Monthly Archives: March 2015


If we had to use one term to describe the conditions of all of the world’s challenges, it would have to be “emotional poverty”. But first, let’s define the word challenge. When we speak of humanity’s challenges, this ought to include a variety of symptoms. Typically, the first thing that comes to mind are difficult problems and adversities. The other type of challenge involves how to create viable solutions for the difficulties of degradation, destitution, limited resources, oppression, upheaval in communities and societies, war, political corruption and of course, inequality and poor economic distributions – better known as poverty. On the other hand, besides tackling problems and finding solutions, there is the challenge of advancing human progress with far more brilliant ideas, whether #technological or #humanitarian and figuring out, in general how higher human development can actually move forward.
What ought to be at the forefront of all of these movements, is the tool, rather our best asset, for addressing and implementing every task we embark upon, and literally, every activity we perform on a daily basis. In other words, anything and everything we do we need our brains to do it. Our brains (and bodies) need energy, and human energy comes in the form of nutritional sustenance – – a.k.a “food”. Food is our most basic need and right, and this is probably why eliminating poverty is one of the world’s greatest concerns and quite likely, the favored cause of the world’s philanthropists (with Education being a close and/or equal concern).
Every year, more and more dot-org’s and charities are created to feed and educate the world’s needy. But the statistics and conditions of poverty seem to be completely immune to the plethora of organized groups that are genuinely intent on eliminating poverty. The facts are that poverty just continues to double over the decades, and even while the amount of millionaires and philanthropists are likely also doubling at the same rate, we remain helpless to defeat poverty.
The most recent data still reveals that about 50% of the world’s population live on $2 dollars a day, and some on less than that. If we used a dollar sign to describe what we ALL live on — what we all operate on mentally and emotionally — then everyone in the world is living on, and has access to less than $2 a day. We use only 20% or less of our brain’s total potential, so technically speaking, even a (monetary) millionaire or multi-millionaire, is living emotionally and mentally on only $2 per day. Mentally and emotionally, we are all living on $2 or less per day — in cerebral terms, we are all functioning on only 20%, or less than 20% of our brains’ potential. Comparable to $2 a day, we are all living in a state of mental and emotional poverty. Some experts will argue and patronize this figure, but beware. If this figure had really dramatically changed throughout history, then the majority of ongoing problems, which have been the same throughout history, would have also dramatically changed. Some things have indeed changed, but this can never be attributed to the availability of money.
The significant changes in history are still, and have always been, the credit of great brains – and our willingness, eventually, to understand and accommodate new ideas from great minds. Brains/minds create ideas, and the crux of emotional and mental poverty is realizing that EVERYONE is holding the vessel of a magnificent mind — the worldwide poverty we are all experiencing is the failure to realize that we are all meant to be mentally, emotionally and creatively wealthy. Money may function as a means for resources and materials to produce and generate and build ideas, but the regulations and properties of money itself are generally unchanging and uncreative. Just as 1% of the world possesses 40% of the world’s wealth, so the numbers are similar when it comes to creating and being emotionally and mentally healthy and wealthy. We complain about having too little money, but what we should really be complaining about is having too little emotional and mental wealth.
We all need our brains to do literally everything, and since the healthy mental, intellectual and reasoning capabilities of our human brains are entirely built on an emotional intelligence platform, then we are all equally impoverished, we are all equally missing 80% of the necessities for basic human cerebral sustenance that would pull us all out of the emotional and mental poverty that makes the majority of us depend on the minds of the 1% that may have tapped into using as much as 40% of their minds. When we can arise out of emotional poverty, then every other type of poverty, whether internal or external, will fall away because external poverty is merely a symptom or by-product of our internal poverty.
Of course, if we want to tackle this emotional and mental poverty, that is, unleash and activate 100% of our brains’ total emotional and mental wealth, then we need to know how that is actually accomplished. Every problem and every solution and every idea is formulated at its root, and human brain development is not exempt or immune from this formula, which is why 90% of our brains’ potential is constructed in the first five years of life – in the first five years of our emotional and mental cognitive development. And when we say 90% of our brains’ potential is made, or laid, or constructed in the first five years, we literally mean the first five years. So if we are using only 20% of our brains’ potential, then 90% of that 20% is still structured in the first five years. If we are using 50% or 100% of our brains’ potential, then the formula remains the same – – any ratio, or rate or percentage of brain potential we use will depend on constructing 90% of its projected potential within the first five years of life.
The information to accomplish this feat is now available, it has escaped the realms of the unknown and the mysterious – but this is the difficult part for people to believe, and even though the brain came before beliefs, it still makes for an unbelievable claim. While certain problems such as economic poverty remain elusive, and as long as we remain attached to the belief that we can defeat economic poverty with money, we will remain defeated in this cause. Why? Because although the world is ruled by money, we are meant to be ruled by the full potential of our brains.
Un-fortune-ately – pun intended – the rules of money are inconsistent with the rules of brain development, and it should be the rules of authentic human brain potential that should rule the world. This is why all the problems of the world are always one step ahead of us – because we have all become subjects of money even when we have realized that money itself can never solve the world’s problems.
Only our brains can solve all of our problems. But while we remain glued to monetary solutions, and even as more and more money is virtually thrown at problems without any certain resolutions, we remain stuck on its power to at least quell and modify problems. Most problems get solved, really solved, when people put their heads and hearts together. Therein lies the clues.
The clues and cues and codes for tackling all of the world’s problems are synonymous or identical with solving the challenge of using 100% of our brains’ potential. We continue to be dumbfounded when we put money into the pocket of a problem and become more dumbfounded when the problem refuses to surrender and go away. We love a mystery, that’s why we keep funding problems with money. We never want the mystery to go away.
Many people are inclined to believe that with the accomplishment of 100% of brain potential there will be zero mystery left to life and all of the unknown things we have yet to experience and learn. Nothing can be farther from the truth. The universe is filled with unlimited knowledge. The only mystery we are supporting with the use of our $2 a day ration of emotional and mental brain potential is that we are restricted from gaining any access to any other “dollars”. It is our long-held, deeply rooted beliefs that separate us from greater access and assets to uncover, feed and provide the nutrients for our total brain health. Honestly, who would really rather be in just 20% good health vs. 100% good health. Using and subscribing to the idea of ‘mysteriousness’ is a really poor excuse for rising out of emotional and mental poverty.
The difference between 20% and 100% is that with 100% of emotional and mental wealth and health, there would still be plenty of unlimited universal knowledge and opportunities, but we would have access to it by choice while there will always be more and more unknown information that can be explored and uncovered – or remain uncovered and mysterious if we choose to. But we can never choose between knowing the unlimited unknown and leaving it in the unknown with only $2 or 20% of brain potential. With these assets, the only choice is knowing only 20% of knowledge and being restricted from 80% of all knowledge — or only ever knowing and understanding 20% of anything, or just 20% of everything, even when there is one area of information wherein you really want to know 100% of everything there is to know in that field.
As we continue to believe in ideas and other essentials that pose few to zero possibilities for tackling challenges of any kind, we refuse to believe that the items and elements we need to tackle 100% of our brains’ potential are available to us in the form of the early processes of our brains’ development – if we know what to look for – and this information is indeed available … if only we would believe, if only we would believe in how the brain really works and that the brain was created long before our beliefs were ever created.

#Homework, #Taxes, #Death, #UniversalPreschool, the future of #Innovation, Oh, and let’s throw #Schrodinger’s Cat in the Mix too.

Title Translation ~
We the people, (the authoritative people) would prefer that you avoid thinking for yourselves. We’d just prefer that you continue believing that you are thinking for yourselves and making your own decisions and valuable judgments (which includes voting for us so that we may continue ruling over you.)
Hey folks, did you know that there is actually “no law” or amendment mandating that you must pay “income taxes”? That’s right! I’m still looking to be sure, because although I’m certain this is true, I’m usually the sort of person inclined to investigate things for myself, it’s just too much a part of being an independent researcher. The reality is that the tooth fairy and knowing the condition of Schrodinger’s Cat are more real than the supposed requirement of having to pay income taxes.
And for that matter, so is the elusive idea about “consciousness”, which is starting to make me feel sadly and pitifully sorry, albeit empathetically, for the evolved intellectual minds that uphold the undefined theories and elements about our conscience capabilities. This too is more concrete than the non-existent law about income tax payments. This is important, because in order for a body or agency to operate effectively, it needs either the power of the law on its side, or it needs the power of fear – – and we all know too well which one of these features the IRS is really operating on.
So, will I continue to dole out my taxes every year to the IRS? Probably yes, but mostly because I seriously never want to indulge the time or trouble of engaging an investigation or get audited.
On the topic of debunking Schroedinger’s cat? That’s a bit more involved, but it’s detailed explicitly in my second book – the rigor of which is outlined by describing the specific parameters of intuitive intelligence, which also involves debunking the ambiguity of “consciousness”.
I’m sure Schroedinger, and his supporting fellow Eugene, who elaborated on Schrodinger’s consciousness theme meant well. However, neither did us the favor of untangling the properties of consciousness because they missed the prize feature of “interconnecting” the trait of intuition with the characteristics of “consciousness” — and as we all know too well, it is the central intent of Physicists to implore the interconnectedness of the universe to reveal itself…
As to the rest of this list of curious items and what the heck do they have to do with one another, we’ll leave death for the last because it is the only absolute and vindicating event of them all.
Oh, and before I forget, duh, we should tuck in the life frightening condition of Alzheimer’s. This is hardly meant to be light-hearted or comical. The latest information tells us that it is the build-up of the tau protein that contributes to cognitive decline. The question is – which came first? ~ the “cognitive decline” or the “tau”. Well this is the same as asking; which came first? the brain or beliefs??? The chicken-egg debate is so last millennium, so we can leave that there where it belongs – if we ever unleash all of our cognitive potential, perhaps we’ll be able to answer the chicken-egg mystery. In other words, in the meantime, we have more important and more pertinent questions, such as, the connection between intuitive intelligence and cognitive development, and how they become disconnected from one another – a grave misfortune in the process of total human brain potential, and the interconnecting theme of universal-interconnectivity.
The point is that in the protein build-up of the tau is the result of incapacitating the neurons from doing their regular work, which is to connect and transfer bits of information and knowledge. The connectivity ability of neurons is mostly programmed during the preschool stage – to move freely and make connections. Making “connections” is also the most primordial feature of intuition. Rather it is in acknowledging that there must be a platform of connectivity between intuition, intuitive language development, cognitive development and unlimited knowledge processing WHEN these features of early brain development think they are all identical processes – meaning that the only choice they have is to connect.
Why is this initial connection so significant? That is aside from preschool being the foundation for everything in life? It is significant because it is our impervious intuitive minds that carry on the strategies of learning and connecting knowledge for a lifetime, after our brains have graduated from the stages of development at approximately 22 – 25 years of age. It is our intuitions that keep our cognitions working.
The tau is hardly the “cause” of Alzheimer’s, it is more highly likely that it is the “effect” of diminished intuitive intelligence that has been banned from sustaining our cognitive abilities over the years. And all because our early intuitive capabilities were disconnected and dismantled from our genuine cognitive abilities.
Yes, nobody in the Neuroscience community is ready or willing to divulge this, or rather admit to this, but we are rigorously predicting that this is exactly the case… Neuroscience will catch up one of these days.
That all being said, we make a full circle to the hot topics of “universal preschool” and whether “homework”, that is, school work done at home, and how everything we process is fundamentally connected in the “everything foundation” of our early cognitive developments. To be redundant, everything we think, feel, invent, create, decide, intend, and do are all dependent upon our “cognitive” abilities that must all be intuitively connected ~ lest we want to forever languish in the frenzy of mysterious unknowingness, and the interconnectivity of us with the rest of the interconnecting universe [and this is where a double ‘duh’ is appropriate].
Let’s get it on… it’s time to reconcile that cognitive development and intuitive intelligence development, or
intuitive cognitive development must be nurtured to avoid all of the debacles of behavior, intelligence and diseases such as Alzheimer’s.
We use only 20% or less of our brains capacity and 90% of whatever ratio of brain potential we activate is baked within the first ‘5’ years of life. So that means that 80% of what we really need to know – to think and decide for ourselves (rather than give up the illusion), is missing from these first five years of life. Once again, that time in life that we describe and ascribe as being the foundation for everything in life.
The human brain is an emotionally developed brain and this brings us to the topic of “homework”.
Emotional intelligence can really only be legitimately acquired from our parents and primary caregivers, which means that home-time with family and friends is emotional intelligence time and relationship time – because emotions require relationships, both of which are needed for appropriate cognitive development, and the full potential of our cognitive capabilities. So home-time should never be consumed with academic work from school. Homework fails to support the emotional development of the human brain.
Beside the fact that teachers need to be given credit, trust, support and academic freedom to do their teaching jobs autonomously, thereby having the flexibility to observe and determine the particular abilities of each student, they are also overworked humans who also need home-time and be free of excessive paperwork.
The simple proposal? School can be an hour longer and parents workdays can be an hour shorter so that parents and children may arrive home at the same time to enjoy and fulfill the parameters of REAL human brain development through qualitative and quantitative relationships.
Last of all, alas, we conclude with the topic of DEATH. one of the most taboo subjects, notwithstanding that it is gaining notoriety and certainly becoming more popular and less taboo than the real requirements for Preschool-intuitive-cognitive-development.
The aftermath of death is a curious phenomenon, but one that none of us will escape. There was a time in scientific history when “electromagnetism” was completely misunderstood and certainly never thought of as interconnecting forces. Plus the idea of invisible non-linear forces affecting or moving visible concrete items, such as wires was considered completely insane. We now know that there is nothing absurd about electromagnetism (thanks to Faraday) and that without it, we would be unable to benefit from many of today’s technologies. The other grand theme uncovered around this same time was the universal law or principle that energy and matter can neither be created nor destroyed, but can only be changed from one form to another (thanks to a french tax collector turned scientist).
Both of these ideas preceded Einstein’s theories of relativity and the basic premises of interconnectivity. Certainly there must also be a ‘cognitive theory of relativity’.
In any event, unless we can prove that the human mind is exempt from the laws of energy and matter, or that we can prove that minds are automatically subject to being scrambled upon death by some other elusive or unknown force, then we ought to logically concur that our minds proceed in their essential essence after our bodies have returned to the soil of our planet. Our minds live on and as such, retain the capacity to interconnect with every other aspect and element of the universe, and may even account for the principles of unlimited knowledge access from the universe, whence all knowledge is derived and originates.
At this point, we must ask if taxes, death, universal preschool, homework, and Schrodinger’s cat are indeed interconnected. It is here that we conclude with the definitions of “universal preschool” vs. the elements of basic “universal knowledge” that ought to be part of preschool-intuitive-cognitive-development. There is a grandly distinct difference – and we all ought to know exactly what that is because we are products of our preschool development, and only a reformation of preschool brain development can reform EVERYTHING.


In the future, the most important credential your child will need is a “P.r.e-K” [the Preliminary Requirements for Every type of Knowledge]. Without it, even a “Ph.d” won’t land someone a secure “J.o.b.” Even potential love-mates will want to know if you hold a “P.r.e-K” ~ because everything you’ll need for emotionally healthy relationships will also be covered by this “degree”, which will simultaneously function as a decree for navigating all the aspects and prospects of life in general.
To establish the features, traits and parameters of this future decree and degree of life, we first need to contend with the “Marshmallow Man” – the imminently famous person who created the “marshmallow test” (Walter Mischel), PLUS we need to confront the author of the prominent resource of the “7 types of intelligence” (Frames of Mind, Multiple Intelligences by Howard Gardner). But first let’s give credit where credit is due.
Both of these brilliant pieces of work have opened people’s understandings of two general areas of human brain potential. The “Marshmallow Man” has distinctly identified the trait of “Delayed Gratification” as an essential asset for success both in careers and relationships. The “7 intelligences” author has presented us with a better understanding of how to navigate the world of learning.
The “7 types of intelligence” ought to have been titled; The 7 tools of knowledge development” These “tools” being defined as “intelligence quotients” are actually the various senses that work in various ways (depending on a child’s unique abilities) to explore, interact and transport knowledge and information to the brain. That’s what sensory tools do. “Intelligence Quotients” are “Emotional”, “Intellectual” and “Willful” — in other words “E.Q.” and “I.Q.” and “W.Q.” — these are the TYPES of intelligences that humans possess and capable of developing and operating. They ought to be more properly defined as “Emotional Intelligence Quotient”, “Intellectual Intelligence Quotient” and “Willful Intelligence Quotient”. These three ‘intelligence quotients constitute the full spectrum of brain potential, which all ought to be fully developed, and cohesively connected, for the sake of activating and utilizing 100% of our brain’s potential.
The first primordial and basic intelligence quotient is of course the emotional intelligence quotient. It is the basis for the other two intelligence quotients that are aided by the “7” tools of learning and knowledge development — although technically and effectively, there are really 60 of these sensory learning tools (but that is another subject we can get into another time).
The primordial intelligence quotient of emotional knowledge development brings us to the “Marshmallow test” and its creator. The Marshmallow test has properly identified children’s abilities to delay gratification, and be a better learner for a lifetime. However, the “Marshmallow Man” has failed to do the job of explaining to folks that the ability to “delay gratification” is based on experiencing “instant gratification” in the first three years of life. The “delayed gratification” feature does indeed first reveal itself during the preschool stage (hence, the famous marshmallow test), for a simple reason: the preschool stage is the first phase in life wherein we are capable of doing, or at least able to imitate and pretend performing all of the same capabilities that an adult can do.
The only ability a preschooler is incapable of is precognitive decision-making in the complex formats that adults are supposed to be able to do – but preschoolers are definitely capable of exploring and understanding all of the aspects that go into making decisions, and can indeed do so based on already acquired learning experiences.
Okay, maybe that’s starting to get too technical. The important thing to understand here is that “delayed gratification” had nothing to do with a “have” or “have-not” inborn genetic trait — in the same way that people tend to believe that ‘common sense’ is an inborn disposition or personality trait. Both “delayed gratification” and “common sense”, which are inextricably linked, are rooted in the emotional knowledge of “instant gratification” that would have been properly experienced during the first three years of life at the hands of parents and caretakers. In other words, if you are still wondering about letting your babies just cry themselves to sleep (as well as a few other aspects of infant care), stop wondering and worrying. Attending to your crying infant is NOT, I repeat NOT “spoiling” your child’s nature or behavior tendencies — it is ensuring the precursory “instant gratification” essentials that precede learning, practicing and mastering the qualities of “delayed gratification”.
Identifying the lack of “instant gratification” through the marshmallow test of “delayed gratification” is precisely why intervention methods work and stick for a lifetime, when they are remedied at the preschool stage. Nevertheless, the time taken to remedy this fundamental trait for a successful life would be better spent doing a whole lot of basic cognitive and intuitive development at the preschool stage – instead of fixing and therefore delaying other developments that can also ONLY take place during the preschool stage.
There are more than enough tests and pieces of evidence that support the realization that the “emotional intelligence quotient” is the rigorous basis for success in both work and relationships that will take place in the future and last a lifetime, most of which we spend as “adults”. Having an “MBA” or a “Ph.d” doesn’t magically turn back the clock and formidably re-constitute or establish “common sense” and “delayed gratification”. The core elemental structure of “instant gratification” preceding “delayed gratification” is needed to make sense of all the knowledge that can be competently applied with all the knowledge and information acquired through the degrees and credentials of education and lifetime learning.
Ultimately “delayed gratification” is an overall “knowledge app” that will be needed to execute sensible skills in everything. The “emotional intelligence quotient” of knowledge that ought to be fully nurtured during the infancy stage, will properly prepare babies and toddlers to learn the full spectrum of basic “intellectual intelligence” during the preschool stage. Together, as these “intelligence quotients” unite – intuitively – as one seamless function during the preschool phase of brain development, then the stage is set for instituting the core elements of the “willful intelligence quotient” that will take place predominantly during the “teen” years of brain development.
It is during these teen years that your children will have the proper head start to develop and master the traits of “willful intelligence” (or the fuller and final development of the frontal areas of the brain) that conduct and execute the real skills of “delayed gratification” — which manifest as; sensible-precognitive decision-making, intuitive reasoning, innovative thinking, computational-quantum processing, judgment, the ability to hypothesize and theorize, use advanced critical thinking in EVERYTHING they do, plan, intend, create, feel, and think.
Without the compassionate experiences of “instant gratification”, that line the memory banks of our minds during early infancy, thereby fully optimizing all of our emotions with a full value of emotionally intelligent predilections, then any wealth of accumulated knowledge is subject to deflate in an instant. In other words, we can retain what we’ve learned consciously, but unconsciously the sensibility of putting knowledge to use and connecting it with other useful points of knowledge and information just sets it somewhere between difficult-to-impossible. The point of accumulated knowledge and information is to make as many sensible “clicks” as we can between all points of acquired knowledge-experiences.
A proper preliminary “P.r.e-K” degree makes it possible to learn intuitively throughout a lifetime and retain knowledge imperviously so that any new field of knowledge can be imminently applied in unlimited innovative ways. Without this proper sequence of “intelligence development stages”, then the steps missed will indeed make life and continual learning a struggle. As much as we praise the virtues of “delayed gratification”, we must now begin to acknowledge the virtues of “instant gratification” as a required first step, and prerequisite of “delayed gratification”.