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 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.
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.
The first answer to this question is that both should be properly prepared. The operative words here are “should” and “properly”. With the entourage of adult self-improvement info, it has been made clear that certain words impinge upon our sense of choice and free will, and this is certainly the case with the words ‘should’ and ‘properly’. But children are still learning the endless open-ended possibilities of everything, and that includes these words. The main message here is that, in our attempts to improve our own adult issues and experience the value of newly learned and applied information we give our best efforts in trying to apply newly learned techniques to the children in our lives. But more often than realized we do this without taking into account how it is that young children’s brain are developing and operating.
In order to combine some better definitions of “should”, “properly”, “free will”, “choices” and the differences between child brain development and already developed adult brains – that are still capable of plasticity – we’ll use cake as an analogy. There are thousands of possibilities when it comes to the opportunity of making a cake, there will certainly never be a shortage of choosing a desired flavor and style of cake. The ingredients are equally as flexible and even substitute ingredients can be used to make a cake more conducive to our desires and even health concerns. Then of course, the cake decorating phase has infinite possibilities. Here also, our free will and ability to decide and make choices is an endless proposition. But there is one phase in the cake making process that is generally inflexible and non-negotiable, and it is the step that requires the proper mixing of the ingredients that should result in a smooth batter – which is one of the best conditions for ensuring that the cake will bake well.
There are two important analogies here that are relative to the preschool stage of development that are also non-negotiable. One is that similar to making a cake, there are certain basic ingredients that must be included in the cake batter-making process. At the preschool stage of learning and brain development, there are also certain ingredients that must be included for the foundation of proper cognitive development that will influence a lifetime of learning. Secondly, all of the required elements for preschool, like all of the necessary ingredients for making a cake, there must be a smooth amalgamated mixture that becomes one batter – or one pool of basic learning ingredients – that are smoothly mixed together.
In other words, once a cake’s ingredients are smoothly mixed together, the distinction between eggs and flour and butter, etc, are indistinct, it’s just a bowl of mush. The same goes for the basic cognitive learning elements of the pre-K stage – for the preschool brain, all of the basic cognitive learning ingredients are one whole smooth indistinct mixture of learning elements. In fact, the whole cake making process can be likened to the phases and applications of human brain development and eventual potential, and the multiple possibilities that go into these efforts in conjunction with free will, which is vitally essential to the human development process.
The gathering of the various choice ingredients for the making a cake and the flexibility on the use of ingredients and to some degree the measured amounts of ingredients is similar to the infancy and toddler stages of emotional brain development. The mixing of the cake’s ingredients is relative to the preschool stage. The baking of the cake, its quality, its essence, its basic constitution is relative to the elementary school years of brain development, and this stage is significantly influenced by the preschool stage. So for instance, if you followed the recipe and ingredients for making a cheese cake, however much we may wish, desire or insist it will likely never come out as a chocolate cake. The cooling of the cake for a new phase in the cakes’ total process would be the pre-teen years that is preparing for a completely new phase of the cake making process. The decorating phase of the cake is like the teen years of brain development when the options and possibilities of planning and creatively applying designs with our unique abilities is at hand and ready to receive skillful and very experienced guidance from adults who are already cultivated in the art of critical thinking, decision-making and planning.
Thanks for tuning in, the next blog will discuss more about how free will, decision-making, and intuition are essential to human development, progress, relationships and the application of our abilities.