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AND the FINAL answer IS. . .

Cognitivology,  The principles of Relativity & e=mc2,  Full brain potential,  The “foundation for Everything in life”,  Intuitive intelligence,  Education,  Parenting,  Human Progress/Human Development,  Advanced technological information processing,  Artificial Intelligence  —   These are ALL synonymous — they are one in the same.

. . . and the final answer is . . .

. . . regarding the most Frequently Asked Question at COGNITIVOLOGY: “Who is your target audience?”

Often, after giving a detailed explanation of what COGNITIVOLOGY does, this inquiry is STILL curiously interjected into the conversation.  Thus far, this is probably the best way to answer this FAQ :

(1) The one set of cosmic universal laws & principles described by e=mc2 and how they are relevant to the microcosmic human brain Everyone has a brain.

(2)  The preschool brain as the “foundation for everything in life” Everyone’s original preschool foundation is still their foundation for everything in their life.

(3) The destiny of ALL humans to be nurtured, and always on track, to master a full set of Intuitive Intelligence capabilities — Intuition is the Universe’s Naturally Free “internet service” and all natural entities, living and non-living are fully connected to it – – – so should we be.

(4) The biological and cognitive birthright of ALL humans to achieve 100% capacity of their brain’s full potential  Nobody expects to use just 20% of any of their other organs, why does everyone tolerate using only 20% or less of their brain’s full capacity?!

(5)  The traditionally historical narratives of intelligence and behavior have fallen grossly short of exposing and disposing the authentic elements and paths toward full human potential.

WHO, among anyone, is EXEMPT from any of these conditions ??? NOBODY !

So the final answer is that EVERYONE  is our TARGET audience.

It is very common for us to over-categorize for organizational purposes.  This is a fine human achievement, but it is detrimental when we forget or dismiss what the underlying connections are to EVERYTHING.  Typical of Pre-Einstein times, we still think of too many things as being separate, despite our insistent proposals about the laws of inter-connectivity.  We still act and believe as though there is one set of laws governing mental health issues, and another set of laws governing adult self-improvement themes, and yet still another set of laws governing childhood development requirements, and we popularize the trending ideas that there are altogether a wildly different set of rules and laws governing culture, sociality, the arts and the humanities, and on top of all of this, we think that science and technology are at the top of the heap reigning supreme over all other facets of life, behavior and knowledge. Alongside that we have religions and other advance philosophies challenging the assumptions and evidence of science. If our mental and reasoning and emotioning habits were up to speed with Technology and the acceptance of e=mc2 defining the basis of all fields of Science, then we would have already ceased thinking of various factions of life as being ruled by separately disconnecting laws – we would never ask such cognitively dissonant questions, such as “who is your target audience”? We would never tolerate or believe that there are separate and disconnecting rules governing any factions, stages, phases, conditions, and forwards of all brain health issues, which should always be defined and conjectured within the context of full human brain potential.

There is only one set of rules governing full human brain potential and these rules, are equally parallel, and equally defined by the same principles that define the one set of universal laws governing all forces of the cosmos.

These points, listed above, are all IDENTICAL and interchangeable.  Saving Humanity, Upgrading our intelligence capabilities, and fulfilling all of humanities authentic requests, desires and queries — consistent with the human brain’s naturally hard-wired system of Compassion and Optimism — all of these are governed by one interconnecting set of rules.  As long as we think a set of rules is applicable to only one group of people, then this will remain a concrete example of continuously practicing diminished brain potential.

The Theory of Relativity is relevant to Everyone.  Everyone’s mobile phone is dependent on the principles of e=mc2 — would someone deliberately vote to have their cell phone operate by some other set of false elements that would make their phone so dysfunctional, it would be virtually impossible to connect and communicate with anyone else?  Who would do that?  The natural principles of relativity work quite fine.  We are — we FEEL disconnected from the universe, because we are running on false algorithms, we are loosely connected to the principles of relativity.  This is why we are constantly groping after that feeling and interminable questions “what is the meaning of life, what are we doing here, what is my purpose, etc.” ???

When we understand how everything is really interconnected, then our emotions, sensory skills, unique abilities and intelligence potential can make a significant intuitive connection and we lose that feeling of being lost and disconnected – we enhance operating on an authentic sense of purpose.

However, this quest should be intuitively established during the early stages of life, we should never have to wait until adulthood to make consciously “good choices” just to figure all of that out.  Ultimately, our simple and complex birthright and privilege is to own a fully mastered ability to apply Intuitive intelligence to all of our abilities, without having to think about it.  WE SHOULD EACH BE INTUITIVELY INTERCONNECTED within our own individual compositions ,  as well as interconnected to everything else in the universe – JUST AS EVERYTHING ELSE IN THE UNIVERSE is interconnected to every other element and entity.

 

 

THE COGNITIVE TIMES Journal ~ mini-Newsflash

First I would like to thank everyone out there who has taken the time to read and understand my blog. I hope it continues to be shared. Please make every effort to continue working on your own intuitive intelligence skills and speaking to young children in ways that best reflect cognitively correct development for their young brains.

Today I am just giving a brief synopsis on what COGNITIVOLOGY does and what it is on track to achieve conveying:

From a philosophical perspective, the time has come to realize that there is nothing “mysterious” about achieving the full intuitive-cognitive potential of the human brain. The allure of the “mysterious” is merely an excuse.  The only real “mystery” in life is discovering all the things we ought to be grateful for — it is the same principle that works for the wonder of learning about anything and everything.

From a Scientific perspective, the supposed “mystery” of the human brain is hiding in plain sight – in the minds of infants, toddlers and preschoolers, particularly preschoolers, because this is the one and only phase in human (brain) development when all the fundamental essentials of our total potential are gathered in the same place at the same time.  Now, if only we’d bother to follow our own advice and look into the trans-culturally accepted wisdom the early years are indeed “The foundation for EVERYTHING in life” – – And “everything” really does mean “everything”.

Unfortunately, this disregarded tell-tale clue is our literal and proverbial “weak link” in genuine human progress — even Neuroscience is shamefully illiterate in this area.

There is a “THEORY OF RELATIVITY” for Full human brain development.  We ought to definitely expect to use 100% of our brains’ potential in the same way that we expect to use 100% of all of our other organs and bodily functions….

….As Humanity has discovered and learning, there is one set of universal laws governing all visible and invisible forces of the cosmic universe — as defined by the principles of e=mc2 — the same set of universal laws are pertinent and relative to the microcosmic development of the human brain’s full potential.

ONLY a combination of debunking a majority of traditional concepts & narratives about what makes up ‘higher’, ‘fuller’ or ‘full’ human potential,  followed by a rigorous synthesis, or recipe of applying the one set of universal laws and principles to the ‘preschool brain’, as the “foundation for everything” can we unlock the code for FULL HUMAN BRAIN POTENTIAL, and Human Harmony that is the true hallmark of Humanity’s authentic Nature, which must be nurtured by the principles of Nature. In other words, the “one” set of universal laws governing all forces emphatically denote that there is only one set of principles governing both “nurture” and “nature” — so it is both, but they are identical, they are one and the same.

Stay true to your intuitions folks, Trust the one set of universal laws that govern all knowledgeable laws of the universe, and whence all knowledge originates from.

Until next time, C. Woolf

THE COGNITIVE TIMES, Exclusive Edition for Scholars, Leaders, Educators, Economists and Role Models – – “THE CHALLENGE IS ON”

The FIRST most important truthful  fact of life you’ll always need to know is how your BRAIN REALLY WORKS – AND to really understand how your brain really works means understanding the original springboard or platform of brain development, which is fully encoded in the 3–5 year old preschool brain (and only in the preschool brain).  The secondary part of this first fact also warrants understanding how the basic principles of e=mc2 –that is, The Theory of Relativity, are essential to understanding real HUMAN BRAIN POTENTIAL.

The SECOND most important fact of life is that there will never be any way to get around, ignore, or dismiss, or bypass the proverbial “preschool” brain in the pursuit of understanding the genuine full potential of the human brain.  You might say that there must be other ways of comprehending and achieving the full potential of the human brain ?! Right ? If that were the truth, or if it were even remotely possible, then some of those other means might have very well presented themselves by now — so what precisely would be these other means?  Could we possibly have missed them all?  Are we really that dull? We keep missing the clues because the one thing that will provide the answers to full brain potential is the one thing that we are most illiterate and dumbfounded about – and that is the preschool stage of intuitive-cognitive development !!!  And if the preschool stage is the only way to understand the full potential of the human brain, why would people avoid looking into it – – why would anyone dismiss and ignore the one thing that will help unlock and demystify the keys, codes and secrets to full brain potential?  What is it that people think they “don’t” need to know about the “preschool brain”.  Why are people so disturbed and befuddled by this prospect?

READ ON,.. FIND OUT WHY, FIND OUT HOW, FIND OUT MORE

and stay tuned to http://www.cognitivology.wordpress.com and our website http://www.ccthedots.com

The preschool stage is the foundation for everything in life, EVERYTHING — and everything means everything.  So why wouldn’t the preschool stage be the criteria for understanding the full potential of the human brain AND  what other stage of life can possibly boast being the foundation for EVERYTHING?  Only the foundation for everything can possibly provide all the answers needed for full brain potential.

The human brain is a microcosm of the universe and all the forces of the universe are subject to the unifying laws that do indeed govern all forces.  So the human brain is also subject to the same laws that govern laws themselves, and that is that all elements that govern the laws themselves, which in turn govern the universe, are derived from the same set of governing forces that everything is subject to.

There is a Theory of Relativity for Human Brain Potential, and the principles of e=mc2 make human brain relativity an inevitable fate – – – the opposite is just too consequential and even unthinkable  — and besides, we’ve been running on the antithesis of e=mc2 for millennia ….isn’t it time we tried running with the theory of relativity for our brains, look what it’s done for technology and computer science and space-travel and televisions and

THE CHALLENGE IS ON …

…WHICH HIGHER EDUCATION OR UNIVERSITY IN THE WORLD WILL BE THE FIRST TO HOST A DEGREE PROGRAM IN INTUITIVE INTELLIGENCE ???

The fundamental math principles of e=mc² have proven again and again to be relative to the invisible and visible forces of the whole cosmic universe.  The human brain is a microcosm of the universe , which is why we seek out its knowledge – – because universal knowledge is a necessary and prerequisite element for full human brain potential.  Therefore, the human brain is subject to the principles and parameters of e=mc²

The Laws that Govern the forces of the universe are what make the universe an interconnecting knowledgeable entity — and that is what makes the universe a natural “internet service” of intuitive knowledge and information processes. Humans have never been exempt from these processes and properties, but humans are operating on a grade of intuitive intelligence that is well below the natural grade of intuitive connectivity.  Intuition is the highest function of intelligence — the human birthright and our ultimate fate is to master intuitive intelligence.  Now all we need to do is start a real conversation about intuitive intelligence, which is one and the same with real human brain potential.

EINSTEIN clearly declared that “INTUITION IS EVERYTHING” !!!

The fundamentals of real intuitive intelligence is also identical to the fundamentals of the 3 – 5 year old (preschool) brain.  To comprehend the genuine properties of real brain development is to understand the preschool brain.  Any resources, or fields of knowledge proposing and promoting information about how to unlock the brain’s higher purposes and potential must be able to also proclaim that at least 50% of their material and documentation covers the intuitive-cognitive mechanics of the 3 – 5 year old (preschool) brain.  ALL resources attempting to reveal higher brain development without explaining the preschool brain are merely remedial, impermanent, and maybe even impertinent, but practically all require the effort of conscious application and constant conscious management, and even diffuse, or ignore the fundamental properties of intuition.

Fundamentally defined, INTUITION is actually the connection between all systems of knowledge – –  and every form of energy & matter in the universe is a packet of knowledge and information – from a Boson particle to Binary stars, and EVERYTHING in between. All entities in the universe, living and non-living, operate intuitively to fulfill their full potential, and serve their functional purpose within the interconnecting mechanics of the universe.

INTUITION is also the BIRTHRIGHT and DESTINY of Full Human Brain Potential, connecting us and compelling us, to explore the knowledge of the universe.  Full human brain potential however, i.e., acquiring the knowledge of the universe, takes place after birth, thus the processes of “I.I.” [ Intuitive Intelligence ] must be established and fostered  { post birth } in conjunction with our incremental stages of “cognitive development”, with the help of all of our multi-dimensional sensory tools.

Just as the paired forces of space-time, electromagnetism, light-speed, gravity-mass/acceleration, as well as the Quantum world & multiple dimensions (yet to be properly connected by Scientists/Particle Physicists) are ALL inextricably linked & interconnected — so are the paired forces of intuition–cognition, emotioning–reasoning, language–relationships, creativity–precognitive decision making/hypothesizing, Parenting–brain development, Education–brain development, psychic abilities–multi-dimensional sensory perception, instant gratification–delayed gratification, foresight–hindsight.   All these are governed by underlying and overarching laws and principles common to all processes and properties of the universe.

There have never been separate and disconnecting laws governing the forces of the universe, we merely needed to discover them and realize how they are interconnected.  We are now at the point where we must do the same for the prospects of full human brain potential & intuitive intelligence — these two forces are also identical and as inextricably linked as space & time, electromagnetism, etc.  Intuition is how Einstein figured out the forces of the universe, and it is why he proclaimed that “intuition is everything”, and it is why we consider him to be an intuitive genius.

“Intuition is Everything”, and it is applicable to Everything – – especially, all of the intelligence and behavior capabilities of human potential.

THE TIME HAS COME TO MAKE INTUITIVE INTELLIGENCE A VIABLE FIELD/DISCIPLINE OF KNOWLEDGE — AS A CREDIBLE, RESPECTABLE AND RESPONSIBLE AREA OF STUDY — AND HOW IT IS RELATIVE TO ALL FEATURES OF AUTHENTIC HUMAN PROGRESS.

Intuitively is how we’re supposed to learn everything.  Children are the best intuitive learners and early brain development constitutes the foundation for everything in life.  Intuitively, is how we should learn throughout our lifetimes.  The keys to how we learn and the clues to better earning are fully encoded in young brains — all of the descriptions of which are fully DEFINED and DESCRIBED in COGNITIVOLOGY® books, and explicitly outlined in detail in:    

* COLLECTING and CONNECTING THE DOTS – Human Heart and Brain Version 10.0 ~ Upgrading our 40,000 year old 0.2 version of Potential.   

* THE DOTS CONNECTED ~ What Does Childhood Really Have to do with Adulthood, PLUS, Intuition’s Role in Fulfilling the Total Development of the Human Brain and the Unlimited Potential of the Human Mind.

* CONNECTING THE DOTS ~ The Cognitively Correct Way to Speak with Preschoolers.

Explore these books and the significance behind a genuine Theory of Relativity for Full Human Brain Potential.  Visit our website to investigate our books and consultations about Intuitive Intelligence development. Find out WHY, find out HOW, find out MORE – – – COGNITIVOLOGY® :  The World’s leading and best consulting forum for Intuitive Intelligence  (as well as the genuine traits of computational thinking). http://www.ccthedots.com

Only COGNITIVOLOGY® can answer all of the fundamentally-interconnecting questions & traits about Intuitive Intelligence.    The TRUTH is in the fundamentals !!!

In the future we may consider naming names and describing how certain known, credible and trusted personas are misleading the general public about higher brain potential…but we’d rather see them join the real cause of real brain development, if they dare to understand.  Good luck and good tidings to all throughout the world and throughout the year.  — C. Woolf, primary author of COGNITIVOLOGY (R) books, literature and materials.

“TO BE” or “NOT TO BE” – “TO NEGATE”, or “NOT TO NEGATE” – “TO CHOOSE GOODNESS” or “TO NOT CHOOSE GOODNESS” ~ That is the REAL Question with a very real ANSWER

“TO BE” is the leading, most prominent verb in any and every language – and verbs are the most leading and important part of speech in a sentence in any language, and as such, there are “no” substitutes for a verb (whereas there are substitutes for nouns, adjectives and adverbs).
“To be” also reflects the most important and most fundamental question in life – – translated in Shakespearean terms as “to be or not to be”, or in plain laymen’s terms as “what is the meaning of our existence / what is the purpose of life” ???
Normally I write entirely without the negations “no, not, don’t, can’t and shouldn’t”. Today for this specific blog I have chosen to make an exception. WHY? Partly to highlight the the human brain, especially very young brains do “not” process negations (and since I write about young human brain development it would “be” most hypocritical to write with negations while emphatically describing how and why parents and teachers must use non-negated verbs when guiding and teaching young children).
On the other end of the spectrum, very old brains have already been over-processed and over-programmed by negations, subjecting the elderly to ever more confusion (and revealing the core element of cognitive degeneration, which Neuroscientists are all too comfortably happy to ignore).
The in-between stages of our cognitive life, that is the stages in between “being” very young and then very old, we spend every day commonly processing negations. It is so common and familiar to us, we just “don’t” give it any thought, we do “not” question it or believe that it has anything at all to do with the real raw full potential of the human brain. We handle negated verb processes on a daily basis and we have to use our brains for EVERYTHING we do, so it seems a perfect defense to assume that our brains do indeed process negations. Again, the brain is “not” designed to process negations, it is designed to process the raw verbal syntax of a verb that contains the most information in any given sentence, in any given language. So how are we managing this negated-verb process.
What we are really doing, that is, what our brains are helping us to do is perform the fundamentals of cognition or the fundamental mathematical principles of an equation. In order to process a negated verb, we hypothesize the inverted meaning of a negated verb, so “not to be” becomes “to be”.
Today’s exception to use negations is to highlight a couple of specific points with the hope of pointing out the fundamentals of real human brain development and how real human brain potential is generated and programmed. Computers are given the right and respect to be programmed without negations, but when it comes to properly programming young brains, we completely neglect this same principle, resulting in a downgraded version of our brains’ true potential and leaving us languishing in the perpetually purposeless question of “what is our purpose in life”. The first answer to that question is – the first purpose in our lives is to fully develop the full potential of our human brains — so that we may eventually understand the purpose of our lives in this universe when it finally slaps us upside the head with its full force of knowledge, lol.
When we are trying our best “to be” wise and philosophical and intelligent, the proposition that is most applied is the imposition that we must “make choices” in life, and the dominant theme behind “making choices” is choosing between good decisions and bad decisions, or plainly just choosing between “good” and “evil”. This is human history’s leading narrative defining the majority of philosophies and belief systems. If choosing between “good” and “evil” really defined the purpose of our existence, then there would be “no” reason to continue proposing the question of “what is the meaning of life”, or “what is the purpose of my existence”. If choosing between “good” and “evil” was the answer, then we’d have nailed it – question answered. So why are we still perpetually possessed with answering this elusive question?
The answer is unfortunately, or fortunately too simple! Either choosing between “good” and “evil” is “not” the right question, or we are “not” using our brains, which we need to do everything, in order to answer this question, or find out what the real question is.
So the final question is “TO ASK” or “TO NOT ASK” the right question, AND THEN GET THE RIGHT ANSWER. To “not” ask is to never get an answer, so we need to ask the question as to whether choosing between good and evil defines the meaning and purpose of life — and of course, we need to use our brains to ask and answer the question, which means we need to know how the brain really works.
If our first purpose in life is to fulfill the full potential use of our brains, then we need to ask if the human brain is designed to equally process good and evil – making us therefore fulfilled in exercising our purpose to choose between good and evil, or good decisions and bad decisions.
The simple rudimentary TRUTH is that our human brains are “NOT” equally hard-wired for GOOD and/or EVIL, but it is the prevailing school of thought that we make choices everyday to choose between good and bad, right and wrong, goodness and evilness. The human brain is “NOT”, I repeat “NOT” equally hard-wired for good and evil, so the good-evil choice philosophy is completely false and yet it is still driving the everyday belief systems of people everywhere in virtually everything they do.
The human brain is FULLY, and ONLY FULLY hard-wired for COMPASSION and OPTIMISM — Essentially meaning that if we continue to believe that the brain is partitioned to choose between good and evil, we can hardly expect to ever fully use our brains. In order for us to fully use our brains, we have to intentionally CHOOSE TO DELETE AND MAKE OBSOLETE the idea that human life’s grandest purpose rests on the idea of “choosing between good and evil”. To choose between good and evil is to choose the downgraded version of life and our truly authentic potential.
So what is the real answer, what is the real purpose and meaning behind MAKING CHOICES — because “making choices” is something we can never make obsolete.
The choice in life is CHOOSING between the knowledge we already have and sticking to it without question or reservation – – – OR – – – CHOOSING the option of inquiring, accessing, obtaining, exploring and acquiring new knowledge and information that makes our decisions more informative and intelligent, in other words, putting to use the full potential of our brains, which is to always seek new knowledge, to practice unlimited knowledge potential, thereby exercising the greater, grander and fuller potential of our brains, and finally moving toward understanding the purpose and meaning of our lives.
Remember – or “don’t” forget – the foremost purpose and potential of our human brains is the ability to make choices and decisions, and the real choice, consistent with the mechanics of our human brain “isn’t” to choose between good and evil, because our brains are only hard-wired for goodness. The CHOICE in life is to choose between sticking with what we already know or choosing to know more than what we already know. THAT IS THE ANSWER TO THE GRANDEST OF ALL QUESTIONS – “TO BE” or “NOT TO BE”.

What Is The Definition of a Definition?

The definition of a definition can be most easily described as (1) the origin and meaning of a word, and (2) an unwritten or written agreement about the various meanings and applications of a word, including the changes that a word or definition may incur, as well as other cultural influences that transform meanings, words and definitions between one era and/or culture and another.
Words can be flexible, and they should be. However, whenever we create the definitions of a word, the question is, are we using the same criteria for creating a definition? This may seem like an imposition on the creative aspect of constructing words, but the definition for definitions ought to be tethered in the definitive properties of the roots of knowledge and information. Why should this detail be significant? Do we really need to create another forum, or add another ridiculous category to the world of philosophical debates in which some minute detail is just endlessly discussed ad nauseam and ad infinitum? Does it change anything, or add any constructive rhetoric to the core issues of humanity?
The answer is that every issue adds constructive rhetoric to the core issues of humanity if it’s constructed in accordance with real brain potential. So how does the definition of a definition affect us?
We use words to construct sentences representing the languages we speak. We use language to develop relationships and share knowledge. Like language and culture that are interchangeable, relationships and sharing knowledge are also interchangeable – which is why we bond best and most with others who share our own ideas and feelings. Nevertheless, we must consider that all knowledge and information has an origin. Everything whether artificial or natural, visible or invisible, microscopically tiny or grandly gigantic, are all forms of knowledge and information that originate from the energy, matter and properties of the universe. The human brain itself is a concentrated microcosmic rendition of the universe, and therefore, since our brain relies on language for its cognitive and intuitive development – – particularly because we learn language intuitively and language is necessary for cognitive development, meaning that “cognition” and “intuition” are also interchangeable) – – then it is important to consider that the origin for definitions of words, which in turn formulate language properties, must also be in alignment with the fundamental properties and definitions of knowledge-information-energy-matter. These properties should then be consistent with the constructive properties of how we use language to formulate the full intuitive-cognitive development of our brains.
Let’s apply an actual example to this seemingly insignificant detail. “Consciousness” is a widely discussed topic. It crosses cultural boundaries and spans centuries of human progress and development. In more modern times, such as the one we are now living in, the idea of “consciousness” has also been adopted by various fields of Science, and yet even within the scientific community, there is little agreement on an actual definition for consciousness, and it is rarely, if ever, discussed in the same conversation as “intuition”. What’s even weirder is that “consciousness” is added to so many discussions, issues and topics of human endeavor, even while Scientists themselves understand that intuition is superior to consciousness. Einstein himself after all has stated on several occasions that “intuition is everything”. He never said ‘consciousness is everything’. What’s weirder and more curious is that Scientists rarely speak of ‘consciousness’ and ‘intuition’ under the same heading or category, nor do the two words seem to arise in the same discussion.
The point is that Scientist who understand that the universe is interconnected, and that everything is a form of knowledge and information down to the smallest particle of energy and matter, the question is, where is the connecting fundamental property between the “definitions” of ‘consciousness’ and ‘intuition’. If fundamental universal knowledge is the criteria for creating sincerely authentic definitions for words and meanings, then what is the problem with scientists coming up with a properly definitive definition for consciousness?
By the same rhetoric that consciousness is undefinable even by scientific standards, it is often connected to the emerging scientific narrative of parallel universes. They go together because they are equally vague — and inconsistent with the properties of universal knowledge that are openly accessible to anyone who wants to access it all. Keep in mind that Intuition is the Universe’s Naturally free Internet Service and we all ought to be connected to it so that we can access universal knowledge. While Science and Philosophy propose – at least the minimum property of consciousness as a feature of awareness, and preferably, ethical conscientious awareness – then why is there supposed to be a barrier between becoming aware but being barred from any conscious knowledge of parallel universe’s, in which there are other versions of you and me ???
Obviously, consciousness has its limits, but the universe is filled with unlimited knowledge, and the brain is naturally designed for unlimited knowledge processing — so it makes sense that rhetoric and conventional definition for ‘consciousness’ remains undefinable, because it is so out of sync with the definitive properties of universal knowledge.
If there are other parallel universes, and if we are supposed to become more intelligent by becoming more consciously aware and/or conscientious, then information and knowledge about the other versions of you and me should be accessible. Either we need to become more intuitive to have access to these parallel selves in parallel universes, or we have reached the limits of consciousness, which is clearly limited. Intuition would at least allow us to access these other parallel and differing versions of ourselves and our particular world – or we’d find that multiple dimensions of our selves are reflections of multi-dimensional information that can be exchanged between our parallel selves, so as to improve our lives, or be more connected to the multiple interconnected dimensions of the universe that we should be connected to. Consciousness is a closed system of information – that’s why it is undefinable. It’s best definition is that it is a temporary and auxiliary holding system substituting our eventual emergence into a full spectrum of intuitive intelligence capabilities. As Einstein said, “intuition is everything” and yet we should intuitively realize that everything is interconnected, especially since “intuition” is fundamentally the connection between all forms of knowledge and information. “Consciousness” has never offered that feature to us – and to our brains that require unlimited, open-ended information processing. Yes, the definition of a definition must be consistent with the fundamental properties and mechanics of intuition – the connecting feature of all knowledge and information – – and when a definition is inconsistent with the brain’s full rendition of intelligence potential, i.e., “intuition”, then it ought to be changed to suit the full development of the brain, which is a mini-microcosm of the universe, meaning that we ought to have full access to the universe’s knowledge rather than being limited or otherwise, redefining our human brains as the antithesis of a mini-microcosmic instrument capable of processing unlimited knowledge and information.

Cognitivology is the dirty, nasty business of cleaning up all the muck and misconceptions about Human Brain Potential and Intuitive Intelligence development

WHY “COMPUTATIONAL THINKING” IS SUPERIOR THAN “SCIENTIFIC EVIDENCE”.

Recently, while in the library, a woman seated next to me in the computer section vehemently open fired, tattling and rattling on and on with unabashed and venomous resentment about how stupid and despicable so many people are. I listened to her quietly and patiently and myself made the stupid attempt to soothe and vindicate her ramblings with the simple revelation that we are all using a mere 10 – 20% of our brains’ potentials, so it would perhaps make sense that we may all be less insightful or intelligent than we would all hope to be.
Rather than seeming liberated or scoffing off her resentment with a chuckle or two, she abounded onto her next soapbox with ever more conviction, confidently announcing to me that what I mentioned was “an old wives tale, and that it had been scientifically proven so”. After being more than accommodating about lending her my ears, I humbly and quietly announced that “either she and/or science was grossly mistaken, and furthermore, if we were actually using all of our brains’ potential, people would hardly be as stupid as she keeps insisting they are”. I added that “cognition is a mathematical function” and therefore, she “ought to just do the math”. I was, needless to say, surprised that she actually turned silent at that point, closed down her computer in a huff and a puff and promptly left the building.
So what is the point of regaling this story? The point is that scientists can argue various points of collected scientific evidence, or proclaim that there is indeed some evidence, or none at all for any number of issues that we INSIST must be provided and established, in order to make alterations or improve the status of some situation or other. And by that standard, it certainly gives license to any number of folks (both smart and non-smart) to make up accounts of “scientific evidence” to support some belief they have or motive they are harboring.
By now, all scientists ought to understand that Quantum Mechanics, Entanglement, Superposition and String Theory play a role in the manners in which, particles, energy and matter manifest. That being said, “scientific evidence” can turn on a dime, or change in a flash. If these quantum conditions are so flexible and amenable to our influence and observations, then perhaps, as my editor professes, we all ought to be chanting, “the ice caps are stable, the ice caps are stable”, as opposed to the frightening chant of “the ice is melting, the ice is melting”. Genuine information and ideas can hardly be undone, and the leading fields of science are integral in understanding our universe and ourselves, indeed, they are just as integrally relative to the full potential of our brains as they are to computing the essential properties of EVERYTHING – AND EVERYTHING IS MATH, so let’s do the math – again.
We all know that money rules, but the rules of money are inconsistent with the genuine rules and mechanics of brain potential, and the ones with the most money get to cherry pick the “scientific evidence” for publishing and promoting their agendas – which of course would be to keep the money flowing where it already flows.
For our first computational thinking experiment, let’s ascertain whether excessive CO2 emissions are affecting our planet’s atmosphere and wreaking havoc with our weather patterns.
When the philosopher-scientist-electrician Joseph Priestley was just a kid, he’d capture insects, put them in a jar and watch as the poor bug slowly convulsed, stripped of its natural activities and abilities and died from a lack of oxygen – setting Joe P on his destiny toward exploring the nature of air (as described in Steven Johnson’s book “The Invention of Air”). Priestley was clueless as to the compositions of air, and even without knowing the difference between Oxygen, Nitrogen and Carbon Dioxide, that is, without the scientific evidence for these elements, it was clear to him that there was a change in the air, or mini-atmosphere of the jar, that accelerated the end of the bug’s life.
If any of us were confined to similar conditions, we too would fine ourselves gasping for fresh air full of oxygen and less tainted by carbon dioxide — so who do we think we’re fooling by insisting that scientific evidence is insufficiently rigorous to conclude that an unusually high, parts per million ratio of carbon dioxide to oxygen, in our atmosphere is going to be ineffectual to the abilities and activities of the atmosphere? In this age, we are intellectually astute enough to acknowledge that one of the predominant activities of our atmosphere is the production of weather. Therefore, a higher content of carbon dioxide is going to affect the weather. This is simple computational thinking that hardly needs “scientific evidence”. It could be said that only “s—-d” or non-intelligent people lacking in the fundamental skills for computational thinking and common sense would need such hardcore scientific information.
For our next piece of intuitive reasoning – or computational and critical thinking, we bring Einstein to testify – posthumously of course. Did Einstein observe a solar eclipse first and assess that light from a distant star would bend at the predicted amount of degrees around our own sun and THEN run back to his study to devise and calculate the famous “General Theory of Relativity”? The Math never lies, or in this case, the Arithmetic was completely honest and rigorous. Did the solar eclipse prove the Theory of Relativity? You bet it did. But it would have been true even if Einstein had never surmised it, and truer still, even if it had never been proven. But the most important detail here is that Einstein computed it, he intuited it without scientific evidence.
And finally, to boldly place Cognitivology alongside these geniuses, we must insist that because “everything is math”, and because “cognition” like “everything else” is a mathematical function, then our first human intelligence process of “emotional cognition” is also a mathematical function. That is to say that even though Neuroscientists are reluctant, or falling short of computing or computationally surmising a rigorous definition for “emotional cognition”, this hardly means that the definitive properties of “emotional cognition” are non-existent – – or that “emotional intelligence” is a non-cognitive process. Nothing is non-mathematical, so it is impossible for emotional intelligence to be a non-cognitive process. The problem is that Neuroscientists are approaching the possibility of defining “emotional cognition” by the same absurd proposition in which Einstein would have first observed a solar eclipse that would subsequently inspire him to calculate the ‘Theory of Relativity’.
Einstein’s calculations were precise – but if we believe we can unveil and define “emotional cognition” by the imprecise version of less than 20% activated brain potential possessed by adults, then we should at least face the rigorous scientific evidence that our computational thinking skills are severely incalculable. That is to say that we are using less than a third of a deck of cards to play poker… How ’bout we start with the original wholly supplied deck – – how ’bout we go back to the drawing board and examine the potential of young human brains holding a whole deck of blank cards to be imprinted upon, need I say, in a cognitively correct manner, rather than swiftly take 2/3 of the deck away and print a bunch of incoherent information on the remaining few cards.
Conclusively, we are all facing a challenge. As repeatedly mentioned throughout this blog and other Cognitivology publications, we use our brains for everything so we should use everything our brains are designed and destined to do – and that means starting with the “foundation for everything in life” – the early stages we affectionately propose, acknowledge and agree upon that are so significant to every person’s whole lifetime of learning, forming relationships and becoming competent in our behavior and decision-making skills. In other words, what do we have to do to become intuitively intelligent human beings?
In our latest publication (btw, which can be purchased for just .99 cents from our website http://www.ccthedots.com ), the authentic logic of computational thinking strategies are proposed. Among some of the discussions with others, we’ve been told it’s “philosophical”. We say it’s mathematical, but you can let your intuition do the talking for you.
The first pages propose a “3-point model” that has been faithfully adhered to, transcendent of the ages, cultures and belief systems. These points are at a crossroads to be challenged. These 3 points are:
— We profess that the early years of life constitute the foundation for everything in life, but this profession fails to produce a definition of “everything” and usually excludes, or actually grossly neglects the 3 – 5 year old stage of early brain development (even within the field of Neuroscience). The burden of scientific proof would at least be to prove that the early years are completely meaningless, and that humanity has been misled by this set of parameters regarding a lifetime of brain potential, as though, genuine or higher brain intelligence can be removed and separated from the early stages of brain development.
— The incessant proposal that children (and us adults) “must learn from the consequences of our actions”. If this criteria were the premier version for learning, then we ought to welcome, create and rush headlong and head-strong into situations that would reap all forms of consequential learning opportunities. We either learn from “everything” or we are avoiding learning from anything at all, much in the same way that we try to avoid consequences. The mechanics of learning are consistent. If we are failing to learn from consequences, it is probably because we are falling short of learning from all other learning opportunities. Besides, learning from consequences depends on the “aftermath” of situations, and the human brain is predominantly designed for foresight and precognitive decision-making. When we learn optimally, in accordance with the brain’s natural hard-wired design, then we can indeed learn from everything – whether beforehand, afterwards or consequentially.
— Lastly, “Reasoning” is upheld as the rhetorically supreme trait for hypothesizing and intellectualizing without extreme passion or emotion. However, the only “reason” we possess advanced computational thinking skills is because we are inherently designed with advanced compassionate-optimal “Emotioning” skills. Without the capacity to reason with compassion and optimal information processing, we would be able to justify having incompetent reasoning skills. When we reason and innovate and create with the full intuitive capacity to think, feel, act and decide with compassion and optimism, then we are free to apply our skills and devise unlimited ideas for our own lives and for that of human progress.

The question of the Ages is; what does “parenting” have to do with “brain development” and what does “brain development and what does brain development have to do with everything”?
by Carla A.M. Woolf

previously, on the Cognitivology blog:
By Carla A.M. Woolf
Cognitivology is the dirty, nasty business of cleaning up human brain development, which is far too challenging and truth-revealing for any American organizations, administrations and Neuroscientific agencies to deal with, but most especially of all, totally out of the league for our National Dept. of Education. “Education” and “Brain Development” ought to be considered synonymous, inseparable and identical commodities. It’s amazing that as enterprising, entrepreneurial Americans, we have missed cashing in on this opportunity, particularly since we love leading the world in trends and “innovation”.
But sadly, even though the world’s #1 problem is a severe lack in human brain potential (because lack of human brain development is what actually causes of all of the world’s problems), and even though we rank somewhere around #29 on the International PISA report card of Academic competency in the industrialized world, and even though all of us humans use less than 20% of our brains’ potential (and maybe it’s just 5% or 17%) – at any rate, it is very far away from 80% or 100% — AND even though we have missed hitting the real bullseye on the target of higher brain potential, advanced intelligence, and the decoding traits that can put Artificial Intelligence and Intuitive Intelligence in the fast-paced lane of success (for Computers and Humans), we remain dumbfounded ….
But supposing someone wants to really know what it takes to unleash the full potential of the human brain? Well Cognitivology’s phone might actually ring. Until then we can enjoy staying under the radar.

IS WORLD UNITY AN IMPOSSIBLE DREAM?

Is world unity really an impossible dream? Is there a mystical resolution that can address all of the world’s challenges? Recently I read an article about an adult self-help seminar. During the course of the sessions of the seminar’s rigorous routines, there were several enthusiasts and there were several skeptics. However, in the weeks following participation in this seminar event, it seems everyone, both enthusiasts and skeptics, reported favorable changes in their lives. It also turns out that the majority of the participants were mostly concerned with managing their lives’ daily events. Only one person seemed to want to change the world and wanted to make personal changes to connect to that goal.
There is a saying that goes like this: “people who are crazy enough to change the world are the ones who actually do change the world”. The doctor who wanted medical students to wash their hands after they had worked in autopsy, and before reporting to the birthing ward, was ostracized and persecuted so severely by his contemporaries in the medical field that he dropped out of medical practice – even though infant mortality rates dropped a dramatic 50% after he insisted on hand-washing.
The man that was assigned with fixing railroad schedules proposed that “time must be standardized”, but needed officials to agree on this as a routine practice across the nation. Apparently, the mayor of one town vehemently protested this proposition, saying that ‘standardizing time would be a revolution in our time, and would deeply disturb people’s traditional notions and convictions about everything’ – – Imagine that !?! Could we possibly be any more disturbed while we are just trying to manage the personal priorities of our daily lives ??? Does the average person know that without an atomically regulated clock in their computer or cell phone that neither would be capable of existing? Yeah, yeah, the algorithms and configurations of 0’s and 1’s in your computer devices are devised in conjunction with the precision of atomic time. But if you are unconcerned with the development of the whole world, all this means absolutely nothing — even though the crazy people who bothered to change and improve the world made it possible for each of us to have a computer, cell phone and HDTV.
Now, to finally get to the heart of this blog and this particular entry – is there a means of world unity that people can converge upon that will be palatable and favorable to everyone regardless of their beliefs, personal priorities and cultural convictions?
Okay, so here we go again…
What would be the one thing that people can universally and unanimously agree upon, which would and could emphatically influence a significant shift in beneficial human progress, specifically, a shift that is superior to politics, economics, philosophy & religion, or cultural agendas? — and why do these means fail to qualify for making significant changes in human progress? Well, the answer to that is simple. There is just too much discord and disagreement upon these issues.
Let’s look at an overlooked area of human development that is commonly dismissed as a means for world improvement, and even self-improvement for those who are less concerned with world improvement. Here are the universal premises that most people can most unanimously agree upon:
–CHILDREN ARE THE FUTURE
–THE PRESCHOOL/EARLY YEARS OF LEARNING AND DEVELOPMENT CONSTITUTE THE FOUNDATION FOR “EVERYTHING” IN LIFE
–EVERY PARENT WANTS WHAT’S BEST FOR THEIR CHILD(REN)
–THE HUMAN BRAIN PLAYS A COMPLICIT ROLE IN “EVERYTHING” WE DO
–AS MUCH AS 90% OF THE BRAIN IS DEVELOPED BY AT LEAST AGE ‘5’
**Therefore, the only truly available platform for a united humanitarian front dedicated to significant world change would be to prioritize human child brain development as the foremost agenda and activity for advancing human progress and establishing the basic building blocks of problem-solving that lead to genuine diversity, peace and prosperity.
Yes, people have different ideas about how children ought to be raised, taught and disciplined, but this problem is easily solved when people actually learn what early brain development really consists of. The difficult part is asking people to put their beliefs aside. If people could realize that the real reason we all have so many incoherent belief systems is really because we lack an understanding about real brain development – and it is “beliefs” that have filled in these gaps. When people have the opportunity to comprehend the natural elements of brain development, then people could easily sacrifice their beliefs in favor of children’s best developmental opportunities. The brain was developed long before any belief systems developed, so unless people love their belief systems more than they love their children – which I’ve never heard anyone proclaim – then there should be zero problem resolving this problem.
If EARLY CHILDHOOD development is the FOUNDATION FOR EVERYTHING IN LIFE, then what is stopping us from USING early childhood development to FIX THE WORLD ???