Cognitive Behavioral Therapy and Natural Learning Ability and Vocabulary Continued.

In my previous blog, I talked about how the child becomes the measure, the volume of the parent. If the parent, even at one time, gives a direction that is full of emotional energy, such as stress, worry, aggravation, and within this expression laden with these emotional reactions uses words that are not clear, as in expressing a simple action such as “ get down!” using no other ordering as words as what is really happening - expecting the child to ‘ read between the lines’ - then the child becomes that limitation, that exact measure. The child becomes the emotion and the ambiguous words that give no real understanding of the moment in detail. So, then the child will imitate the emotional action in tandem with the non-descriptive words. Another way to see this is that the child imitates the limited forms as the words, filled with the venting of the emotion. In all of this, we see the sins of the fathers. This being such non-grounded actions filled with emotions passing from one generation to the next. This is how the children becomes like the parents and the parents cannot understand how this happened, because the parents moved as the emotional values instead of the practical reality around them, instead of really slowing down and reviewing the measure of their awareness of practical reality, this reality in which we live.

In all, this is why the wealthy spend the most of their income on education, because they understand that one must be aware of the spatial volume of things in this reality here, in this physical world here. This spatial awareness of space and time, here, means to be aware of one’s inner volume and measure as one’s formed belief systems and the volume and measure and quality of all the physical things around us, to understand how they work. Wealthy people also make sure their children travel, so that the child understands that different cultures are simply different measures of values, and many of these values are based on traditions that developed over time within interacting with their environments. This kind of exposure subjects the child into seeing actual form and its variations in character building and in practical physical living. This exposure gives more creative ability to the child, because they are exposed to a greater measure of formation, within and without. Very simple really.

Here we can begin to understand why placing a child in a box six hours a day is limiting, even though there is a lot of good in this formation. The teachers in the schools really do want to increase the inner awareness of the children; the form allows only so much time to get this done. We as parents and adults cannot expect this form to move beyond a certain point, especially with so much direct instruction model being practiced, because this model moves the process of informing the child very slowly and moves more in the very limited perspective of ‘ one size fits all.’ Our schools need to be more of an unschooling process here, where each child is allowed the space and time to move at their speed and inclination as who they are, towards discovering how things work within and without. And they need more direct access to this physical world because the physical has a volume and spatial expression that captures attention more readily than pictures on a screen. We are machines for this kind of exposure. placing us in boxes and trying to understand us, is, as I said, like trying to understand a tiger by collecting data on that tiger to define that tiger, while being in a zoo away from its natural environment.

Here, I look at the mindfulness practice that is emerging. This is really cool, because it teaches a child that the thoughts that a child has does not need to define/be the child. Yet this does nothing to, with detail, restructure the child. We understand that a child who has more vocabulary has a more structured mind. So, when the emotions that have generated that are the thoughts that are the measure of what the child has been exposed to as the lack of real investigation into how this world works, if the child does not have a good and clear vocabulary structure in the frontal parts of the mind, then the child does not have the structure to in a moment correct and align the snow storm of emotions and thoughts that mindfulness suggests to breath through and not allow to become the directive of the child’s actions. 

In this, one can have a big heart, but if that ordering system is not clear and structurally sound which is what vocabulary is, then the child/adult remains stagnant in being heartfelt without the means of corrective actions that are practical actions that are what interventions are about. Again, this is remaining in emotions only, without moving through, following through into what gives a direction that allows that moment of awe, as in that moment of expansion, where the child understands what would enable the child to self direct in practical ways, that then would give the child a growing foundation that is clear, leading to self confidence in being able to learn as in understanding what processing inFORMation is really all about.

In all of this, it does not take validation from anyone for any one of us to begin to understand this. We can look at our media to understand that it is impulsing values that are not necessarily bad, but are limited and in no way ground us in the practice of living, which is the practice of grounding ourselves in a common sense of this reality allowing the full measure of the volume sensing ability of ourselves to focus in practical reality to self realize our full potential as this. Without this full blown focus as our capacity, we feel unfulfilled as adults, and we become that parent that is more worry than direction, a parent who reacts with emotion and yelling short statements about how the dog should behave and then punishing the child when the child imitates our emotional reactions because this is the very measure and volume that absorbent mind of the child has taken in as the measure in practice of the world around it.

Overall, this is why people who study music tend to be able to move conceptually at greater speeds - though I do not suggest that being a musician means that musicians understand everything- they simply practice ‘ volume changing’ more than not having music tends to do. And this does  not suggest that music is the only way to develop this. It is that because of the opportunities available in the world today, music is a window into building a more fluid intelligence, a more flexible conceptual ability because it is in practice using this absorbent ability and moving it in the practice of making music, into ever changing measure and volumes of form. And to read music and to play music, one must readily change the meter and rhythm and tone and duration etc. etc. of forms in space and time. When we have a broad vocabulary, we are able to do the same thing. Then are we able to begin to realize patterns and forms and functions with more ease because we have the structural means to process information without, and the information that is not clear as our emotions within. This overall builds a focus ability that enables a spatial awareness to not only exist  as a thinking/sorting awareness within, but also a being who can cross reference the horizon as the world without. This is a lot like learning to drive a car, where the structure is in the knowing mind so clearly, that one can then spatially add awareness to the world without. This is physically integrating information.  When information is integrated clearly, then creative practices can begin to emerge and problem solving skills develop, which is creative ability, which is a more fluid intelligence. Thus, our responsibility as adults is to ensure that the structural development of the child is sound, and this is building a sound mind, which is having a broad and clear vocabulary.

If you had a tool to help build a sound mind which leads to a stable child who can slow down and breath and assess, critiquing the parts of the inner understanding and the outer practice of living, what would that be worth? Would it not be the most priceless tool a parent could have in a world that has forgotten this process and thus must simply forgive and rebuild?

Thanks for reading, and if you have any questions please feel free to leave a comment.

http://areadingspecialist.blogspot.com/2015/04/cognitive-behavioral-therapy-and.html

http://areadingspecialist.blogspot.com/2015/03/automation-new-home-old-movements-what.html

http://areadingspecialist.blogspot.com/2015/02/learning-ability-and-space-and-time-in.html

Structuring Mindfulness with Vocabulary using a Natural Learning Ability

  

Cognitive Behavioral Therapy and The Natural Learning Ability and Vocabulary

Cognitive Behavioral Therapy and The Natural Learning Ability and Vocabulary

As I have stated, interventions are giving specific directions for a child that has a attention disorder. This, in itself reveals the problem, a simple one if we allow ourselves to look at this in common sense. A child has developed an experiential map, their memory, that distracts them from using an innate ability to sense the direct physical world around them.  We can understand this, because this is how the child learns to crawl, for example. And, that by the third grade, that potential we could see in their earlier years, somehow begins to fade. 

This in itself reveals the problem. A memory that is used to process information, directly or indirectly, meaning as described through words and numbers, or what is physically right in front of the child -  this memory is out of sync with practical reality. This is not difficult to understand when one slows down and sees that the cause of such a separation and the means to solve this separation are evident in the problem overall. And, a problem is really an equation, just like in math. A problem is a collection of perspectives, or information, conceptual shapes and forms, and these can be looked at as parts and then ordered in a way that gives direction. What complicates this is value judgments, which can be beliefs about how one defines oneself. The definitions one has about oneself  may not fit into practical reality. An example of this is to think of rejecting some activity, like gardening. Is that rejection based on fearing to be defined as an idea one has about gardening or that becoming this may detract from one’s desired idea of oneself in the eyes of another?

We all have emotional values we project into our world. Our children take in these values, as their ability to absorb their environment is great. So, if a parent, for example, is standing in the kitchen and the dog comes rushing in and jumps on the parent, and the parents reacts by waving their arm out to push the dog away, or even punish the dog with the arm movement, and shouts out words such as “ NO! GO AWAY!” then the child will imitate this behavior at another time. The child will take that whole form, the words the actions and copy the same thing. A parent will not realize that this is what the child is doing at a later time when the child imitates this behavior. The child will stand next to the dog and wave its arm and attempt to speak in the same tone as the parent had done. The child will speak loudly, wave its arm and unintentionally hit that dog. The parent will then reprimand the child, telling the child to not hit the dog, or even show the child how to pet the dog. The child is naturally completely confused, because they are being told that they have done something wrong when all they did was imitate the parent. This would naturally build insecurity in the child, leading to a lack of self trust. And, this takes time to correct, which means taking time to correct when that time could have been used to learn, to continue to absorb an understanding of how the world works, this practical physical world. I mean, this is where we live our lives - after life or no after life. It does not matter. We live here, we become adults here.

Back to my starting point. Obviously the cognitive maps of our children are not equal to the practice of living in a physical world. These reflections of what is placed as a measure within us, are not what gives the child a direction that allows that potential in the child to grow. If we look at media and the measure of value it places within the child, and a media that is much more prevalent in spaced repetition in our world today than say a hundred years ago, we can see that the cognitive behavioral maps in our children are of a memory that is filled with measures that in no way ground the child and their potential into reality. And, we have schools collecting data on these behaviors, which is no different than trying to fathom the function of a tiger from looking at that tiger in a zoo. It is impossible to realize the potential of that tiger in a zoo. It is impossible for a child to reach their full potential, as a human being, in a classroom, a box where knowledge and information can be formed in limited ways, in the interests of what has become a society structured to accumulate vast amounts of wealth, a society that has wealth accumulation entities that would rather there be no competition, thus placing limitation in human development is in their self interest. Yet, we accept this when we allow this. And the children are suffering because of this. We can blame no one.

One could say that our cognitive maps that determine our behavior, which we see all around us so we need no professional to validate this for us, - our cognitive maps- are like the memory on a computer, they fill up. If the inFORMation is not clear , like the example of the dog, as in not what is of a clear direction, then the child does not consider enough aspects of reality and ends up making many mis-takes that cost in the development of the child, because it takes time to correct the ‘ lie by omission’ information ( I say this because the information does not appear to necessarily be ‘ bad’). In other words, a structure has been placed in the child, yet this structure is not what enables the child to attend to reality. Prevention is the best cure, especially in that it takes time to correct bad habits, and habits stem from thoughts that lead to actions that create the habits and build the character. So, the time to create the habits will need time to correct. If we do not understand this, and we punish a child, the child then becomes the punishment as a belief in who and what they are. The only solution is to ground each movement into a practical action, which means taking the time to explain in clear ways, because this would then build a child who has a well informed memory, a cognitive map that directs the behavior of the child in effective and structured ways that then allows the full potential of the child to express itself.

Thus, cognitive behavioral therapies will be the process of redirecting the attention of the child back into the practice of living on a physical planet. It is that simple. A school cannot do this, by design they simply do not have the time. The person who can do this is the parent.

This is where Techno Tutor comes in. It rebuilds that chaotic cognitive behavior determining map using the understanding that all research into what  effective people have, through using words as the structural means to focus the child within and without, to structure the child into the detail of living a potency of seeing this actual world they must interact in to be effective adults. 

As I have said, there is a very old word that makes this clear, this is the word that is an acronym; ABraCaDabra = we are the words we know.

Because we have a world so filled with emotional reactions of limited information before practical application, which means being directive in building awareness with clarity about this physical world, we need something to help us help ourselves. We can use technology to help us reform our cognitive maps to reform our directives as our behavior, to build a child who can communicate clearly, use language in ways that order and structure the within, to match the without as this world that child must participate within to reach their full potential. This technological tool is Techno Tutor. 

Techno Tutor is the ultimate cognitive behavioral therapy, the ultimate helper for parents who can see that deep inside that confused child is a person who wants to come out, a presence in that body who was there when they were very young, a presence that keeps trying and trying to come out, but does not have the structural directives to order its own expression, its own presence into what would enable that presence, that is so unique, to look the parent in the eye and smile that huge smile of joy at being here and living with you. You decide. The means to help you help yourself and your child is here.

Thank You for reading. Much appreciated!

Attention Deficits and Developmental Delays Mirror the Absence of our Presence. A Structural Lack?

Our children become what is placed within them. So. I ask, is the information that is flowing through our media clean information? Is the measure of it what leads to clear direction in practical reality? No, not by any means is it clear, not by any means does it show what living reality means.

We send our children, some of us, to universities to study information in a box, which is selective information.  In critical literacy, we understand that where information comes from, who the generator of the information is, reveals why the information is formed. In this respect,  we can realize the point of a school system that begins at a young age and continues into adulthood in separation from practical physical reality. This is a way to eliminate competition, which is why this model’s inception began with mass production. Mass production is not bad, but when the value as money is allowed to be sequestered into singular points and does not flow evenly, then this must be hidden behind many justifications that can only be deciphered when the pieces of the justification are understood in clear ways. The best way to hide what is right in front of someone is to cloud it with information that is a game of value judgements, and then to teach those value judgements. This is done using parts and leaving out much of the practical detail within the basics. This is to say that the chaos is of limitation, a lie by omission that uses comparisons in subsequently impulsed information that lacks details. And like the ability in feral children, who reveal the absorbent ability of humans when placed in environments, we absorb  the measure of what is presented to us. This means that we become the measure of the detail given, that we are exposed to, that we are directed to look at, and this becomes what directs us. Thus, the information within our experience becomes what directs us. We become our experiential map as our past.

Having been a parent, I remember being concerned with whom my children associated with. I preferred that my children associated with children who had a larger vocabulary and more exposure to reality. These children usually were more verbal, and more able to participate in things and follow through. They were more willing to admit mis-takes and stand up and continue. They had less reactive behaviors. One example is a boy who would walk away from a simple backyard sport activity. he would quit in the middle of the game too often, when he felt he was not leading. This was disruptive not only within the game, but also because the support offered to keep the child in the game was one that demanded attention on that child that quit. I noticed a pattern in this, and noticed that children at that age were often willing to coax such a child our of their fear of loss. Children also, will attempt to help such behavior, but they also will get to a point where they recognize a pattern and recognize that attempts of support have been made and not taken, and eventually return to, as in this example, playing the game. When the same behaviors come up, they simply stop asking. Someone can come along at this point and think the children mean, but in effect, that child has been supported in so many ways, and simply refused to change. It gets to the point where remaining with the child and their unwillingness to change their emotional patterns means the child will be left on their own to sort out their limitations. It is to let this happen to some degree, because the child has to realize why they are standing on the side. Unfortunately, in our system time not spent doing , is time lost. Such a child is already impulsed with beliefs that are determining behavior. The child I speak of today, is a young adult now, and yes, he moves in very slow ways within finding a place in society to be a responsible adult. 

This child on some level had an idea about how he should be. He had an idea about how his actions defined what he was. When the idea of what he was, was not playing out, as in how he was scoring in a game, he quit to hide a loss as an idea in his mind. His value of himself was based on winning points. He had no connection to simply playing the sport, being present and taking in the measure of the physical practical world around him. Already he was impulsed with a limited measure of reality and when that within did not match the without he hid in quitting. This hurt him more than anyone else. Also, I would watch his father support his backing out, justifying it. I knew that the father was also very worried about his son making a decision to live with the mother, which meant the father would have to pay child support. So, this layered value system determining actions followed an agenda, a map of belief, that was not one equal to the practice of becoming equal to the measure of reality. In reality, practicing the measure of the movement of a ball and the interaction with the bodies of the other players, is a natural consequence to living, one that comes after learning to crawl and to walk and to talk, it is learning to move what has been learned, to move in ever greater circles of awareness, a really cool thing, and one that will have mis-steps where one falls down because this is the process inherent in the machine of learning to exist in reality. Somehow we have all allowed values to impose on this process and limit through forgetting practical living for ideas and beliefs that come to define us, and have been made larger than practical reality. The outcomes are what we have existing in our children. Our modern dis-eases of lack of attention, in some children compounded to such a degree that they are autistic. Thus our autistic children are showing us the degree of our separation from the practice of actual living.

I was working with a family that had an autistic child. During the meeting, at the beginning of the meeting, a phone call from a daughter interrupted the meeting. The daughter had a problem with her car. The mother, became so engrossed in the daughter’s problem that the meeting ended before it even started.  The problem with the car, I later found out was not really a big problem, what was big was the reaction to the problem. This reaction occupied the behaviors of the mother and eventually the autistic son joined in. Both the mother and the son ended up pacing around in the kitchen consumed with the car problem. This lasted for about 40 minutes. In the end the solution to the car problem was a simple one, one thate just took some waiting for help. It did not need to endless conversation about possible outcomes and “ what if” scenarios. The frenzy generated of fear took the body of the autistic child and the mother and turned them into cycling bodies in a kitchen. If this is what is impulsed as the measure of experience in a child, they become this, and every movement in time and space becomes a relationship  to that measure of belief consuming the beingness of the presence of the person and they then have this behavior in all their actions, and the consequences of this slow down the real development and are hard to change once imbedded because what we practice is what we become. What we practice becomes our habits.

In both cases, emotional values as beliefs were being practiced, which means lived again and again, until they became habits that defined the personality of this child. These emotional practices became the definition of the child. They DEFINED the behavior, they regulated the behavior. The measure of them could be revealed in the behavior. If this emotional value as idea, as belief rejected practical movement as that same movement of learning to crawl that was done in the majority of children before any personality emerged, then the ability to measure practical reality existed as a natural state of being before the ensuing beliefs of value judgements came to limit the behaviors of the child that then lead to personalities that moved very very slowly in bringing themselves back into the practice of actual living in practical self directive ways.

When we react to this, it is because we fear this defining us. we fear these that are in actuality ‘ limited measure of reality within that is instead filled up with value judgements made larger than life.” We fear this defining us, or consuming us, or not supporting our own personalities. We all understand this, we all see this, yet we are as consumed with this within ourselves that rarely do we have an insight into the depths of this overall in our every day lives.  This  has compounded over time, especially with the advent of sending children to schools that are boxes imparting knowledge and information only, and a media that impulses values through imagery and information that we all know is questionable. We have forgotten that what we accept comes to define who we are.

This is why it is so important to build the character of the child to have a clear mind, to have a clear information map within them. This is why some children have more confidence and self esteem that is visibly and measurably evident in their behaviors, because they have had more of a sound mind construction. And it is something that is constructed, were it not then private schools would not exist, nor would tutors and summer camps etc.

What are the indicators in all the research that look at measure and realize what is the signature of a sound mind which is a more sound character?

It is the amount of units of measure, as what focuses us and directs us, as the words we know, and I  mean more than knowing a singular set of words from one profession because one can learn vocabulary within a profession and have no other relationships to words and thus relate everything to that one profession believing that the answer is within their set of words. This is a misnomer, because everything is interconnected and the focus back into the practice of reality means focusing on practical things which ironically is what interventions are and do, they are the practice of focusing a inner measure that is in separation from an outer world. 

Overall, this is why the process of building a sound mind in a child is so important. And this is why vocabulary is the key. If a parent slows down and directs the child with patience explaining how things in the practice or real living work, using the correct words without adding emotional values is so important.

This is why an aid that bypasses the experimental memory that is the measure of the child, building the personality, can help in the building of the character of the child, or correcting the personalities that are a measure that is pulling the child away from participating in ways that provide development and opportunity for the child. In understanding that we become the measure  of our experience, and that the language we use can be impulsed with emotional values that consume the attention and distract practical movement,  we can use this understanding to rebuild the cognitive/experiential map of our children to refocus them into a practical measure that can build a character that can withstand the test of time as the practice of actual living. This brings the presence of the child into reality. This then would build confidence and self esteem, which is creating an asset that brings a sense of pride to the parent. This is reprogramming what has been generated in the last hundred years in the design of our public schools and our ubiquitous media to regenerate the absorbent ability of our children into seeing the parts and the whole of reality so that the child becomes a character with a sound mind,  a character that can think critically and take the clear parts and become creative with them, which is a child who can solve problems and improve not only our lives but the world in total. 

Techno Tutor is the means to do this in our busy world, where each and everyone of us has become separated from the practice of practical living the separation from which occurred slowly over time to the point where we are standing in a forest and can no longer see the trees.  Our attention deficit disorders and developmental delays are showing us the degree of our separation, and the answer is to rebuild the experiential measure through vocabulary because this focuses without and structures within. If you could be self empowered to do this for your child, and give this understanding to the child and allow the child to become self empowered themselves within this, would that not be the greatest gift anyone could give to their children, because is this not what you would have wanted for yourself? And, is this something you can also give to yourself?

The solution is here, and it is Techno Tutor.

Automation; New Home Old Movements? What are you allowing with your child's presence?

I realize that my experience can become something that I automate myself with, as in automate my be-hav-iors. I noticed this within playing the violin, that if I only took in the form, I could become automated within that, similar to becoming automatic in one’s home. Have you ever changed your home or moved, and then move in that new space as the inside moving as the old space? I have done this. This means that I can get caught in memory, where memory is an old experience, a past experience. This would mean that I am not using the means of perception that build the memory experience, in a living way, in a non-automated way. And it means that I am programmable. The solution is to remain here, cross referencing here, reality here. I had to do this with the violin, re-insett myself into the instrument. Then I understood the stories in the music world, where some of the proteges when they became adults, could perform with orchestras very drunk, because they had learned the concertos when they were young, programmed the music and thus could play on automation. Which means they were no longer present.

I also performed with professionals from a famous quartet, and I found that they did not sound so good when they played something other than their repetoire. They had become automatic, and lost a spatial ability in the present, they had no real equal presence to here. 

Now, imagine this programming ability, and the way we allow children to go to school, in a box, learning knowledge and information without practical application, with out cross reference in reality. What would that build? It would build an automaton of limited information. Perhaps those who had the opportunity to get a PhD and apply for some time in reality - bringing themselves back to earth, could undo the undoing by the design of the system. This initial undoing, using the means of the structural building capacity of a man, like in a form of diverting the means of building, from the get go, into limited information without any means of real substantiation, and this happening in its present form since the advent of the industrial school model! Now, realize that all those teachers, and especially the highly paid administrators do not want to lose their jobs. And realize that you need to work, so school is something, at least something, that can watch after your child and impart something, even if it is limited. And, creating that which is the means of building awareness to be a form that not only moves conceptually at a very very slow speed, but also when automated, is very hard to slow down and realign. This takes years and many mis-takes ( expensive!) to correct. Overall, that initial potential of the child, using that means to build awareness would take decades to correct. So life goes by, and the child has little chance of reaching their full potential.

What is the solution? We cannot change this system over night. And even if we did, our present children would need help. And help in this world is very expensive. I do not think that most of us can afford the kind of teacher Helen Keller had. And/or we cannot afford to leave our jobs, and/or we are a product of the same system, so we cannot always slow our selves down to correct this in every moment. And, our children are so absorbent, that whatever we do, as the measure of us, as the memory of us, will become the measure of the child. An example can come from our behaviors; if we blame, the child becomes this measure, if we are impatient, the child becomes this. If we blame the schools, we are telling our children that the schools are bad, and then the child does not trust the schools, and the child does not trust the parent because the parent is not being the solution, the parent is asking the school to be the solution. Overall, this teaches the child that the solution is outside the child, and as such it is not the child’s fault thereby not building self trust and self confidence and self RESPONSibility. None of this is building with that natural learning means, the means to not become automated, and the structural BE-HAVioral  means to bring presence here, and the means to use that presence to see what is real over limited-information-without-practical-application, because presence must have some awareness of here to make some sense of information-only as communication.

So, the choice is yours, what are you going to allow to be layered within the child? Are you going to create an automated human? Or, are you going to allow the presence of the child, their natural learning ability build a structure that allows presence AND a solid structure to keep the self direction of the child SOUND, stable, consistent, happy and fulfilled? Do you want a child , your child, yourSELF, to be present and have an inner experience that is sound as in seeing reality directly because structurally one is built with neat and clear units of information as what words are the technology in and as?

What would direct focus in practical means, meaning using the means of building in practicable ways, to build a structure the presence of the child could use that remained consistent and stable? How can we parents do this, if our own presence lacked this structure which we know we have if we have in any way been impatient, blamed someone else, acted irritated, demanded things,  were pre-occupied about work in one moment when a child asked a question and gave some easy quick answer not substantiating the presence of the child,  or if we ever, even once, acted in an automated way, as in the example of moving into a new home etc. etc.? What could we do, to ensure that child had the structural means to keep their presence here, and have the communication means that are also a structure building means to build the skills necessary to interact with this world in ways that were creative and productive, so that that child could become successful and have the freedom within, to reach their full potential? Words, a large and clear vocabulary, and as much real life application as possible in relation to the words.

This is Techno Tutor, your “ Helen Keller” teacher, your sound mind builder, your presence maintenance tool, your  education problem solver that will bring peace of mind to yourself and your children, because TechnoTutor is a technological tool to make sure your child has the BE-HAViroal choice and FREEDOM to become their full potential as life. 

The notation of information that accumulates into attention deficits. How we lose our smiles.

I went to this meeting last night. I left the meeting feeling overwhelmed. It was a platform that was initiated by another person, so, in moments I wanted to point out limitation, and this caused some friction, so I stopped. I had to realize in the space and time, pointing out limitations, as in filling in the gaps, as in bringing in research that told a more complete story, was disruptive to the person who had initiated the meeting. I was the source of my own overwhelment because I was not considering the whole picture myself. 

I started to blame myself, and realized I had to sit and listen, which is why I went to the meeting. It was not a place to suddenly bring in information that filled gaps, and it was too much at once in this context.  I realized that I could create my own platform, and that it would take time to build an understanding of what information was missing, This is based on going to this meeting, to understand the starting point of such meetings to see the framework of knowledge and information that is not bad, instead a system of default through limitation. I mean this is how all lack can be placed on the personhood of each individual, because the information is available and can be read. It does not matter whether one has a degree or not. Our school system is meant to create life long learners, and once someone can read, they can learn, and once someone processes information, they have the same knowledge as a so-called  professional. And this is another logistical fallacy in the system, because we learn through text books, as this is what in- DOC’s we are exposed to, this is how we in-doc- tri-nate  ourselves, using words to build our understanding, as the mind/experience map - body- presence. We ‘ eat’ the trinity as the total package, the informing of ourselves as the measure of the words building conception of reality through documents of words building pictures about the physical world via our presence/ our insight ability/ our absorbent minds/whole seeing minds/self/uniqueness.

In so many ways, this is like reading a piece of music. It is a measure of quality, movement, duration, tempo, length, extent, interplay etc.  We move into boxes as books and classrooms, bought by corporations, allowed by governing systems, that decide the in-form picture via words to form that experience/notation. The story is a very limited one. The parts not wrong or right and thus not something to argue. The parts, of limited story - meaning not the whole story. Hence the separation from the real, physical world where one reads the actual, real story, building a person who’s experiential map is equal to reality, to the world we grow up to participate within. Of course, the labor force cannot be aware of the real world, because this would mean that we would have to realize that we are life, that everything is life and can work together in ways that create what is best for all. Some just wanted to play god and decide for others. And here is the catch, we feared to become creators, because of a mis-take, we believed our information within was more than the physical reality and feared to lose our self definitions, not seeing realizing and understanding that we are forms in expression, and that the participation within this was what was the fun part. We could form whatever we wanted, and we could do so in ways that caused no harm. In other words, that the expression around us, helped us to understand our own creations, and that being grateful was realizing that we needed one another to see who and what we are, what we created, thus everything is us in another life form, revealing to us what we are in this moment. A really cool application!

So two things about this meeting.

The first, is that I felt so restricted, the information was so limited. I realized this must be what a child feels in the classroom, that restlessness. It is having to take in extremely limited information that does not tell the whole story, and the child cannot express themselves because they do not have the words or cannot speak up against the story teller as the design of the classroom, but have the natural sense to understand that they are taking in information that is clumsy, a construct that is full of holes, that is not ‘ wrong’ but missing so much. It is like having to memorize a giant form that suppresses a sense that sees so much more. And this has to be memorized and regurgitated, it is really like binding the within into a very narrow structure that does not fit the subtle nature of the natural sensory ability of men. Our children are suffering from being forced to accept limited information and all so a few can own more wealth. I cannot see any crime greater than this. It is a crime against life.

The second scenario is within myself. I cannot solve this problem and stand in solution if I am reacting- which is wanting to blame and spite, to resist this narrow focus. I have to accept it and fill in the gaps, which ironically is how I looked at school when my children were in the system. And because I was a product of this system, I was in the process as I lived my life, of realizing this whole construct of separation, from which I had to come back down to earth. This many do, but it takes a lifetime, and then one feels overwhelmed with facing this limiting system. And it has to be done, to end the suffering of the children, so that that natural ability to see the parts and the whole is retained, because the separation process must be removed if we desire to become creators on this earth. What we have through this system of separation, that begins with each of us because we accept and allow it, must stop because it is destructive, one need only investigate to see this.

So, that piece of notation, as the words, we allow ourselves to be fed to us, informing us, is not a notation of reality, it is a metaphysical notation because it is not equal to the whole story, and because it is an abstract notation done with symbols as words. A technology of separation. One that can be used to structurally rebuild the neurons in the child and ourselves as the sound notations as the words because the words are notes reflecting the physical world, a system that can order our within to build a superior memory, a cognitive map that is equal to practical reality thereby creating a sound mind, a mind at ease with reality, and as such able to expedite in ways that do no harm because the inner structure is respecting all things. The within is equal to the without.

That piece of notation, is also inundated with excitement and emotion. The music and the colors and the imagery presented via tele-vision, imbeds drama in the score as the notation as the words. This would build a map that is not only limited by the limited information, but also with me-lod-y, loads of values that have nothing to do with the unit of notation as the word. Thus a whole imagination of associations is built, that the presence must process through! This would distract the attention. So, the information is limited, and what information is presented is filled with distractions. So, the child is in complete chaos, because they do not have the words, are asked to take in/memorize  limited form, and have associations of emotional values to process through. The suffering that is the consequence of this we see in all the dis-eases that are the consequence of the accumulation of this, they are known as ADD, ADHD, Dyslexia, developmental delays, resistant behaviors,  rejection, acting out, bullying and they are passed on through our genes because our genes are a reflection of the parent’s measure.

Remember your selves, remember how you felt as a child.

Techno Tutor, the way and the means to build a sound mind, to build an inner notation that gives the child an inner structure that is a superior melody. Techno Tutor is like having your own personal teacher, the means to correct the “ Helen Keller” chaos, and thus the means to bring what is unique about your child, where that smile so easily and readily given when they were young, is restored. Techno Tutor restores the natural learning ability of the child, through making sure the notation within is clear, as we are the words we know.

Common Core, attention within a narrow focus, diminishing the natural learning ability of the child.

Soft skills moving into the measure of our environment, or the measure of knowledge and information?

We understand that children must have a common sense ability as the nature of their presence because they learn to execute their physical bodies enough to crawl, to walk, to talk and to build an experiential map of the exposure as the opportunity that they have as they enter and interact with this world within which they will grow to live their lives.

This presence has so much potential when young as we see our children and our grandchildren and our nieces and nephews absorb and make insightful statements about the world that astound many parents and adults who wonder how a child can have such insight. We end up talking of the brilliance. And then something happens and somehow that brilliance begins to fade and the behaviors that we as parents so hoped to thwart manifest.

Do we understand how this happens? And yet the answer is right in front of us. That child that has that insight, that ability to measure and see the form and the function of something, becomes the limitations we accepted and tried to correct. Could it be that the child absorbs the very measure of the adult in their world that carries beliefs that lead to the limitation, and the shame and worry, the exact measure of what the adult is focused upon as their presence, as their substance that enabled them to walk, to talk etc.? If one has not corrected or structured a lack developed from previous parents that was absorbed, and only in pointing out what not to do without having corrected the measure within or forgiven it and removed emotional values, then how is the child that absorbs their world going to NOT absorb that same measure when the nature of the presence of the child absorbs everything!?

And, how can the very design of the classroom ‘ correct’ this in all its variations ? They can’t. Use your presence to realize this, any hope, any wish is not going to make this magically disappear because it is an active living measurable thing that must in awareness be corrected in space and time, physically. A desire to have it change is only a desire, it is not the practical action of making the change. And, punishment is not change, the directive done with patience and clarity, in detail is what creates the change. This is what any adult would have wanted for themselves, this patient careful direction- and done with the understanding of how all this works and what it means to change an already raging river of uncertainty from not having a structure that is sound and grounded. In the end there is only one way, and punishment or reprimand is not the action of correction, it only builds that reprimand in the child as a self definition because this is what the child is informed as.

Our classrooms also move to limit the movement of this absorbent presence. If we look at some of the math in Common Core, we can see that taking an equation in 4th grade and writing out long involved picto-graphs is a busy work within a narrow focus, which is what the child becomes, busy within a narrow focus, lost up in their minds only, without the opportunity to stand in practical physical time and live the measure taught. And so, the separation from one’s rapid spatial ability to learn, is slowed down through a busywork in a narrow focus in separation from practical reality. And then we wonder why our children struggle to find a place in the world; this wonder being in the form of worry.  And, we must ask ourselves why there is a growing dis-ease in our children that names the crime, as all our attention deficit dis-orders. They seem to grow in tandem with the length and duration of  the advent of our public school system, where children were placed in a direct instruction model ( sounds nice) with one teacher and many children using abstract symbols on pieces of paper in separation from that physical world the child used their presence to absorb the space and measure of enough to become the multi functioning executive function of learning to crawl and to walk and to speak. It should be obvious, especially within how well one on one instruction works, and how quickly the child basically self teachers themselves to crawl and walk etc. that the design of our schools is to separate us from our natural abilities as human beings.  And, I am not saying that direct instruction is a bad, but when it is a constant practice for hours on end every day, the measure of its limitation becomes the measure of the child, because we become what is placed and practiced in front of us through spaced repetition.

In essence we grow into thinking abstractly as mind only, and no longer knowing the score of reality. Then as we become adults we slowly learn the hard way to pay attention to the real world. And meanwhile it is touted that we cannot get a job unless we walk through this limiting by design system. And, conceptually, we lose our natural ability to flow in what is an innate ability to flow and take in form and function. So, in reality, we come back to ourselves slowly through our lives ( and not all) when this presence that was directly aware of the world around us to begin with, should have been where we remained in our development, instead of getting caught in thinking ONLY. 

What would it be worth to retain that presence in the child enough to allow that potential to expand and remain? What would that be worth to any parent and to any adult who wants to find that presence again?

What would it be worth to prevent the separation and be self empowered to build a child who retained their presence of such potential and not have to suffer a life rediscovering that initial potential?  In the present system that would be priceless. Priceless. You decide.

Techno Tutor : Covering all the language and communication skills to build a sound mind, self empowering parents to self empower children. We are the words we know, and I mean really know.

What are ' Soft Skills' ? What is the loss of being grounded in a natural learning ability?

Words are conceptual development. Conceptual development is the development of the natural learning ability of a child, that which allows the child access to their environment spatially, and begin to move themselves, as in learning to crawl and to walk etc. So much effort that is naturally built into the function of the sensory ability of the human physical apparatus as the body. Thus humans are built to absorb their world and understand its qualities and accept them and work with them. We are nature, we are a part of this abundant physical expression of life as this earth.

When our commons sense that builds are conception of this world is given the means to absorb, as in having the opportunity to cross reference the physical world, we stand and we begin to walk, and to talk. Feral children take in the sensory focus of the animals that raise them. Thus our capacity to absorb the focus presented to us, is great. The more exposure to concept, to form and function of what is here, the greater our ability to understand what is here.

When we have the words, as what humans use as language , we have an ordering system, placeholders to build a sound map of the parts of the whole, as this world, this physical world, this practical world, visible in front of us.

So, the more words we have, the more conceptual ability we have to order this world and thus to direct us within it, the greater our memory is, because we have the words as the filing system. It is that words are the human means of organization, to communicate what is seen and unseen with various inherent sensory skills that build a sense of the space around us. It is to say that our common sense is our fluid intelligence, as a term I have recently heard, perhaps newfangled in the new age movement, and I see this term as meaning our common sense that when built with care leads to an inner program that creates superior executive function. This is what a personality is in essence, the measure of acceptance and/or rejection of certain qualities - which is evident in the vocabulary of the person and the emotional values attached to the words used. Vocabulary, when well structured without clutter of positive and negative values or associations on paper to build meaning, gives  a sound ability to cross reference reality in ways that build a clear spatial ability that sees the practical aspects of reality. This being when we understand something, we tend to not reject it, we accept it and see its natural expression, which is to see a perspective, which is in essence conceptual ability. This would build a fluid intelligence  as judgement is a stagnant action when done to eliminate in fear of competition. Competition, is really an illusion because it is a comparison done between two or more different things where a false value is used that misses the inherent design of the real nature as the volume of qualities that compose the expression of something. This  can also be a judgement of lack, where the natural learning ability has had little exposure missing awareness of itself and means of developing this.  Getting caught up in values that  judge one thing as more than another only, builds a mental construct that is in separation from practical reality and one gets caught in a polarized thinking that removes attention from where we actually live our lives, which is here, on this physical planet. lol. words are sound, and the word planet says it all, we live on an earth where we must plan it/see it/ work with it to build a life for ourselves and our children.

An example is to remember a time when you were working on something, and it started to feel heavy as though a solution or the form seemed to make no sense, or be impossible to change and then, because of an interruption or stepping back or because of some distraction or taking a break, suddenly, as if out of nowhere, the solution flashed before one and the whole of the problem could be seen in tandem with the solution. And one wonders how this could not have been realized in the first place, so simple was that slight shift in perception into solution. Have you noticed that this moment had an expanded presence that contained no polarized judgement? And when you are with your children, or alone with yourself, can you easily access this state or is there emotional distractions making the focus as this seemingly non-accessible? And if you cannot find this space, do you realize that the natural common sense of your child is picking up every measure of your state of being, just as feral children pick up every focus of there host,  which is how we come to live the sins of the fathers?

Often, it was the conceptual idea as an emotional inferior worry - so to speak- that one had, that limited the insight into that broader conception of space and time, a belief held that needed to be seen beyond. And the shift was easy once experienced. Imagine this being something that was not such an effort to reach? This subtle shift is one in touch with common sense, with one’s natural learning ability, one’s natural ability to conceptualize. This is what should be fluid instead of stuck, this is more of how a child sees and this is what each must be brought back to as one’s natural state of being.

This information is nothing new. It is the opening of the heart over the mind. The mind is simply a cross referential map of experience, the heart is self moving more in common sense, using the natural sensibility of the mechanisms of the physical body to ‘ read’ the environment. And words are the filling system, the placeholders of the units as the aspects of this physical world. I could begin to see this, in performance in music, when I was bogged down with belief,  a value judgement, performance was difficult, I had to focus myself back to what I was practically doing, moving myself into the present spatial moment watching for automation without presence. There were times I could not, there were times it took me a whole rehearsal to find this practical state of movement. I began to wonder about the difference. And then when I started to interact with the children in the schools, I asked myself  why the children did not have an understanding of the very fabric of numbers and words to express themselves with ease, where the child moved in the expression, grasping things conceptually with the ease that I had at times found with performance.

When our words are clear, as a unit of conception, without a game of associations added or an emotional obsession, then do we know the parts with clarity, just as when we learn to drive, and can expand our awareness to incorporate more  understanding of  the volume of our physical world in tempo, in depth, in dimension, in duration; we can read what is here and build a superior memory that sees directly here, as this is where we actually live and where are children must learn to interact in ways that is best for them, which is what is best for us. 

Our classrooms are really a stagnant design, where the parts are not necessarily bad, because they are exposure to limited information, as pictures of reality are just this, and associations to aid in memorizing something are like spinning in a narrow focus with a busyness of detail that is based on knowledge and information only, meaning that natural sensibility is given a limited stagnant imagery to build understanding with, where one cannot argue that picture, because it is the likeness of something, but it has no life in movement within it, so the senses are not being used in their utmost capacity. To not use it is to lose it, and to suppress the volume of sensibility inherent in the natural common sense that drove the child to crawl and absorb cannot build a real awareness.  Thus a state of lack develops, one that is a state of suppression, and like a teapot filled with the volume of steam, as the natural leaning ability that is of common sense, that is not being used, or partially used, it must seek a place to go, and either like the good fairy in the fairy tales, it chooses to tout that which was taught, to get along in the limited story, or it chooses resistance and fights back , like the witch in the woods, which is another form of lack and frustration, yet both are an expression of lack of development. They are only different sides of the same coin. A child who uses and expands their common sense, will become like a healthy tree, vibrant with life, breathing and creating value, that is symbiotic with this physical world. They will understand the very angle of a flower, and what this means in the coming months in terms of the weather, like some of the people on the land in the alps that still retain some awareness of this earth. I mean, imagine sensing the  volume of this actual physical world? In all its details, this is the potential of men, this is building a within that is equal to the without. This is bringing the mind in construction equal to the means of life, which is this actual physical earth.  We can use the technology of words, because this is what words are, a code, we can build a sound mind, and we can use our present technology, which is the externalization of our innate abilities, as our common sense, and ground ourselves here, becoming full with the volume of life as the physical, reaching our full potential as the gift given, which is life, here. This is simple, and it involves no mumbo jumbo, it is a practical application using this innate soft skill as our common sense that can be built one word at a time.

Techno Tutor, the tool to build a superior memory that see this world directly. This is how we clean up our attention dis-orders that go by many names. I mean, are you in touch with reality enough to hear a blade of grass grow, because in essence this is moving with creation.