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.  

Vocabulary and spelling development is no different than learning an instrument.

“ The findings for the subarea of the study reveal that the observational research indicates that less than 3% of classroom time is devoted to vocabulary development. Surveys of teachers disagree with this finding giving much higher percentages for word meaning development, Teachers say they use a limited variety of methods whereas the reading texts describe a wide variety of both direct and context methods. Many reading investigators believe that there is a lack of classroom attention to systemic vocabulary development “ ( p. 10 )

A historical examination of vocabulary development in the schools,

1900-1985 Matsuda, Lynn Goodwin, Ed. D. University of Hawaii, 1987

This is an important understanding in relation to what is happening in our schools and why there are opinions and contradictions in relation to vocabulary development. Having taught in a school, it was understood that teaching vocabulary is very difficult, and  why there is little time spent on vocabulary. There are weekly spelling tests, yet this practice is more for the student to do by themselves, as teachers must move through a set curriculum. For this reason, there is a focus on defining words using the text, as this is a valuable skill,  although it is not systemic vocabulary development. Teachers cannot be this systemic development, nor are they meant to be as the very design of public schools.

If I look at taking music lessons, what happens is one goes and has the lesson, and one may go and perform in an orchestra or music group. The lesson and the group interaction is not a time for the small details to be worked out by the self. They offer opportunities for insight, yes.  Thus, it is true that we learn from interaction and from lessons, yet that space is not the necessary individual practice that builds mastery on the small scale. It cannot be, by design.  

It is a situation where the classroom time is the lesson and the group interaction, yet it is not that practice done by the self, that is ALSO necessary. Learning language, words and spelling, must also have that careful practice, by the self, alone, building greater recognition of words, and speaking them; spelling them out, sounding them, knowing the parts, and defining them. It is the same as having music lessons. One must interact with the whole, use the whole to expand understanding AND also do that careful self directed and detailed practice. The benefit of this necessary practice is really knowing something, it is that wonderful and necessary discipline of integrating something so that self can generate with confidence. 

Overall, the above quote is correct that teachers do not do that systemic practice, because by design, they cannot. They also teach to use the text, and they model words, but they ultimately cannot go home with the student and be the necessary individual practice that leads to real mastery. 

Teachers, parents and administrators, must realize the practical nature of this. Our bodies are just like an instrument. We have lessons and we have group interactions. The practices of the group is actually being what it can be and do. Overall, nothing can replace that individual careful practice of integration. Children, or adults that have not walked this, must practice sounding the words, generating them without copying, spelling the words and placing the words into living contexts. When one practices the individual  discipline of moving with an instrument, momentum builds and one is able to process more with greater ease. Working with words is really no different. 

There are tools that organize and automate this practice for the child. What is awesome about this, is that this gives the child the sense that they are doing this themselves. How empowering would this be for a child to realize they can learn and develop with practice? What greater lesson can we give to a child?

Overall, it is important to realize the benefit and limitations of a public school. How we learn an instrument ( or a physical discipline)  is a cool analogy in relation to developing the skill of effective communication. 

If you are interested in such a tool send me a note! 

In my next blog, I will talk about vocal and focal distractions, and how within that necessary individual practice, learning the word by itself, mastering the sound and the spelling, how important it is to build a definition that is directly related to one’s living environment. 

Thank you for reading. 

Reading and a consciousness of separation. Building a sound child.

I am working with  a child in reading development. In the small, as the movements as interactions with words, I can see on a small scale how much a child can see a word, right in front of them, and yet not see the word. It is as though they project a warped reality onto the word. Through the lens of processing the word, as their very ability to form information within, there are two different states imposing on the process. 

I have had children reading a book, move into telling a story, completely other than the words on the page. It is astounding to watch. If I look carefully, I can actually see that they are not focused here. I remember one time in a school, working with a girl, and as I sat right there in front of her, I could see that she was not present in what I was saying.  There was no ability to tie the words I spoke into some cognitive clarity. 

If I look at that child that began to read a story line other than what was on the page, I have to ask the question as to where the story line came from that was recited with such confidence. Babies are born not being able to do this, so this story line is not from birth, it is an after birth effect. This means that there is a ‘ ghost in the machine’ as the physical self. The focus of the child can switch from one to the other- the other being focused in what?  Punishing a child for this, only creates more emotional build up, and an emotion of fear. 

I have to ask the reader, as to why so many adults lose a spatial ability as they age? Would this not be the same thing, a separation from being focused in this reality? Would it not seem that real growth and awareness be an increase in spatial ability, just as learning to crawl and to walk is an increase in self awareness for that newly born child? How is it that this most simple of things is so difficult to realize? 

The one thing in the educational research taught in educational programs, is that the more one reads, the more words one knows, the more effective is that human being. This would mean that when one has a relationship with words that is of a direct relationship to practical reality, one is more effective. This is why we start with the ABC’s and end with the SAT’s. This is a measure of our word recognition. Although, I have met people who have a good vocabulary, and are more successful than others, they still can move into a polarized value judgement, which is a loss of practical common sense. Remember, that that child reciting something other than what is on a page, is living an exhibition of a loss of practical common sense of all things around them, they are caught in a con-science of a ‘ ghost in the machine’, a formation of things exposed to, memorized and made larger than the life around them. This begs another question; if information is learned in a non-sensorial context, alone, without practical application, can that information create a bias in two different ways, that are actually similar? Number 1. That memorized information, comes up like information does on a television screen, as a mind consciousness system, and is read, separating the presence of the child/person from being present and having a real relationship to what is present and here, and right in front of them. Number 2. that information can be well memorized, and come to be the ‘ directions” , like a manual to put together a cabinet, and thus, cause a bias in relation to reality, because if that ‘ directions’ do not, through non recognition of something in reality,  explain what is in reality with care, the person giving the directions - having practiced following inner ‘ directions’ ONLY, that person giving the directions will run into problems as the directions do not give answers and corrective balance with regards to what is actual and real. How can any directions, actually describe all possibilities that may come up when ‘ directions’ are applied to reality? 

Now, imagine trying to do this ‘ reading of directions to complete something’ in a foreign language. If one does not know the code, one is not able to do this. And if one, because of this, has made attempts to learn this ‘ code’ in script,  and encounters many emotional storms that are not cleared, and these experiences return with every attempt, causing that warping of reality,  what is going to happen in the behavior of the reader as they begin to process words? Are they basically going to encounter a huge ‘ ghost in the machine ‘ that is of a series of imperfect practices as memory? Can this get so big, that sorting this out is going to take a lot of time? Can one move forward before this is sorted out? No, one cannot move forward, or that ‘ cognitive dissonance’ is only going to grow, or take many years of the person’s life to sort out- causing much untold incapacity, which is taking away the real development of a human being. Unacceptable. 

Enough of pointing out the lack, though the examples reveal the problem. What are the solutions.

Our words must have direct relationships to living reality. Period. Another way to say this, is that our words must create a relationship of direct seeing of this reality. Meaning, when a word is spoken, that word must elicit  an actual practice of what practically exists, so that the very presence, as the focus of a human bears retention of a natural common sense of this living reality. Losing a  sense of this space, here, in this reality, is the signature of a separation from this reality. Yet, the initial presence of a child is to self direct in this reality. This  usually ends by the time a child completes kindergarten. This is the end of a cycle of seven years. Thus, the separation has taken place in the first seven years of that child’s life. Which means, the child absorbs the focus of the parents. 

Feral children, absorb the focus of the wolf, or the monkey, or the chicken, or, as with Helen Keller, they have no structured focus ability at all. Both scenarios reveal the sensitivity of a human, and what happens when that sensitivity is mis-placed. Overall, what happens is a mis-informed blueprint within that is made larger than considering what is without. This was built, thus this can be rebuilt. It is like taking a house apart and rebuilding it. This appears overwhelming, yet it is not. It is a step by step process, and can be done. It only lacks the will, which is probably because the existent state of being is already in a consciousness of separation unable to see the difference. It is a focus lost in a seed, which is a series of events rolled out onto a time line, a set body of information, rolled out on a time line, curled up into a ball, which is what a seed is. That feral child, learned a way to focus, through repetitive practice, building a type of awareness ( which probably has awesome abilities! ) that becomes how the child/entity focuses and directs themselves in this physical world.  Changing the environment of that child, means bringing them into another focus, with step by step care, just as did the teacher of Helen Keller. Can our present system of school do this? No. Is our present system of schooling a cause of a consciousness of separation? Yes. 

Now, look at the game of telephone. What happens when something whispered into an ear, moves around a circle through whisper? By the time it is passed to the last one in the circle, something completely different than what was said at the start is voiced. Imagine a ‘ ghost in the machine’ as a set body of information being passed down from one parental generation to the next- as this inner construct is a resonant construct that can come up as words and pictures, just as what a child can read that is not what is actually physically present on a page. What is going to happen over time?  Is the information over time going to become something completely different than what was initially a resonance of information? Could this accumulate through generations and become an extreme cognitive dissonance, so unclear, and so polarizing that there could be children coming into our classrooms that have even a greater degree of difficulty processing not only reality, but that same means of separation as learning information through words on a page without practical application? Could it be of such resonance that there are children who cannot distinguish between what is resonant within and what is actual without? And is our present media also exacerbating this problem? And is not the solution to rebuild with great care? And is that care not going to require a careful, step by step redirection into a relationship where each word has a direct relationship to actual reality, meaning our children must be allowed real access and physical interaction?  This is the solution. Because we adults are a product of this, are we enough, are we clear enough, have we retained all spatial ability, to be able to build a clear relationship to this reality, to clean up and redirect into what is a living relationship to this reality? We are not. None of us are. Get over it. 

Yet, we can use technology, we can use a tool, to rebuild a living relationship between words and this reality. There is nothing wrong with reading to learn, yet the background building must be clear, the real relationship built and experienced. In another words, a form of abstracting information, as reading to learn, must first have enough real background, real scaffold, real experience to create a living inner template that allows perpetual cross reference with reality ( this is what musicians do when they perform with a group) . That central focus ability, must move as seeing the parts and the whole, being able to slow down and focus on points AND reference the whole, much like the way electrons are both a particle and a wave- as the best way I can explain this. I am a product of this system, where it has taken me years to realize with greater understanding of what is going on. To have another child, lose their natural presence, to a limited and bias creating consciousness of separation, is a crime against life, and can no longer be allowed. Period.

Thus,  we will require technology to refocus us, to rebuild a natural ability to process form and function and rebuild our real capacity, as this will lead to a more stable and harmonious society. It will create greater relationships of real communion and a greater absence of a loss of spatial ability. Prevention is the best cure, after all.

If you can hear me, please send me a note, and I will share this technology. As a reading specialist, my goal is to make sure that no child is left behind, as left in separation from being present in living. Our foundational starting points are askew. Thus, the very foundation of what we are as words, must be inline with remaining present in this reality.  We are happy when we are focused, and anxious when we are not. We are happy when we are processing the information that is here, as this reality. Words on a page processed with clarity, affords us the freedom to create effectively, use out time wisely, and realize that we can be successful, and therefor create financial stability. Is this not what we all want for our children? And who other than the parents can do this, as that Helen Keller teacher is very expensive. Also, the consequence of this mis-use of the imagination, is an increase by 75% of children living at home ( very expensive) today, because they are insecure in directing themselves in a very competitive world. 

How would it feel to have a child become an adult who can effectively navigate reality and build lasting relationships and success in living? Would that not be something to be proud of? Would not one’s children be extremely grateful? 

Thank You for Reading! 

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!