Identifying the Connectome

What is the connectome? The genome project has identified the properties and secrets of genes, simple enough – albeit that there are approximately 25,000 genes to identify. These you are born with. The connectome is being described as the part of your brain that describes “you”, that is, as Dr. Francis Collins essentially puts it “you are your connectome”! But unlike your “genome” that you are born with, you were not born with your connectome. So, it is different with your “connectome” which is ensured by development, whatever that may come to be. Although your connectome is significantly influenced by your “genome”, among other influencing factors, mainly cognitive development factors, it is also indicative and/or speculative of your unique abilities.
To say your are your “connectome” is fundamentally true, but this fails to answer certain questions, such as ‘How did you become your connectome’? or ‘How did your connectome became you’! The MORE important question is “HOW and WHEN did your connectome become your connectome – and how essentially did you become you, if your connectome is YOU”?
Your “connectome” is your “neuro-net”, so when did your neuro-net become your neuro-net if you were born without your neuro-net, that is, if you were born without your connectome? Your neuro-net, or your connectome became a fundamentally connected neuro-net – most fundamentally, most formidably, most structually and most cognitively – during the preschool stage of brain development.
So to say that you are your “connectome” is precisely and unequivocally the same as saying that you are your “preschool brain”. Yes, this is a hard and humbling admission for any of us to make, let alone compelling brilliant neuro-scientists and nano-scientists to admit or deduce and just plainly say so and inform the rest of us. But it is nonetheless the reality of who each and every one of us “is”. In all fairness I think reconciling with this admission simply boils down to acknowledging that identifying ourselves, and even assessing and recognizing future abilities as well as future brain development challenges – all of these are best identified at the preschool stage.
The preschool stage is the exploration ground for assessing the whole picture of the brain and precognizing the potential patterns for precognitive thinking that will be exercised by the final development of the prefrontal cortex (during the teen and early adult years of brain development). To be able to learn by freely exploring during the preschool stage, which is requisite for preschool learning, sets the stage for acquiring the freedom of becoming who you are and who you’d like to be, thus setting the stage for exercising the critical thinking elements of free-will – or creatively reinventing yourself, that is, the “you”.
But while we are on the topic of identifying how all of the clues of human brain potential can be uncovered and explicitly elaborated upon by clueing into the preschool brain, we must also take into account the previous three years of cognitive brain development, and become more rigorous about defining “emotional cognition”, which cognitivology has distinctly accomplished. Dr. F. Collins is definitely on the right track and will likely be able to map out a trajectory of successful milestones for the brain initiative as ‘The Brain Initiative’ works to track and map out a collage of the entire brain’s connectome activities. But first he must realize that his “connectome” is his “preschool self”.
Within that effort, hopefully the long term goals of the Brain Initiative will include taking into account that we are mapping brains with only a 20% or so, activation potential, meaning, we already know that we are using a very small portion of human brain potential – PLUS – this limited or ‘specialized’ or ‘pruned’ reduction of neurons, would logically have resulted in a limited portion of brain usage we have been cultivated upon for so many thousands of years. The opposite hypothesis, a cultivation of mostly used synapses and neurotransmitters could likely yield an opposite effect – gee, more brain potential to be used, what a novel idea. Chances are, we are meant to use most of them because they keep returning…
It’s worthwhile to realize that this pruning process takes place sometime before the “connecting” processes of the neuro-net that make you, well you — This specialized pruning takes place before the preschool stage sets in, and the pruning is a short lived process. This is at least partially why so many conditions and dispositions can actually be identified by the end of the preschool stage. This also means that ABILITIES can be identified at this time too. But best of all, it means that things can be remedied and reconfigured during the preschool stage.
Those nerdy little synapses and neurotransmitters insistently present themselves generation after generation, instead of giving up or going away. Well thank goodness. You’d think one of us would get the message. Either those basic early neurons would stop coming back generation after generation as we continue to pigeon-hole them, or we’d finally realize that they are there to be used and counted on for the possible full potential of the human brain. The challenge is on – IT’S TIME TO CONNECT THE DOTS

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