Words are a placeholder of the measure of practical living.

So, I have talked about memory, and how it can become so strong within. We know this from the “ phantom limb” phenomenon. This means that humans hold in place a picture of the past within themselves. Here we must realize that that placeholder can be a story of the past. And, as we all know, our pasts can have negative values that inhibit us when that past is triggered by anything that was a part of that past, be it a smell, or a place, or a word. Yes, words were present in that past, so words can also trigger a past that was in a state of fear, a state of not being clear, because fear is not being clear. How many times have each of us realized that we reacted about something out of fear and that it was essentially silly to have done so, and if we had used our common sense the situation would have been cleared up with ease.

So, our memory is a placeholder, of our past, and our words can trigger that past event. So, words are placeholders as descriptions of here, and this can be burdened with events that occurred in tandem with that past.

Media realizes this and uses this to impulse values, and then the image of the product is conditioned with excitement, and we are drawn to the product. If we are not aware of this, we follow without any critical reasoning. And, if we lack vocabulary, we lack an inward structure to realize the measure of space and time here, and can then be easily lead.

By the third grade, this has accumulated and begins to be a map that is used to direct ourselves here. If this map is clear, we have more ability to self direct in common sense. If this map is cluttered with compounds of mixed values attached to words, and/or of values and limited vocabulary ( the measure of here directives) then our capacity to see directly and thus direct ourselves becomes, obviously, limited. Then we end up making all kinds of mis-takes, that have consequences that consume our time, our focus and our money. This in all, ends up limiting us from expansion, because we have to spend so much time and effort in correction.

But, what if we could ensure that our words are many and clear? What if we could structure the child to have a clear measure of the world around us, as the words, and have the words be a definition, as a place holder within, as memory, that is the meaning only of the word an nothing else? Would this not build a child that is a product that is extremely capable of functioning in common sense?

On the side, does this also not mean that the very form of our education system, where children sit and take in knowledge and information without practical application, a system of lack? If a child has no ability to see direct form and function, especially when there is little exposure to the mechanics of this world, how can they have experiences within that are already some measure of understanding how words can be used to extend understanding once enough background has been build that is real experience?

We have children that are economically limited, and their exposure is of a lot of television. Television that is of cartoon images that are fantastic and do not really show any real understanding of the world in which we live. Such children are going to have a very hard time in school.

What we need to realize is that this state of lack ends up pulling all of us down and that clusters of separation in districts of greater wealth only builds more borders, and that mixing these is also not the solution. Both have been tried and they do not work. Instead of trying to bring one area into another in hope that one will raise the other up, is not addressing the problem. And yet, to qualify, I am not saying that this does not have any positive effects, because it probably can, but these are not enough. And, also, sometimes allowing others of same background, allows them self discovery, which is powerful. We can see that this system, ends up so often being a blame game, instead of taking the time to look at the parts and finding a solution from the starting point of how we are formed, and how our environment creates “ placeholders” as memory. So, it is to look at the inner map, the memory, and to realize that our measure of here, as what the human is able to be and do, must be equal in understanding the formation of our physical world, and must have the words. The words reflect our measure of here, and the clarity of the word holds us in place of seeing here in detail, which then allows us to direct ourselves with clarity.

So, if the foundation of the child, is of words, and the words are placeholders with a clear meaning, without being burdened with values from a negative past, then the child is equal to the measure of here, and as such has a common sense with reality. This would create a child, that is a product as a human being, that is super capable. It is that simple.

Which begs the question; “ Why are we allowing anything other than this?”, ‘ Why are we limiting the expression of our children through not doing everything possible to clear this up?” and, “ Could we use technology to bypass memory, access what is an innate natural learning ability, to ensure that the words, as placeholders of the qualities of our practical world that we must participate within in effective ways to survive, are clear?” 

If a child is in reaction, like a tantrum and unable to direct themselves here with any common sense, it is because they are not equal to the measure of here, and something has been impulsed that is directing them, that they are not clear about, and as such, lack the tools as words to clarify themselves. And, as we can see, our present formation as our education system, does not have the time - as much as teachers would like ( I am not blaming teachers) - to clear all of this up. And, once this compounds, it becomes more difficult to clear up.

We know it takes 21 days to learn something new, to incorporate it within us. And we know that remediation is not a “ bad” thing, it is simply the process of becoming comfortable with something to the point where it is used with ease. So, remediation is simply the process of equalizing oneself to something new. This was the reason for homework, to remediate, to practice something to ensure that is was understood and solid. Also, it worked in tandem with parents to allow the parents to see and know how their children within were being formed. We all understand that our children are a product of their environment. So, our children are a product of our educational system. Unfortunately, America now has more prisoners that any other country, so obviously, there is something malformed about our children, and it is time to change this, to clean this up. It is not the best use of our children and they are obviously capable of so much more. And, we can understand how they are formed and choose what produces a human being that is responsible and able to participate in society with actions that support and allow innovation and an ease of communication that builds a world we can all enjoy.

Music and the Reading Process

When learning to read music I did not have pictures attached to the notes. The “ a” note was the second space on the graph delineated  as treble clef, and it was a image description of an open string ( for beginners of violin). A cup is a cup. !2 inches is 12 inches.

In learning to read notes, there are no added values, no inferences, the note is caused by pressure on a string and that string being pulled by hair spun on a stick. One can change the intensity of the sound with the bow, add some dimension to the sound of the note by wiggling the hand on the string, which just adds movement in the sound from a lower pitch to a higher pitch. Some would call this adding emotion, but it is only adding another motion. We project emotions and feelings onto this. Thus emotions and feelings are not real, because every expression on an instrument is because of a physical movement. Someone that has put it all together, is stable and steadfast in control of the instrument, is fun to watch and hear, because of the formation. This is playing with the physical, this is the fun. This is structure. I could say here, that the joke is on you.

Now, lets look at words. Words are just like notes, they are a graph, that delineates space and time. They describe movement. If a person does not learn the words, clearly or enough words overall, then they cannot read and process the paraGRAPH. This BEFORE graph of what is here, of what is described.  Without proper word recognition, one cannot read the graph. And if one has accumulated a lot of fear, meaning a lot of self judgements, as emotions about not being able to read, and these inner judgements as self definitions become bigger than the reality of learning to see the simple notes/words as a measure of practical/physical reality, then there are a lot of behaviors to remediate - to refocus. It is to say the practice of correcting a mis-take that lead to a behavior of separation from seeing directly, here. I mean, it is only here, with the text of practical physical reality that we can move ourselves.

By the time I was seventeen I could “ read” many notes at once. I did not have all these pictures added to the notes, so I could conceptualize much faster and produce a sound, a shape, a sound picture that others made sense of, within the way music is created.

Why are we not able to be this with words when this can be done? In all, our children should be working with words just as I had with music.

This can only mean that our words are not clear, and/or, of limited amount. And this can only mean, that our words need to be many and of clear meaning, where the meaning relates to space and time, to practical physical reality so we can see directly, and as such direct ourselves in common sense of what moves us here, which is a physical person on a physical planet.

Emotions are energy, they are not a stable, solid, direct seeing. I mean, just look when someone is certain and able, they are calm, they are directive. So, in effect, because all children speak and process language to some degree, there is no reason, none, that a child cannot process words, because the human body is an instrument, built to emit sound formations that are basically the human body reflecting the graph as the form as the actual real physical world, this which is used to move ourselves.

You see, it is no different than playing a violin. It is when the opportunity to play and learn and make mis-takes is not given that the child cannot learn to play. And as this, a school cannot do this alone. It takes the parents and the support of the community. So what ever behaviors come up in a child that are not directive, the parent cannot blame anyone, and the parent cannot expect one teacher, or two, in a room full of the varying degrees of this disconnect, to solve the problem. And as the system stands, that is an accumulation of values of belief in a good and a bad, instead of practical common sense, wanting the system to change and take care of the problem is not a state of being that is directive and moving in practical reality, which is the point from which the separation from being aware and seeing directly began in the first place. 

Because we have separated from common sense, and have externalized our ability to sense into gadgets/machines, ignoring our own mechanism as our human instrument, we can use technology to refocus ourselves with our natural ability of sensing the physical world, to build a structure within as the words we know, which is a process of building a focus directly on the detail of practical formation and function of what we move as, as physical beings, to balance out the reactive emotions and feelings of judgement - the negative reprimand and the positive reinforcement, the judgements of good and bad that have become stagnant self definitions - to be able to read a para-graph as words that delineate how we move in a physical reality.

We all have pasts, where we allowed an emotional value to direct us, and as this we have experience first hand how our emotions are based on beliefs, or opinions that did not take/ had not time, to investigate how things actually work. And we have had to realize that we wasted so much time within a limited belief, one that was really unnecessary to have been lived. If our children can read, and process words within what is a very natural capacity to do so, then they will function as they are meant to function, to see directly and as such be self directive, stable and self responsible. This, overall, is our responsibility.

Check out Techno-Tutor, ( links on the side) it is a cost effective and simple way to clean this all up. Clean up and build an inner structure as the words we know, to allow our children to become the best they can be. After all, this is what we would have wanted for ourselves. TIme to give as you would like to receive.