Tag Archives: Human intelligence

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Intution Gang – Cartoon

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

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

THE FANTASY OF NEUROSCIENTISTS – The Race to Uncover the Mysterious Power of the Prefrontal Cortex

The fantasy of Neuroscientists should never be confused with the fantastic job that Neuroscientists have done to uncover so much phenomenal information about human brain processes that describe human brain development.   Years ago, if you were reading a cosmetic magazine, it was filled with ads, stories and anecdotes about the world of beauty, and if you were reading Popular Mechanics, it would be all about planes, trains, automobiles and the new technologies about motors and race cars.  But now, it’s impossible to pickup any magazine and never see something about the human brain’s effect on our perspectives of beauty, or perhaps, how in the future, quantum entanglement and the brain’s ability to observe and affect particle behavior will determine how well your car’s engine will run. Both fantasy and reality are presented in modern day literature and the workings of our brains are represented with them.  In the upper echelons of the Neuroscientific world, the most highly sought after and coveted fantasy of Neuroscientists’ is equivalent to the “Race to Relativity” that took place between Einstein and his adversaries. Actually, there was really only one adversary in the ‘race to relativity’, everyone else was busy trying to discredit and invalidate what Einstein was saying, instead of getting busy using their own intuitive minds like Einstein was doing.  In any event, it seems pretty clear that the goal of Neuroscientists is to uncover the great and powerful Oz lurking in the most advanced intelligence feature of our human brains ~ the workings of the Prefrontal Cortex. Even the great Einstein himself struggled with nailing down ‘Relativity’ until he re-introduced the ‘constant’ into his famous equation.   Neuroscientists, on the other hand are still trying to figure out what the ‘constant’ in the Relativity equation of the Prefrontal Cortex is, even though it’s been right under their noses for years. In other words, Einstein figured out that time and space were smoothly related and interdependent. He also figured out that motion and gravity have a similar relationship as time and space. But Neuroscientists still think that “reasoning” and “emotioning” are at war. They are unable to figure out the smooth, relative, interdependent relationship between emotions and reasoning skills. But cheer up brain aficionados, Cognitivology is happy to introduce you to the ‘constant’ – – it is simply “integration”!  How so you might say?  The human brain is the most complex entity or organ in the universe?!? But in the paraphrased words of Einstein, the answers regarding questions about the universe are both simple and beautiful. The real power and potential of the Prefrontal Cortex, as UN-described by Neuroscience, is more than just figuring out how to master emotional impulses while performing highly attuned reasoning skills.  The real power within the Prefrontal Cortex is its innate ability to make zero distinctions between altruistic thoughts and altruistic emotions – consistent with the brain’s natural hard-wired system to be configured and developed by the fundamental properties of Compassion and Optimism. The Prefrontal Cortex is the playing field for the simultaneous and indistinct application of Intuitive Reasoning and Quantum Processing skills.  In other words, all of these skills are all performed and conducted as a completely integrated process by a fully developed Prefrontal Cortex.  But in order for the Prefrontal Cortex to become fully developed, it requires an integrated precursor for its fully integrated development and potential – and that precursor is the Preschool stage of development. As you can only imagine, understanding Preschool cognitive brain development is a distinctly distant and unsophisticated variable in the sophisticated minds of highly advanced intelligent thinking Neuroscientists.  It seems that for Neuroscientists, Preschool development is either, un-relative, or too humbling to include as the fundamentally constant variable of integration in the equation for figuring out the core elements and requisite basic building blocks for the full developmental potential of the Prefrontal Cortex.  The integrated mechanics of the Prefrontal Cortex must be rooted in certain fundamentally rigorous properties of early integrated brain development.  Until Neuroscientists can reconcile with the real definition of the altruistic operations of the Prefrontal Cortex by connecting it to the fundamental integrated properties of Preschool Intuitive-Cognitive-Brain development they will keep fumbling in the race to uncover the actual power and potential of the Prefrontal Cortex.  Sadly, and unbeknownst to them, they are so far behind in the race that they have missed seeing that Cognitivology has already crossed the Finish Line.  

The Overall Brain Review – Why your brain matter matters in every matter of life. What is brain development – Really? What exactly is ‘higher brain development’?

PART I
The time has come in human history where EVERYTHING needs to be reviewed in the matters and terms of human brain development. EVERYTHING from education to social issues, technology, love, war, peace, trust, relationships, politics, etc.
All of these matters are directly linked to the processes of our brain matter, and these brain matter processes must go beyond just reviewing snippets or partial processes of our brains’ challenges. Understanding ourselves means understanding our brains and understanding our brains means more than just dealing with ‘this is what your brain is doing when you’re on drugs’, or ‘this is what your amygdala acts like when you’re excited’, or this is what is failing to happen in the frontal lobe and limbic systems of a serial killer’, or this is what duress the brain is suffering under the conditions of Alzheimer’s’, or this is what causes teens to act the way that they do’.
All issues of human development; health, economics, criminal activity, philanthropy, behavior, intelligence, decision-making, world progress and especially adult self-improvement as it is relative to the stages of cognitive development must be viewed, reviewed and overhauled in accordance with the total and full potential of the human brain.
In other words, how would we actually strive, thrive, survive, interact, think, feel, learn, lead, teach, share, work, help, invent, and contemplate within the context of a fully developed and 100% activated brain — as opposed to the historically typical model of using only about 20% of our brain’s potential ??? More specifically, how would a fully activated brain affect the way we process and apply free-will, creativity, intelligence, and behavior?
The simple answer to these questions point to the matter of why we’ve been unable to tap into latent brain potential. The short, straightforward answer is that we need to approach the matters of human development – i.e., the matters of human BRAIN development – from the standpoint of Intuitive Intelligence development. This is the central matter of all human brain matters that has been left unchartered and under-nurtured. What else could it possibly be? We have addressed practically every other facet of human development. Intuitive Intelligence makes up the whopping 80% of human brain potential that we have been missing for so long – and the most we’ve done is to dabble in intuitive intelligence as some mysterious mystical process. But it is a substantial process of our cognitive development. We learn language intuitively and language is used to learn everything else, so intuitive intelligence has to do with, well, literally EVERYTHING.
But the most unknown factor about exploring the possibilities of total human brain potential – which is the same as achieving total Intuitive Intelligence potential – means reconciling with the understanding that Intuitive Intelligence potential (are you ready for this shocking newsflash?) means understanding Preschool Brain development. Whoa – what do the issues of world hunger and climate change have to do with preschool development? – EVERYTHING!!!
We need to process solutions for EVERYTHING and the highest form of human intelligence and behavior – or higher brain development – means we are using our intuitive intelligence capabilities.
Unfortunately, this realization, indeed, this connection has gone totally unrecognized by virtually every field of science, even neuroscience – – and until we can reconcile with this connection – that is, Intuitive Intelligence as an interchangeable equivalent of Preschool brain development – then any attempts to produce ‘higher brain potential’ will continually evade us and suffocate all efforts of human development.
PART II
What is human progress?  What is Human Development? What is Consciousness or Global Awareness?  These sound like complex questions, which they are, but “complex” should never be confused with “complicated”. 

We might – as a hypothesis – say, “What is Animal Progress”? or “What is Animal Development or Animal Consciousness or What is an animal’s sense of Global Awareness?  So what is actually the difference between human development and animal development?  The development, behavior, intelligence and potential of any living species depends on what is fundamentally and naturally encoded in our brains and then carried out by our sensory tools and motor skills.   Animals are born with fully developed brains, or rather at least, they are born with all of their synapses and neurotransmitters already connected — which is why they are able to respond to the true nature of their abilities and also why their full development takes place within a particularly and comparatively much shorter time after birth than humans.  Humans are born with underdeveloped brains and we need a full 21 – 25 years for our brains to fully develop.  Simply put, without any complexities, human development IS human BRAIN development. But here are two key things to keep in mind.  One is that human brain development takes place during the CHILDHOOD  years and humans, historically and to date have only tapped into a small portion of our brains’ potential (approximately 20%).  So human BRAIN development IS in fact, CHILD BRAIN DEVELOPMENT.    Humans, or human progress has been plagued with problems – the solution is UN-COMPLEX – – the one problem behind all problems of human progress is the human development problem of human child brain development. We are the only species that have massive and sometimes incomprehensible and even reprehensible problems within our own species.  Animals never experience problems within their own species on such a scale and it’s probably fair to say that the only real problem that animals have is humans.  Our problems can be solved by simply solving the problem of Human Child Brain Development.  In the Neuroscientific world, the highest function of the brain’s potential is defined by the development and application of the Prefrontal Cortex that modifies and regulates emotions in conjunction with intelligence and reasoning skills.  Cognitivology stands by the idea that there is more to the Prefrontal Cortex than just that, but that the Prefrontal Cortex actually makes zero distinctions between the most altruistic of compassionate behavior and the ability to INTUITIVELY reason highly attuned creative intelligence skills.  The Cognitivology assumption is that these aptitudes are meant to be highly integrated and that there is an early cognitive development basis that predisposes the Prefrontal Cortex for this indistinctly integrated most advanced trait of human brain potential.  The key foundational building blocks for this adult feature of the highest function of our brains requires a certain intervention of care  during the childhood phases of brain development, in particular, the preschool stage.  The highest grade of human development, behavior, potential and devising solutions for our world problems will require the full development and use of our Prefrontal Cortexes to exercise highly compassionate and skillful reasoning solutions as an indistinctly inseparable aspect in our attempts to resolve conflicts and compounding problems.  Professionals are constantly speaking of early intervention, but rarely actually devise a comprehensive solution for the early intervention of anything when it comes to solving world problems.  The only solution to solving world problems is to solve the problem of human brain development and full human brain development depends on using the full capacity of that supreme Prefrontal Cortex, which depends on the full and appropriate development of the Preschool stage – THAT  is what the Preschool stage is for.  It is a misconception that the Preschool stage is meant for academic preparation, but it is understandable that people think that way, because academia is hardly set up to secure and ensure the full development of the Prefrontal Cortex that does most of its higher development during the teen and early adult years.  In essence education, and brain development should be thought of as one synonymous idea.  When we can begin doing that, then we can reform early childhood brain development, and all the years of brain development to be congruent with the goal of total brain potential. 

Helping Neuroscientists keep up with the Neuroscience.

Neuroscientists are still baffled by how the “back of the brain and the front of the brain can make peace” in the words of senior science writer Jeffrey Kluger, written in an article in the March 2012 TIME magazine issue. There is simply NO REASON in the world as to why Neuroscientists struggle to reconcile the interconnectedness of the human brain’s total potential. The path toward understanding this constrast that seems so mysterious is simple – it merely requires understanding the preschool brain, but heaven forbid Neuroscientists should humble their hackles to explore this undeniable factor in the process of finding the solution to getting the “back of the brain to make peace with the front of the brain”. In other words, if the front of the brain and the back of the brain were two countries trying to find peace and reconciliation between their differences, then the preschool stage would be the ideal and very capable ‘U.N.’
For the immediate present, we are presenting an interlude here before we move on to the promised topic of how ‘free will is inextricably linked to human development, human intelligence and human behavior’. People like to point to many causes for any number of particular types of problems that humanity experiences – – – However, as mentioned much earlier, the problem behind all human problems is a problem of insufficient brain development – that mere 20% we’ve tapped into, which does little to ensure that the battlefield between the front of the brain and the back of the brain is replaced with a peaceful and very constructive purpose.
It’s a simple concept, if a butterfly emerged from its coccoon before its wings were fully developed, it may fly and it may even defeat the odds, but it will struggle unnecessarily and it will be at odds with its full potential. This is very parallel to human development. The preschool stage is the stage where the wings of human potential are developed and in order to fully spread those wings a full potential of the traits and features of preschool development must be fostered.
According to the researchers who are in possession of the leftovers of Einstein’s brain, Einstein’s gliel cells were different than the average brains cells of the same sort. Also, apparantly his brain was functioning like that of a young adult more than that of a person his own age. Additionally, his frontal parietal lobe was larger than the average person. Okay folks, this is hardly a difficult equation to calculate…. The young adult thinking brain, the wiring and activity of the gliel cell neurons, and the larger than usual parietal frontal lobe area are typical of intuitive intelligence. This is not mysteriously magical. It is simply a mind that works intuitively – an intuitive mind in charge of the brain rather than the other way around. The foundation for the development of an intuitive mind is entirely dependent upon the intuitive development of the basic building blocks of preschool cognitive development – and every process of preschool cognitive development is an intuitive development process. What does that mean? It means that every child has the opportunity to become even smarter than Einstein when we pay very close attention to the importance of the preschool stage of the human intuitive mind-brain connection which is established during and only during the preschool stage. It is only slightly complex, but it is definitely uncomplicated, and using the compatible lingo that fully activates this preschool mind-brain-behavior-intuitive-intelligence connection is a property and process that must be acknowledged by the Neuroscience community and in general by educational administrations.