Why is Learning to Read and Reading to Learn so Important? How Can I Help?

Recent studies in how the brain processes words/information have revealed that when a picture is learned with a word, conceptual ability is slowed down. In one article, it was noted that processing a word with a picture happened within a third of a second, while processing a word alone happened within a tenth of a second. A word, is a technological tool to place information, as human communication. After all, animals can process a series of tasks leading to a goal, though they cannot communicate this in human language. Humans use language to communicate. This is done within many borders; written and spoken text. Text is really a picture, a symbol, a graph. Words are in many ways only a reflection of what is around us, be it the practical world, or a resonant belief system one holds to define one’s self. In this, one can make that resonant belief larger than the practical. One’s words become a relationship to one’s belief. When this is larger than life, one exists in a state of separation from the practical.  This is why it has been said to take that which is good and does no harm, because this holds a recognition of the practical, the physical, and it restrains an inner construct of belief from imposing itself on the physical. 

Research studies reveal that better spelling skills lead to better jobs and higher levels of self actualization. Conversely, yet reflective of this, is the understanding that the greater the degree of violence, the less developed the vocabulary. Basically, the less one is able to communicate. The lack between these two in a world where so much communication is done with graphed constructs ( pictures, words, and the relationship of projections onto pictures) about this practical world, limits expression causing frustration and fear, leading to violence and resistance, hiding and protection. Remember, violence is a form of resistance, and it is an inability to effectively communicate. 

The practice of the smallest of what composes language, as the words, the spells, the graphs, is no longer a consistent part of our daily development of the child. And a child is very absorbent, they absorb the lack in the adults who also lack vocabulary development, and as a consequence, have varying degrees of inferiority to communication. The behaviors towards violence which is any form of a lack of real communication, become the measure of the child, because this is their experience. One reflects the other. Would there be a term such as a zone of proximal development that indicates a point of inner development? The term in itself reveals the whole.  

If one has slowed down and practiced the small, as spelling, one has focused more on the words.Yet, if one has a resonance memory of learning words with relationships to pictures or the lack of real vocabulary development in the home with the parents in those initial formative years, there is a clutter in processing, causing slower processing speeds. To note, learning a word with a picture, has faster short term effects, conversely learning a word without a picture, has greater long term effects. One misses movement in reality when one is busy processing what is imprinted within as pictures of emotional and feeling value constructs absorbed from the parent that are metaphysical maps as memory. This is a very strong state of being, as I noticed after living in a foreign country for 10 years- I had become more in manner the measure, or persona, of the national character of the country I inhabited, and it took about 7 years.  For example, how can one realize subtle tensions, as physical behavior in others if one is busy processing through a file of many pictures or value entities that are visible as personality likes and dislikes over practical considerations? And, would not a direct relationship with the word, and living reality become the greater sum of all parts? Would this not stop getting lost in inner value judgements, that can also become a collectively accepted body of information. Which, is why it is hard to communicate with ease with a foreigner, even when they have managed to learn one’s language to a certain degree. I mean, the metaphysical constructs, as persona, are visible, and how they are built is practically right in front of us. It is really very simple. One’s degree of separation from the practical reflects the degree of one’s lack of awareness, or forgetfulness, of what one resonates within as beliefs, opinions and ideas over the practical. All of this is visible in how one is using language because the language reflects one's level, or zone of proximal development, How near or far are we from realizing what we are within, and the practical world around us, without. The degree to which one can learn new things, is equal to the degree of mastery of self, one has within, as in realizing that what is resonant within is simply a reflection of one’s experiences, and possible judgements about that experience. That within, can become a comfort zone, where one loses teachability. We can get stuck in holes of our own resonance. This is when friction and resistance and a greater degree of violence with the world around us begin to manifest. 

If we look at schools as a framework, meaning a framed box where we learn through pictures ( word descriptions are a form of pictures),  that set body of information becomes not only a general scaffold of information, it becomes a general scaffold of information that is also a picture. Thus, and we know that after seven years a child has accumulated formation based on the parents awareness and their environment with humans being that of which I speak. If the parents have learned words without a direct relationship to the living reality and mastered spelling, we have a manifold problem, where the experience of the child is the measure of everything they have been exposed to. This is why a child from a stable environment, where there is more effective language use, do better in school. This means, that the schools do not really teach children. This means that the schools, with teachers that are a product of this, and a design that exacerbates this, are a part of the problem. I would say that the capacity of humans to order, and the consequence of a lack of clear order, or the consequence of limited order ( the guise of  good) are actually the problem. 

Schools more manage, the degrees of difference, as capacity or lack of effective word/spelling use inherent in the home. If the parent does not have a mastery of language, and they exist as a product of a school system where they learned a set body of information through memory/picture, and this being a general scaffold of information resonant within without direct application , what does the child become as they absorb the image and forms as movements of this limitation overall? Realize the consequences of this general set body of memorized/resonant information, that becomes a distraction, thereby losing an ability to process information in real time, because of so much time spent focusing on a set pictured body of information in itself learned with no real living relationships to reality,  leads to greater and greater insecurity, compounding over time into behaviors that are what exist in the home environment that is then what the child absorbs!  And we wonder why we have so much friction in our relationships. A more perfect practice builds a more fluid teachability, imperfect use of the imagination, lead to lesser degrees of effective self responsibility. No one can realize this but the self. 

How is it that we cannot realize that the reason we wait for a child to reach seven, before sending them, traditionally, to school, that we send them at this age because they have absorbed enough experience in reality to begin to self direct. Just as in the model of reading, where, usually, 1st and 2nd grade are when one learns to read, to then move into reading to learn as being the model of practicing the small, building momentum, then moving into beginning to apply one’s self in a deeper and greater circle of awareness AS NOT BEING HOW THIS ALL WORKS!  It is that how we work, is right in front of us!  We realize, that within this, it is very very difficult to change that foundational resonance. It takes great patience and consistent effort. It takes rebuilding! Think of Helen Keller. The schools in themselves, cannot be that detailed practice. They are a program of presenting a set body of information that is a general scaffold without any living relationships, thereby sounding like a good, that is really what leads to the dumbing down of America. If each generation does not realize this slow and subtle dumbing down, we are like a frog placed in cold water heated over many decades. when the frog dies because the water has become too hot, and we cannot see that, we stand there unable to see why the frog has died. We are at that point where the frog has died. What I have heard from superintendents, is that there are problems, and what is being done is not working.  This is even happening in some of the best schools in the state. What is interesting, is that local parents at the elementary school where I am, they talk about how wonderful the school is, because this is what the teachers say to them, the voice higher up is different. My experience in life tells me that this is probably the same story in every town. Humans can weave many justifications, to protect their metaphysical ideology, ignoring what is so evident in our present reality; our children have lost  practical ability. If you are an adult, ask yourself how much loss of spatial skill you are experiencing. The degree of a loss of spatial skill is equal to the degree of a loss of focus on the forms that are all around us, as the practical. That within metaphysical resonant construct has become larger that life. I can say, after I moved back to the states after living in a foreign country for ten years, the degree of this is very deep, and it takes effort to change it. For this reason, I have great admiration for what was done with Helen Keller. Obviously, prevention is the best cure. 

We humans are so caught in the web of abstracting in our imaginations, that we can no longer realize how we work.  We can ask ourselves what is a thought, especially if we ask ourselves what we generated as that momentum built from absorbing and by extension, imitating, as the very movements of the adults in our world that we were placed in, that we” learned to read, to move into reading to learn. “  If our parents were products of a system that by design, used learning in isolation to imprint a general scaffold that was by definition a ‘ picture’ of information ONLY , causing slower practical processing of reality, thereby causing mistakes of reality, leading to insecurities ( because we blame ourselves and rightfully so in many ways, because we are the only ones who can change this ) that becomes our actions as these little movements build momentum and accumulate into what is resonant within us, that then reverberate as our thoughts- such things we are not aware of -  and from where they come - when it is all explained in the learning model. I mean, manipulation can be such a subtle thing, and a hard thing to realize if one is caught in a resonance, or memory, of mis-information that may be correct, but limited as not enough, that causes distractions from seeing living reality thereby being a slow processing speed in who and what one is as having a living relationship to one’s practical reality! Astounding! I want to say WT#, here. LOOK!

A word, as human communication, is a thing, it is sound, it is visual, it is kinesthetic, meaning it touches one. It is a graph, it is a sound gram, it can touch us, reach us. It is like all the arts in one! I mean, why is it the one thing in a school that is taught as words, taught in a way that it is so in separation from practical and realistic real time connections, and drawn out with boring texts and group lessons, of same age, yet different starting points of development? Why is it this way? I mean, I have taught music, individually and in a group, it can happen so much faster than how we teach language, because it reveals by design the process of what happens when one physically learns, meaning when one builds with a direct relationship to a physical movement. This is so hidden in plain sight!  Mixing ages moves counter to the understanding that one can only move forward according to the zone of one’s proximal development! So, to set up groups of a wide range of development is to not move within that border of development, where learning happens at more expansive rates. It is in some ways the opposite, and can explain how competition exists within the schools, because while one is trying to process through memory, which is much slower learning, one is also comparing one’s self to the other students, as though one is in a race, which distracts from what one is doing, and becomes a habit because we become what we practice - as the learning to read, and reading to learn model explains. Thus, overall, the whole design is mathematically counter to what is best, counter to how we learn, and it is by design. If you are shaking at this point, it is because one is going to have to deconstruct to reconstruct, and that causes a self ordering process of slowing down that racing mis-used imagination, that feels like one is shaking inside. Yes, the problem is that deep. 

The good news is that there is a solution. One has to rebuild. It means using words as the placeholders of information, and building living relationships directly with the practical, physical world. Thus, one NOT ONLY practices learning the means of communication as words to hold information, one also builds a momentum of relating each word to the living reality around us, so we become a movement that never misses a beat in the world around us, as this is processing more than ONLY what is within one’s self as that which is in the imagination that is a consequence of one’s experience in a world that has practiced the opposite of what builds a sound mind. 

That which is missing, is a consistent practice of the individual with the small. School is a kind of orchestra practice and that private lesson a one-on-one practice. Therefore, what is missing is the consistent and constant individual practice as this analogy is another perspective on this. A musician must practice the instrument alone ALSO, moving with the small, practicing it, to accumulate a more correct and direct relationship between the instrument and the physical living reality. This builds a more natural direct practical effective focus.  There is a stage where one can get stuck, or lost, in automation so one must learn to always check, even when it appears that one is quite capable. Beyond automation is, from my experience,  the point where masters realize the most important is mastery of the smallest, the simplest of movements, as the smallest and simplest are the means to sensing the whole, or the more complex. In a way one builds trees of understanding, from the general to the subtle, and one continually cross references one's inner structure, so that there is only one ‘ picture’ very well composed, and so readable, that one can not only see what is within, but what is without at the same time. I see this as being the particle and the wave, in my limited, yet emerging awareness of this, and, as this that should never have been lost, as this is realizing the real potential of each of us, leading to a world where we as human beings work in the same manner together as that of which I speak. Overall, we can realize that processing speeds differing in measure from a third of a second, to a tenth of a second, can have great consequences in our lives, especially within the law of accumulating effects. This begs the question as to what is insecurity and what is self confidence? How are they build, or how are they formed? 

It is time to clean this up, and ensure that this mis-take in development of our children comes to an end. There is a tool to expedite this process. It is a tool to lend a more perfect practice ( one could call this a metronome, or a ski pole, or an abacus: it is a tool) , to prevent mis-understanding as cognitive dissonance, and to build a sound mind.

If you are experiencing a loss of spatial skill, or having reading problems, send me a note, and we can look at a simple and practical way to correct these problems.

Thank you for reading.

                                         Time to get the river flowing. 

Reading skill development and transferring learning.

‘ In research primarily dealing with beginning readers, Samuels and other ( Samuels, 1967 , Singer et al., 1973-1974) have looked at the role of pictures in learning new words. In general the studies show that presenting words without pictures resulted in better learning, especially for poorer readers, then presenting words and pictures together. A ‘ focal attention hypothesis’ has been developed to explain these results. According to the hypothesis, the word-alone condition works better because it forces the child to focus on the word itself. The word-with-picture condition makes initial learning easier, but makes transfer of the learning more difficult, since the child focuses on cues that will not be present in the transfer task.” 

Bowker, R. (1980B). Vocabulary instruction. The state of knowledge ( Tech. Rep. #1980-4) Boston. Human Engineering Laboratories

This is a telling and interesting quote. I would add to this that there are focal distractions AND vocal distractions. 

In my previous post, I talked about the need for the group interaction, as being in the orchestra/classroom AND the lesson/private-lesson AND that individual practice with the self, just like a musician must practice the small self generations all by themselves. It is both, or all, that build to mastery. 

Learning language, the means humans use to communicate, is no different. I learned a foreign language as an adult. I practiced with a group, in a class. I did lessons in a class. I also went home, and all by myself, practiced sounding the words, practiced spelling the words, practiced RELATING the words to reality. I did not ONLY practice this ‘ music’ as the words, in the group, in the world, in the lesson. I had to do that practice of generation and fine tuning MYSELF. 

Imagine if one ALSO practiced words, just like practicing an instrument? It is the same, it is exactly the same! And it is not as difficult or overwhelming as one might initially think. Many children have mastered an instrument when given the opportunity within a seven year period. After all, our cells regenerate every seven years. Thus, to do this is not difficult. 

Most people use only about 10,000 words. If we were to break down this number of words we could learn, and practice all by ourselves, within a year, that would be - in a seven year period - about 1430 words a year. This is about 4 words per day.  Imagine doubling this and taking twenty minutes or so a day and slowing down and practicing 8 words/notes a day? Imagine practicing spelling and speaking and relating 8 words a day, for a period of seven years, by one’s self, to fine tune one’s use of words? This would be like knowing the instrument so well, one could play ANY FORM one came to interact with. ( of course here are always new forms one encounters, and sometimes, just like learning to walk, something new comes that one must slow down and learn to ‘ sense’)  In all, it would not even need to be 8 words a day, as most of us already know one aspect of many of our words, it is more that we have not practiced the spelling and speaking and defining in clarity to a self directed relationship as clearly as we could. It would not be a starting point from ground zero for many of our words, and the simple corrections would move faster than we can imagine.

We are not one-sided instruments.  We lose the joy of performing in full capacity when we do not master the sounds we generate. The real joy is becoming a master of self, which means practicing the smallest of things. Each must ALSO practice the small, learn to SELF generate words, building direct practical spatial relationships between the word and practical movement. This is the art and practice of mastering sounding and spelling the word, and defining the word as having a direct relationship to reality. The absence of this causes vocal and focal distractions because not only have we not practiced the word ourselves, alone, the words are in a singular relationship within the context in which they were learned ONLY. Of course, we do sort this out in time, yet one can realize the varying degrees of confusion this creates in classrooms, in lessons, and in personal relationships. 

Thus, in relation to words, what practices are we doing that compound over time into self generation when there are attention distractions because of a lack of individual practice?

In all, if we want to master what we communicate as words, what we sound, that individual practice with the small, as the word, and its relationship, must be clear and direct. We must be able to spell the word, speak the word, and build a direct relationship with the word and reality.  This overall, is developing self control within self focus. After all, what is self act-ualization? Anyone who has truly mastered an instrument, knows the joy of mastery. The practice of the small, by the self, is also necessary, to experience the joy that comes with self mastery.

As human beings, when we really know something, we are happy. When we are uncertain, unclear, we become anxious and insecure. Anxiety and insecurity are the markers of attention disorders, or attention transfer disorders, or inner unsorted, focal and vocal distractions. There is great joy in mastering the small, it is the means to clarity and self confidence! 

In my next post, I will talk about how effective vocabulary development, with careful direct relationships improves efficiency. 

Thank you for reading.

If you want a tool to help in that small practice of word recognition on an individual scale, send me a note.  

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!

: )

Our present education system separates us from our natural capacity. What is the solution?

I realize that within cooking, when I have worked with physical cooking, I remember the basics in what it means to cook. I realize that even the flour can differ from one country to another. The amount of moisture in the air can change the way a flour works. And, that no two flours can work the same. I am sure, that in the past, when a food was harvested, just as we look at grapes that turn to wine, there was an awareness of the differences in the very nature of a given harvest food. After all, it is still a tradition to look at how the Adelweise grow in the Alps, to realize the weather for the coming year. Somehow, we have lost the sense of this, as so many products are so standardized and rendered dead to have a greater self life.  In nature, things decompose into their component parts for a reason; to circulate building block elements of all things for continued use.

I read this study, where in relation to words, a person can improve processing movements in the brain when they are physically engaged. It is as though more use of the senses increase processing of information, which would mean that ignorance is built of limitation, as having information transfer with less  sensual dimension, actually causes a slower processing speed, which in turn, if practiced, acclimates, and compounds, and becomes what one is, and all that one sees. The perfect means of control , like locking one’s self in a singular song of a singular tempo, and not being able to see outside of that. Or, one has to put an effort into changing how one acclimated to a ‘ math’ of a specific meter, and then forgot how it was done. Then, changing that ‘ math’ / tune appears to be impossible. It is difficult to move from a moving object onto the ground. Yet, this is similar to what it is like. In this case, it is like moving from less awareness into more awareness.

In this report here, when one engages physically, a word can be processed from 1/3 of a second to a tenth of a second. In this reality, in this information age, 1/10 of a second is a huge improvement. Imagine building this skill? And, imagine relating words to reality instead of memorizing a definition? If one could practice the spelling as the words with consistency, and reference, as define with a direct connection to the physical reality,  one would build stable ability to quickly recall words, and retain what is essentially a natural connection to the qualities of nature, thereby potentially restoring what has been lost, as an awareness of nature in all her variation and the balance therein.  In essence learning a set body of information, building a memory of information alone allows for great control of information, and has a tenor of moving in a counter rhythm to reality. One builds a false idol composed of information without practical application and the science behind the brain backs this up. This is also why a person while playing a musical instrument involves all of the brain. The research in music substantiates this, as people who study music, tend to make better managers, and are more able to spatially problem solve. It is, basically, which is very cool, all a math, a kind of quantum math. And, it means that placing children in a room, to study in a way that makes a body of information concrete through abstraction, by design, is a method of information control. Such control, where the parts as learning make sense, and are not ‘ bad’ are as parts within a whole, the very act of, in a scientific way as to how we work,  shuts down a natural ability to learn with greater ease, about how this world works around us. It is a crime, basically, on the human spirit, to teach a child in a box. It is not working and it cannot work. Children need to utilize all their senses and engage, embrace, connect with the physical reality we call nature around us. This is the means to realizing a natural learning ability and by extension, the potential to do, absorb, and commune with a capacity inherent in the very design of a human being. It is as though what we are doing moves counter intuitive to our very natural capacity. The consequence of of our separation into memory processing alone,  is why, as we age, we slowly, yet surely, lose our spatial ability. It is why we find it more difficult to drive, to meet people outside of our cultural and experiential comfort zones. It is why we have so many problems communicating with one another. We are in separation from who and what we really are. Religions have spoken of a veil, that veil can be called out by name, in practical, mathematical terms. We become a manufactured system of doubt, that is a consequence of misinformation and a mis-use of the mind, as imagination, our mental system is one of ordering, it is not that of us that senses. We learn to live in that mental projection alone. 

http://psychcentral.com/news/2016/12/28/grasping-for-words/114413.html?li_source=LI&li_medium=hot-topics

This is also why, knowing our words, which are things, because this is what humans use to communicate,  must be so well known, one need not have to think about them. It is why, what is larger than the words in many ways, is this reality around us, that one we are shut away from when we spend our days, as the early foundational years of our lives, in an enclosed box, wth a set body of limited story, as singular perspectives that have value judgements about what exists instead of understanding something to the extent we are in agreement with its nature, to thus expand within ourselves into an awareness of this physical reality. This physical and practical living space is where we create, this is where we realize, especially with such an inner structure in reciprocity with nature, we realize there are no real problems, only solutions. This a hard thing to realize when the very rhythm of self, as that inner experiential map, has accumulated behaviors of seeing only the lack- I mean what else would be built from an experience of being in that closed room of sensory deprivation and a story that cannot be argued to be false as it is not untrue from a certain perspective, yet it is a limited perspective, a lie-by-omission that causes doubt because things are missing, creating self doubt. By design, it is the manufacturing of doubt- and it uses words and builds a system that moves by association in a bubble. This a inner bias counter to seeing reality directly. It is done, and accepted by each, with sound. So, this can be compared to music. I mean, why could I sight read so many notes in my teens and not do the same with efficacy to and towards words, when I could see that something was happening to my peers? 

This is why, as I have experienced, some autistic spectrum children that have managed to learn to speak, as the body will over time self correct when given some space, as this is the natural life within, these autistic children speak such things as teaching being speaking of real experience. Or, an autistic child speaks of not being able to look an adult in the eye because they cannot bear to look at what is in humans that is what I speak of above, that is a personality, a personification of a story of information, moving in a colored busy seeming movement, intangible, yet polarized and overall sluggish. They cannot look because it is essentially counter to life, to being of a solution mind set.  Who wants to look at the focus on lack, a focus on blame and spite, self pity and jealousy,  indignation, and anger? Would this be pretty to look at? In a way, some autistic children are so cognitively dissonant that they, while trying to sort themselves out, see around the chaos, and though they cannot define the math of the separation from within, they can see it with greater clarity, which is why they choose not to look people in the eye. Forcing them to do so, is forcing them to accept the unacceptable- which is probably why so many become nervous around them, because it makes one aware of what one has accepted that can no longer be hidden in their presence. Some, give up, and begin to live in their imaginations alone, because they see no way out. The very act of stimming, is simply a more exaggerated movement of personality constructs within the so-called normal. If we look at all the pains in our bodies we can realize they are us physically resisting what is a natural ability to sense this world around us. 

The way out, is to direct our focus onto the physical reality. As accelerated learning techniques reveal, it is to change the focus within to our immediate surroundings and what happens on the greater stage of this earth, as other countries, and as how things are moved around this globe. Meaning how money moves, how resources move- those resources that are moving constantly, while needed resources never seem to make it to war torn areas. It means to engage the physical body, just as is natural within music. It means to take more time in one’s surroundings and less time watching information flow through a box. It means entertaining the self, with physical reality. It means learning the words, for these things to communicate and do the real math of life, where naturally full sensory engagement is a faster way to learn. When we read and speak and listen and touch we remember a much greater percentage of our exposure. The world around us speaks to us, as the nature of itself, yet we are not listening, we are not engaged, we are not accepting the inherent physical capacity within ourselves as who and what we are. Is it no wonder so many children act out in school? It is, and one can delineate this, based on science, that placing a child in a box, to learn is counter to real learning. One cannot know a tiger in a zoo, one cannot memorize how to play the violin and then suddenly be able to play the violin. For parents, the cost of informing a child into a state of lack, as what this is by name, is very very costly. The costs of lack, in this age, will create a child that will end up living at home well into their adult years. Very expensive. Remember, there are more honor students in China than students in America, and India is making choices in teaching that meet the more natural needs of how a child develops. Also, they do not have a huge entrenched bureaucracy, it is easier for them to do new things.  Therefor, it is up to parents to inform their children, and/or stand to change the local schools while the schools remain in the hands of the communities, where people are selected to be on the school boards. 

Because we are all products of this system, and because we are so capable of sensing, we absorb what is this that is a mis-information in those around us in our developmental years, so we become the same, not understanding how we actually work.  And, to deny that we can know how we work is to resist the means of this all around us, as that media and that information being memorized in a box, because this framework of information is presented in bias creating platforms away from this natural world. Thus, we know. It is right in front of us. Because of this, we can use technology, to inform us without us absorbing chains of emotional value judgements clouding us into a ‘ song’/measure/tune /meter that is counter intuitive to nature, to the practical, to applying our actions in accord with the chord of nature.  Our measure of separation causes, by design, a bias from real awareness, and occupies the ability of our natural presence to expand in awareness of reality, because we are caught in juggling a manufactured doubt that is limited information creating a misuse of ordering done in our imaginations.  We can use technology to build clean placeholders of information, as words, to have a clean movement of associating words to reality. Thereby, using our presence, as our spatial ability, to remember itself to nature, this reality, this earth, as see more directly how things are moving on this earth, changing our perspective, with ease, to many angles, the near and the far, and processing more clearly what information in spoken and written word comes towards us. If anything, we adults should have more presence as we spend time one earth, not less. 

If you had a tool, that enabled a retention of a natural learning ability directed to process this reality and the spoken and written word, with presence, and with ease, to realize - or to retain - a natural sensibility to space and time, as the imagination processing and ordering this world, like a ski pole orders a subsequent movement, or a metronome orders a space to narrow a focus onto small actions, what would that we worth in this age of information that is also the age of acceleration, where automation is taking those jobs our schools are locked into teaching through burdensome bureaucracies that change incrementally like an emotional lag, and are, therefor, not in synch with the jobs of the future, that will be jobs that demand critical and creative thinking skills, that is when a person has some use of ordering things in this reality with a greater speed and ease, what would such a tool be worth? Ask yourself what the costs of not having this kind of development would be for your children.... and for yourself. 

If you can hear what I am saying, and would like to build a well informed child, send me a note and we can work together to get this done.

https://medium.com/modern-learning/9-elephants-in-the-class-room-that-should-unsettle-us-8335b2cef9aa#.11mluu6wy

https://www.psychologytoday.com/blog/freedom-learn/201612/why-our-coercive-system-schooling-should-topple

http://discovermagazine.com/2013/may/13-grandmas-experiences-leave-epigenetic-mark-on-your-genes#.WEK4uAaOIlA.facebook

https://qz.com/866352/scientists-say-your-mind-isnt-confined-to-your-brain-or-even-your-body/.

Thank you for reading! 

The flaw in the design of school. Knowledge and information without practical application is useless.

Just as one learns the language of one’s birth, one learns the customs, the traditions, the measure of values of that culture.

This means that we take on the form, as ideas, often built from past human practices, often determined by environment. This means how things were organized by what worked within a given context, as the surrounding environment over time. These actions, can be made into ritual, and practiced, to teach and to add to memory. Humans are so absorbing, we take in what we are exposed to, reflected in how we take on the language. That language is a mirror of the values of a culture, built over time, and often held onto as defining a person.  That  culture, where the starting reasons for the practices can be forgotten, because the culture comes to define itself as it’s built measure, forgetting why such and such a practice came into being. Unfortunately, within our present systemic design of placing power into the hands of a few, those few can use this- how actions as culture are formed, and how a human can absorb and take on a form through a practice of ritual without having any real direct practical experience in living applied behaviors in real physical space. Thus, a story can be memorialized as one’s belief, without any practice in effectiveness in physical practice. Then ideas about things can lead, causing an ignorance in terms of addressing changes in environment. Overall, what builds is a disconnect from reality. What is practiced within, is no longer aware of what is real and practical. 

The very design of a school mimics this. Placing children into a box, and teaching them through imagination, as memory, builds a measure/ideas/culture/tradition/ritual- as actions scripted out- that has no real practice in reality, and thus no practice in assessing and directly addressing real applied behavior with our living context as this physical world within which we interplay as adults in our lives. How can we really interplay with practical reality when our whole childhood has practiced placing information via memory, and then asked to use that memorized information to direct ourselves in a reality we have no practice with and as?  This is no different than having someone memorize the idea and pictures of playing a violin and then asking that person to go out and make a living playing the violin- based on memorized ideas. Obviously, this cannot work, and it is a mis-use of the imagination. It reveals how memorizing a set body of information without practical applied behaviors by action and design, creates a disconnect from self and practical reality.  One could say one is cognitively dissonant from reality. One could say that what is of seeming no-significant difference has grown into an elephant in the room, known as attention deficit disorders. A blue print of information that has no practice in reality- even if some of the info is valid or ‘ of a truth” -  a natural ability to process information ( because it is processing information in one way)  has separated from processing physical information surrounding the self as a child - where one learned to crawl all by one’s self- into processing a set body of information learned in separation from real applied physical behaviors in this physical reality. Thus, what may have appeared to be of no significance, perhaps a belief that the practice of using memory to learn would sort itself out eventually,  has caused a huge divide between seeing directly and being distracted by the information absorbed and moved within memory alone. A hard thing to realize over time, as those children coming from a more agricultural based society retained some practical application as their learning transitioned through generations into learning in a closed abstracted context in a school through memory. 

This makes seeing the forest through the trees difficult.  Yet, the behaviors around us reveal the story of separation. The problem is with each passing generation, the children become more dis-oriented, and the past generations as the teachers,  are products of this slow separation from real practice, applying one’s self in real time, which is the space here- this place where one gets things done. Thus, one could say, it is like a train of ideas and beliefs, and set body of values, like a language in itself, of values is something as a ‘ song’ or form, or rhythm running like a train in one’s mind, as memorized and practiced theory that then takes a child, who is on the ground, lives applying itself physically to learn to crawl, and is suddenly grabbed and pulled onto that ‘ train of and as a measure of information in the imagination’ - and asked to suddenly acclimate to that inner ‘ math.’ 

The children can see this happening, some resist, some accept, some try again and again to speak this difference, and eventually give up. That train of info, is raging not even seeing the devastation it creates in relation to this earth, this physical place where all the traditions and rituals were created, and then made larger than the practical, where one applies one’s self.  This is what is meant by ‘ as within so without, as above so below.”  This is why personal relationships are so difficult- they are differing ‘ cults’/cultures of measure, memorized and stagnant from applied behaviors in space, here.  This is why aging is really the consequence of losing all spatial ability in practical physical reality, that place where one applies one’s self to get things done. The math of the problem is right in front of us everywhere and every day. It is in that frustrated child acting our in school.  It is visible in a person who believes they have no ability to play a musical instrument. Such a statement reveals the level of disconnect from applying self to see directly the space of here, as the space of the info in the mind, embedded as directives in the body, as the hard drive of each of us,  that is not of a culture, as a set of directives, or values, that lend a direct seeing to what effective applied actions, as behaviors, allow connection and effective practice in getting things done in this physical reality. This overall, a very very simple thing when one takes the time to sort this out. Not something that is easy if the train of memorized ideas has been the practice, because it is racing over space, and very disconnected from reality. This is in itself a bully towards the children. We can no longer accept this, as that seemingly no significant difference from the starting point, has become an elephant in the room. The way out is to rebuild as words, one at a time, to reframe, or redefine each word into direct applied actions in practical reality,  and , this must be done through a focus directed out of that set body of running information, narrowing the focus of the mind/child away from that running commentary/song/math/culture/memorized-information and redirected as reconstructed into seeing practical reality directly. This means becoming a living word. 

The simple is always right in from of us. The degree to which one can realize the simple, is the degree to which one is running in a set body of information as the mind.  How great is the divide for you? What if one could rebuild this, to acclimate back into reality, into practical applied behaviors that ground one in realizing one can learn to play an instrument and that this is actually natural for a human being to do, as a human being has fingers and arms and legs and lungs that a human being can learn to direct and move, to master and apply just as one learned to crawl before a set body of information was memorized  and embedded as the directive information in one’s hard drive as the physical body? Could one say that that inflammation in one’s knees is mis-information causing problems, because the information is not what gives direction in an applied behavior, as a living action, that allows one to sense the movement of a finger on a sting? I mean this is something each can do, because that digit as that finger exists and can move. Can one see how disconnected from being a master of self, as one’s physical self, is in this context?  Can one see how big the elephant in the room has become as the information one accepted and allowed to direct one and define one within this. 

What if you had, from the beginning,  time and space to become a master of yourself as who and what you are as a physical human? Would that not be awesome! Is this not what the children cry for as they resist being in school?  One must forgive the shame of not realizing this, because that child, that is you in another life, deserves to be able to learn to master itself as what it is as a living being, to know that it can learn to play any instrument of its choice, as this is what we all want. Humans are happy when they are focused and  doing. The magic is in the doing. Doing involves full physical engagement. Doing means being present in the practical, as it is practical actions that build a house, or apply that finger to the string to make the sound.  Doing this in the imagination only,  creates a huge divide from reality, from real doing.  And this is why music builds minds more able to process information, it is not the music so much as it is the means; playing an instrument demands, by design, full engagement of all the sense- ability, where the smallest of actions are the most important because they define the outcome.

There is a reason we start with the abc’s and end with the SAT’s. The more words we know, effectively, the more words that are grounded in a direct physical relationships to living reality, the greater the ability to process information to the extent one can do, one can apply one’s self effectively. It is simple. What is difficult and complicated is the extent that train of information is running in one’s mind that has no real ‘ doing’ connection to the practical. It reveals the extent of one’s unhappiness, one’s inability to be haptic, to move as the smallest of means towards getting things done. 

We can use technology to help ourselves and the children. We can use technology to focus the child out of a limited and running chain of information, and redirect them to seeing this place where we plan it and get things done, this space called physical earth, and rebuild. It is the practice of the small, building into a blue print of being here, clearly, a direct seeing relationship to the practical that small movement that leads to effective actions. This would naturally create a responsive child, a capable child, a child who realizes they can learn to play that instrument and enjoy utilizing all of themselves, and doing so at a tempo had from the beginning before a memory of mis-information separated the child from applying them-self in behaviors that were of a successful doing in real time. Remember that joyful smile a small child has, that echoing laughter so deep and contagious- an echo of one’s real self. Imagine that never being lost? What if you could restore that for yourself, within and as having a tool to help you rebuild a culture, as words, within that was in direct alignment with real living applied behaviors? All those thoughts, of the past running in the mind, they are telling of where one lost one’s self relationship to real time and space. They are so consuming that doing the smallest of things appears to be more complicated over time, as that mis-information, over time, resonates because it will be answered to, no matter what, to such a degree that doing the smallest of things becomes difficult. This is the illusion, this is the veil spoken of, this is the persona of one’s separation from that original state of happiness that expressed itself in that deep and total laughter and smile a child has before being pulled onto a train running over the landscape of practical physical reality- that place where one has the ability to place one’s finger on a string and press that string to self generate a sound, in full physical engagement. And yes, it is that simple.

The tool to reorder the mind from dis-connection to being grounded and present, able to do a living math, is here. Let me show you, a parent, or a school, how you can self empower the child, and yourself, to become self directed, self monitoring, self able to stay the course, within retaining a direct seeing, and building a sound mind that never loses its natural ability to apply effective actions in real time, to become what is natural, a successful living human being, able to laugh as deep as a baby and smile with out any limitation.

Write me a note, the presentation is free and fun, because it is fundamental. 

Thank you for reading!

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!

Thinking about playing the violin is not playing the violin. Processing Information.

I realize with greater understanding how much of our current system’s practices are backwards.

A question that has come up often in terms of knowing one’s words, is that words should be learned in context, to lend meaning in tandem with learning the word.

As usual, there is a truth to this, yet one must look at the overall design of the system. And why? Because, in simple terms what we are doing is not working. If it works for only a few, then it is not working, The consequences of many behaviors lacking the experience of a state of ease are the markers of inadequacy. When we throw up our arms and accept what is unacceptable, then the same continues. Our children must reach their real potential. This is the only choice.

Let me return to my original statement; that much of what we does is in fact backwards. It is as though the mode of an outcome of cognitive dissonance is created within moving counter to a natural presence that sees more directly this reality.

We have children develop imagination before developing discernment in reality. We tell them about things more often than showing them what we explain to them in real space. The best example of the fault of such a system is to realize, really slow down and realize that thinking, or imagining playing an instrument has nothing to do with actually playing an instrument.

Thus, our use of developing the imagination without practical application, and our system of teaching via the imagination, as memory, is the practice of memorizing a construct and then asking the child to perform. If one piece of that memory development is uncertain in any way, within this model, that child will develop insecurity, because that is what the child will experience. Especially, when asked to perform in real time, something that has been learned via building a blue print without any real physical, or multi dimensional, interaction.

One of the realizations within accelerated learning techniques IS that we retain more when more of our senses are involved. This means that using ONLY the sense of imagination is inadequate. And, it is a means that leads to control of information. 

Without real practical exposure and experience, two people memorizing information about something ONLY, could and would breed endless discussion on details, arguing for one’s ‘ idea’ memory about something that neither have actually lived and experienced directly.

Yet, if two people, for example, had mastered something in real space time, meaning actually walked the degree of awareness and self direction physically, using all senses, then they could have an abstract discussion about what they experienced and even give pointers that might open up worlds. Thus, having a conversation about something, really can only happen once real life experience has lead to a mastery within a given subject. This form of sharing, via describing one’s awareness, is not a starting point of development. It would only lead to confusion and uncertainty.  How and why we ever accepted a system where we learn through memorizing information without any real time interaction and experience can only be because on individual levels we separated from realizing that presence in real time as a starting point has great value. It is necessary before using imagination.  The best example that opens this up, is to realize, that one cannot possible think about playing a violin, memorizing how it is done and then believing that one can play this instrument. It simply cannot work. And it is the same for many things, probably all. Though, we are essentially caught within a hyper-normalization of a practice that is backwards. That this is normalized means that facing this is moving counter to one’s beliefs. And yet, as our fairy tales reveal, because of this backwards system, Humpty Dumpty behaviors exist, and those are a scattered self that is a state of having difficulty paying attention and changing with new information. The sign of someone who has mastered something, is the sign of being in control of one’s self, a sign of being able to incorporate new information in a moment- as one can not only imagine a form and movement, one can translate that into real physical action, with ease.

Another example of this is learning a new language. I had to learn  German as an adult. I was in the actual environment where this language was living around me. At first, as I accumulated a sense of the sounds, I was able to hear the variations in sound.  Then I could hear the individual words, and then I could practice the words.  This learning may have appeared to be slow, yet was it really? Or was I simply moving in a process of differentiation to the point where the natural next step was to generate words myself. At some point, as I had to do this every day, in real life action, I could hear a new word and integrate it much faster, in a way where I could use it in a shorter period of time, because I was beginning to move within a momentum of overall understanding, having accumulated enough experience and self generative practice. If I had to build this through memory, on my own, without the real life experience and practice, it would have taken a lot longer. So, why do we teach through a means, as abstracting information to learn- to build blueprints, that has the flaws of being in imagination only, that has the flaw of taking longer to learn something, that has the flaw of creating huge imaginative forms of information that cannot replace real space interaction?  Again, there is no way imagining playing the violin can replace actual real live playing of the violin. Again, how can we accept the way we are teaching children as the present system of using memory, as building understanding through imagination - that by design is SLOW?

And also, since we become what we practice, we begin to move at the processing speeds we practice in this order of learning through imagination, hence we are essentially automating a slow processing speed! And this is evident in that a person with an average degree can only read about 250 words per minute. It is understood, that a musician cannot process notes at that speed and generate real music!  A musician cannot move at the tempo in processing the actual performing with an instrument, or they would never be able to realize patterns and form and play with that form, to actually generate something that makes sense!

How could something so simple be missed to the extent that we now have a system that is backwards! And how can we continue to accept this- it is after all, a form of suppression of the real potential in a child. That potential in a child can in deed, process information in much faster ways, reaching a mastery that the present system is not able to do.

 I was working with a young woman who had been defined as a ‘ slow processor.’ We were defining a word. What I suggested is for her to read the dictionary definition as a guide more than something to memorize. I said that simply memorizing a definition is artificial and difficult, one must instead relate the word to real living. That moment, after reading the dictionary definition, when I said to define that word in real living time a big change occurred with this young woman. Whereas, processing the word was slow, reading the definition was slow, when she related that word to its equivalent in real time the answer was so immediate it even surprised me!  

Thus, the difference between processing information through memory without living, practical interaction and exposure, is very very slow- this, by design, slows down what is natural in a human being. It is natural to process information, yet that must be done in real time. The process of building through imagination is by nature slow as a starting point.  This ‘ slowness’ is in direct conflict in allowing the child to use their real potential to process what they see and hear and sense in physical real time!  Because we become what we practice, we become that slow processing- a mis-use of the imagination. Again, imagining playing the violin has no real relationship to actually playing the violin! This reality is so common sensical, that there is no reason to continue to accept any other form of learning. And this fits into a well known concept, that knowledge and information without practical application is USELESS!  What has compounded in our society are attention dis-orders, a consequence manifested over time of  the mis-use of the imagination.  It is through real physical application that one truly masters something, AND THEN one can talk about it and use abstraction to share and convey experience.  Neither is ‘ bad’ yet when unbalanced, what happens are behaviors of an imbalance. 

Also, this is why one cannot create so-called teachers that learn something via theory in a classroom, without actually mastering the discipline they teach. How can a young person, who has only learned via imagination actually teach something for real. The point is that they cannot. The consequences of this are all around us. They are the increasing processing dis-orders we have in our schools, they are the attention dis-orders we have in our schools, and they are, as one principle has said to me “ I spend all my time putting out fires.’ This state of our so-called schools, means that our schools are not a place of learning, they are instead, a place that moves a child away from their real potential.

It does not get simpler than this. Remember, playing the violin and imagining playing the violin are two completely different things.  Another indicator is the insecurity a parent may have in reality to teaching their children. If there is insecurity present, then why would a parent send their child into a system that did not teach them how to teach, or that did not teach them how to learn - enough to feel secure in doing that for their child? If we really learned how we learn, and did not fear learning, and as such, really understood the joy of learning, than we would in essence want to participate in that joy in relation to our children!