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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
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ASK ALL THE QUESTIONS YOU WANT – WE’LL GIVE THE COGNITIVELY CORRECT
AND INTUITIVELY CORRECT ANSWERS FULL BRAIN POTENTIAL – It is your destiny!

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Preschool Coach Development & Problems

Preschool Coach Development & Problems

  • Are you uncovering your child’s Highest Potential??
  •  Do you want your child “ahead of the curve” before and during High School??
  • Is your preschool struggling with following directions??
  • Do you constantly find yourself saying “no”, “don’t” & “can’t”??
  • Does your child have major meltdowns during the most inconvenient times??
  •  Does your child resist transitioning from one activity to another??
  • Call the Pre-K GooRoo Coach – Carla A. Woolf (201)674-8896

Carla A. Woolf ~ Lead advocate of “Legalize Preschool Hugging” Campaign and author of 3 books on the intuitive-cognitive stage of Preschool Brain Development.

DOES YOUR CHILD REALLY NEED an MBA?

In the future, the most important credential your child will need is a “P.r.e-K” [the Preliminary Requirements for Every type of Knowledge]. Without it, even a “Ph.d” won’t land someone a secure “J.o.b.” Even potential love-mates will want to know if you hold a “P.r.e-K” ~ because everything you’ll need for emotionally healthy relationships will also be covered by this “degree”, which will simultaneously function as a decree for navigating all the aspects and prospects of life in general.
To establish the features, traits and parameters of this future decree and degree of life, we first need to contend with the “Marshmallow Man” – the imminently famous person who created the “marshmallow test” (Walter Mischel), PLUS we need to confront the author of the prominent resource of the “7 types of intelligence” (Frames of Mind, Multiple Intelligences by Howard Gardner). But first let’s give credit where credit is due.
Both of these brilliant pieces of work have opened people’s understandings of two general areas of human brain potential. The “Marshmallow Man” has distinctly identified the trait of “Delayed Gratification” as an essential asset for success both in careers and relationships. The “7 intelligences” author has presented us with a better understanding of how to navigate the world of learning.
The “7 types of intelligence” ought to have been titled; The 7 tools of knowledge development” These “tools” being defined as “intelligence quotients” are actually the various senses that work in various ways (depending on a child’s unique abilities) to explore, interact and transport knowledge and information to the brain. That’s what sensory tools do. “Intelligence Quotients” are “Emotional”, “Intellectual” and “Willful” — in other words “E.Q.” and “I.Q.” and “W.Q.” — these are the TYPES of intelligences that humans possess and capable of developing and operating. They ought to be more properly defined as “Emotional Intelligence Quotient”, “Intellectual Intelligence Quotient” and “Willful Intelligence Quotient”. These three ‘intelligence quotients constitute the full spectrum of brain potential, which all ought to be fully developed, and cohesively connected, for the sake of activating and utilizing 100% of our brain’s potential.
The first primordial and basic intelligence quotient is of course the emotional intelligence quotient. It is the basis for the other two intelligence quotients that are aided by the “7” tools of learning and knowledge development — although technically and effectively, there are really 60 of these sensory learning tools (but that is another subject we can get into another time).
The primordial intelligence quotient of emotional knowledge development brings us to the “Marshmallow test” and its creator. The Marshmallow test has properly identified children’s abilities to delay gratification, and be a better learner for a lifetime. However, the “Marshmallow Man” has failed to do the job of explaining to folks that the ability to “delay gratification” is based on experiencing “instant gratification” in the first three years of life. The “delayed gratification” feature does indeed first reveal itself during the preschool stage (hence, the famous marshmallow test), for a simple reason: the preschool stage is the first phase in life wherein we are capable of doing, or at least able to imitate and pretend performing all of the same capabilities that an adult can do.
The only ability a preschooler is incapable of is precognitive decision-making in the complex formats that adults are supposed to be able to do – but preschoolers are definitely capable of exploring and understanding all of the aspects that go into making decisions, and can indeed do so based on already acquired learning experiences.
Okay, maybe that’s starting to get too technical. The important thing to understand here is that “delayed gratification” had nothing to do with a “have” or “have-not” inborn genetic trait — in the same way that people tend to believe that ‘common sense’ is an inborn disposition or personality trait. Both “delayed gratification” and “common sense”, which are inextricably linked, are rooted in the emotional knowledge of “instant gratification” that would have been properly experienced during the first three years of life at the hands of parents and caretakers. In other words, if you are still wondering about letting your babies just cry themselves to sleep (as well as a few other aspects of infant care), stop wondering and worrying. Attending to your crying infant is NOT, I repeat NOT “spoiling” your child’s nature or behavior tendencies — it is ensuring the precursory “instant gratification” essentials that precede learning, practicing and mastering the qualities of “delayed gratification”.
Identifying the lack of “instant gratification” through the marshmallow test of “delayed gratification” is precisely why intervention methods work and stick for a lifetime, when they are remedied at the preschool stage. Nevertheless, the time taken to remedy this fundamental trait for a successful life would be better spent doing a whole lot of basic cognitive and intuitive development at the preschool stage – instead of fixing and therefore delaying other developments that can also ONLY take place during the preschool stage.
There are more than enough tests and pieces of evidence that support the realization that the “emotional intelligence quotient” is the rigorous basis for success in both work and relationships that will take place in the future and last a lifetime, most of which we spend as “adults”. Having an “MBA” or a “Ph.d” doesn’t magically turn back the clock and formidably re-constitute or establish “common sense” and “delayed gratification”. The core elemental structure of “instant gratification” preceding “delayed gratification” is needed to make sense of all the knowledge that can be competently applied with all the knowledge and information acquired through the degrees and credentials of education and lifetime learning.
Ultimately “delayed gratification” is an overall “knowledge app” that will be needed to execute sensible skills in everything. The “emotional intelligence quotient” of knowledge that ought to be fully nurtured during the infancy stage, will properly prepare babies and toddlers to learn the full spectrum of basic “intellectual intelligence” during the preschool stage. Together, as these “intelligence quotients” unite – intuitively – as one seamless function during the preschool phase of brain development, then the stage is set for instituting the core elements of the “willful intelligence quotient” that will take place predominantly during the “teen” years of brain development.
It is during these teen years that your children will have the proper head start to develop and master the traits of “willful intelligence” (or the fuller and final development of the frontal areas of the brain) that conduct and execute the real skills of “delayed gratification” — which manifest as; sensible-precognitive decision-making, intuitive reasoning, innovative thinking, computational-quantum processing, judgment, the ability to hypothesize and theorize, use advanced critical thinking in EVERYTHING they do, plan, intend, create, feel, and think.
Without the compassionate experiences of “instant gratification”, that line the memory banks of our minds during early infancy, thereby fully optimizing all of our emotions with a full value of emotionally intelligent predilections, then any wealth of accumulated knowledge is subject to deflate in an instant. In other words, we can retain what we’ve learned consciously, but unconsciously the sensibility of putting knowledge to use and connecting it with other useful points of knowledge and information just sets it somewhere between difficult-to-impossible. The point of accumulated knowledge and information is to make as many sensible “clicks” as we can between all points of acquired knowledge-experiences.
A proper preliminary “P.r.e-K” degree makes it possible to learn intuitively throughout a lifetime and retain knowledge imperviously so that any new field of knowledge can be imminently applied in unlimited innovative ways. Without this proper sequence of “intelligence development stages”, then the steps missed will indeed make life and continual learning a struggle. As much as we praise the virtues of “delayed gratification”, we must now begin to acknowledge the virtues of “instant gratification” as a required first step, and prerequisite of “delayed gratification”.

BETTING ON HIGHER HUMAN POTENTIAL ~ STUMBLING UPON THE LOST CIVILIZATION OF ATLANTIS vs. UNEARTHING THE ROOTS OF OUR CREATIVE CAPABILITIES

Originally, the title of this article was going to be “Will All Those, Frustrated by the Use of Approximately Only 20% of our Brains’ Potential – Please Stand Up!”
Why do we keep going around in circles, repeating human history? Might it be because we keep doing the same old things, thinking the same redundant thoughts, rarely questioning the mundane, are afraid to challenge the status quo, and my personal favorite– because we’ve failed to devise any rigorously substantial material that boldly proposes how to unplug the other 80% of our intelligence skills? As Einstein so eloquently put it, “Problems can never be solved at the same level of awareness that created them”.
Here’s the conundrum; the law of supply and demand is an impediment in human progress. A successful business-person consistently mentored a simple piece of advice to up-coming successors in business. His motto was “find out what people want and get it for them.” This is great advice for business, and it ought to be even more so for brain development. However, it has adverse effects on our traditionally acquired model of human brain development, which has remained tapped at a capacity of about 20%.
What we’ve been culturally conditioned to want, has been smoothly and deceptively regulated by the artificial rules of money and business. Compare that with what we’d genuinely want if we were cultivated to utilize 100% of our brains’ operating potential–especially if money had nothing to do with how we’d make daily and lifetime decisions. If we do a little meditative math here, any one of us would likely be inclined to admit that these separate decrees of desire are at odds.
What’s most significant about this oddity is that the genuine rules of brain development can actually solve all of the world’s problems, while money only suspends or temporarily covers up humanity’s problems. As soon as money is scarce, or the buying power of money has waned, then humanity’s problems become exposed and the events of human history engage in their regularly scheduled performance of atrocious reruns. As the events of history show, neither friend nor foe are barely the wiser at using our prefrontal cortexes and thus, the dramas and traumas of limited human potential are set to be staged in uncreative repeat performances – except when people are at their most noble, that’s when the best of creative human abilities unfold. If we truly followed this example, we’d be far more advanced and we’d have infinitely more developments to count than atrocities. Why are history books (especially school books) filled mostly with stories of dominion and war than testimonies about true human accomplishments?
As we begin an age of enlightenment that unveils how humanities troubles are actually challenges of human brain development, while “too big to fail” businesses have done everything they can to tighten their global grip on unfair money practices, it’s clear that the criteria for championing human progress must be prioritized in favor of pursuing higher brain potential over sustaining the superficial scores of money guidelines – which cause wars and dominion over resources.
Humans are naturally compelled to demand what they want, still it’s only fair to confront ourselves with this obvious question: Are we at ease with what we’ve been culturally poised to want, which continuously influences the economic mood swings of the laws of supply and demand, which then decides the marketable values of our natural abilities, thus determining how money rules over us and our qualities of life?
Human brain development, that is, emotional human brain development is indisputably dependent upon the quality of our relationships – and unfortunately, money rather than emotions, has too grossly influenced the quality of our relationships. As relationships and brain development go hand in hand, this beseeches us to explore the role of emotions in fulfilling total brain potential – specifically love as the motive for all other emotions.
Perhaps, right about now, you might be saying, “hold on, you gotta be kidding, right? What’s the deal with trying to sneak in this topic of love? Tell us about Atlantis already!” Well, just wait for it – let’s settle this once and for all, because real love and real brain develop- ment are hopelessly devoted to each other, and as long as we each possess a brain, we’ll never be able to escape this hook-up.
It is so commonplace to hear people say that love and relationships need a lot of hard work. Well that has just got to be the most elaborate hoax of deceptive hogwash ever circulated in human history. Does anyone really believe that in his or her right mind? And I mean literally, in the right side of the mind-brain, where emotions do most of their cognizing ~ this exact side of the brain that only as far back as the 70’s was thought to be as useless as an appendix hanging on the end of our digestive tracts that should be removed at the first sign of trouble?? The point is that, if love gives us that much trouble, maybe we should remove it too! Or, perhaps we can take a few moments to redefine what love’s function really is in human development.
We are born ready to receive unconditional love. We easily accept it without judging it – and it’s free! We never have to procure a loan to purchase it. If parents are in their right minds, then babies get unconditional love freely, without having to engage all the innuendoes of a “relationship” that must “work hard” to experience “love”. Honestly, what kind of hard work are babies expected to do in order to receive unconditional love? Granted, some babies never experience the birthright of unconditional love, and that is the first clue toward understanding that love is humanity’s most fundamental challenge. What that means is that we’ve become overly tolerant of the conditions that have devalued humanity’s greatest asset – love.
Socio-economic customs force us to be much less tolerant of the conditions of money’s operations. Money masquerades as a fair ruler and great indicator of people’s abilities. But if money was as sincere as it’s depicted, then society’s rulers, who’ve made the money game a mandatory activity for everyone, should provide each citizen with the necessary game pieces. Perhaps, society’s rulers ought to consider granting each newborn with an unconditional pre-set monetary endowment so that every person gets a real “head start” in life. This way, everybody may have a fair shot in participating in the superlative scheme of society’s money game.
If love and money shared any genuinely similar qualities, then unconditional money would be capable of fulfilling the same needs for brain development that unconditional love can do. Nonetheless, for now we are still faced with the reality that in most societies, we do need money to live. So one major solution in expediting human progress lies in either, arranging love and money in a happy marriage, and/or reconstituting money so that it submits, or is subject to the natural rules of unconditional love, so that human development can really leap forward. Essentially, love and money must reverse roles. But first we must set-up the genuine rules and roles of unconditional love, because while some folks have access to unconditional money, none of us have had access to unconditional love, which is why we’re all stuck on the lower percentage end of the human, or brain development spectrum – either way, they’re one in the same. In any event, money must become the follower and love must become the ruler — that is, if we are seriously anticipating the prospect of unlocking latent human brain potential.
Studies show that the human brain is designed to operate and conduct knowledge on the virtues and values of compassion and optimism, and our first knowledge experiences are all based on emotions, particularly the emotion of love.  Without a doubt, love was never meant to be such hard work–we should never have to work so hard to process the knowledge of love. Love is meant to work for us in everything that we do so that life is truly worth living.
On the other hand, we should never find it so easy to hate as we so often do. Once again, according to the human brain’s most natural sensibilities, love should be effortless, and hate should be virtually incomprehensible. Even if and when we should feel un-guiltily free to experience hate, we should still be capable of processing hate in accordance with the brain’s hard-wired building blocks of compassion and optimism.
In other words, hate can also have a proper knowledge value when the values of knowledge, namely compassion and optimism, are used to process the emotion of hate. If hate is used to process the emotion of hate – when the esteem of love ought to be functioning as the underlying and motivating value for all emotions that supply knowledge to all of our abilities – then the non-common denominator of hate causes abilities to become decentralized, i.e., abilities become disengaged by the non-supplemental factor of lovelessness. This hardly results in a formula that can supply the connecting rationale features of intuitive reasoning and computational thinking skills. This has been the unfavorable fate of humanity – hate leading hate, hence the ongoing proclamation that reasoning and emotions are a mismatched couple.

This unreasonable belief, or inclined persuasion of thinking, has been perpetually cultivated throughout the ages and etched into our psyches, debunking the mutual admiration between the various complexities of the brain’s abilities that should be working peacefully, but instead are engaged in a constant war. Unless, and until hate can also be conducted by the intuitively acquired virtues of compassion and optimism, then humanity will continue to generate the battleground between love and hate within our brains that unjustly promotes the battlegrounds of hate in human relationships, whether on the individual level or on a global scale.
Advocating awareness for changing any issues of human progress must evolve beyond the identification process where we all solemnly nod our heads in agreement and say, “hear ye, hurrah”, especially in the usual aftermath of experiencing tragedy and adversity. We have to actually have to do something about change itself – in foremath fashion, and we need to put our creative heads together to accomplish that! Think about it, the human brain is ultimately designed to foresee, decide and administer the creative benefits of our abilities. But as I write this article, the word processor insists that “foremath” is a non-existent term, consistent with the mode of our usual uncreative intelligence habits to consider negative aftermath consequences – “aftermath” being an acceptable term for the word processor. Why are we so reluctant to acknowledge that aftermath, as well as hindsight, are really unaccept- able terms for genuine brain development? Apparently, we need to do some major recondi- tioning of our abilities and the words we use to define them.
As adults, we need to use our heads to change our hearts. However, where child development is concerned we need to ensure that young hearts intuitively develop into quantum thinking heads. So, where is the key information to be found so that the scales will actually tip in favor of higher human brain potential? How do we ensure that what people want can be more duly synchronized with their unique abilities as they would be more closely developed to the 100% side of the human potential spectrum? Hear ye, now we can deal with the all-consuming buzz about the lost civilization of Atlantis.
The context here is to challenge our historically ingrained approach for solving humanity’s problems – an approach I’ve come to describe as the “The Atlantis Effect”. By coming to terms with the fact that our potential is latent within us, then our expeditions for unleashing higher human potential must be done likewise, within us. But even our modern approaches for uncovering our dormant cognitive potential, are still influenced by this peculiarly archaic phenomenon. We are relentless, even inexorable as we insist that the secret for discovering higher human potential can be found somewhere out there, or some- where in the past, instead of looking forward. Consequently, we embark on hopeless expeditions to unearth Atlantis, and an array of other ancient civilizations, for which we are bent on believing, will disclose some divine knowledge that will prove to magically endow us with true human potential.
By the time we reach adulthood, all of our abilities should be intuitively developed – darn it, our intuitions should be intuitively developed. And to ensure that we’ll never be mass-produced replications of one another, then our creative abilities also need the assurance of intuitive-cognitive development. Whatever we think is lurking beneath the ruins of Atlantis, it will  never do us as much good as what is lurking beneath our own undiscovered potential, which incidentally, needs to be  expedited as soon as possible.
So, where is the expedition for our undiscovered abilities? Our greatest potential lies in our brains’ final developmental ability to perform intuitive reasoning and computational thinking capabilities – better known as common sense, good judgement, advanced critical thinking, and supreme cognitive quantum processing skills – which really means using the full power of our prefrontal cortexes. But these skills require the impetus of creativity, signifying that, if we are entering adulthood with a mere 20% of activated brain potential, which is synonymous with lacking in prefrontal cortex applications, then somewhere in the initial construction of our brains’ early cognitive development skills, there is some kind of mis-construction going on – specifically a lack of creative construction.
Humanity’s primary “intel” challenge is that we’ve become culturally locked into wanting a reduced amount of possibilities, which dampens our creative abilities. History has generated a dysfunction whereby, we deflect any interest in relishing any knowledge about something we’ve previously known nothing about, especially if it threatens to shred our familiar patterns of information. This dysfunction is also systematically sustained by traditional educational means. Yet, humanity’s biggest breakthroughs have emerged when we are finally willing to accept some piece of constant and timeless knowledge about the universe that we’ve previously known nothing about, which always reveals some parallel information about ourselves (as opposed to just some past event or status in history). It’s these features of knowledge that provide opportunities for advanced development, such as in Einstein’s discovery of the photoelectric effect that has paved the way for us to create televisions and computer screens.
Whatever civilizations knew five or ten thousand years ago, we are just as capable of understanding if we are open to cultivating and using all of our brains’ potential. What’s more, and we ought to have deduced this by now, is that folks of the past were likely using more of the (creative) right side of their brains than we are. If we can figure out how to do that, we’ll probably figure out whatever it is that they had figured out, plus we’ll have the advantage of having tapped into a significant use of the left side of our creative brains, which civilizations of the past had likely fallen short of accomplishing – – there, big secret revealed – making use of a fully integrated, fully connected and fully functional brain, which of course is established during the 3-5 year old stage of brain development!
Okay, take a breath, if you’re still with me, there’s nothing unusual about administering a bit of mental CPR when we’ve exhausted our usual notions and cultivated concepts about life and human potential in general.

Let’s explore some lesser-known assumptions. During our early learning years, we are unable to conduct reasoning or common sense as a foresight process, but as previously mentioned, this is a skill we rely on most as adults. Also in early childhood, we are unable to theorize or compute multiple variables of information as an abstract process. For these skills we need a developed prefrontal cortex, which during the early years is somewhat, under- developed. But in place of that, the generosity of nature has provided young children with the ability to imagine, and those in charge of young children’s brain development must pre-cognitively issue creative learning options – while children are in the sensitive stage of learning  everything intuitively. The applications of early creative learning imitate the precursory properties of adult intuitive reasoning and computational thinking capabilities. Yes, the early stage of learning, specifically the 3-5 year old phase of brain development, is the proving ground for advanced computational thinking skills.
Now we can know exactly why preschool is so important, rather than ambiguously stating that it is the “foundation for everything” – assuming that we understand the definitions of “foundation” and the universal basics of “everything”. Now we can begin learning what needs to be done so that future generations will do what human minds are truly capable of doing in quantum precognitive formats. Now we can answer the relative references between Atlantis, creativity, intuitive reasoning, computational thinking, the laws of supply and demand, the brain’s hard-wired properties of compassion and optimism, conscientiousness, human progress, super-advanced human brains, the essentials of early creative learning and the possibilities of tapping into that extra 80% of dormant brain potential.
So, here it is – rumor has it – that the most written about subject over the past two millenniums of human existence has been about the lost civilization of Atlantis. Meanwhile, there is a topic that is the least written about, the least documented, least understood – and therefore least demanded and supplied – and that is the topic of the early years of our developing brains, specifically between the ages of 3 and 5 years old (a.k.a., the preschool years). More significantly, what is floating around the mainstream way of thinking is failing to provide the information we need for unclogging latent human potential, such as Atlantis and any other superficial proposals for advancing human development. Clearly, what we need, is to explore what has failed to make it into the mainstreams of knowledge and information, namely, the early stages of human brain development – the field of knowledge we’ve been so disinterested in because we know so little about it.
How is it that we propose to know so much about something that we’ve never had any access to ~ how is it that we’ve produced so much literature on the topic of Atlantis? How is it that we know so little about early brain development ~ how is it that such a miniscule amount of informative literature has been produced, specifically on preschool development, when these young human beings are to be found running around everywhere? How does all that even begin to make any sense?
It may come as a shock to know that the 3-5 year old stage of brain development is the least supplied topic of information in the world, but what is more shocking, and obviously consistent with such a low supply, is the extremely low demand for knowledge about this subject. What is the reason for putting up with this anomaly? While we are living in an age of information and technology, demanding transparency and privacy all at the same time, what mutiny has insubordinated any passionate demand on our part to know about something that will lead us toward what we want most – to know everything!? Now that’s something to write home about. Yet, true to the laws of supply and demand, there are zero supplies meeting the zero demand about how this early stage of human brain development can and will, prove to tell us everything we want to know about the universe – about ourselves and our true potential.

Now, while some individuals might be immediately compelled to argue with the assumption of the insufficiently documented 3-5 year old brain development stage, and are already fleeing to the nearest library or internet search engine in order to invalidate this premise, keep in mind that the key words for overturning this assumption would be to include finding a resource that explains all of the functions of preschool development as completely inseparable and interconnected features of; early emotional brain development, intuitive development, language development and creative development as a singular process that can simultaneously cover all of the other learning functions of early cognitive development. Sounds dizzying?!?! — But that is the criteria for preschool development, and the bridge that must be traversed in order to stimulate the full power of our brains that eventually will activate the total creative potential of our uniquely human prefrontal cortexes. Such a resource has yet to be acknowledged, if it is indeed out there. Chances are, you’ve also thought about early development as the key to real human progress, but have you thought about it in these terms?
Of course, it’s only natural for us to be curious about what’s out there. But it seems we may be a little too zealous with the yearning to welcome back long gone aliens and bygone prophets, as well as engaging in archeological searches beneath ancient monoliths that have yet to reveal any worthwhile secrets – as though we need permission or approval from antiquity to acquire and practice the rights to think for ourselves in these modern times, or any time at all.
The events of times past may still prove to be fateful occurrences that we can look forward to learning from. However, until they come to pass, our own creative human brains are our best asset and best available supply for creating higher human potential. Extracting the best of our brains’ potential means embarking on a deeper expedition about that early phase of creative human development that retains the title of being the least explored and seemingly least interested topic of human development.
We reserve the right to believe anything we want to believe, and that right includes believing that all of life’s mysteries can be uncovered by discovering lost and long gone civilizations of the past. But the real mysteries of life are hiding in plain  sight. It’s been said that the human brain is the most complex entity in the universe and that it is a microcosmic rendition of the universe’s properties and operations. Certainly, there must be a phase where all those processes are at a simultaneous crossroads – and there is! All the clues, pathways, gateways, orders and functions of the universe are exactly paralleled in the 3-5 year old brain – all poised and ready to be observed at one interconnecting junction. It is here that everything we can possibly want to know about ourselves comes together, and it is at this phase that it all gets fundamentally tied together. It is from this platform that humanity will be able to devise a “Theory of Everything” – something that scientists are all stumbling over to be the first to discover. For as long as we pretend or believe that the true discovery of ourselves can take place by any means other than understanding the fundamental phases of early brain development, it will proportionately parallel how long we dismiss and ignore the secrets of the universe, and thus, our true potential.
Now this article could easily end right here, but there is a little more to consider.
In conclusion, here’s how it all really works:
While creativity may give all the appearances of being an optionally frivolous feature of human intelligence processes – or that it is hardly necessary for the everyday responsibilities we perform to get through life and survive another day – it is our reasoning abilities that we do need most to get through our day-to-day activities, which for some of us might also be defined as needing a reason to get through another day of living. To whatever degree we are aware or unaware of it, we are compelled to renew and re-create an assortment of reasons for living and fulfilling our sense of responsibility (which properly defined is the inclination to respond to our abilities).
If there were only one rote way to reason or conduct moral thinking and responsible behavior, then we’d have to call it something else – perhaps it would have to be classified or described as mechanical imprinting?! Reasoning is our final and most supreme intelligence skill. Reasoning needs responsible thinking. Responsible thinking requires the use of our abilities. Abilities are unique and therefore demand creative development. All of these skills are energized by our emotions. Emotions provide all the reasons to respond to our abilities. Creative intelligence is precisely the reason why the human brain must be engaged in diversified learning over the course of two and a half decades of cognitive brain development. If reasoning were possible without creative thinking, then nature could have easily designed an area of the brain for reasoning the same way it has designed functions that regulate processes we never have to consciously worry about, such as breathing. All in all, there must be creative ways to reason that remain consistent with the hard-wired values of compassion and optimism.
To capitalize on nurturing young children’s creative learning skills is in the best interest of current and future human progress. The future is going to depend on advanced reasoning capabilities more than ever before – and as we all know from the words of a famous song, “children are the future”.
Reasoning skills have long been held in the esteem that they are only of the highest order and caliber of thinking when they succeed in eliminating any forms of passion or emotional inferences, which are too often regarded as emotional interferences. But all of our intelligence capabilities are rooted in the cognitive development of our emotions – in
conjunction with the brain’s hard-wired predilection to process all knowledge by the values of compassion and optimism – which are dependent upon the elements of unconditional love. That is what defines emotional literacy as an intuitive process that supports the full creative development of all of our unique abilities.
All things considered, it’s absurd for us to presume that we can perform intelligent reasoning without intelligent emotioning, indeed it is the prefrontal cortex’s ultimate purpose and intent to treat both of these as indifferent processes. It is the only prospect for cerebral peace that will end the battle within the human brain.
If we hope to take stock of our genuine potential to create a world of prosperity for everyone, then we must reconcile that our brain matter matters in every matter of human existence. Creativity must flourish, money needs to be re-born, and reasoning must become synonymous with authentic love.
It’s time to stop denying the inextricable links between creativity, “emotioning” and reasoning. It’s time to demand a supply that is very much needed, one that can ensure our ability to process unlimited patterns of knowledge when the fundamental wiring of our brains are being creatively constructed. Perhaps too, it’s time to leave Atlantis, and its potential secrets, to reveal itself in its own good time to a future generation of higher thinking minds that will actually be capable of understanding it – if it is ever discovered at all.
(Edited by Bryce Conway)

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. 

Praise for ‘Education Week’

Praise for “Education Week’s” article by Stephen Sawchuk regarding President Obama’s proposal on upgrading the importance of preschool education.
In particular, writes S. Sawchuk ~
“Research indicates that children’s cognitive and social development are linked to the quality of interaction with preschool teachers, regardless of their educational levels. Such findings have spawned interest in frameworks that describe effective practices in such interactions, and can serve as the basis for professional development and coaching”
This is the best information that could have been pointed out by anyone examining the quality of Early Education and the interactions that should be going on between Teachers-Parents-Aides and anyone else involved in the care and cognitive development of Preschoolers.
So, what qualifies quality interaction for social, cognitive and emotional development in preschoolers?
Many abide by certain philosophies, cultural influences and upbringing or parental styles, but the criteria for interactive qualities that ensure the best for preschoolers emotional, cognitive and social development must be drawn out, or derived by the brain’s natural requisites for preschool brain development.
So what is the brain doing during preschool and what is the brain ultimately preparing for? This is the question that needs to be raised for qualifying a framework for preschool development.
Preschool Teaching Expertise requires a simultaneous combination of:
-Open-ended instructions
-Guiding children’s freedom to Explore
-Natural Science as the basis of all classifications of Knowledge
-ALL of the Fundamental Principles of Mathematics – describing the basics of all classifications of knowledge and all interrelated functions of Early Cognitive Development
-Non-negated language/communication/guidance reflecting open-ended possibilities supporting the Brain’s developmental system to acquire infinite knowledge through Compassion and Optimism
-Foresight guidance and enforcing the knowledge of advantageous possibilities with a focus on eliminating hindsight guidance or reinforcing through consequences / consequential knowledge (Because the human brain is ultimately, by adulthood, designed to exercise foresight and intuition, and the intuitive inclination to use foresight is intuitively established during the preschool stage).
-HUGS must also be re-implemented into the order of appropriate preschool brain development – –
Preschool teachers can hardly do their job appropriately if they are banned from hugging their students. Affection is an extremely important part of human brain development, because the human brain is an emotionally developed brain. Also, if Preschool students are going to develop as they should through free exploratory learning, then Teachers are also going to need to have Creative Freedom in their Teaching Practices.
[This also means that any close-ended formats of “teaching” must go, and this specifically includes close-ended literacy development, homework, ditto sheets / following inside the lines and inside the box lessons and teaching practices at the preschool level.]
The name of the Educational Game for Preschool Brain development is Creativity as a cognitive process during this stage of natural intuitive development – the key words being ‘creative’, ‘cognitive’ and ‘intuitive’. These three aspects are as one aspect to the preschool brain and the only time in life when they will be merged and poised to function as one.
This united feature of preschool cognitive brain development ensures that the basic building blocks for quality critical thinking, common sense, out-of-the-box thinking and compassionate, interactive working relationships can meld together to produce innovative thinking in all areas of human existence.
This approach also solves problems, resolves issues and even dissolves unnecessary resolving of a variety of difficulties that would never arise because young brains are being cultivated or configured to operate more in accordance with natural potential.