Category Archives: Brain Development

DID EINSTEIN REVEAL THE FORMULA OF HIS GENIUS – OR DID HE TAKE HIS SECRET TO THE GRAVE? HINT, HINT ~ EINSTEIN CLEARLY DECLARED THAT: “INTUITION IS EVERYTHING”…

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Giving Teens and Young Adults Informative Insight for their Brains and their Futures

THE COGNITIVE TIMES

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DID EINSTEIN REVEAL THE FORMULA OF HIS GENIUS – OR DID HE TAKE HIS

SECRET TO THE GRAVE? HINT, HINT ~ EINSTEIN CLEARLY DECLARED THAT:

INTUITION IS EVERYTHING”…

Which is how Einstein understood why things that seem separate or disconnected, are in fact connected – and connectivity is essentially, the most fundamental trait of Intuition. This is how Einstein was able to decipher and devise the grand General and Special Theories of Relativity. These theories opened up the worlds of Quantum Mechanics, which paved the way for String Theory and the more distinct fields of Astro-Biology & Particle-Physics. And by the definitions of e = mc2 — all of these fields are interconnected.  But, what’s most telling about these connections, is that our own unrequited inquiries into these fields of knowledge, makes them relative and essential to the development of our own human brains and unequivocally, our human Intuitions – which should help us connect everything we know, in addition to expediting what we still crave knowing about the universe, and our purpose in it. Okay, so that’s a mouthful – – or more like a mind-full. 

The question to present to all questions of knowledge is:  Are we connecting, or intuiting everything we need to know?  We might also ask if we are doing enough to emulate the genius of Einstein?!!  Particularly because, according to Einstein, we ought to be using our intuitions for everything, since “Intuition is everything”. Let’s explore and connect some factors about developing genius mindsets that, at least, imitate the intuitive genius of Einstein.  To start with, each of us possesses an intuition, as well as unique abilities  that are endowed by the genius of Nature, along with its universal partnership and original source of knowledge  — (i.e., the laws and language of the universe).

But first, it’s time to clear up a few distasteful narratives. Let’s be anything but opaque here. Einstein never said ‘consciousness is everything’, or that ‘arithmetic is everything’, he stated that, “intuition is everything”. Any scientific experts will humbly admit that there is little consensus among them to settle any descriptive agreement regarding “consciousness”, and for all their ramblings about Einstein’s intuitive genius, they rarely encourage open forums to discuss “intuition”. With all due respect to Nobel Prize laureates, such as Eugene Wigmore, who pondered on and on about Schrödinger’s cat and the traits of consciousness in determining the condition of the cat, in conjunction with the deliberate act of observation; for all the endless books and airy fairy discussions about “consciousness”, exactly what has “consciousness” done to resolve coherency in any information systems or solve any world problems? None! However, in all fairness, the one thing that consciousness does perform for us is its absence under the influence of anesthesia.

Well, that having been said, it’s connectivity time, i.e., defining the authentic traits of intuition:

Intuition is everything”. Children learn language intuitively; they never do it “consciously”. We use language for everything. Intuition is the universe’s naturally free internet service, interconnecting everything, and connecting us to every dimension of knowledge and information – if only we’d all become connected to our own genuine intuitions. Early intuitive language development is a necessary requirement for cognitive development. For instance, you should be able to learn another (bunch of) language(s) intuitively at a later stage in life because you’d originally learned a language intuitively during the foundational stages of cognition. But had you missed the opportunity to learn any speech and language skills intuitively at a very young age, you would be unable to learn language proficiently in the latter stages of life, including your “mother tongue”. One of the other most practical traits of intuition is the ability of transferring, and/or transposing information from one system of knowledge to another. Bottom line is, language is used for everything so everything you learn ought to be cohesively interconnected.

So, can we now begin to see how important it is to establish a theory of relativity between intuition, cognition, and language, which altogether, formulate the basic connecting computations for achieving “intuitive genius”? Benjamin Franklin – another genius – proposed the concept “become a jack of all trades and a master of one”. Unfortunately, a great many people are unaware of this original statement because we unconsciously follow the contorted pop trend non-genius version of describing someone as a ‘jack of all trades and a master of none’. Okay, enough digression.

What kind of mind is needed to define whether the following anecdote is idiocy or conspiracy? If intuition is everything, as Einstein declared, why do we keep disregarding this guidance if we are so bent on emulating his brilliant genius? Computer Scientists are confidently determined to make computers more intuitive. By the way, it is noteworthy to acknowledge that if computer scientists want to develop more intuitive computers, then they need to start working with the traits of intuition rather than fooling themselves into believing that intuitive-A.I. for computers can be coded on the traits and features of memory. Intuition is far superior to memory and even bypasses the mechanics of memory, just as we do for our general everyday language skills. For all of their exquisite coding efforts, they still need to become proficient in Intuition 101. Still waiting to see that happen!

Every field of knowledge is equally interchangeable with “Math”. Everything is built upon the fundamental principles of mathematics, or the language of the universe as defined by Physics – and these basic mathematical laws are what interconnect everything. That simply means that the mechanics of intuition are hiding in plain sight – everywhere. This should also mean that Physicists ought to discuss intuition more than they dabble with Arithmetic. But such is the literal meaning of cognitive dissonance and counter-intuitive thought processing that defines the limited range, or percentage of mind-brain potential that we’ve staggered around upon for thousands of years. It certainly defines how, unbeknownst to most folks, “Arithmetic” has never been a synonym for “Math”. “Everything” has never been all about the Arithmetic, but everything is all about the Math.

The variables required for equating human genius include the explicit connections between Language, Cognition, Intuition, The Fundamental Principles of Math, and Natural Science. All of these functions must be cultivated in accordance with the human brain’s hard wired capacity for Compassion, Optimism, Creativity and Decision-making – these are the properties that generate and incorporate intuitive genius and full human brain potential. A little margin note is in order here ~ let’s remove one concerning factor: ‘Evil Geniuses’ need never apply, meaning that true human genius can only be built on the elements of compassion and optimism. The human brain has never been equally hard-wired for good and evil, this is an historical falsehood. It also means that we can depart from the wasteful time consuming effort of trying to artificially affix morality and ethics into the ambiguous properties of “consciousness” – which as mentioned, is only worthy as when it’s absent under anesthesia.

So, here is the disconnecting tale wherein either idiocy, or conspiracy has been misguiding the process and progress of human intuitive intelligence – but it is a fate that can still be recovered, especially during the cross-roads of human civilization and globalization that we are currently engaged in.

More than a half century after Einstein’s final residency in Princeton, and after having adamantly proclaimed that “Intuition is Everything”, how is it that none of the grand universities on the planet, including Princeton itself, has missed conceiving of an MBA, or Ph.d program offering a credentialed degree in Intuitive Intelligence and how it is relative to everything. It seems so surreally discombobulating.

Going back about 20 years, a national early education board was at the height of mandating that all Early Educators must omit the specific negations no, not, don’t, can’t and shouldn’t for all teaching techniques, guidance skills and all functions of young children’s cognitive development. This issue was neglected by most Early Educators, and this widespread non-compliance, forced the board to discontinue issuing the mandate and its significance. Meanwhile, for all Neuro-science had uncovered about how the young human brain was unable to process, or hypothesize the literal inversion of a devalued verb by a negation, especially considering that verbs are the main part of speech in any language, the mandate’s significance still died without a tear shed. Notwithstanding that death, never did a single memorial arise in a published form, by an accredited MBA or Ph.d candidate documenting the connections between language, cognition and intuition. And what, with our relentless pursuits about the retentions and losses of “memory”? The point is that it is unnecessary to consciously remember everything. Intuition gives us the ability to recollect anything we’d ever need to know, because with intuition, everything we’d ever learned would be connected somehow, and transferable within our human neuro-nets – if only we’d been intuitively developed, yet we continually miss propagating the genius of intuition.

To date, only one set of books and resources addresses these connections, and to date, they have also remained unchallenged. They are unchallenged because the professional world still misunderstands the intuitive connections between Cognition, Language, Relationships, Emotions, Reasoning, Common Sense, Critical Thinking, Logical Hypothesizing, Doing the Math, and the whole authentic development of our human brains. If we want to really solve problems and innovate, we need Intuition!

That is the tale; the unrecognized, or unrecognized and unrequited depiction of our birthright and destiny to master intuitive intelligence. We are all either part of the problem, or part of the solution – part of the conspiracy, or part of the idiocy. Teens however, are in neither of these categories. As teens are navigating the final trimester of their intuitive-cognitive development, they have the opportunity to substantially alter the progress of human history by acquiring and practicing the interconnecting traits and mechanics of intuition that can still unleash their own genius – and everyone has an intuition. Only Cognitivology® is offering the means and information for that task. So, stay tuned and stay connected. Signing off for now, C. Woolf, principle author of Cognitivology® resources.

WHAT MAKES A PHYSICIST’S JOB AND A PRESCHOOL TEACHER’S JOB MORE ALIKE THAN ANY OTHER TWO PROFESSIONS?

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WHAT MAKES A PHYSICIST’S JOB AND A PRESCHOOL TEACHER’S JOB MORE ALIKE THAN ANY OTHER TWO PROFESSIONS?

Does this title sound like the beginning of a tricky little riddle, perhaps with an uncanny and intriguing answer that is stranger than fiction?

The truest measure of a society’s success is equivalent to the education it provides for its nation’s children, because children are the future of every society. Having said that, should the standard quality of a nation’s whole education system be defined by its version of preschool, specifically, the 3 – 5 year old stage of preschool brain development? We universally accept the wisdom, that the early years are the “foundation for everything in life”, but are we doing all we can to implement its significance and effectiveness?

“Educational reform” has all the necessary appearances of emphasizing how we ought to reformulate the K-12 years of education. But this approach is so wildly incoherent, and analogous to believing that a half-baked cake can still be mixed with an ingredient that was missed during the original mixing process. Yet, in America, this is how we mix and re-mix strategies to aid our ailing education system. The debates and tactics rage on and on, without ever identifying what should be the most obvious solution.

In most western industrialized societies, we believe “a,b,c & 1,2,3” to be the fundamentals of education. It is a staunch belief, and staunch beliefs often dismiss us from doing some very needed critical thinking – the very thing our nation’s young adults are missing the chance to get a firm grip on.  In parallel fashion, a,b,c & 1,2,3 are the basic parameters that recent, current and upcoming generations of young adults were cultivated upon when “nursery school” became the fashion. What does that have to do with anything? Well technically speaking it means that we’ve cheated our nation’s children out of receiving a true education.

“Education” and “Brain Development” ought to be completely synonymous in every sense, they should be homogenous, they should be pasteurized together … you get the picture. We are discovering way too much about brain development for these two processes to continue masquerading as separate entities. So what do we do to synthesize and amalgamate them? First, we define the connecting roots for both of these traits, and then we actually connect them – at their root.

Seeking knowledge and seeking out the origins of knowledge are essential to the properties and elements of human brain development – that’s why we do it. Natural Science and Physics are our greatest venues for discovering the roots of knowledge. These fields define the laws, energy and matter of the universe, and are therefore the building blocks for every field of knowledge, including the elements that construct every star, moon, planet and living thing.

Now to state what should be the obvious, these natural laws existed long before we discovered ways of collecting and recording their properties with formal Literacy, or “a,b,c’s” and Numeracy, or “1,2,3’s”. The first stories of humanity and early observations of our world and universe were handed down by word of mouth and pictures – but you already knew that. By the same token, the human brain existed long before alphabets and numbers were discovered.  It is at least rumored that the human brain is the most complex thing in the universe, and that it even is a representation, or microcosm of the universe. It seems fitting then, or parallel that our brains’ greatest potential require the same basic elements of knowledge that the universe has required for its structure and development. But we are using far less of our brains’ potentials than we are naturally destined to use, and the peculiar tendency common to that condition is an inadvertent belief that we are exempt from these elemental processes.

It’s time to get back to basics and realize what those elements are. Why is the field of Physics put on such a pedestal? Because it is a field that best answers some of the fundamental and key questions about the universe, which is the source of our existence. These key elements are known in Physics as the “Language of the Universe”, they are one and the same as the fundamental Principles of Mathematics.  These fundamental math principles are the description and definition for everything in the universe, including us. Math is everything, and everything is fundamentally mathematical, and whatever you do in life, Math really is your very best friend, even if you dislike Arithmetic. Yes, it’s time we understood the difference.

So, to get back to our riddle, that is, to settle the meaning of this article’s title; “Why are Physicists and Preschool Teachers’ job more alike than any other two professions”? It is very simple. Physicists uncover the Fundamental Principles of Math – or basic laws of the universe, and Preschool Teachers (are supposed) to provide and administer the basics of knowledge – the Fundamental Principles of Math – to every young child. The question is; are Preschool Teachers being trained to do their jobs, and are they allowed to do what their genuine job descriptions actually entail? Sounds like both jobs are equally significant, but maybe it also explains why Physicists win Nobel Prizes, while Preschool Teachers are never even given that consideration.

The bottom line is, as long as we refuse to surrender the belief that a,b,c & 1,2,3 constitute the basics of formal education, we are inadvertently engaging in a futile battle against the fundamental laws and mechanics of universal knowledge. However, if we insist on upholding a,b,c & 1,2,3 as the cornerstones of learning, then they must, at least, be administered by all of the Fundamental Principles of Mathematics, and this is where we falter.

Until we cognitively reconcile with the basic knowledge properties of the universe, as defined by the Fundamental Principles of Math, we can propose and promote every kind of remedial method for reforming our K-12 years of formal schooling. Even when, and if K-12 become, homogenized with genuine brain development, it will eventually point us toward refurbishing the roots of early education, that is specifically, preschool brain development. Whether we choose to imitate the Chinese school standards, or strike a pose with the Finnish system of education, one thing is for sure, and that is that both of these countries must have a more exquisite understanding of the concept that “preschool is the foundation for everything in life”. If “math is everything” and if “preschool is the foundation for everything” – and everything means everything – then preschool is the solution for fixing everything within a nation and its societal progress.

Early Education is officially and formally described as “cognitive development”. What most folks are unaware of is that this term is merely the formal title of “math” for preschoolers. Everything is math and preschoolers are learning the basics of everything. This is all the scientific and Neuro-scientific proof we need to emphasize preschool as the strategy for reforming everything in America – especially our education system.

Of course, there’s one more important ‘P’ in this pod, and it’s “Parenting”. It has everything to do with brain development, because that’s what parenting actually is. When this tripod of Parenting, Preschool teaching, and a Physicist’s job work together in unison for human progress, then the cornerstones for intelligent, compassionate and optimistic societies can be established and built – in conjunction with the authentic traits of intuitive intelligence – ultimately fulfilling the purpose and full potential of humankind. The brain is the answer to human harmony.

FOR MORE INFORMATION, read the Cognitivology® blog at www.cognitivology.wordpress.com
Also visit our website to explore Cognitivology® books at: http://www.ccthedots.com
ASK ALL THE QUESTIONS YOU WANT – WE’LL GIVE THE COGNITIVELY CORRECT
AND INTUITIVELY CORRECT ANSWERS FULL BRAIN POTENTIAL – It is your destiny!

DOES YOUR CHILD REALLY NEED an MBA?

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”.

The Intution Gang – Cartoon

I would like to take this opportunity to introduce myself to you. My name is Bryce Conway, I am Carla Woolf’s business partner in the expansion of cognitivology® and contributing author of “The Dots Connected”. I have penned several children’s books all based on the cognitively correct® system of communication and now I would like to present my newest literary endeavour.

I have created a cartoon/comic book based on the functions of cognition that are all present and necessary during the preschool stage of development. So without further delay here is the first installment of The Intution Gang. a Cover# 1.1b Page #1.jpg.02c page #2.jpg.02d Page #3.jpg.021e Page #4.jpg.02f Page #5.jpg.02g Page #6.jpg.02h Back Cover.jpg.012

MAKING HISTORY – The Obama “Brain Initiative”

Recently, a friend reminded me of something that Einstein said, it was – “The intuitive mind is a sacred gift and the rational mind is the faithful servant. We have created a society that honors the servant and has forgotten the gift”. Intuitive intelligence is the crowning glory of our human potential. History will show that the most important movement, the most significant piece of legislature ever put forth by a world leader will have been the Brain Initiative. You may really like, or really dislike President Obama, you may have voted for him or voted for the other guy. In the long run, what will really matter to history? History will forget the health care program, or the financial bailouts and even the war on terror – WHY? Because the success of compassionate-optimistic human brain development will solve and resolve all of those challenges anyway. HUMAN PROGRESS is a matter of Human Development, and Human Development IS Human BRAIN Development. But the most important thing to remember in this effort – and the key for the success of the BRAIN INITIATIVE – is to realize that Human Brain Development is CHILD BRAIN DEVELOPMENT. If we are to follow Einstein’s advice, then we would realize that Intuitive Intelligence Development would be the best motto that the Brain Initiative could adopt. The “marriage” between Neuroscience and Nanoscience is going to be a profound relationship. However, mapping and tracking the connections between neurons, synapses, neurotransmitters, dendrites, axons, gliel cells and enforcing a harmonious truce between the limbic system and the frontal lobe of the brain – tying all of that together to get a whole picture of the brain’s interconnecting processes – well, that is going to require taking an intuitive leap. The most impressive aspects, prospects and processes of intuitive intelligence depend on the intuitive learning properties of early cognitive development. The time has come to realize that the substantial operations of intuitive intelligence are established as a cognitive process of early brain development. The magic of intuitive intelligence has been kept alluringly alive for thousands of years because of its mystical and mysterious characteristics, and that will be something it never loses, but it’s also time to understand the mechanics of intuitive intelligence and nothing is more synonymous with intuitive intelligence development than the preschool stage of cognitive development. Preschool teachers are in the position to help make history – be active, be proud, be intuitive.

Conversations – T. Wolfe’s “catch-22” vs. C. Woolf’s “catch-22”

If memory serves me correctly, in typical Tom Wolfe style, he points out the ridiculous, in this instance, the case in which people must face the circus of trying to get a job without the job experience, meanwhile one would need a job in order to get any job or work experience.  What we are pointing out here at Cognitivology is the matter of improving human development by using more of our brains while we need to use more of our brains in order to better develop our humanity.
Einstein has said that “problems can never be solved by the same level of awareness that created them” — so we are going to be in a catch-22 situation until we can come up with a solution that uses a higher sense of awareness, which is why we propose that creating a higher sense of awareness is going to be best achieved by cultivating fresh new young minds with the ability to use more of their brains from the get-go, so to speak.  
My Mama is constantly reminding me to write about the Cognitivology theme in ways that folks will understand what I’m getting at.  My ever conscientious co-author is always advising me to use common experiences of everyday life to describe the efforts of Cognitivology so that people might identify with our theme.  
Yesterday I had what was nearly an ugly confrontation with a fellow in a supermarket, so I’ve put all of these aforementioned elements together, I think, to come up with an explanation that exposes the ridiculously difficult challenge that all of us are subjected to under the thousands-of-years-old model of limited brain development that we must deal with everyday.  
But before I explain this conversation, or rather this confrontation, I should answer a question that I am constantly asked when I freely engage complete strangers into a discussion about Cognitivology in my own attempts to spread its ideas — and that question is, “what motivated you to do this sort of work”? Well, it’s very simple and I must confess, I’ve never honestly answered it, so I’m going to do it here.  
The truth is that I hate the fact that we humans are using only about 20% of our brains’ potential.  I feel extremely irritated by this condition and am reminded daily that although I’m constantly working to bring awareness to this condition we all suffer and do what I can to change this condition, I am as equally subject to it as everyone else and therefore none the better or worse than anyone else.
To divulge this frustration, I recount this encounter in the supermarket.  I was looking for an item, found a store attendant who had been conversing with another customer, who I mistakenly thought was another store worker. When I’d lingered long enough, I interjected by saying, “sorry, could you just tell me where the rice is”? For this interruption, I was interfaced by the customer, mistaken by me as a co-worker, with an abrupt “excuse me, I’d like to finish my sentence”, followed by my saying, “I’m sorry I hardly wanted it to seem as though I’d been eavesdropping on your conversation”. To this, the man responded with how rude I was being and then a command that I should lower the tone and volume of my voice.  In return, I now said, “Well, I’m sorry, but I spend a lot of my time teaching children and working with the elderly who are hard of hearing, and this is a normal tone of voice for me, it’s just an occupational hazard”. At this point, the man responded, “so what does that mean, that you are better than me, I’m a retired…”
The store attended was quick thinking enough to point me in the right direction for which I took my cue to remain consistent with my commitment to behave and think in accordance with higher brain potential, which is based on the brain’s natural system to process thoughts and emotions through the values of compassion and optimism – which is how the brain means to integrate thoughts and emotions as one harmonious process.  
So here’s the ugly truth — what did I really want to say and how did I really want to behave?  Like this — “hey Mister, I don’t have time to explain quantum processing to emotionally illiterate men over the age of 30, did I say I talk loud because I think I’m better than everyone else? – no, you made that irrelevant reference, I said I talk loud because of my occupations, but mostly I just talk loud because it’s a stupid compulsion of mine, and while you have the right to tell me that I’m being rude, it’s too bad for you that it is only I that can decide how to use my voice.”  
For those of you wondering what in the world quantum processing is, it is, essentially, the ability to use relevant and obvious information, in this case, I gave him the reasons why I’d had the habit of using my voice loudly, but he assumed according to his own reasons that my loud and perturbing voice was different than what I clearly stated, and he has every right to assume away.  But, that I thought I might be better than anyone else was the furthest thing from my mind and just nowhere in the radar of my feelings or thoughts – so it was plainly and simply a lack of quantum processing on his part.  
Furthermore, in my experience, people who usually say that sort of comment, especially when the person they are conversing with has said nothing of the sort, is usually someone who thinks that he (or she) is better than others, or has been severely reminded in their early development that he or she is inferior to others.  It is a topic that is obviously always on his mind.  Okay, to conclude this whole story, the point is once again, I believe that most people most of the time are trying to be better human beings and that we are constantly barraged with this catch-22 situation of getting caught in the net of limited brain potential. It is an exasperating situation that is exacerbated on a daily basis.  
The contributions we make range from the individual level of being more conscientious to the worldwide level where people have the influence and resources to tackle say, world hunger or green planet solutions for the future.  But whether on the individual level in the supermarket or on the larger scale of tackling major world problems, the limits of human relationships that depend on human development, which is synonymous with human BRAIN development is going to continue being a catch-22, and as a race, as a species, we are in denial of this fact.  
These ongoing and never-ending problems of world hunger, child abuse, warfare and the like will only cease when humans change, and we can really only change humanity if child development, that is, child BRAIN development is put at the forefront of human progress — because human progress and human development is human BRAIN development and human brain development is CHILD BRAIN development.  There’s never going to be any way around that.
The infrastructures of human existence can only improve when we improve the ways that we think, which are based on the ways that we feel, because the human brain is an emotionally developed brain.  The Theory of Relativity for Human Brain Development is attainable, in fact it’s already here and it can create as much progress for human development as Einstein’s Theory of Relativity has done for the Space-Age, Technology and Quantum Physics.  
Of course, this emotional brain development theory rests on a rigorous definition for Emotional Cognition, which has been rigorously unveiled by Cognitivology. But it remains to be acknowledged by mainstream Cognitive Theorists, as well as the Neuroscience field. So, as I end today’s blog, I do so completely violating the advice I’ve been given — make it comprehensible, make it short, etc, etc,…  
So here’s to another long blog, which brings us to the final catch-22, because probably, like most blogs, this will hardly, if ever be read at all. Nevertheless, it will save me some of the frustration of explaining quantum knowledge calculations that our brains should be intuitively developed enough to process, and maybe, just maybe, I can parade around like a blissfully happy human being that wants to treat others with the compassion and optimism they deserve without having to explain myself, and if people really want to know what’s really going on in my head, then I can point them in the direction of my blog. The End, ’til next time.