AND the FINAL answer IS…

…and the final answer is…

regarding the most Frequently Asked Question at COGNITIVOLOGY: “Who is your target audience?”

Often, after giving a detailed explanation of what COGNITIVOLOGY does, this inquiry is STILL curiously interjected into the conversation.  Thus far, this is probably the best way to answer this FAQ :

(1) The one set of cosmic universal laws & principles described by e=mc2 and how they are relevant to the microcosmic human brain Everyone has a brain.

(2)  The preschool brain as the “foundation for everything in life” Everyone’s original preschool foundation is still their foundation for everything in their life.

(3) The destiny of ALL humans to be nurtured, and always on track, to master a full set of Intuitive Intelligence capabilities — Intuition is the Universe’s Naturally Free “internet service” and all natural entities, living and non-living are fully connected to it – – – so should we be.

(4) The biological and cognitive birthright of ALL humans to achieve 100% capacity of their brain’s full potential  Nobody expects to use just 20% of any of their other organs, why does everyone tolerate using only 20% or less of their brain’s full capacity?!

(5)  The traditionally historical narratives of intelligence and behavior have fallen grossly short of exposing and disposing the authentic elements and paths toward full human potential.

WHO, among anyone, is EXEMPT from any of these conditions ??? NOBODY !

So the final answer is that EVERYONE  is our TARGET audience.

It is very common for us to over-categorize for organizational purposes.  This is a fine human achievement, but it is detrimental when we forget or dismiss what the underlying connections are to EVERYTHING.  Typical of Pre-Einstein times, we still think of too many things as being separate, despite our insistent proposals about the laws of inter-connectivity.  We still act and believe as though there is one set of laws governing mental health issues, and another set of laws governing adult self-improvement themes, and yet still another set of laws governing childhood development requirements, and we popularize the trending ideas that there are altogether a wildly different set of rules and laws governing culture, sociality, the arts and the humanities, and on top of all of this, we think that science and technology are at the top of the heap reigning supreme over all other facets of life, behavior and knowledge. Alongside that we have religions and other advance philosophies challenging the assumptions and evidence of science. If our mental and reasoning and emotioning habits were up to speed with Technology and the acceptance of e=mc2 defining the basis of all fields of Science, then we would have already ceased thinking of various factions of life as being ruled by separately disconnecting laws – we would never ask such cognitively dissonant questions, such as “who is your target audience”? We would never tolerate or believe that there are separate and disconnecting rules governing any factions, stages, phases, conditions, and forwards of all brain health issues, which should always be defined and conjectured within the context of full human brain potential.

There is only one set of rules governing full human brain potential and these rules, are equally parallel, and equally defined by the same principles that define the one set of universal laws governing all forces of the cosmos.

These points, listed above, are all IDENTICAL and interchangeable.  Saving Humanity, Upgrading our intelligence capabilities, and fulfilling all of humanities authentic requests, desires and queries — consistent with the human brain’s naturally hard-wired system of Compassion and Optimism — all of these are governed by one interconnecting set of rules.  As long as we think a set of rules is applicable to only one group of people, then this will remain a concrete example of continuously practicing diminished brain potential.

The Theory of Relativity is relevant to Everyone.  Everyone’s mobile phone is dependent on the principles of e=mc2 — would someone deliberately vote to have their cell phone operate by some other set of false elements that would make their phone so dysfunctional, it would be virtually impossible to connect and communicate with anyone else?  Who would do that?  The natural principles of relativity work quite fine.  We are — we FEEL disconnected from the universe, because we are running on false algorithms, we are loosely connected to the principles of relativity.  This is why we are constantly groping after that feeling and interminable questions “what is the meaning of life, what are we doing here, what is my purpose, etc.” ???

When we understand how everything is really interconnected, then our emotions, sensory skills, unique abilities and intelligence potential can make a significant intuitive connection and we lose that feeling of being lost and disconnected – we enhance operating on an authentic sense of purpose.

However, this quest should be intuitively established during the early stages of life, we should never have to wait until adulthood to make consciously “good choices” just to figure all of that out.  Ultimately, our simple and complex birthright and privilege is to own a fully mastered ability to apply Intuitive intelligence to all of our abilities, without having to think about it.  WE SHOULD EACH BE INTUITIVELY INTERCONNECTED within our own individual compositions ,  as well as interconnected to everything else in the universe – JUST AS EVERYTHING ELSE IN THE UNIVERSE is interconnected to every other element and entity.

 

 

THE COGNITIVE TIMES Journal ~ mini-Newsflash

First I would like to thank everyone out there who has taken the time to read and understand my blog. I hope it continues to be shared. Please make every effort to continue working on your own intuitive intelligence skills and speaking to young children in ways that best reflect cognitively correct development for their young brains.

Today I am just giving a brief synopsis on what COGNITIVOLOGY does and what it is on track to achieve conveying:

From a philosophical perspective, the time has come to realize that there is nothing “mysterious” about achieving the full intuitive-cognitive potential of the human brain. The allure of the “mysterious” is merely an excuse.  The only real “mystery” in life is discovering all the things we ought to be grateful for — it is the same principle that works for the wonder of learning about anything and everything.

From a Scientific perspective, the supposed “mystery” of the human brain is hiding in plain sight – in the minds of infants, toddlers and preschoolers, particularly preschoolers, because this is the one and only phase in human (brain) development when all the fundamental essentials of our total potential are gathered in the same place at the same time.  Now, if only we’d bother to follow our own advice and look into the trans-culturally accepted wisdom the early years are indeed “The foundation for EVERYTHING in life” – – And “everything” really does mean “everything”.

Unfortunately, this disregarded tell-tale clue is our literal and proverbial “weak link” in genuine human progress — even Neuroscience is shamefully illiterate in this area.

There is a “THEORY OF RELATIVITY” for Full human brain development.  We ought to definitely expect to use 100% of our brains’ potential in the same way that we expect to use 100% of all of our other organs and bodily functions….

….As Humanity has discovered and learning, there is one set of universal laws governing all visible and invisible forces of the cosmic universe — as defined by the principles of e=mc2 — the same set of universal laws are pertinent and relative to the microcosmic development of the human brain’s full potential.

ONLY a combination of debunking a majority of traditional concepts & narratives about what makes up ‘higher’, ‘fuller’ or ‘full’ human potential,  followed by a rigorous synthesis, or recipe of applying the one set of universal laws and principles to the ‘preschool brain’, as the “foundation for everything” can we unlock the code for FULL HUMAN BRAIN POTENTIAL, and Human Harmony that is the true hallmark of Humanity’s authentic Nature, which must be nurtured by the principles of Nature. In other words, the “one” set of universal laws governing all forces emphatically denote that there is only one set of principles governing both “nurture” and “nature” — so it is both, but they are identical, they are one and the same.

Stay true to your intuitions folks, Trust the one set of universal laws that govern all knowledgeable laws of the universe, and whence all knowledge originates from.

Until next time, C. Woolf

THE COGNITIVE TIMES, Exclusive Edition for Scholars, Leaders, Educators, Economists and Role Models – – “THE CHALLENGE IS ON”

The FIRST most important truthful  fact of life you’ll always need to know is how your BRAIN REALLY WORKS – AND to really understand how your brain really works means understanding the original springboard or platform of brain development, which is fully encoded in the 3–5 year old preschool brain (and only in the preschool brain).  The secondary part of this first fact also warrants understanding how the basic principles of e=mc2 –that is, The Theory of Relativity, are essential to understanding real HUMAN BRAIN POTENTIAL.

The SECOND most important fact of life is that there will never be any way to get around, ignore, or dismiss, or bypass the proverbial “preschool” brain in the pursuit of understanding the genuine full potential of the human brain.  You might say that there must be other ways of comprehending and achieving the full potential of the human brain ?! Right ? If that were the truth, or if it were even remotely possible, then some of those other means might have very well presented themselves by now — so what precisely would be these other means?  Could we possibly have missed them all?  Are we really that dull? We keep missing the clues because the one thing that will provide the answers to full brain potential is the one thing that we are most illiterate and dumbfounded about – and that is the preschool stage of intuitive-cognitive development !!!  And if the preschool stage is the only way to understand the full potential of the human brain, why would people avoid looking into it – – why would anyone dismiss and ignore the one thing that will help unlock and demystify the keys, codes and secrets to full brain potential?  What is it that people think they “don’t” need to know about the “preschool brain”.  Why are people so disturbed and befuddled by this prospect?

READ ON,.. FIND OUT WHY, FIND OUT HOW, FIND OUT MORE

and stay tuned to http://www.cognitivology.wordpress.com and our website http://www.ccthedots.com

The preschool stage is the foundation for everything in life, EVERYTHING — and everything means everything.  So why wouldn’t the preschool stage be the criteria for understanding the full potential of the human brain AND  what other stage of life can possibly boast being the foundation for EVERYTHING?  Only the foundation for everything can possibly provide all the answers needed for full brain potential.

The human brain is a microcosm of the universe and all the forces of the universe are subject to the unifying laws that do indeed govern all forces.  So the human brain is also subject to the same laws that govern laws themselves, and that is that all elements that govern the laws themselves, which in turn govern the universe, are derived from the same set of governing forces that everything is subject to.

There is a Theory of Relativity for Human Brain Potential, and the principles of e=mc2 make human brain relativity an inevitable fate – – – the opposite is just too consequential and even unthinkable  — and besides, we’ve been running on the antithesis of e=mc2 for millennia ….isn’t it time we tried running with the theory of relativity for our brains, look what it’s done for technology and computer science and space-travel and televisions and

THE CHALLENGE IS ON …

…WHICH HIGHER EDUCATION OR UNIVERSITY IN THE WORLD WILL BE THE FIRST TO HOST A DEGREE PROGRAM IN INTUITIVE INTELLIGENCE ???

The fundamental math principles of e=mc² have proven again and again to be relative to the invisible and visible forces of the whole cosmic universe.  The human brain is a microcosm of the universe , which is why we seek out its knowledge – – because universal knowledge is a necessary and prerequisite element for full human brain potential.  Therefore, the human brain is subject to the principles and parameters of e=mc²

The Laws that Govern the forces of the universe are what make the universe an interconnecting knowledgeable entity — and that is what makes the universe a natural “internet service” of intuitive knowledge and information processes. Humans have never been exempt from these processes and properties, but humans are operating on a grade of intuitive intelligence that is well below the natural grade of intuitive connectivity.  Intuition is the highest function of intelligence — the human birthright and our ultimate fate is to master intuitive intelligence.  Now all we need to do is start a real conversation about intuitive intelligence, which is one and the same with real human brain potential.

EINSTEIN clearly declared that “INTUITION IS EVERYTHING” !!!

The fundamentals of real intuitive intelligence is also identical to the fundamentals of the 3 – 5 year old (preschool) brain.  To comprehend the genuine properties of real brain development is to understand the preschool brain.  Any resources, or fields of knowledge proposing and promoting information about how to unlock the brain’s higher purposes and potential must be able to also proclaim that at least 50% of their material and documentation covers the intuitive-cognitive mechanics of the 3 – 5 year old (preschool) brain.  ALL resources attempting to reveal higher brain development without explaining the preschool brain are merely remedial, impermanent, and maybe even impertinent, but practically all require the effort of conscious application and constant conscious management, and even diffuse, or ignore the fundamental properties of intuition.

Fundamentally defined, INTUITION is actually the connection between all systems of knowledge – –  and every form of energy & matter in the universe is a packet of knowledge and information – from a Boson particle to Binary stars, and EVERYTHING in between. All entities in the universe, living and non-living, operate intuitively to fulfill their full potential, and serve their functional purpose within the interconnecting mechanics of the universe.

INTUITION is also the BIRTHRIGHT and DESTINY of Full Human Brain Potential, connecting us and compelling us, to explore the knowledge of the universe.  Full human brain potential however, i.e., acquiring the knowledge of the universe, takes place after birth, thus the processes of “I.I.” [ Intuitive Intelligence ] must be established and fostered  { post birth } in conjunction with our incremental stages of “cognitive development”, with the help of all of our multi-dimensional sensory tools.

Just as the paired forces of space-time, electromagnetism, light-speed, gravity-mass/acceleration, as well as the Quantum world & multiple dimensions (yet to be properly connected by Scientists/Particle Physicists) are ALL inextricably linked & interconnected — so are the paired forces of intuition–cognition, emotioning–reasoning, language–relationships, creativity–precognitive decision making/hypothesizing, Parenting–brain development, Education–brain development, psychic abilities–multi-dimensional sensory perception, instant gratification–delayed gratification, foresight–hindsight.   All these are governed by underlying and overarching laws and principles common to all processes and properties of the universe.

There have never been separate and disconnecting laws governing the forces of the universe, we merely needed to discover them and realize how they are interconnected.  We are now at the point where we must do the same for the prospects of full human brain potential & intuitive intelligence — these two forces are also identical and as inextricably linked as space & time, electromagnetism, etc.  Intuition is how Einstein figured out the forces of the universe, and it is why he proclaimed that “intuition is everything”, and it is why we consider him to be an intuitive genius.

“Intuition is Everything”, and it is applicable to Everything – – especially, all of the intelligence and behavior capabilities of human potential.

THE TIME HAS COME TO MAKE INTUITIVE INTELLIGENCE A VIABLE FIELD/DISCIPLINE OF KNOWLEDGE — AS A CREDIBLE, RESPECTABLE AND RESPONSIBLE AREA OF STUDY — AND HOW IT IS RELATIVE TO ALL FEATURES OF AUTHENTIC HUMAN PROGRESS.

Intuitively is how we’re supposed to learn everything.  Children are the best intuitive learners and early brain development constitutes the foundation for everything in life.  Intuitively, is how we should learn throughout our lifetimes.  The keys to how we learn and the clues to better earning are fully encoded in young brains — all of the descriptions of which are fully DEFINED and DESCRIBED in COGNITIVOLOGY® books, and explicitly outlined in detail in:    

* COLLECTING and CONNECTING THE DOTS – Human Heart and Brain Version 10.0 ~ Upgrading our 40,000 year old 0.2 version of Potential.   

* THE DOTS CONNECTED ~ What Does Childhood Really Have to do with Adulthood, PLUS, Intuition’s Role in Fulfilling the Total Development of the Human Brain and the Unlimited Potential of the Human Mind.

* CONNECTING THE DOTS ~ The Cognitively Correct Way to Speak with Preschoolers.

Explore these books and the significance behind a genuine Theory of Relativity for Full Human Brain Potential.  Visit our website to investigate our books and consultations about Intuitive Intelligence development. Find out WHY, find out HOW, find out MORE – – – COGNITIVOLOGY® :  The World’s leading and best consulting forum for Intuitive Intelligence  (as well as the genuine traits of computational thinking). http://www.ccthedots.com

Only COGNITIVOLOGY® can answer all of the fundamentally-interconnecting questions & traits about Intuitive Intelligence.    The TRUTH is in the fundamentals !!!

In the future we may consider naming names and describing how certain known, credible and trusted personas are misleading the general public about higher brain potential…but we’d rather see them join the real cause of real brain development, if they dare to understand.  Good luck and good tidings to all throughout the world and throughout the year.  — C. Woolf, primary author of COGNITIVOLOGY (R) books, literature and materials.

DID EINSTEIN REVEAL THE FORMULA OF HIS GENIUS – OR DID HE TAKE HIS SECRET TO THE GRAVE? HINT, HINT ~ EINSTEIN CLEARLY DECLARED THAT: “INTUITION IS EVERYTHING”…

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DID EINSTEIN REVEAL THE FORMULA OF HIS GENIUS – OR DID HE TAKE HIS

SECRET TO THE GRAVE? HINT, HINT ~ EINSTEIN CLEARLY DECLARED THAT:

INTUITION IS EVERYTHING”…

Which is how Einstein understood why things that seem separate or disconnected, are in fact connected – and connectivity is essentially, the most fundamental trait of Intuition. This is how Einstein was able to decipher and devise the grand General and Special Theories of Relativity. These theories opened up the worlds of Quantum Mechanics, which paved the way for String Theory and the more distinct fields of Astro-Biology & Particle-Physics. And by the definitions of e = mc2 — all of these fields are interconnected.  But, what’s most telling about these connections, is that our own unrequited inquiries into these fields of knowledge, makes them relative and essential to the development of our own human brains and unequivocally, our human Intuitions – which should help us connect everything we know, in addition to expediting what we still crave knowing about the universe, and our purpose in it. Okay, so that’s a mouthful – – or more like a mind-full. 

The question to present to all questions of knowledge is:  Are we connecting, or intuiting everything we need to know?  We might also ask if we are doing enough to emulate the genius of Einstein?!!  Particularly because, according to Einstein, we ought to be using our intuitions for everything, since “Intuition is everything”. Let’s explore and connect some factors about developing genius mindsets that, at least, imitate the intuitive genius of Einstein.  To start with, each of us possesses an intuition, as well as unique abilities  that are endowed by the genius of Nature, along with its universal partnership and original source of knowledge  — (i.e., the laws and language of the universe).

But first, it’s time to clear up a few distasteful narratives. Let’s be anything but opaque here. Einstein never said ‘consciousness is everything’, or that ‘arithmetic is everything’, he stated that, “intuition is everything”. Any scientific experts will humbly admit that there is little consensus among them to settle any descriptive agreement regarding “consciousness”, and for all their ramblings about Einstein’s intuitive genius, they rarely encourage open forums to discuss “intuition”. With all due respect to Nobel Prize laureates, such as Eugene Wigmore, who pondered on and on about Schrödinger’s cat and the traits of consciousness in determining the condition of the cat, in conjunction with the deliberate act of observation; for all the endless books and airy fairy discussions about “consciousness”, exactly what has “consciousness” done to resolve coherency in any information systems or solve any world problems? None! However, in all fairness, the one thing that consciousness does perform for us is its absence under the influence of anesthesia.

Well, that having been said, it’s connectivity time, i.e., defining the authentic traits of intuition:

Intuition is everything”. Children learn language intuitively; they never do it “consciously”. We use language for everything. Intuition is the universe’s naturally free internet service, interconnecting everything, and connecting us to every dimension of knowledge and information – if only we’d all become connected to our own genuine intuitions. Early intuitive language development is a necessary requirement for cognitive development. For instance, you should be able to learn another (bunch of) language(s) intuitively at a later stage in life because you’d originally learned a language intuitively during the foundational stages of cognition. But had you missed the opportunity to learn any speech and language skills intuitively at a very young age, you would be unable to learn language proficiently in the latter stages of life, including your “mother tongue”. One of the other most practical traits of intuition is the ability of transferring, and/or transposing information from one system of knowledge to another. Bottom line is, language is used for everything so everything you learn ought to be cohesively interconnected.

So, can we now begin to see how important it is to establish a theory of relativity between intuition, cognition, and language, which altogether, formulate the basic connecting computations for achieving “intuitive genius”? Benjamin Franklin – another genius – proposed the concept “become a jack of all trades and a master of one”. Unfortunately, a great many people are unaware of this original statement because we unconsciously follow the contorted pop trend non-genius version of describing someone as a ‘jack of all trades and a master of none’. Okay, enough digression.

What kind of mind is needed to define whether the following anecdote is idiocy or conspiracy? If intuition is everything, as Einstein declared, why do we keep disregarding this guidance if we are so bent on emulating his brilliant genius? Computer Scientists are confidently determined to make computers more intuitive. By the way, it is noteworthy to acknowledge that if computer scientists want to develop more intuitive computers, then they need to start working with the traits of intuition rather than fooling themselves into believing that intuitive-A.I. for computers can be coded on the traits and features of memory. Intuition is far superior to memory and even bypasses the mechanics of memory, just as we do for our general everyday language skills. For all of their exquisite coding efforts, they still need to become proficient in Intuition 101. Still waiting to see that happen!

Every field of knowledge is equally interchangeable with “Math”. Everything is built upon the fundamental principles of mathematics, or the language of the universe as defined by Physics – and these basic mathematical laws are what interconnect everything. That simply means that the mechanics of intuition are hiding in plain sight – everywhere. This should also mean that Physicists ought to discuss intuition more than they dabble with Arithmetic. But such is the literal meaning of cognitive dissonance and counter-intuitive thought processing that defines the limited range, or percentage of mind-brain potential that we’ve staggered around upon for thousands of years. It certainly defines how, unbeknownst to most folks, “Arithmetic” has never been a synonym for “Math”. “Everything” has never been all about the Arithmetic, but everything is all about the Math.

The variables required for equating human genius include the explicit connections between Language, Cognition, Intuition, The Fundamental Principles of Math, and Natural Science. All of these functions must be cultivated in accordance with the human brain’s hard wired capacity for Compassion, Optimism, Creativity and Decision-making – these are the properties that generate and incorporate intuitive genius and full human brain potential. A little margin note is in order here ~ let’s remove one concerning factor: ‘Evil Geniuses’ need never apply, meaning that true human genius can only be built on the elements of compassion and optimism. The human brain has never been equally hard-wired for good and evil, this is an historical falsehood. It also means that we can depart from the wasteful time consuming effort of trying to artificially affix morality and ethics into the ambiguous properties of “consciousness” – which as mentioned, is only worthy as when it’s absent under anesthesia.

So, here is the disconnecting tale wherein either idiocy, or conspiracy has been misguiding the process and progress of human intuitive intelligence – but it is a fate that can still be recovered, especially during the cross-roads of human civilization and globalization that we are currently engaged in.

More than a half century after Einstein’s final residency in Princeton, and after having adamantly proclaimed that “Intuition is Everything”, how is it that none of the grand universities on the planet, including Princeton itself, has missed conceiving of an MBA, or Ph.d program offering a credentialed degree in Intuitive Intelligence and how it is relative to everything. It seems so surreally discombobulating.

Going back about 20 years, a national early education board was at the height of mandating that all Early Educators must omit the specific negations no, not, don’t, can’t and shouldn’t for all teaching techniques, guidance skills and all functions of young children’s cognitive development. This issue was neglected by most Early Educators, and this widespread non-compliance, forced the board to discontinue issuing the mandate and its significance. Meanwhile, for all Neuro-science had uncovered about how the young human brain was unable to process, or hypothesize the literal inversion of a devalued verb by a negation, especially considering that verbs are the main part of speech in any language, the mandate’s significance still died without a tear shed. Notwithstanding that death, never did a single memorial arise in a published form, by an accredited MBA or Ph.d candidate documenting the connections between language, cognition and intuition. And what, with our relentless pursuits about the retentions and losses of “memory”? The point is that it is unnecessary to consciously remember everything. Intuition gives us the ability to recollect anything we’d ever need to know, because with intuition, everything we’d ever learned would be connected somehow, and transferable within our human neuro-nets – if only we’d been intuitively developed, yet we continually miss propagating the genius of intuition.

To date, only one set of books and resources addresses these connections, and to date, they have also remained unchallenged. They are unchallenged because the professional world still misunderstands the intuitive connections between Cognition, Language, Relationships, Emotions, Reasoning, Common Sense, Critical Thinking, Logical Hypothesizing, Doing the Math, and the whole authentic development of our human brains. If we want to really solve problems and innovate, we need Intuition!

That is the tale; the unrecognized, or unrecognized and unrequited depiction of our birthright and destiny to master intuitive intelligence. We are all either part of the problem, or part of the solution – part of the conspiracy, or part of the idiocy. Teens however, are in neither of these categories. As teens are navigating the final trimester of their intuitive-cognitive development, they have the opportunity to substantially alter the progress of human history by acquiring and practicing the interconnecting traits and mechanics of intuition that can still unleash their own genius – and everyone has an intuition. Only Cognitivology® is offering the means and information for that task. So, stay tuned and stay connected. Signing off for now, C. Woolf, principle author of Cognitivology® resources.

WHAT MAKES A PHYSICIST’S JOB AND A PRESCHOOL TEACHER’S JOB MORE ALIKE THAN ANY OTHER TWO PROFESSIONS?

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WHAT MAKES A PHYSICIST’S JOB AND A PRESCHOOL TEACHER’S JOB MORE ALIKE THAN ANY OTHER TWO PROFESSIONS?

Does this title sound like the beginning of a tricky little riddle, perhaps with an uncanny and intriguing answer that is stranger than fiction?

The truest measure of a society’s success is equivalent to the education it provides for its nation’s children, because children are the future of every society. Having said that, should the standard quality of a nation’s whole education system be defined by its version of preschool, specifically, the 3 – 5 year old stage of preschool brain development? We universally accept the wisdom, that the early years are the “foundation for everything in life”, but are we doing all we can to implement its significance and effectiveness?

“Educational reform” has all the necessary appearances of emphasizing how we ought to reformulate the K-12 years of education. But this approach is so wildly incoherent, and analogous to believing that a half-baked cake can still be mixed with an ingredient that was missed during the original mixing process. Yet, in America, this is how we mix and re-mix strategies to aid our ailing education system. The debates and tactics rage on and on, without ever identifying what should be the most obvious solution.

In most western industrialized societies, we believe “a,b,c & 1,2,3” to be the fundamentals of education. It is a staunch belief, and staunch beliefs often dismiss us from doing some very needed critical thinking – the very thing our nation’s young adults are missing the chance to get a firm grip on.  In parallel fashion, a,b,c & 1,2,3 are the basic parameters that recent, current and upcoming generations of young adults were cultivated upon when “nursery school” became the fashion. What does that have to do with anything? Well technically speaking it means that we’ve cheated our nation’s children out of receiving a true education.

“Education” and “Brain Development” ought to be completely synonymous in every sense, they should be homogenous, they should be pasteurized together … you get the picture. We are discovering way too much about brain development for these two processes to continue masquerading as separate entities. So what do we do to synthesize and amalgamate them? First, we define the connecting roots for both of these traits, and then we actually connect them – at their root.

Seeking knowledge and seeking out the origins of knowledge are essential to the properties and elements of human brain development – that’s why we do it. Natural Science and Physics are our greatest venues for discovering the roots of knowledge. These fields define the laws, energy and matter of the universe, and are therefore the building blocks for every field of knowledge, including the elements that construct every star, moon, planet and living thing.

Now to state what should be the obvious, these natural laws existed long before we discovered ways of collecting and recording their properties with formal Literacy, or “a,b,c’s” and Numeracy, or “1,2,3’s”. The first stories of humanity and early observations of our world and universe were handed down by word of mouth and pictures – but you already knew that. By the same token, the human brain existed long before alphabets and numbers were discovered.  It is at least rumored that the human brain is the most complex thing in the universe, and that it even is a representation, or microcosm of the universe. It seems fitting then, or parallel that our brains’ greatest potential require the same basic elements of knowledge that the universe has required for its structure and development. But we are using far less of our brains’ potentials than we are naturally destined to use, and the peculiar tendency common to that condition is an inadvertent belief that we are exempt from these elemental processes.

It’s time to get back to basics and realize what those elements are. Why is the field of Physics put on such a pedestal? Because it is a field that best answers some of the fundamental and key questions about the universe, which is the source of our existence. These key elements are known in Physics as the “Language of the Universe”, they are one and the same as the fundamental Principles of Mathematics.  These fundamental math principles are the description and definition for everything in the universe, including us. Math is everything, and everything is fundamentally mathematical, and whatever you do in life, Math really is your very best friend, even if you dislike Arithmetic. Yes, it’s time we understood the difference.

So, to get back to our riddle, that is, to settle the meaning of this article’s title; “Why are Physicists and Preschool Teachers’ job more alike than any other two professions”? It is very simple. Physicists uncover the Fundamental Principles of Math – or basic laws of the universe, and Preschool Teachers (are supposed) to provide and administer the basics of knowledge – the Fundamental Principles of Math – to every young child. The question is; are Preschool Teachers being trained to do their jobs, and are they allowed to do what their genuine job descriptions actually entail? Sounds like both jobs are equally significant, but maybe it also explains why Physicists win Nobel Prizes, while Preschool Teachers are never even given that consideration.

The bottom line is, as long as we refuse to surrender the belief that a,b,c & 1,2,3 constitute the basics of formal education, we are inadvertently engaging in a futile battle against the fundamental laws and mechanics of universal knowledge. However, if we insist on upholding a,b,c & 1,2,3 as the cornerstones of learning, then they must, at least, be administered by all of the Fundamental Principles of Mathematics, and this is where we falter.

Until we cognitively reconcile with the basic knowledge properties of the universe, as defined by the Fundamental Principles of Math, we can propose and promote every kind of remedial method for reforming our K-12 years of formal schooling. Even when, and if K-12 become, homogenized with genuine brain development, it will eventually point us toward refurbishing the roots of early education, that is specifically, preschool brain development. Whether we choose to imitate the Chinese school standards, or strike a pose with the Finnish system of education, one thing is for sure, and that is that both of these countries must have a more exquisite understanding of the concept that “preschool is the foundation for everything in life”. If “math is everything” and if “preschool is the foundation for everything” – and everything means everything – then preschool is the solution for fixing everything within a nation and its societal progress.

Early Education is officially and formally described as “cognitive development”. What most folks are unaware of is that this term is merely the formal title of “math” for preschoolers. Everything is math and preschoolers are learning the basics of everything. This is all the scientific and Neuro-scientific proof we need to emphasize preschool as the strategy for reforming everything in America – especially our education system.

Of course, there’s one more important ‘P’ in this pod, and it’s “Parenting”. It has everything to do with brain development, because that’s what parenting actually is. When this tripod of Parenting, Preschool teaching, and a Physicist’s job work together in unison for human progress, then the cornerstones for intelligent, compassionate and optimistic societies can be established and built – in conjunction with the authentic traits of intuitive intelligence – ultimately fulfilling the purpose and full potential of humankind. The brain is the answer to human harmony.

FOR MORE INFORMATION, read the Cognitivology® blog at www.cognitivology.wordpress.com
Also visit our website to explore Cognitivology® books at: http://www.ccthedots.com
ASK ALL THE QUESTIONS YOU WANT – WE’LL GIVE THE COGNITIVELY CORRECT
AND INTUITIVELY CORRECT ANSWERS FULL BRAIN POTENTIAL – It is your destiny!

“TO BE” or “NOT TO BE” – “TO NEGATE”, or “NOT TO NEGATE” – “TO CHOOSE GOODNESS” or “TO NOT CHOOSE GOODNESS” ~ That is the REAL Question with a very real ANSWER

“TO BE” is the leading, most prominent verb in any and every language – and verbs are the most leading and important part of speech in a sentence in any language, and as such, there are “no” substitutes for a verb (whereas there are substitutes for nouns, adjectives and adverbs).
“To be” also reflects the most important and most fundamental question in life – – translated in Shakespearean terms as “to be or not to be”, or in plain laymen’s terms as “what is the meaning of our existence / what is the purpose of life” ???
Normally I write entirely without the negations “no, not, don’t, can’t and shouldn’t”. Today for this specific blog I have chosen to make an exception. WHY? Partly to highlight the the human brain, especially very young brains do “not” process negations (and since I write about young human brain development it would “be” most hypocritical to write with negations while emphatically describing how and why parents and teachers must use non-negated verbs when guiding and teaching young children).
On the other end of the spectrum, very old brains have already been over-processed and over-programmed by negations, subjecting the elderly to ever more confusion (and revealing the core element of cognitive degeneration, which Neuroscientists are all too comfortably happy to ignore).
The in-between stages of our cognitive life, that is the stages in between “being” very young and then very old, we spend every day commonly processing negations. It is so common and familiar to us, we just “don’t” give it any thought, we do “not” question it or believe that it has anything at all to do with the real raw full potential of the human brain. We handle negated verb processes on a daily basis and we have to use our brains for EVERYTHING we do, so it seems a perfect defense to assume that our brains do indeed process negations. Again, the brain is “not” designed to process negations, it is designed to process the raw verbal syntax of a verb that contains the most information in any given sentence, in any given language. So how are we managing this negated-verb process.
What we are really doing, that is, what our brains are helping us to do is perform the fundamentals of cognition or the fundamental mathematical principles of an equation. In order to process a negated verb, we hypothesize the inverted meaning of a negated verb, so “not to be” becomes “to be”.
Today’s exception to use negations is to highlight a couple of specific points with the hope of pointing out the fundamentals of real human brain development and how real human brain potential is generated and programmed. Computers are given the right and respect to be programmed without negations, but when it comes to properly programming young brains, we completely neglect this same principle, resulting in a downgraded version of our brains’ true potential and leaving us languishing in the perpetually purposeless question of “what is our purpose in life”. The first answer to that question is – the first purpose in our lives is to fully develop the full potential of our human brains — so that we may eventually understand the purpose of our lives in this universe when it finally slaps us upside the head with its full force of knowledge, lol.
When we are trying our best “to be” wise and philosophical and intelligent, the proposition that is most applied is the imposition that we must “make choices” in life, and the dominant theme behind “making choices” is choosing between good decisions and bad decisions, or plainly just choosing between “good” and “evil”. This is human history’s leading narrative defining the majority of philosophies and belief systems. If choosing between “good” and “evil” really defined the purpose of our existence, then there would be “no” reason to continue proposing the question of “what is the meaning of life”, or “what is the purpose of my existence”. If choosing between “good” and “evil” was the answer, then we’d have nailed it – question answered. So why are we still perpetually possessed with answering this elusive question?
The answer is unfortunately, or fortunately too simple! Either choosing between “good” and “evil” is “not” the right question, or we are “not” using our brains, which we need to do everything, in order to answer this question, or find out what the real question is.
So the final question is “TO ASK” or “TO NOT ASK” the right question, AND THEN GET THE RIGHT ANSWER. To “not” ask is to never get an answer, so we need to ask the question as to whether choosing between good and evil defines the meaning and purpose of life — and of course, we need to use our brains to ask and answer the question, which means we need to know how the brain really works.
If our first purpose in life is to fulfill the full potential use of our brains, then we need to ask if the human brain is designed to equally process good and evil – making us therefore fulfilled in exercising our purpose to choose between good and evil, or good decisions and bad decisions.
The simple rudimentary TRUTH is that our human brains are “NOT” equally hard-wired for GOOD and/or EVIL, but it is the prevailing school of thought that we make choices everyday to choose between good and bad, right and wrong, goodness and evilness. The human brain is “NOT”, I repeat “NOT” equally hard-wired for good and evil, so the good-evil choice philosophy is completely false and yet it is still driving the everyday belief systems of people everywhere in virtually everything they do.
The human brain is FULLY, and ONLY FULLY hard-wired for COMPASSION and OPTIMISM — Essentially meaning that if we continue to believe that the brain is partitioned to choose between good and evil, we can hardly expect to ever fully use our brains. In order for us to fully use our brains, we have to intentionally CHOOSE TO DELETE AND MAKE OBSOLETE the idea that human life’s grandest purpose rests on the idea of “choosing between good and evil”. To choose between good and evil is to choose the downgraded version of life and our truly authentic potential.
So what is the real answer, what is the real purpose and meaning behind MAKING CHOICES — because “making choices” is something we can never make obsolete.
The choice in life is CHOOSING between the knowledge we already have and sticking to it without question or reservation – – – OR – – – CHOOSING the option of inquiring, accessing, obtaining, exploring and acquiring new knowledge and information that makes our decisions more informative and intelligent, in other words, putting to use the full potential of our brains, which is to always seek new knowledge, to practice unlimited knowledge potential, thereby exercising the greater, grander and fuller potential of our brains, and finally moving toward understanding the purpose and meaning of our lives.
Remember – or “don’t” forget – the foremost purpose and potential of our human brains is the ability to make choices and decisions, and the real choice, consistent with the mechanics of our human brain “isn’t” to choose between good and evil, because our brains are only hard-wired for goodness. The CHOICE in life is to choose between sticking with what we already know or choosing to know more than what we already know. THAT IS THE ANSWER TO THE GRANDEST OF ALL QUESTIONS – “TO BE” or “NOT TO BE”.

What Is The Definition of a Definition?

The definition of a definition can be most easily described as (1) the origin and meaning of a word, and (2) an unwritten or written agreement about the various meanings and applications of a word, including the changes that a word or definition may incur, as well as other cultural influences that transform meanings, words and definitions between one era and/or culture and another.
Words can be flexible, and they should be. However, whenever we create the definitions of a word, the question is, are we using the same criteria for creating a definition? This may seem like an imposition on the creative aspect of constructing words, but the definition for definitions ought to be tethered in the definitive properties of the roots of knowledge and information. Why should this detail be significant? Do we really need to create another forum, or add another ridiculous category to the world of philosophical debates in which some minute detail is just endlessly discussed ad nauseam and ad infinitum? Does it change anything, or add any constructive rhetoric to the core issues of humanity?
The answer is that every issue adds constructive rhetoric to the core issues of humanity if it’s constructed in accordance with real brain potential. So how does the definition of a definition affect us?
We use words to construct sentences representing the languages we speak. We use language to develop relationships and share knowledge. Like language and culture that are interchangeable, relationships and sharing knowledge are also interchangeable – which is why we bond best and most with others who share our own ideas and feelings. Nevertheless, we must consider that all knowledge and information has an origin. Everything whether artificial or natural, visible or invisible, microscopically tiny or grandly gigantic, are all forms of knowledge and information that originate from the energy, matter and properties of the universe. The human brain itself is a concentrated microcosmic rendition of the universe, and therefore, since our brain relies on language for its cognitive and intuitive development – – particularly because we learn language intuitively and language is necessary for cognitive development, meaning that “cognition” and “intuition” are also interchangeable) – – then it is important to consider that the origin for definitions of words, which in turn formulate language properties, must also be in alignment with the fundamental properties and definitions of knowledge-information-energy-matter. These properties should then be consistent with the constructive properties of how we use language to formulate the full intuitive-cognitive development of our brains.
Let’s apply an actual example to this seemingly insignificant detail. “Consciousness” is a widely discussed topic. It crosses cultural boundaries and spans centuries of human progress and development. In more modern times, such as the one we are now living in, the idea of “consciousness” has also been adopted by various fields of Science, and yet even within the scientific community, there is little agreement on an actual definition for consciousness, and it is rarely, if ever, discussed in the same conversation as “intuition”. What’s even weirder is that “consciousness” is added to so many discussions, issues and topics of human endeavor, even while Scientists themselves understand that intuition is superior to consciousness. Einstein himself after all has stated on several occasions that “intuition is everything”. He never said ‘consciousness is everything’. What’s weirder and more curious is that Scientists rarely speak of ‘consciousness’ and ‘intuition’ under the same heading or category, nor do the two words seem to arise in the same discussion.
The point is that Scientist who understand that the universe is interconnected, and that everything is a form of knowledge and information down to the smallest particle of energy and matter, the question is, where is the connecting fundamental property between the “definitions” of ‘consciousness’ and ‘intuition’. If fundamental universal knowledge is the criteria for creating sincerely authentic definitions for words and meanings, then what is the problem with scientists coming up with a properly definitive definition for consciousness?
By the same rhetoric that consciousness is undefinable even by scientific standards, it is often connected to the emerging scientific narrative of parallel universes. They go together because they are equally vague — and inconsistent with the properties of universal knowledge that are openly accessible to anyone who wants to access it all. Keep in mind that Intuition is the Universe’s Naturally free Internet Service and we all ought to be connected to it so that we can access universal knowledge. While Science and Philosophy propose – at least the minimum property of consciousness as a feature of awareness, and preferably, ethical conscientious awareness – then why is there supposed to be a barrier between becoming aware but being barred from any conscious knowledge of parallel universe’s, in which there are other versions of you and me ???
Obviously, consciousness has its limits, but the universe is filled with unlimited knowledge, and the brain is naturally designed for unlimited knowledge processing — so it makes sense that rhetoric and conventional definition for ‘consciousness’ remains undefinable, because it is so out of sync with the definitive properties of universal knowledge.
If there are other parallel universes, and if we are supposed to become more intelligent by becoming more consciously aware and/or conscientious, then information and knowledge about the other versions of you and me should be accessible. Either we need to become more intuitive to have access to these parallel selves in parallel universes, or we have reached the limits of consciousness, which is clearly limited. Intuition would at least allow us to access these other parallel and differing versions of ourselves and our particular world – or we’d find that multiple dimensions of our selves are reflections of multi-dimensional information that can be exchanged between our parallel selves, so as to improve our lives, or be more connected to the multiple interconnected dimensions of the universe that we should be connected to. Consciousness is a closed system of information – that’s why it is undefinable. It’s best definition is that it is a temporary and auxiliary holding system substituting our eventual emergence into a full spectrum of intuitive intelligence capabilities. As Einstein said, “intuition is everything” and yet we should intuitively realize that everything is interconnected, especially since “intuition” is fundamentally the connection between all forms of knowledge and information. “Consciousness” has never offered that feature to us – and to our brains that require unlimited, open-ended information processing. Yes, the definition of a definition must be consistent with the fundamental properties and mechanics of intuition – the connecting feature of all knowledge and information – – and when a definition is inconsistent with the brain’s full rendition of intelligence potential, i.e., “intuition”, then it ought to be changed to suit the full development of the brain, which is a mini-microcosm of the universe, meaning that we ought to have full access to the universe’s knowledge rather than being limited or otherwise, redefining our human brains as the antithesis of a mini-microcosmic instrument capable of processing unlimited knowledge and information.