Monthly Archives: March 2013

The Overall Brain Review – Why your brain matter matters in every matter of life. What is brain development – Really? What exactly is ‘higher brain development’?

PART I
The time has come in human history where EVERYTHING needs to be reviewed in the matters and terms of human brain development. EVERYTHING from education to social issues, technology, love, war, peace, trust, relationships, politics, etc.
All of these matters are directly linked to the processes of our brain matter, and these brain matter processes must go beyond just reviewing snippets or partial processes of our brains’ challenges. Understanding ourselves means understanding our brains and understanding our brains means more than just dealing with ‘this is what your brain is doing when you’re on drugs’, or ‘this is what your amygdala acts like when you’re excited’, or this is what is failing to happen in the frontal lobe and limbic systems of a serial killer’, or this is what duress the brain is suffering under the conditions of Alzheimer’s’, or this is what causes teens to act the way that they do’.
All issues of human development; health, economics, criminal activity, philanthropy, behavior, intelligence, decision-making, world progress and especially adult self-improvement as it is relative to the stages of cognitive development must be viewed, reviewed and overhauled in accordance with the total and full potential of the human brain.
In other words, how would we actually strive, thrive, survive, interact, think, feel, learn, lead, teach, share, work, help, invent, and contemplate within the context of a fully developed and 100% activated brain — as opposed to the historically typical model of using only about 20% of our brain’s potential ??? More specifically, how would a fully activated brain affect the way we process and apply free-will, creativity, intelligence, and behavior?
The simple answer to these questions point to the matter of why we’ve been unable to tap into latent brain potential. The short, straightforward answer is that we need to approach the matters of human development – i.e., the matters of human BRAIN development – from the standpoint of Intuitive Intelligence development. This is the central matter of all human brain matters that has been left unchartered and under-nurtured. What else could it possibly be? We have addressed practically every other facet of human development. Intuitive Intelligence makes up the whopping 80% of human brain potential that we have been missing for so long – and the most we’ve done is to dabble in intuitive intelligence as some mysterious mystical process. But it is a substantial process of our cognitive development. We learn language intuitively and language is used to learn everything else, so intuitive intelligence has to do with, well, literally EVERYTHING.
But the most unknown factor about exploring the possibilities of total human brain potential – which is the same as achieving total Intuitive Intelligence potential – means reconciling with the understanding that Intuitive Intelligence potential (are you ready for this shocking newsflash?) means understanding Preschool Brain development. Whoa – what do the issues of world hunger and climate change have to do with preschool development? – EVERYTHING!!!
We need to process solutions for EVERYTHING and the highest form of human intelligence and behavior – or higher brain development – means we are using our intuitive intelligence capabilities.
Unfortunately, this realization, indeed, this connection has gone totally unrecognized by virtually every field of science, even neuroscience – – and until we can reconcile with this connection – that is, Intuitive Intelligence as an interchangeable equivalent of Preschool brain development – then any attempts to produce ‘higher brain potential’ will continually evade us and suffocate all efforts of human development.
PART II
What is human progress?  What is Human Development? What is Consciousness or Global Awareness?  These sound like complex questions, which they are, but “complex” should never be confused with “complicated”. 

We might – as a hypothesis – say, “What is Animal Progress”? or “What is Animal Development or Animal Consciousness or What is an animal’s sense of Global Awareness?  So what is actually the difference between human development and animal development?  The development, behavior, intelligence and potential of any living species depends on what is fundamentally and naturally encoded in our brains and then carried out by our sensory tools and motor skills.   Animals are born with fully developed brains, or rather at least, they are born with all of their synapses and neurotransmitters already connected — which is why they are able to respond to the true nature of their abilities and also why their full development takes place within a particularly and comparatively much shorter time after birth than humans.  Humans are born with underdeveloped brains and we need a full 21 – 25 years for our brains to fully develop.  Simply put, without any complexities, human development IS human BRAIN development. But here are two key things to keep in mind.  One is that human brain development takes place during the CHILDHOOD  years and humans, historically and to date have only tapped into a small portion of our brains’ potential (approximately 20%).  So human BRAIN development IS in fact, CHILD BRAIN DEVELOPMENT.    Humans, or human progress has been plagued with problems – the solution is UN-COMPLEX – – the one problem behind all problems of human progress is the human development problem of human child brain development. We are the only species that have massive and sometimes incomprehensible and even reprehensible problems within our own species.  Animals never experience problems within their own species on such a scale and it’s probably fair to say that the only real problem that animals have is humans.  Our problems can be solved by simply solving the problem of Human Child Brain Development.  In the Neuroscientific world, the highest function of the brain’s potential is defined by the development and application of the Prefrontal Cortex that modifies and regulates emotions in conjunction with intelligence and reasoning skills.  Cognitivology stands by the idea that there is more to the Prefrontal Cortex than just that, but that the Prefrontal Cortex actually makes zero distinctions between the most altruistic of compassionate behavior and the ability to INTUITIVELY reason highly attuned creative intelligence skills.  The Cognitivology assumption is that these aptitudes are meant to be highly integrated and that there is an early cognitive development basis that predisposes the Prefrontal Cortex for this indistinctly integrated most advanced trait of human brain potential.  The key foundational building blocks for this adult feature of the highest function of our brains requires a certain intervention of care  during the childhood phases of brain development, in particular, the preschool stage.  The highest grade of human development, behavior, potential and devising solutions for our world problems will require the full development and use of our Prefrontal Cortexes to exercise highly compassionate and skillful reasoning solutions as an indistinctly inseparable aspect in our attempts to resolve conflicts and compounding problems.  Professionals are constantly speaking of early intervention, but rarely actually devise a comprehensive solution for the early intervention of anything when it comes to solving world problems.  The only solution to solving world problems is to solve the problem of human brain development and full human brain development depends on using the full capacity of that supreme Prefrontal Cortex, which depends on the full and appropriate development of the Preschool stage – THAT  is what the Preschool stage is for.  It is a misconception that the Preschool stage is meant for academic preparation, but it is understandable that people think that way, because academia is hardly set up to secure and ensure the full development of the Prefrontal Cortex that does most of its higher development during the teen and early adult years.  In essence education, and brain development should be thought of as one synonymous idea.  When we can begin doing that, then we can reform early childhood brain development, and all the years of brain development to be congruent with the goal of total brain potential. 

Praise for ‘Education Week’

Praise for “Education Week’s” article by Stephen Sawchuk regarding President Obama’s proposal on upgrading the importance of preschool education.
In particular, writes S. Sawchuk ~
“Research indicates that children’s cognitive and social development are linked to the quality of interaction with preschool teachers, regardless of their educational levels. Such findings have spawned interest in frameworks that describe effective practices in such interactions, and can serve as the basis for professional development and coaching”
This is the best information that could have been pointed out by anyone examining the quality of Early Education and the interactions that should be going on between Teachers-Parents-Aides and anyone else involved in the care and cognitive development of Preschoolers.
So, what qualifies quality interaction for social, cognitive and emotional development in preschoolers?
Many abide by certain philosophies, cultural influences and upbringing or parental styles, but the criteria for interactive qualities that ensure the best for preschoolers emotional, cognitive and social development must be drawn out, or derived by the brain’s natural requisites for preschool brain development.
So what is the brain doing during preschool and what is the brain ultimately preparing for? This is the question that needs to be raised for qualifying a framework for preschool development.
Preschool Teaching Expertise requires a simultaneous combination of:
-Open-ended instructions
-Guiding children’s freedom to Explore
-Natural Science as the basis of all classifications of Knowledge
-ALL of the Fundamental Principles of Mathematics – describing the basics of all classifications of knowledge and all interrelated functions of Early Cognitive Development
-Non-negated language/communication/guidance reflecting open-ended possibilities supporting the Brain’s developmental system to acquire infinite knowledge through Compassion and Optimism
-Foresight guidance and enforcing the knowledge of advantageous possibilities with a focus on eliminating hindsight guidance or reinforcing through consequences / consequential knowledge (Because the human brain is ultimately, by adulthood, designed to exercise foresight and intuition, and the intuitive inclination to use foresight is intuitively established during the preschool stage).
-HUGS must also be re-implemented into the order of appropriate preschool brain development – –
Preschool teachers can hardly do their job appropriately if they are banned from hugging their students. Affection is an extremely important part of human brain development, because the human brain is an emotionally developed brain. Also, if Preschool students are going to develop as they should through free exploratory learning, then Teachers are also going to need to have Creative Freedom in their Teaching Practices.
[This also means that any close-ended formats of “teaching” must go, and this specifically includes close-ended literacy development, homework, ditto sheets / following inside the lines and inside the box lessons and teaching practices at the preschool level.]
The name of the Educational Game for Preschool Brain development is Creativity as a cognitive process during this stage of natural intuitive development – the key words being ‘creative’, ‘cognitive’ and ‘intuitive’. These three aspects are as one aspect to the preschool brain and the only time in life when they will be merged and poised to function as one.
This united feature of preschool cognitive brain development ensures that the basic building blocks for quality critical thinking, common sense, out-of-the-box thinking and compassionate, interactive working relationships can meld together to produce innovative thinking in all areas of human existence.
This approach also solves problems, resolves issues and even dissolves unnecessary resolving of a variety of difficulties that would never arise because young brains are being cultivated or configured to operate more in accordance with natural potential.

President’s proposal on Preschool

I’ve written to the President on several occasions about the importance of preschool development. I’m unsure if he’s actually reviewed any of the information that I’ve sent him and his administrations, so I will write my newest letter to him right here ~

Dear Mr. President B. Obama,
Thanks for finally paying attention to Preschool. Notwithstanding the outstanding job that the Perry system has successfully implemented for young children, the deeper values of the first five years of brain development are still being sorely overlooked. We’re faced with a dual problem for educational and societal development that still must be addressed simultaneously, regarding early education.
It’s not just about education dollars and funding. It’s not about creating a Wall Street type equation for economic and market development, or monetary investments now that will project and yield a high rate of return in a productive workforce in the near and far off future. It’s much more than that. Do we need to prepare young students to have equal opportunities in our future workplace? Absolutely ! But what we also need, what professionals in all fields are begging to acquire, and what your administration keeps crying out about more than anything else is INNOVATION, INNOVATION, INNOVATION.
Innovation requires INTUITIVE development. Intuitive development must be, and can only be established in the early stages of intuitive learning. Our nation also needs more foresight and a lot less hindsight, this is something that can also only be fostered and fortified by early intuitive-cognitive development.
To achieve both a productive workforce in all communities and give all communities of children an opportunity to be innovators in society, plus dramatically reduce many of the problems that plague our communities, we need to ensure early intuitive-cognitive development with a creative emphasis on a Natural Science curriculum that is modified and diversified by the Fundamental Principles of Mathematics.
The A,B,C’s and 1,2,3’s can wait until first grade. Early literacy development implemented as a focus to prepare for elementary school is a quaintly prevalent concept but it is a gross misconception about “academic success” when we’re considering the variables of critical thinking, conscientious behavior and intuitive-creative-innovative progress. As a matter of record, all of the leading academic countries, such as Finland and Japan, wait until the end of age 5 or 6 to begin formal literacy skills.
Until we understand the exquisite, intrinsic and rigorous definition of Preschool brain development, we will continue to miss the WHOLE point. We need to implement an integrative approach – and by the way, integrative development is also useless without a basic intuitive-cognitive foundation that gives children a connecting sense of familiarity for all fields of knowledge, as well as healthy social skills.
Thanks for trying, I hope you will continue to be enlightened.
Sincerely, Carla A.M. Woolf