Helping Neuroscientists keep up with the Neuroscience.

Neuroscientists are still baffled by how the “back of the brain and the front of the brain can make peace” in the words of senior science writer Jeffrey Kluger, written in an article in the March 2012 TIME magazine issue. There is simply NO REASON in the world as to why Neuroscientists struggle to reconcile the interconnectedness of the human brain’s total potential. The path toward understanding this constrast that seems so mysterious is simple – it merely requires understanding the preschool brain, but heaven forbid Neuroscientists should humble their hackles to explore this undeniable factor in the process of finding the solution to getting the “back of the brain to make peace with the front of the brain”. In other words, if the front of the brain and the back of the brain were two countries trying to find peace and reconciliation between their differences, then the preschool stage would be the ideal and very capable ‘U.N.’
For the immediate present, we are presenting an interlude here before we move on to the promised topic of how ‘free will is inextricably linked to human development, human intelligence and human behavior’. People like to point to many causes for any number of particular types of problems that humanity experiences – – – However, as mentioned much earlier, the problem behind all human problems is a problem of insufficient brain development – that mere 20% we’ve tapped into, which does little to ensure that the battlefield between the front of the brain and the back of the brain is replaced with a peaceful and very constructive purpose.
It’s a simple concept, if a butterfly emerged from its coccoon before its wings were fully developed, it may fly and it may even defeat the odds, but it will struggle unnecessarily and it will be at odds with its full potential. This is very parallel to human development. The preschool stage is the stage where the wings of human potential are developed and in order to fully spread those wings a full potential of the traits and features of preschool development must be fostered.
According to the researchers who are in possession of the leftovers of Einstein’s brain, Einstein’s gliel cells were different than the average brains cells of the same sort. Also, apparantly his brain was functioning like that of a young adult more than that of a person his own age. Additionally, his frontal parietal lobe was larger than the average person. Okay folks, this is hardly a difficult equation to calculate…. The young adult thinking brain, the wiring and activity of the gliel cell neurons, and the larger than usual parietal frontal lobe area are typical of intuitive intelligence. This is not mysteriously magical. It is simply a mind that works intuitively – an intuitive mind in charge of the brain rather than the other way around. The foundation for the development of an intuitive mind is entirely dependent upon the intuitive development of the basic building blocks of preschool cognitive development – and every process of preschool cognitive development is an intuitive development process. What does that mean? It means that every child has the opportunity to become even smarter than Einstein when we pay very close attention to the importance of the preschool stage of the human intuitive mind-brain connection which is established during and only during the preschool stage. It is only slightly complex, but it is definitely uncomplicated, and using the compatible lingo that fully activates this preschool mind-brain-behavior-intuitive-intelligence connection is a property and process that must be acknowledged by the Neuroscience community and in general by educational administrations.

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