What is Schooling overall? Why are words so important?

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

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

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

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

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

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

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

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

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

thank you!

: )

Intuition and the story of a child on the spectrum.

Intuition and the story of a child on the spectrum.

I am a reading specialist. My intent is to make word recognition small. Meaning, that reading, or understanding words is something all children can do. Words are a code, they are not the thing that they sound, they are a thing about a form/movement etc. 

A child exposed to several languages at a young age can learn all those languages. It would be like seeing an apple and having many different names/labels for that apple.

What must remain constant within words, grounded in universal meanings. Words must have  an equivalent in reality- the word must be a living word. The verb ‘ run’ must correlate to the movement of running. Then qualifiers can be added that describe the type of running. I mean we used to have a different name for each grouping of a specific animal, when there were more than one. Honestly, it was probably a tech, as a word is a form of technology, that brought attention to the nature of the type of animal the word used to describe a group of that specific animal reflected. This shows how much we are as humans in separation from living practices, from taking in the subtlety of the real natural world around us. We can see this in how much we lose our spatial ability as we age- and how it becomes more and more difficult to process information with age. How we are, within what we are, reveals the degree of story we exist as instead of seeing the real and natural world around us. 

In our public schools there is an idea that words must be learned in context. This statement alone sounds good and true, yet it begs the question as to what the context is! Words learned in a context, in a class room, with a set body of information ( written by whom?)  become a limited story, even if the sequences of events can be validated etc. because it is not the whole story.  One is not present in the real story, seeing the objects moving and being. It is words talking about something, thus information on a page, is not a real context. Thus, the statement that words be learned in a context has a truth, words must be learned and placed in a context- as words are never the real thing, they are a thing about a thing. Therefor, it must be noted that learning words in the context of fixed information in a school, is in itself not a real context, and as a consequence build in mis-information and biases, or polarities within the word definitions. The definitions become ideas rather than a real relationship with reality. We have compounding attention dis-orders as a consequence, built over generations reflecting how we work and the importance of  learning in living contexts. It becomes a math that is so obvious, ignoring it is allowing harm, as more and more children will suffer the consequences of such practice.  We are seeding mis-information and the fruits of these seeds are all around us.

This situation reared its head during a conversation with two parents that have children on the autistic spectrum.  It was a business meeting, thus most of the conversation was about business.  One woman was talking about how important it is to follow her intuition. Another man was talking about how difficult it is to have his child look him in the eye. The man, eventually, as his child grew older, asked the child/young man why he avoided looking people in the eye. This child said, ‘ because there is something there.’  On one side of the table I have a man saying that his son cannot look people in the eye for a reason, and that reason is that ‘ there is something there.” On the other side of the table is a woman talking about how she needs to use her intuition ( and he daughter will not look her in the eye as well) . Do the math here!

If we have an ‘ intuition’ within us, built through fixed information in separation of a real living context,  our words become filled with polarized values, or biases.  This is what the information within us becomes.  An intuition, as experience, as events, built from fixed information without the whole story, as this reality, creates an inner set body of information that becomes like a train of information that moves in separation from reality. I mean look, a child does not yet have an intuition, they place everything in their mouths to build a sense of things! to build their intuition. 

The consequence of this, that has been going on for a few generations,  builds a personality of resistances towards anything that does not fit that intuition built in a context away from what is real- and then personalities are built that have comfort zones and a greater difficulty in change, in processing information in reality. The within does not fit into the without as living reality. Our children must perform in this world, understanding the real context to move and create and reach the potential of their innate capacity to understand. They must be able to meet the age of information and process that information with ease to have a good job, as so many of the jobs from the previous industrial age are being automated, thus our real creative ability, which demands understanding how this world works must be restored. The context must be physical reality, with direct experience and each word clearly defined in relation to a living context. 

Because so many of the adults in this world are a consequence of what has been allowed, and have intuitions that are out of real living context, we can use technology to integrate the tech of and as the words, to build a sound and ordered intuition that can process information and retain a sense of reality, meaning, to not lose their inherent spatial ability- their natural sense of reality. It is similar to learning to play an instrument, as we are physical instruments of great capacity and design.

As adults, we can ask ourselves why we lose our spatial sense as we age, why it becomes harder to drive our cars, why it becomes more uncomfortable to be with people who are outside of our social circles, why it is harder to show compassion. We can ask ourselves why as we age, we tend to repeat the same stories again and again. We can ask ourselves what happened to that child that was a starting point that was so in awe of everything around it. We can ask ourselves why we lose a joy in interacting with this world. We can ask ourselves why we become isolated as we fear what is around us, and have great difficulty in moving in this reality. Why do we become humans who have difficulty moving in this reality when we by design, have the capacity to move with greater and greater ease in this reality as this is how we start out?

Our starting points must become our ending points, we owe this to ourselves and the children to come.

There are tools and help in organizing simple steps towards building a sound mind in a child. I am here to help.  Send me a note! 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