Your words tell me more about you than they do about myself! We are the words we know. We are a reflection of our subconscious information.

Children are very absorbent beings. This is how they learn things so quickly. If we, for a moment, look at this aspect of a child, and slow down enough to realize what this means, we can perhaps realize that nature of learning.

What does the child absorb? They have no learned information, as in specializing in some discipline. Those children who are born into families where the parents have learned a discipline, tend to learn that discipline as well. I have a friend here, who attended Harvard, and yet his profession is cutting down trees. He told me his father had studied the classics extensively, and he grew up in a house where these things were constantly spoken of. By the time he reached college, he could talk the talk of the classics and had the information that allowed him access to the higher levels of learning that demanded such a background.  Of course, this does not always happen. One either accepts the specialized knowledge or one does not. One can become the persona of rejecting the constructs of information.  Yet, accepting the information or rejecting the information is a movement, it is building or making a decision not to build the body of information present.  The point is that information is built and that it is a choice- or not.  Does the child that makes the choice to not build become that information as that measure of rejecting the information? And could this choice actually become a limitation that inhibits the child from choosing something else to inform them? More than likely yes, as we all know personalities that appear to have no direction,  and are angry about their childhoods. It would not take too much effort to realize that within the “ mindfulness’ paradigm, the measure of information, as rejection, would be the thoughts coming up that need not define the person/child. Yet, this all makes it clear that we become the information we are exposed to and/or the reactions/resistances we have towards that information.

Do we as parents realize how this works within the example above? Do we realize that every measure we convey, we express, informs the child? When we come home from busy day, and are caught in some problem, some upset - based on not remembering this- and spin that upset around in our selves, and in so doing lack attention to the child and what we are modeling, do we slow down to consider the overall presence we are projecting as a form? When we blame something in our world are we modeling solutions and careful measure of the parts that build the form? And, are we addressing what discoveries that child themselves may have made within their day to ensure that the understanding in the child is clear. Are we doing within ourselves, as our information and how we are spinning it, for the child? If we understand that a child can pick up all information, through a great absorbent ability, can we realize that what we allow within ourselves is what is going to be absorbed by the child, and that this very ability is the learning ability of the child? And, this begs the question as to what is being imparted in the child via media. 

Let us look at the behavior of a child, in a school, that has been exposed to a parent that developed a resistance to what was in their environment as a child. If a parent has history of resisting what information they had around them as young children, would that pattern then be influenced into the next generation? Would that child develop difficulty in taking in information in school because the information the child absorbed in the home was a form of expression of resistance? Could we call this an emotional polarity?  Would the child. not understanding this as that child absorbed the measure of the parent, then begin to define themselves as not being able to learn? Would this spiral into a personality, as the very words a child spoke or believed within themselves, that they were not very smart?  Would such a belief system take a lot of time to work through, and within the present system, would countering this belief and realizing that because of this inner belief, that taking in new information was going to be slow until the momentum past the belief was built. And does a school, a public school, have the time to sort this out in the children? 

It is to say in many ways, that there is no good or bad, there is balancing out what has been absorbed within, and grounding that ability to absorb into structures that allow self direction in clear and productive ways. Building such children would benefit the society as a whole, because the collective ability of each would be capable and able to realize how this works and work together to create a community of people who realized that capacity of each to reform and direct in ways that produced effective systems that benefitted everyone. I mean, what is a school overall? A school is a system where men work together, where people form things. And it is a system that forms with what has been formed by the parents and the parents before them.  In this we are all responsible for what is the forms we accept and allow, and it is our responsibility to realize how this all works.  Each part has the responsibility to sort this out, this aspect of how a child is formed by the information within the environment they are exposed.

Within this, imagine being a teacher wanting to impart a general scaffold of information in a classroom in a school. Let us set aside what that information may be, for a moment because that is another issue- one that cannot be addressed until understanding and practicing how this works is understood in detail. That teacher is paid to impart a set body of information. She has a classroom filled with 20 or so students. Each student has a different background. Some have the ability to take in more of the information than others. Some have already developed a resistance based on many degrees of ideas within them, as the exposure of their past. That person, standing in front of that group, cannot teach the new information and sort out the measure in each child. Just as that measure was built over time, so that time frame of the classroom can only impart a certain measure within that space. A teacher cannot be speaking information and showing graphs and examples, and balance the measure of belief and direct the focus through a measure of belief at the same time for each child.  And, what we form in our imaginations in relation to this, is not reality. What one can dream up is much easier than what is actual in reality.  If one has experienced arriving at home, and not having the patience to address a child and sort out what occupies the presence of one’s self, then how can  a teacher do this with 20 or so students in a classroom?  

Let us place ourselves in the shoes of the child caught in a measure that is not what allows them to see through their information and take in new forms of information with an understanding of how this works.  Do any of us want to not participate in absorbing new forms of information, and in ways that expand our awareness of how this world works? Remember that we enjoy when we understand things, because it is natural and self empowering when we understand something. We become anxious when we do not understand something, and we can all remember times where we  were anxious, it is not enjoyable. We have more fun when we understand.

Imagine being that child who has not had things made clear, because the parents came home often stressed and worrying about something at work, for example. That child is not only absorbing that stress, they are also not sorting out something that they did not fully understand and/or scared them, in a TV show, or within an idea about what a friend said or did. That measure of uncertainty, is what is left within the child, and it accumulates and remains, tainting the perception of the child, slowing down that innate ability to absorb because the dis-clarity remains. Then, the child misses a step in understanding new information, and becomes more confused.  The very behaviors of the child reflect this, in the inability to understand the new information. The teacher has so many hours in a day, before they return to their family, so they cannot sort this out. And that child returns home to parents who are busy sorting out their misunderstandings and - and this varies by degree - do not give the necessary time for a closure within a misunderstanding. What would happen over time as this accumulates? How many realize that by the time we are forty and our working and earning years are waning that we begin to realize this? Is this not too late? Do we want to repeat this with each generation? Is not prevention the best cure!

On one level, this reveals a very simple understanding. We become what we are exposed to, we become the program of our parents and the information we take in;  we absorb. This means that we can realize a solution to all of this. We must rebuild. We can use the code, as language, and rebuild the measure within the child. We can automate that process. Technology is never emotional. It is a means to rebuild the measure within the subconscious of the child, to have the tools of thought, as words, to clean up and clear up emotional polarities of values that create a resistance and fear of information, and build the measures as the words, to then be able to see more clearly, and realize that capacity to absorb is the capacity to understand when the measure is available in detail and clear.  We can turn technology into a teacher, into a one on one teacher, or tutor, to create clean placeholders of form, as words, as the details that build the understanding, to create a measure in the memory of the child, that is detailed and understanding of the parts that allow that movement into seeing the whole in ways that are productive. Here the child becomes an active participant, building a sense of joy in realizing their absorbent ability is the means as a natural ability to understand and direct themselves in communication with others and the world around them.

Imagine if you really knew your words, as the parts that build the whole, when you were in school. Imagine if you knew the parts as the words so well, that when that problem came up at work, you could critique the overall form and patterns, and creatively reform them to solve problems immediately, so that when you went home, there was time and space to focus on the child. This would be living the joy of understanding to such a degree that that absorbent ability was realized for the value that it is, and the relationship with the child would become one of joy. What kind of home life would this build?  What kind of school environments would that create? What kind of society would that realize? 

We ‘ spell ’ what we are in the words we speak.  It is a magic that is in the doing, and words can help us to help ourselves. We can use technology to self empower what information we accept and allow in building that subconscious storehouse of information. It is time to get that in order, as this is what we would all want. Being anxious is no fun, being able to answer and reform and understand is!

If you are having reading problems, or processing information problems, send me a note and I will set up a meeting to help you help yourself.

Thank you for reading! Much appreciated!

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Does your emotional value judgement supersede your natural absorbent self? What is memory and lack. Processing information.

Let us look at the situation we are all familiar with. This is the situation where we know another person who continues to only see the lack they believe themselves to be. We could say that person defines themselves as this measure, this belief, this lack. We try to move that person out of that belief. We give examples of how to do something, yet we realize that we cannot be the body to do the steps that would prove the lack non-existent.

Since we know we all have memory, can we realize that our memory, which contains the story, the measure of the lack,  can be so strong that it appears to be more real than the steps we often share to dis-prove that measure/belief/state-of-focus on that state of lack - a memory.

This means that we, humans, have a great ability to take in a measure. This also means that we humans can get caught in a ‘ net’ - if you will- of a value and that this memory that has this self defining value, can come up in relation to simply walking a practical application that dis-proves that value that is the memory that defines the person to the point where even if they do manage to walk though the memory/value- judgement one time, to remain consistent in the practical application that dis-proves the memory that has a value,  they must practice the practical steps enough to counter the memory/value measure. And each time the practical steps are walked, if there are moments where the memory takes over and counters the practical, that then becomes a justification for the practical not being successful. This means that change is a process if a memory with a value judgement has come to define the person. 

Somehow ( the sum of the how), in our present school system there is really not enough time for teachers to catch and also correct such emotional reactions in children.  I would ask any parent this question, because it will make it obvious that a school cannot possibly be the only place a child is educated; “If by design the school as a form, as one teacher, or even two, in a room with many students, can we, as teachers possibly catch this in every child.? Our schools must begin to explain this to parents, because it is something we all can understand. Just as one must be given a form, as an understanding to see the practical application, so must this be made clear to parents with repetitive information.  After all, this is how we learn, this is how we develop understanding.  If one remains within this simple realization, there need be no reactive  force in the face of resistance,  because in practical terms this is the form of the schools.

Within this, we can realize that our memories are layered information. Our memories are charged with values and layered within us.  This means that information can become layered within us. This means that we are like a seed, and that layered information becomes the ‘ tree’ so-to-speak.

Look around, why do we call a person a ‘ real personality” for example? Why do we have ideas about the young people in our world and where they are going to end up? We do this because we are so absorbent, we see the information as what is seeded as values within another person. We come to understand the likes and dislikes of another person, and we gravitate towards others of similar values- as likes and dis -likes, as what the personality that is a seed of information culturally values and defines themselves within and as. Hence we could say that class is the information that is us. It is the values that we gravitate to and towards. It is the measure of what we define ourselves as. It becomes the directive information of us. It becomes the behaviors or resistance and the values we persist within despite possible limitations within them.

Let us contrast this to that practical application we order and impart to children that need such a structure to guide them. And, to realize we are basically planting seeds when we inform a child with that subject in school.  Our schools are imparting information. We are planting layers of information to be the seed of being a directive application.  When we create directives that guide a child, we are structuring their self application. Yet, what happens when the memory of the child is filled with value charged memories? How many have faced the resistances and difficulties of getting the child to move through the simple step by step directives? And how many have a limited time frame within which to do this in the schools?  How many see the overall measure of this in space and time, and realize the incremental development that happens because of this time frame as the very structure of the schools and the structure of ‘ lack’ within the student. It is as though the very design of the situation, that is filled with good, by measure, is a limitation in child development. 

Thus, we can say that as adults in this world, we have a responsibility to make sure that this process that is right in front of us as to how this works must be changed. And we as adults, must realize that we too have developed reactive memories that are charged with all manner of frustration within this scenario. We understand this because we label the children as personalities because on some level we understand that we cannot as teachers in a school possibly address all the value reactions within the child as the information within  that they define themselves as, and such that is happening within the adults as ourselves.

What if we could use technology to change this? What if we could use technology to rebuild this? What if we could use technology to focus the child from that which built the memory? What if the child could practice a little bit every day, focusing themselves from that which built the memory - as in accepting the values that divert the attention - and at the same time build a clear structure that had clean placeholders as the words with clear meanings? What if we could inform the child, as in create a layered seed as the information of the child, in such a way that the information as the words, came up without emotional values, so the child could take in the information and form it into a steady and solid understanding, like a clear form? And, what if the mechanism allowed the child to practice a little every day, to not only practice focusing from without-all-that-emotional value and also structure the child with the tools of information transfer as words? What if this were cost effective in relation to what this costs for a school to do this, or a parent to do this who does not have the time in our present system? Could technology be the perfect tool to do this, because technology is not emotional in the face of this inherent ability within each of us to absorb the measure of the world around us? Can  we understand that a child, or adult, that has emotional values attached to memories, moves into a state of seeing only the lack, as the memory and how this can supersede  self direction? Do we not see this all the time around us?

Within our present system, no one can afford a Helen Keller type teacher to sort this out, as that one-on-one situation. It is too expensive, it costs hundreds of thousands of dollars in relation to educating the child. And, in so many ways, that personality we call one another, is a self divided within value judgements, which is the fairy tale story of Humpty Dumpty- a scattered self unable to self direct in ways that are productive for the child because the emotional values distract the child from seeing in practically applicative ways that take a lot of time to correct- something our present systemic design does not have the space and time to do - which is not something to be ashamed of and not something that an act of blame and consequential justification will change.

Such a behavior is a continuation of the same that is the lack that causes the stagnant unmoving behavior. This becomes the snake eating its own tale. And it is the tale of Humpty Dumpty. Yet, remember, that the princess when discovering the name of Rumplestiltskin, takes back her power, and recovers her child, because she has discovered the name of the man to whom she promised her child. Words are structure to build a well seeded child, a child that can grow into a tree that can bear fruit that serves all of us.  Words are the means to ensure that the wicked witch in the  woods never has to leave society in her frustration, and try and tell the next princess that she can be more than the pretty girl in the castle, that she can participate in the natural world and the social structures of men. That woman living in the woods, is the princess in another life, she is the information that she experienced and the understanding of what information she accepted and allowed, she is those who realize that our children can be so much more than a self judgement of lack. 

If you can really begin to understand what I am saying, you would want to lie down and cry, cry for all of yourself that was lost because of this process as our present system that so many spend their lives correcting, realizing that the real potential of each of us has not been lived, and that we have become a reaction to the information that is us, that was not clear, that was loaded with value judgements, and slowed us down as we began to sort this out only to discover that what information we accepted and allowed was in a form of lack, and that defined who and what we were, until we sorted it out. Would we not want our children to not suffer this confusion? Would we not want our children to be able to look at information, as information imported through language as words, and the information in that forest all around us as the natural world, and have them move with ease and understanding of this? Is this not what we would want for ourselves?

The solution to this problem is here. It is simple and affordable for everyone. It is the means of prevention and the means of self correction for each and every person. It is a way to turn our schools into places of self discovery.  You see, we can use what we have created, as technology to help us help ourselves.  We can rebuild the seeded information using language to structure our memories so that information that is us, fears not to walk the practical application to and towards what is intrinsic to our expression, because each of us is unlike any other.  

Imagine if each person were living their  full potential, would this not begin to build a world where our children became characters that were dependable and trustworthy, respectful and unafraid to discover and change? Would this not create a world that functioned in creating instead of reacting to limitation and walking in a memory charged with a self judging lack?

The means to do this is with technology that is never emotional , never existing as a state of lack. And the infrastructure is here to maintain this for everyone. And that infrastructure and means is cost effective within the present system.  We are here, and we are ready. Remember,  no one can put Humpty Dumpty back together again but yourself. The tools are here to help and the journey can be done one step at a time, one word at a time. This is a way through transformation in gentle means.  What do you want for the children? Do you want to develop ‘ trees’ that bear fruit that support all men and the society to become a living system, or do you want us to continue to be in constant reaction to fires as personalities that are stuck in a limiting beliefs unable to change and step out of their beliefs into actions that help them to grow and develop the real potential we all see within each and every one?

Each must begin to quantumly see the measure of all of this, and begin to take actions that change this in easy step-by-step solutions. If we ask someone else to do this, it will not get done. Each, the parents and the schools must work with the private sector to get this done, as the schools by design are not the means to get this done, yet they can help in voicing this understanding, which is working with parents, waking them up so-to-speak, through simply stating what exists as measure in practical terms, and this in such a stable way past the beliefs as the lack of understanding because everyone really does want to understand, just as that child who so desperately is trying to sort this out.

The measure of your emotional values reveals the measure of your processing speeds.  Meaning, the measure of your reactive behavior is the measure of your ability to more into solution instead of reaction. Reactions are behaviors of protection and self defense, they are resistances to change because they are so consuming. We all see this, and we label this as a personality. 

We all understand that when we meet a sound character, they supersede us, why because they have a greater ability to process information, and they have the word recognition skills to match, they have effective word skills. They live, right in front of us, the ability to come up in critical and creative solutions, quickly, and we respect them for this. Look around and realize how many are within personality mode, as stuck in ideas of lack that create emotions/behaviors of resistance to walking practical steps. This is the speed of their processing ability. If you look, the emotional value, the definition of lack, is slowing down the processing of information ability, that is a natural ability that does exist, because we all know characters that are able to process information with ease and come up with solutions. 

Remember:  abracadabra  - we are the words we speak, we spell our lives with the words we speak. We are the measure of how effective our words are. This means the meanings to our words must be clear, without emotional values attached that lock a person into a perpetual association of values that are very hard to see as a lack that is the thing suppressing the real ability of the child. Because of our busy lives, we can use technology to correct the processing ability of the human, meaning to build a stable structure as the words, that will supersede any emotional values that were essentially a mis-take on reality in the past and need not define who and what we are here in the present.

If you are interested in building a sound seed as the layers of information in the child, that becomes heir directive measure, please write a comment and I will respond. The sooner, the faster this is done.  Thank you for reading my blog, much appreciated. : )

De-manning the Reptilian Brain, Mindfulness, and Negative Feed Back Loops. What is Neuro Linguistic Programming?

I notice that at times I seek the end of conflict before any real investigation into the cause of conflict. It appears, which is an illusion, that only wanting the end of conflict, a ‘ good’ in itself, is compromised by seeking a removal of friction over finding an end to conflict that can stand, meaning that can withstand the test of time. How can I relate this to the life around me at present?, I ask myself!

Finding solutions that can withstand the test of time, means slowing down and communicating through all mis-understandings until each has a clear understanding that is so grounded, it cannot be denied and can be referenced with ease.

The only real way to be this is to consider this physical world and the systemic design that presently exists. Our money system determines access to development. We see the lack of development commensurate with the lack of ability to build a grounding as an understanding that is solid in creating stability in our actions with those around us, and in how much and how often we become a back chat of judgement about the actions of our fellow men. We constantly compare and measure in relation to ourselves, those around us. This exposes our mind-fullness reflecting the measure of our belief, opinion and idea.

We are doing this, so much so, that we can no longer see the forest, as this physical world and the systems built from such a focus, through the trees. 

The practice of mindfulness, is a minute realization that we are not our thoughts, that these thoughts need not become our directive, and that these thoughts can be negative-feed-back-loops that cause us to act in ways that are not what is best for us. Hence, we are told through this practice of mindfulness , to breath and to trace the outline of our fingers, which is to bring our focus back onto, into, the physical world, to include the actual real world around us.

So,  we understand that, like a feral child,  and with our proteges, that we become the measure within in accord with what we focus on. This becomes our experiential map- so to speak, our log of information. Our personalities reflect our measure, what we like and what we do not like, what measure we have been exposed to.

We all realize this through our class system. We compare based on class. We, for example,  in our schools, collect data on the amount of information/exposure each child has, and we measure this through words. This means overall, that we measure the detail ability of each child, through words. And our research reveals that the more words we know, the more detail we are able to process- the more information we can handle and construct and hence deconstruct with. This also means we have the information imput/output to direct ourselves in ways that are directives that consider more aspects and hence cause fewer problems. And, this overall, is a very small measure of our capacity, seemingly huge because we are caught in comparing what is essentially shades of grey if we were to stand back- which we have little practice with- and see the whole of the overall real measure within the total class system.

In tandem with this, we can look at a protégés .  If you were a child born into a family that had accumulated considerable information/data within a certain field, that measure would be expressed through words, repeated within one’s environment again and again, and this measure would become that child, or, as in some cases, something resisted- and the personality of the child would become that of resistance to and towards a certain set body of information.

Overall, this shows what we understand about neurological development, that our reptilian brains are influenced/programmed by our exposure, and that this is a process we call neuro linguistic programming because, like feral children, we become the measure of the sensory skills of a wolf- for example, and our “within-reptilian-brain” composed of neurons forming in relation to our exposure, of our surroundings. Especially those first seven years.

We could consider, if we do not understand this, that our brains are a ‘ reptilian demon” or a ‘ demanning’ system when the measure, as the neurons within, is not fine-tuned in accord with reality. And, we can have a negative feed-back-loop about neural linguistic programming if we relate this to what media/television is and does. In these two relationships, as values, within a narrow focus having not looked at this overall, we can consider our ‘ reptilian brains’ and ‘ neuro-linguistic programming’ as something charged with negative values that to not slow down, and really look at this in practical measure.  We see the end and not the means. We judge the end creating all manner of doom and gloom in relation to the end, causing a fear towards the end, and blinding us from the means.  This is manifest in how we blame the child without realizing how that child was formed and using this to correct that in-formation. Which, on a side note, reveals how influenced we are with charged values that come to direct us within judgement instead of common sense.

If we realize these things in common sense, then we can process all the fires of personality around us without moving into emotional reactions, because we begin to understand that our actions are directed by the measure of our information within, meaning the only choice is to move into a practical application as what gives direction that causes no harm, as punishment is calling a lack by a name  only, and pigeon-holing a limitation; this is not giving specific re-direction that expands the capacity of that reptilian neuro-linguistic programming that comes to be the measure that directs us.  Neither the reptilian brain is  a bad, or neuro-linguistic-programming- both reveal that what is in the ‘ mindfulness’ is what we have repeated enough to believe  is  a truth and often the view that casts a shadow that blinds us from seeing the forest, hence the need to ground us, through the mindfulness action of tracing the outline of our hands. What is our mind-full of but the measure of what our reptilian brains have been exposed to enough to be build neurons/neuro-linguistic-programs ( a program is a measure about something, a reflection of something, or about something, it is data).

Imagine a classroom where that reptilian brain had a neuro-logic-development nicely ordered, as words- because all research states very clearly that the more words we know the more capacity we have to direct and explain because humans use language to communicate, imagine a classroom of children whose reptilian brains were not ‘ de-manned’  ( notice that I have not turned this word into a noun!) through lack, and instead had neurons that were a nicely ordered ‘ lingo/word’ system/program’ that a foundation so solid with many words as many small measures about this physical reality, that each child had great confidence and enjoyed looking at information from many angles, each child giving an input about that information with such ease, that the behaviors in that classroom were of creation and the building of understanding that a teacher could go home at the end of the day and feel invigorated with life as each day lead to a greater understanding of life, such as bringing the joy of living to the forefront of one’s experience here on earth? What would that be worth?

It would be worth all the money in the world, it would be priceless. It would be the expression of absolute joy, of a room filled with a voice of harmony, of children expressing joy, a room where no shadows of fear existed. It is what we all seek. The means of here, We decide.

Thank you for reading!

The words we know, are the building blocks of understanding.

I watched this video, here. I listened to the language being used. Some can ‘fill in the meanings’ in relation to the words used, and infer what is being said. Some might call this 'literature' of the absurd. And, yes, it is a measure of what is happening in our society.

Now imagine that these icons, as the words used, have an inference to the character in the video, and that this language used  is real to the person using it.

Now imagine your generation or class, or nationality and the words as iconography used to convey meaning.

If two people came together and wrote out what inferences existed behind the words, would it turn out like a game of telephone where a phrase being whispered in our ears around a circle,  expressed at the end of the line was completely other than what was initially said?

Also, if we learn compounds as icons representing layers of value, which has a lot of inference, do we teach ourselves to see detail directly here? Or do our children learn to move as compounded imagery without any real understanding in common sense? And, does this teach discipline? It can’t teach discipline, which is why so many children have such a hard time actually being able to discipline themselves because they have no real understanding of detail. Too much ambiguous meaning has been given, without detailed explanation. And so many adults are unaware of their own conditioned inferences, expecting the children to immediately understand.

Also, within this, how can humans in their relationships communicate when inferences are not the same, and cannot possibly be the same?

If we look at the cultural decor in our towns and cities, on our media and in our films, we can see that we are being impulsed with compound imagery that reveals nothing about itself. Instead, we carry compound imagery, even as our language, that is smothered in emotional/feeling values that are very difficult to ‘see through’ and correct, especially for one teacher in a room of fifteen or more students, and even here, with fewer students.

Some may decide that mixed race classes are therefor detrimental. But this is just another layer of this problem. We live in a world where what happens to water on one part, eventually effects all the water on this earth, so humans need to be able to communicate and understand one another. And, humans need to understand the details of common sense living, and not be impulsed with words that become icons of values that are fuzzy in understanding reality.

Thus, we must rebuild our children, with the building blocks of words to have clear meaning in common sense of each word as a unit signifying an actual physical description because inference based on judgements about differences do not describe practical reality. I mean, we all know that  taking care of our world and our things, and respecting other humans, and even our pets involves practical actions. So, teaching words, with clear direct meanings, is how we build children that learn the detail that is what being a disciplined person means, one that can communicate and direct themselves.

And, how do we get through the memory of compounded words? How do we remove the definition of a ‘champion’ being ‘sponge bob?’  Can a child even explain what it is about ‘sponge bob’ that is champion like? No, would they, then they would not answer the definition of the word ‘champion’ with ‘spongebob!’

In all common sense, this is indicative of a complete disconnect from any form of processing skill. And this is happening to all our children, and it is what makes it very difficult for children to read. They are so overwhelmed with their memories that are not clear that the ability to process through and the lack of detailed orientation with practical reality is so unpracticed that to begin this development takes a consistent and exerted effort, one that many parents don’t realize because they too are busy, and one that A teacher cannot possibly clean up.

An example of how thick this has become is to drive into a city, and see all the signs plastered all over the buildings. the signs are of iconographic symbols that reveal no detail of life, this is in essence how busy and filled the minds of our children are. And we wonder why we must beg children to read, and push that reading is fun, when this should be a natural thing for children to do. If they can hold the clutter of imagery, why not have it be useful words that teach the ability to see in detail and thus allow the child to learn common sense and as this self direction, self awareness and self trust?

As, I said, listen to this video, and realize that we have a process to follow. And technology can help. We can refocus our children, at the natural learning ability - that which built the imagery of iconographic imagery - to place word structures in this memory/gps and then add definitions that are practical and have common sense, so that the child can read and understand detail- understand the art of understanding that living in this world and caring for oneself and others is a process of paying attention to the details of our practical physical environment. If word meanings are clear then that paragraph makes sense, and making sense if fun. All children desire this.

Many behavioral problems are due to a lack of ability to explain in detail what is going on within and without. And a cluttered mind of values has a hard time processing through these values and making sense of the words in front of them. Words are really much like numbers, they are the measure of movement in all detail of the world around us, so a paragraph is a description of the measure of the world. If our children know the words, they SEE the world. And then, they can be the best they can be. And this is what we all want for our children. 

We all want a child that grows into a responsible adult, because a child that lacks the ability to be self responsible is a child that parents will end up taking care of in a world where our pensions are uncertain with each passing day.

The words we know, are the building blocks of understanding. They are the units of measure that ensure a child becomes an adult that has a direct memory and as such an ability to solve problems and manage their world effectively.