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THE COGNITIVE TIMES – Cracking the Cognitive Code of Alzheimer’s, Volume I, Part 2

How do we know if we are getting something right or wrong – in particular, how do we know if we are getting something all wrong, especially in the fight against Dementia and human brain development in general ???

Well, because if we were getting it mostly right, then we’d be mostly defeating it. When a doctor in London discovered that Cholera was spread through bad drinking water, rather than being airborne, then it was defeated. When another doctor realized that infant mortality rates were due to medical students going from autopsy to the maternity ward without washing their hands, he was severely ostracized by his medical peers.  Eventually, he was proven right and infant mortality rates dropped dramatically, as the simple concept of hygiene was introduced into standard medical practices.

The day should come – sooner than later – when we apply the same deductive reasoning skills to everything, in much the same ways that Sir Arthur Conan Doyle did (vicariously through Sherlock Holmes) and understand that cognitive degeneration (aka, “Dementia”) will be logically observed as a process, pointing to, and at least providing partial proof that the FUNDAMENTALS of cognitive development were improperly or inefficiently installed.  In addition to applying the logic of Sherlock’s deductive reasoning skills, which means collecting ALL of the variables and facts, we ought to also employ the principles of e=mc2 to solve the mystery about Alzheimer’s, in the same way that the “theory of relativity” solved the major mysteries of the foremost forces of the universe. And more importantly, contrary to popular belief systems, we humans have never been exempt from the laws and forces of the universe.

This chapter entry examines how, how much, and exactly what we are getting right and wrong in the pursuit to fight the varying forms of Dementia. The official community believes we are right on the heels of gaining insight into the mystery of Alzheimer’s and Dementia – or rather they may actually believe they, and we along with them – are on the right heels of uncovering this mystery. There are countless organizations and research teams around the world doing their part, effectually, competing to decode this little beast that is causing monstrous conditions, robbing the quality of people’s lives and their relationships.

Pharmaceuticals of one type or another seem to be taking the lead for fighting , or at least halting  Dementia.  The more ambitious teams are certainly looking for a way to prevent it, or reversing the major memory loss ailments that define the conditions of Dementia.  None of the Pharmaceuticals thus far are showing any promise,  There was one that worked successfully on mice, while it failed in humans. (There’s a reason for that which will be discussed later),  For all we know there might be some neuro-technology works in progress, but any real official word on that front is basically silent or generally unknown, for now.

Typically, credible resources about any topic, and especially one as sensitive as Dementia, will be full of formal studies and references about one piece of research or another, until the resource itself becomes a mutual admirations text of scholars, and scientists “in the field” of their expertise — leaving common folk befuddled as to whose research is most valid, and what measures would be most advantageous to pursue. But there are a few efforts worth pointing out for officiality’s sake.  However, we will omit names and credentials, because anyone can look those up with the right search engine words, and this resource is to help people get to the heart of the matter.

So let’s make some unofficial and informal references to the leading contenders in this fight against Alzheimer’s.  Firstly, there’s the award-winning team of Neuroscientists who’ve uncovered the bio-chemical compositions of “tau” going off the reservation of its proper position and purpose, and subsequently forming “plaques” and “tangles” in the brain, thereby, clogging neuro-net activity (within the synapses) and thus imposing on memory, and generally debilitating “normal” cognitive processing skills.

Then there’s the genetic researchers. This area has revealed a particular gene know as APoE, (which deductive reasoning would tell us, must be operating as a mutation. Mutations can be good or bad, in the case and cause for supporting good cognitive processing, APoE is a bad mutation). This gene is generally evident or directly connected to the development of Dementia, but is also linked to wider sets of conditions and circumstances linked to Dementia, including the effects and parameters of diet, exercise, cholesterol, insulin/energy effects on brain, stress, and exercise.

But this APoE gene is hardly a sure thing in the development of Dementia. [This will also be discussed further]  There is apparently another particular gene that is more directly and rigorously distinctive, but relative to those that develop “early onset of Dementia”.  This specific set of cases is far less escapable( than the elusive APoE gene), and is suspected to be carried and genetically passed on within familial lines — but then again, so are the traditions of “Emotional Cognition”, which can affect epigenetic switches that turn genes on or off.  [This will also be discussed further on in another entry]

Moving on – –  there was a ten-year study done in Finland that showed that those with more cynical and narcissistic mindsets and impulses, tended to experience a compounding effect of the symptoms of Dementia as time went on.  This is more revealing than most would realize, because these features are consistent with close-mindedness, and the brain is naturally designed for open-mindedness, making lifetime learning a realistic process (especially considering the brain’s hard-wired postulates of “compassion” and “optimism” as the most vital factors for full human cognitive-brain potential). [These definitions will also be further detailed as we progress in this mini-series]

Alas, the more unrecognized but definitely leading contender with the official arena in the fight against Alzheimer’s is a Neuroscientist and his team at Rush University, investigating the features of what they’ve termed as “cognitive reserve”.  If you’re banking on  understanding the pathology of Alzheimer’s and Dementia, this is the team to place your bets with.  This team would e the only one on a truthful and honest trajectory for uncovering the pathology toward Dementia.  Essentially, what they have observed is the fickle nature of the APoE gene. What they have discovered is that some individuals possess the ApoE gene, and may also show a pathology of plaques and tangle, but have escaped suffering memory loss or cognitive impairment.  on the other hand, there are individual who may have neither the APoE gene, nor excessive plaques and tangle, yet have still developed and exhibited the degenerative traits of Dementia, and hence, memory loss as well as various other cognitive impairments.

The interesting factor in the studies conducted by the researchers at RUSH is that they’ve cast a net over other significant factors contributing to “cognitive reserve”.  They have looked into, and compared, educational backgrounds and social structures/interactions/tendencies of several of these individuals.  While similar educational backgrounds can essentially be ruled out — it is the social connections that shine more of a light on their “cognitive reserve”.  This is an indisputable feature, particularly, because the human brain is an emotional-cognitive developed organ processing knowledge and information and fully dependent upon relationships, which in turn depend on communication and language (both requisite parts of cognitive development) – – and altogether, are intrinsically, inextricably and directly tied to the human brain’s ultimate capabilities.  That is to say that all human cognitive processing, as already mentioned, are built on the brain’s hard-wired elements of Compassion and Optimism, and EVERYTHING we do, think, feel, learn and create are designed to operate on the reasoning logic of these two naturally hard-wired skills.

This seemingly abstract and perhaps elusive concept of “cognitive reserve” can hardly be examined under a microscope, so naturally it is going to be subject to lots of scrutiny in the science community. But while we’re on the topic, deductive reasoning is more rigorous and reliable than pure scientific proof or evidence, after all, things are only scientifically proven because they are true.  And, let’s of course keep in mind that Einstein himself knew this to be true otherwise he would have waited around for scientific evidence to confirm what he surmised about light and gravity. In line with true innovative thinking, the idea came first and the proof only proved the deductive reasoning process.  Remember, whatever Neuroscientists say, Dementia in all of its varieties is fundamentally a cognitive-degenerative issue, and therefore its constitution and constructs must be based on the general mechanisms of genuine cognitive processing.

The RUSH University researcher believe that this “cognitive reserve” is most likely rooted in some earlier stages of life’s cognitive processing abilities.  Their intention is to investigate “how far back” they need to look to identify where and when this “cognitive reserve” is established and secured.  Keep in mind that cognition is a mathematical function and therefore deductive reasoning is fully applicable to demystifying the degenerative-cognitive processes of Dementia. Cognition is indeed a math process, but so is EVERYTHING,, So, if they were doing the math in order to find out “how far back” they need to go, then the logical math reasoning process would say, let’s go all the way back to the beginning, more specifically at point zero.

Why they have missed this calculation is somewhat incomprehensible, but this is where this series steps in….

We’ve all heard it exclaimed that the elderly demonstrate a sort of second childhood stage of life.  It is undoubtedly a quaint and empathetic way of describing the naïve innocence capturing the senior years of life.  There is definitely an attitude of carefree-ness and even a partially liberated removal from a lifetime of expectations and protocols that were imposed upon them for a whole lifetime — very  much reflecting  the way children behave in their everyday exploration of life.

However, for the most part, this second childhood is more un-childlike than it is childlike.  The reason for this assumption? Simple!  Childhood is predominantly hallmarked by the remarkable way in which children learn and absorb new knowledge and information with positively alarming rates. Our foremost predilection as humans is to learn.  Aside from the fact that (in many western societies) we give the elderly far more license and sympathy to act like children than we allow children to act like children, the elderly fail to show any signs of learning at the rate that young children learn.

Moreover, the majority of the ways we learn for a whole lifetime, i.e., are capable of applying the traits of brain plasticity, these flexible cognitive processes are established during the early foundational stages of cognitive development — indeed they are established during AND ONLY DURING the 3 – 5 year old stage of intuitive-cognitive brain development.

Unbeknownst to these well-intended researchers is that the “cognitive reserve” that they have rightfully uncovered or stumbled upon, is really the impervious attributes and aptitudes of intuitive intelligence capabilities defining the true hallmark of human “integration”. When “emotional cognition” and “intellectual cognition” and “willful/volitional cognition” are on the same page and operating by the same cognitive principles, then the intuitive development of deductive reasoning becomes the most powerful tool for lifetime learning (and giving rise to the more advanced paradigm shift concept of “Quantitative Reasoning” and “Computational Thinking”, relative to both humans and computers).

Again, as previously mentioned (in Part 1of Vol I) , the precise cognitive impairment skills that go awry in the senior years are the exact fundamental cognitive development skills that are imprecisely developed during that famous “foundation for EVERYTHING” stage of life — and this skills set, which we should all possess, regardless of our particularly individual talents and abilities, literally ties together the early stages of cognitive development with the latter life stages of cognitive applications.  There can never be any de-centralizing these features or disconnecting them as though one has nothing to do with the other – – the early stages ARE the foundations for everything in life.  And that is why there are certain elements and milestones that are requisite and relative to ALL young children during the early stages of cognitive development.

The ultimate outcome of the intuitive-cognitive process — that certain “cognitive reserve” as the central exploratory focus of the RUSH team –can only be fully uncovered by having a genuine comprehensive look into the “preschool brain”.  unless children learn in pure cognitively correct contexts, then intuitive-cognitive capacities are going to break down somewhere, somehow, sometime.  But even if a minimum flow of the basic elements for critical reasoning, across the dimensions of every fundamental cognitive function are established, then this could easily guard against the debilitating traits of Dementia (causing a lack of deductive reasoning even with our most celebrated skills — but more significantly, deductive reasoning skills that would have been infused into our emotional cognition during the first three years of development).

But this is more than most folks can bare to delve into and understand, even for some of the most advanced cognitive neuro-science researchers in the world.  So let’s talk about something that most people do understand – WAR, more specifically, let’s look at World War II. And by the way, of all the things to study in school so intensely – war? – seriously? War is totally inconsistent with genuine brain potential, yet, most schools offer zero courses in the ways that the human brain authentically learns and develops – is that absolutely moronic or what?

This is the end of Part 2, Vol I – – Part 3 of Vol I will return

 

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THE COGNITIVE TIMES mini-series journal project: CRACKING THE COGNITIVE CODE OF ALZHEIMER’S

THE REAL CAUSE AND PREVENTION OF  MEMORY LOSS, DEMENTIA, AND COGNITIVE IMPAIRMENT NOBODY DISCUSSES !!!

VOLUME I, Part I

Defining the Definition of Alzheimer’s is definitively at the heart of defeating Alzheimer’s and Dementia.  This is definitely a process that keeps being ignored and overlooked in the effort to overcome the pervasive qualities of these debilitating brain diseases.

There is a sort of sad joke that I’ve circulated around some of my associates, and that is the scary prospect that Dementia may actually be contagious.  Everyone is in agreement with this in the hypothetical sense – because in the care of the elderly condemned by the conditions of Dementia, who are processing the same limited pieces of information on a daily basis – and us with them – it seems we are practically destined to “inherit” the same conditional processes of  thinking , of cognizing, of emotioning…with little time to ourselves to do the one thing that can actually prevent or bypass falling under the spell of cognitive impairment.  And that would be to indeed spend some of our own lives actively mastering the requirements for advanced and open-ended thinking possibilities, or rather, engage in activities that really represent the qualities of unlimited learning.

But this all sounds very philosophical, so let’s get down to the nitty-gritty scientific details.

Let’s say for a moment that you already know what Alzheimer’s and Dementia are, which in itself is a bit of a conundrum, because the field of Neuroscience is still itself baffled by this disease.  But whoever said that you have to get all of your information from experts?

Before taking any time to read this article, take a minute to trust yourself. Consider your own definition of what Alzheimer’s and Dementia are, especially if you’ve been exposed to it, and if your life has been dramatically changed by it, particularly because you are taking care of someone you love that is now suffering from this condition.  Rather than just think about what you would define it as, feel your way through defining it – – because to truly understand what Dementia is, we must all be honestly open-hearted as well as open-minded to comprehend this disease.  Is that so?  Well yes, since at the core of cognitive impairment is precisely these two functions, that is to say these two dysfunctional functions.

Whatever the Neuroscience, Pharmaceutical, and Genetic fields and experts are telling you – and literally diverting your own train of thought, here is the truth:

Alzheimer’s is essentially, definitively, originally and ultimately a cognitive issue.  Of course there are links and connections to diet and exercise and DNA anomalies, but cognition is at the core, right, front, back and center of the manifestation of this disease.  And until we make peace with that, until we acknowledge that, it will remain somewhat of a mystery.  However, when we define it for what it really is, then we can demystify it.

In VOLUME I, Part 2, we will discuss the actual missing elements that cause and constitute cognitive impairment….soon to be posted.

[Please feel free to engage in this topic and start a conversation, and/or forward any questions to our inbox]

 

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.