grow, and every time that child has to have English class, they have that same fear come up. During this period of fear, attention is not as clear as it can be, and then things are misunderstood. This accumulates and can spiral into more fear, like a fear is perpetuating itself. Sometimes, children grow out of this, and this takes some time, sometimes they don’t manage to stop, or have the opportunity to stop the fear and correct their focus.

Also, if there is peer group pressure and an embarrassment happens, this is a fear that can linger as well. We all have experienced this. When a child is already uncertain, such instances exacerbate the problem.

Some of these things are so subtle, that even if a teacher could handle some, they cannot possibly handle all of them.

When one is secure, it is easier to pull back into common sense. And we learn to do this as we get older, at least some of us do. Children that have a broad vocabulary tend to be able to do this more quickly, because they already have a structure that enables them focus. They have the words to structure them, and to move them through uncertainty, they have had more exposure to structure, which is why they have a greater vocabulary. And yet, one can learn a skill and have a lot of common sense, but not be able to explain.

Within this, a child in fear, just as I had in driving down the highway after an accident, cannot really see clearly, the words start to “ swim” and the information is then unclear. Probably a lot like reading words and not knowing the meaning, no sense of the form the words describe can be made. It is the same way driving down the road after an accident. Of course, more than likely, a car is not going to cross the yellow line, so I have to bring myself back, remember where I am, and realize the imagination triggered by fear is distorting reality. Perhaps, if we are taught to see directly, fewer accidents would occur.

There are two sides here. One is that if we do not know the words, we cannot understand the script. Two, is that if there are any values attached to words we have learned, it is hard to process a script of words, a paragraph. If our imaginations are rampant with values, then we will have a hard time focusing ourselves on what we are reading or hearing, and as such our ability to form an insight into what is presented will be limited. Then, we will not be able to generate enough of an understanding to have any level of critical reasoning skill.

This critical reasoning skill is present in young children. But, by the time they reach the third grade, this skill is no longer present at the previous levels. So, there is something that has accumulated that is diverting the natural learning ability and slowing it down. This can only be what has accumulated as memory. This memory must be of values that are in effect, distorting the ability of the child to process new forms of information. It is similar to having to bring oneself out of the fear, the distortion, of the after MATH of an accident, a mis-take.

I also had to do this while preforming many many times. If I knew the piece well enough, or my security with the form of the instrument was solid, then mishaps were quickly rebalanced. My trust within this also strengthened and playing became a real joy. It is no different with working with words.

The insight ability within this confidence is the ability to recognize structure/form with ease. To have a clear sense of structure within, without emotional triggers, to then realize a natural conceptual ability in relation to reality. This is why knowledge and information without practical application is useless. And one can really only surmise without direct experience in practical application. In this sense, we all know people who can be very aware of common sense solutions in the physical world, but cannot always explain themselves in words. 

So, overall, it is very important that our children have a broad vocabulary, especially in this age where so much knowledge and information is readily available through words, and that there are clear, direct, meanings to words without any memory of emotional values, a veil that blinds and distorts conceptual ability. In effect, I am saying that there is no reason why a child loses their divergent thinking ability that is present when they are young.

This ability is a natural ability, Somehow, it is clouded with values that effect children in any number of ways. We need only look to personality to understand the outcome.

We can clean this up, through ensuring that the building blocks, as words, are numerous and of clear meaning, so that emotions are not triggered - a wild imagination is not triggered - and instead the imagination can be used to help us see reality more clearly, and remain stable within our environments. This is what we all learn as time passes, but there is no reason that this is not lived consistently from the beginning.

Try this out for yourself. If you read something and there exists a resistance within, is it because you do not have a clear meaning for the words? Is it because you do not really know the words, or is it that it is difficult to see through emotional values present within? An indicator, is resistance, because words are just a description of here. Also, try and generate a clear meaning for each word, can you generate a clear definition for each word from the text? When we know something, it is not complicated, and it is easy to explain. Complicated means, we do not really understand.

Ken Robinson Changing Paradigms