These are the questions and answers (as listed on facebook) based on queries, concerns and sought-after counsel over the last couple of weeks during conversations with parents, educators, crossing guards and other concerned folks. To simplify, compile, condense and provide distinct information addressing everyone’s considerations, I’ve structured these tell-tale topics into these specific questions and answers. Here again, are the questions:

**Q** # 1 – WHAT’S THE *DIFFERENCE* BETWEEN A **PHYSICIST** AND A **PRESCHOOL TEACHER** ?

**Q** # 2 – WHAT’S THE* DIFFERENCE* BETWEEN **“RE-FORM”** AND **“TRUE FORM”** ?

**Q** # 3 – **WHAT exactly ARE CRITICAL THINKING SKILLS** ~ AND, **HOW** and **WHEN** ARE THE *‘CORE ELEMENTS’* OF CRITICAL THINKING **SET*** ?
Q # 4 – WHAT IS THE DIFFERENCE BETWEEN “MATH” AND “ARITHMETIC” ?
Q # 5 – HOW DOES THE NATURAL “SCIENTIST” AND “MATHEMATICIAN” IN EVERY CHILD* get MUMBLED OR DESTROYED ?

**Q**# 6 –

**WHAT**IS

*INTUITION*?

So, let’s get started and to make this all as simple as possible, let’s answer **Question # 2** first. The difference between “re-form” and “true form” is that reform very obviously means re-storing, re-constituting, re-constructing and re-formulating an original true form. It’s better to maintain something in its truest original form than to have to fix its cracks and crevices. The term “re-form” has become too much the new norm, so much so that we have completely all but eliminated the idea of “form” into background dust. If anything in humanity is going to be “re-formed”, then we better darn well be well-schooled in the fundamental properties of its original “format”. To understand the original true form of human potential, we need to explore the fundamentals. For this we need – we all need – to understand the preschool stage of brain development, because it is indeed the “foundation for everything in life”. Unfortunately the concept of “reform” and the inherent realization that preschool is life’s foundation for everything has done little to turn around our daily assumptions about everything that we do – for which our early development has a significant influence on every one of us, and subsequently includes affecting the thing we do MOST on a daily basis – – make decisions. Making decisions and critical thinking are deeply interconnected, and once again, to understand the basis of this, we need to refer to, or literally **consult*** the preschool brain. *

Answer to Question # 1 ~ The difference between a Scientific Physicist and a Professional Preschool Teacher ??? The real question is ‘how is the job of a Physicist and a Preschool Teacher more similar than any other 2 professions in the world’ ? The job of a Physicist is to uncover the properties and forces of the universe and explain how this “language of the universe” is relative to everything. What is the language of the universe? It is one in the same as the “fundamental principles of mathematics”. Everything in the universe, which is a form of knowledge and information, from the smallest particle to the largest planets, are all subject to the descriptions and definitions of the universe’s language, or the fundamental principles of math. The job of a Preschool teacher is to ensure that preschoolers learn the “fundamental principles of math”, or the “language of the universe” – intuitively – while they are still capable of learning ANY language intuitively, such as the one(s) they are learning from their parents – be it English or Spanish or whatever.

Answer to Question # 4 (and then # 3) What is the difference between “Math” and “Arithmetic” ? Strangely enough, I have found that many Preschool teachers can answer this question while I have yet to find a Physicist who has really bothered to question the difference. Everything is Math, and Math is everything, but it would be insane to say that everything is Arithmetic. Everything gets its definition from Math and its principles. Arithmetic is based on just a few of the math principles such as numbers, order and patterns. Technology relies on a vast bouquet of the math principles – an fMRI machine for instance, depends more on pictures and graphs, which are also like pictures. Pictures and graphs represent math principles such as symbols, patterns, sequences, comparison, colors, size, shapes, texture, measurement, placement, etc. Numbers only really mean something in this instance when the information must be translated into data for the medical communities’ purpose in keeping records. For the average person, this numerical part has less to do with the resulting images an MRI shows, unless we are reduced to counting our days ahead …

*Now, the Answer to Question # 3 – What exactly ARE Critical Thinking Skills? What are the ‘core elements’ of critical thinking skills? When and How are the core elements for critical thinking skills set? People typically debate and argue a topic without having a definitive basis for relating or understanding its fundamental meaning or structure – and more importantly, its purpose. The core elements of critical thinking are, yes, you guessed it; the fundamental principles of mathematics — and btw, “guessing” is a fundamental math principle too, it is the fundamental property of intuition, which is needed for strong critical thinking skills. The intuitive ability to exercise good critical thinking skills depends on the intuitive understanding of the “language of the universe”, which can only be intuitively acquired during the foundation for ‘everything in life’ – – a.k.a. yes, you guessed correctly again, the preschool stage. Critical thinking performs the function of precognitive thinking – thinking ahead, so that “decisions” will be intelligent, cohesive, compassionate and optimal for every purpose that a decision will affect. In other words, what we need to reconcile with is that the human brain is ultimately designed for foresight, rather than hindsight. (Foresight and precognition are fundamentally the same). Critical thinking obviously requires welcoming and using a variety of the fundamental math principles which are part of “everything”. So how is STANDARDIZED TESTING and CRITICALLY THINKING so diabolically opposite and un-harmonious? Testing requires ONE correct answer without the flexibility of imposing or adding another principle or property. Critical thinking requires an open-ended process of considering or taking into account many options and possibilities and principles of (basic mathematical) knowledge or pieces of information. If you are to be ‘tested’ on knowing and correctly answering the exact year, day, place, time of day and people present for the signing of the declaration of independence, that hardly makes you smart. Like Einstein once said, “it’s unnecessary to have trivial information like that on top, you can get that on tap” (21st century translation: Google it*). If you were being “tested” on how, what, and why the forefathers decided to draw up the declaration of independence, and what else you might have considered including in its

**Rights**and

**Amendments**, then that would be a critical thinking test question.

QUESTION # 5 — This is the most important of all questions.

Every child is a Natural Scientist and Mathematician. Every field and classification of Knowledge is based on the fundamental principles of math and natural science. All knowledge and information comes from our natural world and universe. If your child wants to become a Chef, then he needs to be coached and (intuitively) guided into becoming a mathematical and scientific expert in this field. If everything is interconnected, then it is because of the relationship between all things rooted in the fundamental principles of mathematics. Children’s future scientific and mathematical intuitive expertise is ruined or dismantled when they are forced to disconnect the principles of mathematics during their early learning stages. BTW, the early stages of learning, described as “cognitive development”, this term is merely the ‘formal title’ of “math” for preschoolers. Why? Because everything is fundamentally mathematical, and children are learning the **basics** of **everything**. The brain wants to interconnect everything. Whatever preschoolers are learning, the brain makes zero distinctions between subject headings. The preschool brain is begging — Just **show me the math.** Physicists are interested in pursuing the elusive “Theory of Everything”. Every great innovation is a collaboration among many people. When a generation is raised up with a more intuitive understanding of the “language of the universe”, then they will naturally devise a mathematical, or even numerical equation depicting a Theory of Everything. The only way the world’s current Physicists could dream up such an equation would be if they were willing to get together and collaborate on re-learning first how to think like intuitive-learning preschoolers, only then could they come up with the *Theory of Everything*. Go ahead Physicists, prove me wrong.

For the final Question # 6 – What is Intuition ? ? ? If I were having a conversation with a Physicist, I would have to ask the question, what is “consciousness”? You should know that Physicists – apparently the smartest people, many of whom have won Nobel Prizes, will debate, wrestle, disagree and only sometimes agree on a clear and concise definition for “consciousness”. On the other hand, Preschool teachers, none of whom have won any Nobel Prizes, will fundamentally understand and agree on what Intuition is. The oddity here is that even most Physicists will agree that Einstein was very intuitively intelligent and that intuition is the highest order of intelligence, which means that even if they all do agree on a distinctive definition for ‘consciousness’, ultimately even consciousness is due to become “intuitive” – – essentially and eventually making consciousness, obsolete, just as “reform” must eventually become obsolete. I will give Physicists one piece of kudos, like Preschool teachers, and even Preschoolers themselves, the central focus of work/play/study is to understand things in their natural and original form – and to use these forms for their optimal and unlimited possibilities. I’ve talked to people who’ve stubbornly defended the idea that they **disbelieve** in “intuition”. Zero gender or age discrimination intended here, but unfortunately, these ‘persons’ are always men over the age of 30. After a few objectionable questions to decipher how they learned the mother tongue they are using to argue with me – the one they learned intuitively while they were young-uns, then that conversation is also relegated to the dungeons of redundancy. We are free to “believe” whatever we want, but the brain came before beliefs, and beliefs are far more suitable when they are working with the brain’s natural information processes. Do I dare say here that beliefs do indeed get in the way of our brains’ genuine power to think critically and make decisions. Here’s what’s really relative and significant. Intuition is the highest order of intelligence relative to all of our cognitive processes. Everything is meant to be interconnected, including our cognitive processes of Emotion, Intellect and Will. Everything in the universe naturally functions intuitively. Humans are born with underdeveloped brains, which means that we need to develop our intuitions with language, which we learn intuitively, after we’ve left our mothers’ wombs. Also we must learn intuition in conjunction with our two-decade-long cognitive brain-development process, which demands the development of creativity and critical thinking skills so that we can have a fair shot at becoming crafty and fore-sighted, or precognitive in our decision-making skills. This can also be described as our authentic “True-form” chance at activating 100% of our brains’ potential, which must be set during the preschool stage — as opposed to messing up all the proper formations during early development and then later on, relying on “re-forming” or “re-storing” the original formations of pure brain potential and counter-intuitively, treating reform as some sort of actual norm. This would mean that we have come to treat hindsight as the norm of human brain potential instead of foresight as the real **form** of human brain potential.

Well, this concludes our questions for the day. If you have any further questions, or would like to discuss other questions relating to higher brain development, standardized testing, legalizing preschool hugging, or intuitive intelligence, please ask them here or post them on facebook on our Cognitivology page. One other little footnote. Hugging is essential to young children’s sensory development and sensory development is critical to the development of “critical thinking skills” since critical thinking is dependent on all of the senses and sensory tools. Understanding hugging is just the beginning of understanding many more basic core elements of early learning that fulfill a full prospect of fore-sight thinking. Thanks for tuning in. Cheers EVERYONE