Taking things for granted and the smallest of movements Day 727

Taking things for granted and the magic of the smallest of movements.

One of the things I realized in my journey of playing the violin was at the end, withiin a degree of mastery, the importance of remembering the smallest of movements as being the means to the end.

What does this mean?

I had learned to play, and allowed this to become automated, meaning I took what I did for granted and, in a way, lost myself within what I did. I could not catch up to myself- even within other influences being present of my own acceptance.

I had to basically, go back and re-invigorate myself into the smallest of movements, those tiny tiny little itty-bitty measures. I had to remember them, acknowledge them, which really did not take much time, it could be done in a flash, yet this form of constant cross - reference sustained an awareness that could become automated and as such taken for granted.

This revealed that the smallest of movements, was in deed, the means to the end. Therefor, the smallest became the biggest in importance, and the most satisfying, as that tiny movement was the means to show the greatest subtly, it was as though the smallest gave license to the widest range of expression.

I can understand why masters of disciplines revel in the small, and understand that teaching the smallest of movements, that a person may believe to have no real context - because they have not yet mastered the context - would see small practices as not making any sense. Yet, the smallest is the most precious, because it is the means to the end, in having control within something, as it is the starting point to sense and direct.

I look at this in relation to parents in our present society construct. I have a young dog, who has spent a lot of time playing with water. It appears that he revels in sticking his nose into a bucket of water, again and again and again. He still does this from time to time, yet it is not as intense as it was. For me, it is as though, he revels once again in a past discovery, enjoying the small.

Parents, in our society, tend to forget the small and the awe that a child has in discovering the quality and nature of something, be it water, or an object etc. Where a parent might be folding clothes, teaching a child to order their clothing etc. a parent may do this in a limited time frame in accord with the parent’s idea of how long something may take. The child may come across a piece of fabric, they have never experienced, and may want to take that fabric and revel it. This would play out with the child slowing down, running their hands on the fabric, throwing it into the air, running through the room with it, etc., all in discovering of how this fabric moves, feels, floats, falls, lands, buckles etc, And the child revels in the nature and discovery of this movement, the tiny movements that fabric makes as it interacts in its motions with the environment.

Yet this movement in discovery, does not fit into the parents ideas, and time frame. And, the parents no longer remember the discovery of the small, the joy of the small that builds understanding about and of the nature of reality as the things within it. They have taken this for granted, move in automation and assume the child will suddenly have the sense that the parents have (or never had the opportunity to have, perpetuating a lack of real development!).  Thus, the parents are running on automatic, and become irritated when the child does what is natural and what is necessary to revel in the small, to build a sense of reality- those really small movements that show how things by their nature move in this reality. Those small things that are the details that build this reality- an ignorance of and as creating a person who lacks awareness of how this reality functions leading to a person who lacks real processing of in-formation in ways that they can create, from the smallest of means to an end in any real time goal setting and the necessary steps towards creating.  

Ironically, as masters of things realize, that it is the smallest of movements that are the means to the end, and therefor the starting points that are what is used, in the end, to build the expression.  I mean, have a look, how does one learn a new language? Does one not start with noticing the smallest of sounds, the most subtle of movements, and is not mastery of this the means to the end? Therefor, the small is the means of empowering the self in effective and clear ways!

In some ways, the very design of reality is perfect in form. As the children ( or pets ) come to remind us of the small, to move us into mastery of this world, of this life. Thus, it is important to realize that the presence of the starting point, as realizing the small, as that child, is a gift to and towards self mastery. How awesome that what is here, is the means to the end! We need only slow down and take the time to revel in the smallest of things, as they are , in the end, the means to the end!

Day 567 A sense of unworthiness cutting off communication

Recently a memory from my recent past is coming up. I was teaching in a school. I had a task to teach a group of fourth graders, to improve a skill over a three week period. I stood there in front of this group and realized they did not even have the most basic skills necessary to work with a new form. So, I spent half the daily class time just practicing the basics before what they needed to learn. It was an experiment on my part, and I realized there was no one watching over me, so I went with it.

About two months later, when I was onto something else, an assistant principle came to me and told me that my group’s improvement was far greater than what other seasoned teachers had done. 

So, I want to go back here for a moment. After I had taught this class, I became very insecure socially with the other teachers, I felt that somehow they were not as open with me, and I could not figure out why. I took this personally. At the time my husband had been dead for about a year and a half, and often I felt that I could not teach these children because my husband had killed himself, and I had a lot of feelings of un worthiness because of this. So, the slightest social distance from a teacher, a colleague could set me off, and of course, I did not go around telling anyone that my husband had died by suicide. 

I was too afraid to ask if there was some reason the teachers seemed less open with me, after I had taught this class, and I did not know of my achievement. Everything remained in a silence, with no communication. I am sure the principle knew of what I had done.

When I found out later of what I had done, I was busy with something else. I became upset that no one had talked with me, had asked me what I had done, that the principle even, did not come and say to me “ what did you do to achieve such results?” Overall this is really unacceptable. As a parent who has had children in public schools I find this behavior unacceptable. I should have been asked, by the principle and the other teachers.

Also, with myself, I, when I found out, should have gone and told the others what I had done, but the focus of my new responsibilities occupied my attention. It was not until later that I reflected over the matter and asked why. Also, had I not been so insecure with myself, perhaps I would have been more open. In these words alone, lies the answer to this whole situation. Insecurity.

This kind of insecurity is a lot like an addiction. It is an emotional experience that, as we can see in this situation, bears no witness to life, it is not an act of life before profit, as I was so busy fearing for my position before being practical and normal. It is an act on both sides where one wallows in emotions, habits really, based on a self belief, and a fear of losing something, overall, ambiguous, without any action in practical reality. And it is a crime against the children, because they are the ones who lose in the end. And, they become the adults that we are, and as these actions suggest, such behavior perpetuates this that is really a personality dis-order, one that lacks character, a sound character, and is not one that is a model for children and anyone else.

The other teachers, they were lost in their own fears, a fear that someone new had managed to do something they had not done, and so they hid in their fear instead of reaching out, which is what they probably ask children to do, but do not model or show themselves.

So, everyone was lost in their adductions to self pity and fear of losing a job, or fear of looking less than another. When, if someone had sat down with me and asked, I would have said what I had done.  If the other teachers had come and asked me about my past, I might have revealed myself. What I experienced was a lot of competition, socially and within individual ideas about class. I mean I was in a room where another teacher would come in and complain about his wife who was divorcing him as she was dating the father of  a student in the class. So, it was all one big gossip circle.  And then to make matter worse, the ditched wife was an aid in another school, in the class of my son. My son would come home and complain about her. I would remain silent and tell him to just try and stay out of her way. The social web in my community was one of spite and blame and bitterness, all being projected outwards. So busy was the community within this, that no one was really communicating with one another in ways that benefitted the community over all. And so busy are we all with this, that we are not paying attention to what is happening with our representatives and the structure of our federal and state governments, where there are leaders doing the same spiteful self interested acts. Who suffers but the children and the plants and the animals and the soils. These things which sustain us, which allow us life. And people can be insightful and solve problems, but when they do, we are so busy in our own self interest, our emotional addictions of pity, that we do not see them. And it is here that I must realize I am no different.

The walls of separation that are creating the spite and the blame are a lack of expressing our fears, of sharing what we are feeling and how scared we are. We can say that human nature is greed, but this is based on fear, and the only way out of fear is to share why we are afraid and then to figure out how to remove the insecurity. Humans have to share their insights and their fears, in this is the answer. This is really the only way out. How many of us have actually solved something only to ignore it as the emotional personality dis-order chooses to hide a sense of fearing to be considered unworthy more than communicate the solution that is always right in front of us and that we see in moments when we step out of our fears and actually DO something?

I could have gone back and shared what I had done. The other teachers and the principle can go to another as ask what they had done instead of hiding in insecurity, as such personal acts of fear obviously does not move things forward. In this we are all like Israel bombing that which we beLIEve is different from us, which is a personality dis-order, a projected limited belief lacking in practical common sense.

If we as men do not communicate with one another, we allow our fears to define us, and all fear is, is not walking the steps necessary to remove the what we did not know by asking another what they know. I mean, this is how we learn, by sharing structural understanding. This is how we learn to walk, one of imitation, but we have to have access directly, or, as in my situation where I was in a classroom alone where no one could directly see what I had done, is to come and ask to have what structural steps I walked to achieve what I had done. If we remain in fear, we remain inferior to the structures around us that reveal form and function, ways and means of expanding, This is simply an act of investigation. Investigation is to go and look and discover a structural means to an end. When we hesitate to seek such answer we are caught in an emotional veil of belief which is a personality dis-order, a lack that is built of a dissonance of “ what if,”

choosing a fear of loss over understanding structure. If men were not capable, then we would not have economic structures that suppress opportunity. It would not be necessary, because here there would be no fear of another becoming aware. It is that we are capable of becoming aware that a system of economic lack has manifested, which means we are all hiding in fear,  doing what is being done unto us. To break this chain of suppressing life, we have to accept life and allow what is natural, what is the real nature of ourselves, to come forth and as this to create a system that structurally supports us as physical beings who are capable of understanding and working together to the point where we realize we create and we work together and as this we become secure.

Life exists as a structural form. It can be seen and it can be understood because this is how things manifest. But, if we are caught in an idea that we cannot understand, and a system that manifests as this as usury, a system that will actualize its lack of common sense as a pyramid scheme of which the truth of at present is hidden in impoverished people who no longer have any voice and in destructive wars that eliminate the excess of debt that is the inevitable waste of usury,  if we do not look because of a sense of being unworthy and fearing to lose our jobs, we must realize we are the cause of the present system as we are the cause of our own lack of self trust and self honesty.  If we are afraid we are not equal to something and hide in spite and blame which is to remain in uncertainty and not follow through with the means of solution which is to investigate  structural common sense.

A personality dis-order is a para-normal activity because it is a projection as a value judgement onto what is a structured, visible reality, so it is the personality dis-order that would believe reality cannot be understood because as I had done, I believed I had done something wrong and veiled myself from solution, from common sense, this that I had used in one moment to solve a problem and then rejected in another.  We really have to start admitting our fears, and opening them up, and realizing that at present our greatest fears are around money, and that the present money system is a scam, one that must end. Then, we can all slow down and take a look at how we allowed such a system to manifest without.

Each has to remove their emotional veils, their personality dis-orders, their fear of what another will think, because thinking in itself, is not being equal in understanding in ways that simply communicate directly without hesitation, as one has a self trust in the structure that is what is life inFORMation as this is how life exists.

Day 541 The MAZING mind.

I am dealing with a family that has problems with their children. I have talked with both parents and the child. Having watched so many children, specifically read, their body movements, the way their eyes move, where the very music of them stutters, I look at the child speaking with me, I ask some questions, just to get him to speak, so I can hear the words, see how he moves, like when I taught children violin. I had to watch to see if the form, as their bodies, was in alignment, balanced, and how they were moving as the blocks as the notes, because when one reads music, one see the patterns as blocks, and takes in the form of this. Playing the violin takes an awareness of many angles, and to get this to come out in balance as a child, takes some “ reconfiguring.” One has to know where things are not flowing, even within. With reading and speaking it really is no different.

I listen to this boy. I speak with his parents. I notice there is spoken agreement. But, when it comes time to organize, nothing.  It is like seeing a seed emerge and then no capacity to follow through. the whole scenario will be sabotaged with this action. But then, this is somehow understood because they had reached out and come to me.  The only thing is to call this out and walk the limitations in the way, direct through this, make it plain, and either the action is taken or not. I feel responsible for the steps that would lead to self responsibility. But the maze appears too much to me.

So, I find myself going into planning, emotional planning, to face what comes. I remember that everything was analyzed in my family, about every single action one made in various situations. Then the fault line was pointed out.  The verbal punishment ensued, the reprimand. I felt that i was trapped because the questions came at me, where i was caught in answering but never allowed to ask the questions.  Perhaps, as I became older, I then started to ask more questions, or bring up more variables, as is natural, but then used this, when successes had been made, as a way and a means of deflecting the whole situation so as to pre-empt where I for saw within the event the fault line. So, I got caught up in a game of avoidance tactics, smoke and mirrors, using my sense of space and time to  build my own castle walls. This is like consuming an ability in very narrow and limited ways, instead of using this to actually see the totality of what is here that would bring one to act in such “ mazing” ways ( yes, why do we just use the word amazing and not the word “ mazing” When in effect this is what really happens. )

This brings me back to the boy and his parents within whom I am interacting at the moment.

I am dealing with the “mazing” that is the same as what i have done, even though the specifics are perhaps of slightly different measure. But, somehow, there is awareness of this “ mazing” effect, this self sabotage.  We are not seeing that, just as with learning to play the violin, we create what we are within, and we are responsible for what we create within, and what we create within becomes our tool of measure in reaction the the world. What each must realize is that every one of us is doing this, were we not, were the balance of each human more on the side of consideration and respect for this world, then our system would be more a system of care for this life, and since it is not, the majority of us, that have jobs and a roof over our heads, are more than likely a mazing of  avoidance in being honest and as such, enjoying, really enjoying, being here, interacting with this reality. Instead we are caught up in our own heaven and hell fantasy in and as our minds, we are not being direct and equal to reality, realizing our mis-takes, as only this, as a process of learning to become life,  we are hiding, using that which enables us to respond and measure the outside world, and building an inner maze that has forgotten to enjoy what we are in essence doing as beings on earth, which is to learn, to enjoy, becoming functioning beingness with this world.

I find, within this realization, that my back is screaming. Like standing and being clear, will end up causing reactions, but I would want someone to be patient with me if I had become this, I would want that non-reaction as ego if I were in the other’s shoes. I would want the slow and careful patience which was given to me at times in my life that allowed me the space, that even showed me the space to see my own movements, my own measures, to realize them and then add more awareness to my own mazing actions so that I could begin to move with ease, which is to move with humility, humbleness, patience, and self honesty and actually begin to enjoy being here because it is here that I am life.

Stop and Look at your own mind constructions, built over time, where the forest is no longer seen through the trees. To begin the journey is free. DIPLite. And free Eqafe.com Interviews. Become the patience you would want for yourself.

Day 435 Are you an automaton or are you here aware of the whole?

I remember correcting state writing tests for a school district of seventh graders. So, I sat at a table and corrected the writing of many seventh graders for a couple of days. The words passed by me all day.

Within this there were many forms placed on the paper by each child in this grade level. There was one group of essays that had a pattern, that pattern became obvious because it had more structure than the other papers. A teacher had really taken the time and practiced with the children a simple essay format: the opening statement and the supporting details. The body of the paper fleshing out each point in the opening paragraph. So, the opening paragraph was a perspective given.

Within this, it was easy to see which children could plug in a perspective and support and then flesh this out. There were degrees of difference within this spanning the whole gamut of the stages of development.

Usually, the papers that filled the structure with words I found cool because they completed the order. But when I compared them to what was being said within other papers where there was incomplete order as in building the from of the essay to completion was the perspectives given.

Some of the children built “ thin” statements but completed the template, meaning they had words to place in the form, but the perspective was not encompassing, meaning it did not engage me, it was a common perspective. There is nothing wrong with this, especially at this level because the child is learning to build within a proscribed form, so to take what is known and to use it is fine within learning a new form.

Some children stopped after the topic sentence, moving beyond this was difficult for them. And since this is a process, obviously these children need more support within getting beyond inhibition, getting beyond being overwhelmed with this task. 

Then there were children that could write a topic sentence that was an eye-opening perspective. So “ new “ to me I was astounded. Just reading that first line, the words was like a “ whole new world” so to speak. And often these children had a hard time fleshing this out. This varied by degree too. Some could not move beyond that first paragraph, some had very weak supporting paragraphs.

It was interesting that the papers that were given an ‘A” because they fulfilled the volume of a learned order as a form as the essay, often did not say anything new, even the information was following an established perspective. These papers were praised, not only for their completed form but for the perspective given. Had these children simply learned the perspective as well as the use of words and the conceptual ability to hold a form that orders? What was it about these children that gave perspective that was refreshing but not carried through placed into the structure. Is this that the child that had completed the paper had the time to practice their perspective and thus have easy feed back because the perspective was a norm? Had those children with perspectives that were like a window was being opened, not been allowed to flesh out their perspectives in real life, in ordinary talking, interacting life? Were they stagnant through dis-allowance of their very way of seeing the world in expression on a day to day basis. Had they ever been listened to, and thus practice building their perspective. Or, was their perspective not really heard because it was by degree an  encompassing insight that did not fit the proscription of the norm, and thus even teachers could not conceptually move and direct within this with ease, nor parents and thus the child had no practice, no follow through with their sight about the world?

If that “A” paper is of an accepted order, not good or bad, but conditioned, and all the adults follow this as a norm, and this becomes automated, like a metaphysical guidance system, would it not be difficult to recognize other perspectives? Because in essence what I am saying is that perceptually most of us follow a proscribed order, the one taught to such an extent that conceptually moving out of this is not a movement within us done with ease. A few can do this, but this few are very few, most of us are egotistical and want our perspective to be the only one, not realizing that there is value in our perspective but it is not the only way to see. Thus we are so busy doing this, or following the proscribed order just to get through the day, because we have some worry on our minds, that when a child comes with a new perspective, we cannot see it, because we are automated within a limited view, we are essentially stagnant, and this has become a habit. This in itself is a crime, because it is a state that does not see beyond limited prescription, and thus that child’s voice, that child’s eye opening perspective, is not listened to. Now, what does this eventually do to that child? Do they ever have the chance to build on their perspective? No. Would they become confused and withdrawn. Yes. Would they have ever practiced moving their perspective through to completion, have the practice to follow through. No. Would they become frustrated and withdrawn and eventually seek something to ease that expression that has not been allowed to be released in other ways? Would they by the time they get to middle school have developed habits of giving up? Just as those who follow the proscription develop habits of not seeing anything else other than that proscription that gets the “A” because it is the norm and touted enough and accepted enough within interaction that its practice is available? In both scenarios, we see where we become automated. Thus knowing we become automated, it is obvious that we stop using our conceptual ability, and this act is a crime against the development of ourselves and our children. It is unacceptable. And it means that each needs to make an effort to self realize our own levels of automation. And it also means that we have to be very careful of what we teach because what we teach will become automated to some degree, unless we realize we become this and remain aware of this as we face the world. A human living in automation is a human who has rejected conceptual ability, is a stagnant human, and as we can see with our children, an abuse to the very voice of that child and probably those with whom we have relationships with.

Now, there is this boy who I see walking up and down my street almost every day.  A good looking boy, had a job, must have been in his twenties. Quiet, polite. His hair was always in his eyes, his clothes put together. There was never conversation between us, except for the occasional greeting when my dog happened to run up to him.

This summer this boy died from an overdose. I had to ask myself what lead to this young man being responsible, and yet incommunicative with the general society choosing to basically commit suicide in taking drugs that I am sure he understood to cause himself harm. Was it that this boy never had the opportunity to really speak, to really express his perspective? Was his silence because he had spoken up for years as a child, to teachers and parents and society that moved as an automated limited perspective that never answered/responded/looked at what he was saying, his speaking really a gift as it was an inclusive perspective about life, yet because it did not match what is really extremely limited perspectives taught in a classroom where knowledge and information is imparted but never practically lived thus never substantiated thus this formation in itself not allowing any other perspective to be discovered because it is only presentation as idea? And if we become automated, we begin to believe that this is the only perspective, despite our full awareness , if we read the news, that this physical world is not taking care of this earth, thus our perspectives are limited and do not answer to this physical world, and that child, that boy, perhaps her had a perspective that was a piece of what was missing in our automated understanding, a perspective that would open up our conceptual understanding of this world, to such an extent that the abuse going on in this world would diminish simply by adding the perspective of this human, this man, this child, this expression of life, this piece of earth, this being that is here and thus a support for the whole, as in all actuality, creation would only form a structure as that which supports it. Thus, it is only the blueprint created by the human on top of physical reality that is the problem. It is limited and thus in its limitation destructive, and the self direction from this blueprint without the use of the common sense that built this blueprint in every breath, creates a destructive automaton that destroys through dis-allowance of the voice of ALL of our children.

And we wonder why there are so many behavioral problems in middle school. Perhaps it is simply that it is impossible for these children to fit into such a limited design.

Go and try to correct a large group of  seventh grade papers, and see if you move as judgement within an automated proscription or if you can manage to see the whole,  to see that something is seriously limiting expression within these children. Many of whom have a voice that is astounding, but not allowed practice and development just because it does not fit into a limited prescription.  Try and see/realize your own automation and thus lack of common sense use, this that enables a more inclusive conceptual ability, this being seeing the movement and the form, the process and the outcome, all while remaining aware of the movement and formation of the actual real physical world, in being able to perceptually move within different perspectives, not being afraid to leave the automation behind. Look to your own negative statements of reprimand and your automation self supporting statement of positive reinforcement, caught in this one is not seeing what is here for what it is but flowing a prescription of limited awareness, a detriment to our children, those who by their very voice, have no voice and thus choose what is given, a death of themselves simply because they do not fit a limited set of knowledge and information given without physical experience, the perfect medium to diminish life and only allow that which serves a lesser god of profit before life, this giving what supports life in abundance to a few instead of valuing all life as being the gift, as being what would be supportive of this physical world.

So, the question. Are you an automaton or are you life? If you really look at yourself, more than likely you will realize how much of an automaton you really are.

There are solutions to this at a very basic practical level, to get us away from being automatic as a response. This is changing the system to one that allows change within implementing what allows more perspective in this world and thus more consideration and thus more common sense, more conception that is equal to the without as the world in totality. This is a Living Income Guarantee. This ends the limited viewpoint that some are more than others, and would allow more perspective voice and thus more children the ability to practice their uniqueness, which in essence  are the real gifts, we need only accept them as they allow us, each of us to expand our conceptual ability in becoming equal and one to and as life, here on earth, this cutting edge of creation that is simply the joy of being. Anything else is a crime. That is common sense.

Day 357 How is a lesson taught in a school?

How is a lesson taught in a school?

The teacher introduces the subject, the aspect to be learned and integrated into the student. There is some discussion and then the new material is practiced as a group with the teacher. The teacher then “ hands this over “ to the children, they practice implementing this on their own. Here the teacher will individually help those with questions, sometimes moving from explaining to the group and working through something again, and/or continue to work individually as the new material is practiced in the classroom. So, the lesson moves from introduction into analysis, to group practice to individual practice. Usually there is then homework given to practice this at home, as this continued practice then allows the material to be integrated.

Thus, the practice of learning takes time and practice. It is the schools and the parents working together that ensures success with what is taught in the school. And the teacher does not have the time for all the remediation needed, as some students need more than others, and at times, within certain areas, some students need more remediation with one subject or aspect within a given subject that others. This careful involvement of the education of the child, needs the attentions of the parents in order for the form of public education to be successful. The schools cannot possibly monitor every action and understanding within a child, they do no have the staff. The cost of such would increase the tax payer’s dollars. But the public schools were a way to ensure an education for all children. It works when the parents are involved, and the parents have a responsibility to be aware of their children and where their children need some support. In many ways this system, is a support, but it is not meant to be the only support.

I have encountered parents who have said to me, asked me, “ why can’t the schools do this?” which surprises me. This means that this parent has no concept of the system and how it functions as a whole. These parents become emotional and combative, and I can’t help but thinking that this is the reason why their children are lacking in ability in and as self direction, because they are not getting any self direction at home, and the parents are of the same. The parents are abdicating their responsibility and expecting the public school to cover every aspect of the child’s development not realizing that the system cannot, as it was not meant to do this, and the money necessary to do this would cost the taxpayer much more. In many ways one cannot blame the system here, it is the parent who is responsible as the adult and creator of the child and the system, that must take the effort to be aware of the development of the child.

I used to say to myself as my children grew, that with the schools I had to be watchful of the “ holes” to see where something was not understood on an individual level with my child, and to, as much as I was able, to take what was limited as in the subject matter , and add to it to build understanding with my children within their education. I even had to say a thousand times that math was another language and that there was no reason to not do well, at least, with the levels of math taught in grade school, the basic levels. The idea of one subject, as math and/or English being something one can or cannot do, was unacceptable. The basics in the schools should be understood. If one needed more practice to grasp then this was what was needed. I had to do this myself with chemistry, I simply had allowed myself in high school to feel that I could not do this. So, one day I sat and had to look at it again and again and again and again, until finally the concepts of it started to stick. It really took some time, but it did begin to move, meaning I did begin to grasp it. And I knew that I was probably not going to become a chemist. I learned that I had allowed a misperception. Did I continue this in all areas of my life? No, I still fell sometimes. In actuality, this should be the first lesson learned by a child. Instead we have many things touted in schools by teachers and parents about how gifted a child is, or how talented a child is, which directs within superstition, as though there is something magical happening. The magic really come within the doing, within the walking through the steps. The magic is in understanding that within walking through the steps, in building an understanding, a common sense of the thing being learned is developed, and that this is a process. Some will grasp something faster than others. Had I grown up in a family that talked about chemistry all the time, then I might have had an easier time, but this does not make me talented in chemistry in some special way, this just means i was exposed to the concepts and began the process of learning the language within a different time frame than someone who starts from scratch in high school.

Within all this, it is easy to realize the importance of parental involvement with the work and lessons given by the public schools, to realize that when a child is resisting something taught it is because they have an idea about themselves that they can’t or they have somehow missed a step, or they lack in having the language of the basics enough to grasp the forms being taught. Something is missed, something is overwhelming them, something is not moving, there is a lack of self direction in some way. And it is impossible for the public schools to catch this and clear this up in every child, the public schools are meant to address a group and cannot possible monitor every degree of development and lack of development in the child. No wishing, wanting , hoping is going to change this, no praying is going to change the responsibility of people, of humans to ensure that our children are going to be taken care of completely by this system. This system in its totality must be understood, and this is the responsibility of the parent.

The point is that the public schools cannot possibly cover the remediation needed for the students, nor were they designed to do so. This, and the added limiting beliefs that some are more able than others and that somehow this is magical when it is not, is another aspect os ignorance taught. So, teachers that speak in hallways and in classrooms before the ears of children and discuss a talent of one child, are actually teaching a superstition and revealing that they have no understanding of how a child learns, of the process of learning and how exposure will place some ahead of others, which is not a limitation unless this is accepted and allowed through labeling without clear directives of how things work here. It would be better for a teacher to say something like, Gee, x, has had a lot of exposure to this subject and grasps the concepts and is able to use the tools faster than, p, so p needs the opportunity to catch up and walk through the understanding of the thing, that is all” Such points out that learning is a process and that no one student is more than another. This also reveals how much is learned at home, and how important it is for the parent to be involved in the child’s education, to fill in the holes; be they a developed fear, a background that has not had exposure and development within a certain subject because this was not something learned or a part of the subjects discussed at home. This can only be brought into what is taught in the schools by the parents. Thus it is the responsibility of the parents to monitor their children and to work with the public schools. It is not a perfect system, and many of the beliefs people have to justify their own lack must stop, as learning is a process and the levels in ability of children aredependent on what process of learning has been available to them, This, unfortunately is caused by an economic system that gives more than is needed to some and takes from others the means to an opportunity. This is also the responsibility of each of us, as we have accepted and allowed this. Realizing how children learn, really looking at it, makes it very clear that the lack in development of our children is the fault of a system of that does not meet the basic needs of the human physical body, thus we all are the cause of the lack in our children. The children are too small and too vulnerable, yet they are able to be taught, able to learn, it is only us who have allowed a systemic form that withholds this development.

There should be no drugs in every city and town and school, private and public, in America. The existence of them, and what is happening in Afghanistan, shows us very clearly that money comes before life. Drugs are making money, and this has become more important than the education of our children which needs the stability of people, of parents, of society. The presence of a drug culture indicates an undermining of this, and that there is a huge military presence in Afghanistan where most of the opium and heroin is produced, it is clear that American taxpayer dollars are not being spent on education, and that the drugs in our local municipalities are given more support than the schools, and parents and a child’s development. Such a form as what exists as this, is allowing the undermining of the individual and the flow of money to go to a few, and our tax payer dollars are supporting this. So, we as parents really need to wake up and come together and change this system to stop the inequality, a belief that one person is more than another, when all it is, is that we have allowed a lack in the development of each and every human being on this earth.

The process of development is simply a series of steps, these steps can be withheld or given, and/or controlled within a system of inequality which means what exists is due to what we , humans have allowed. What has been developed from freely given resources on earth have been developed by the hands of generations of men, thus no one can own what is here as no singular “ one” can claim development, and the idea that one is more than another because of development is a crime against life and an ignorance of life and thus simply unacceptable. That there are families and people who are not paid a living wage is unacceptable, and the understanding of development of a human, makes this very clear. Thus, each and every one of us are to blame, and a belief that the schools are responsible for the development of our children alone is an ignorance that must be revealed and made clear. Also, the allowance of wages that are not supportive will cause children with many “ holes” in opportunity and exposure, thus these children are the responsibility of each of us as we have accepted and allowed an idea of a more than and a less than that is a state of ignorance in and as understanding the system in totality and is unacceptable.

Our economic system must change, and the ideas of more than as a belief that one’s education makes them more than another and as something “ magical” is superstitious thinking completely separate from physical reality and thus a crime, as ignorance of reality, this which gives life, this physical world, this which moves to allow life and development. It is us, each of us that has placed the stops, as money, that limits development. None of us wish this upon ourselves, and if we stop and look, we do not wish this upon others either. Therefor, it is for us to realize that what we have allowed on earth must stop. We must see that the voices in our heads are simply justifications for not looking and that our fears are simply not having walked the process of really understanding how here, the physical works. Yet , we as parents have the ability, we are now parents, we are now adults, we can stand together and change this world, walking through our limited beliefs and seeing then for what they are, a superstition that is an illusion, as this system was created by us, and can be changed by us. This must be done, there is no other choice. It is time to allow life.

Check out the Eqafe Products on Parenting to see, realize and understand how a child develops. There is a link to this on this blog above. It is a win/win for you and your child and society as a whole. When this is really looked at, it will make so much common sense. I dare you!

Day 183 Reactions within interactions

So, yesterday I had a young man show up at my house to help me with something. He is a friend of one of my sons. I noticed that I was careful with him, in that I had the thought to not be too friendly, to keep a distance. This being the role of myself being the friend’s mother.
It is moments like these where I stop and I breath and I simply become what is needed to complete what is being done without any idea about what I am supposed to be, when all there is is doing what needs to be done.
Within this, this “idea” of what I am supposed to be popped up. And within it came memories of being a child at home, as I slowed down and concentrated on what needed to be done, myself just trying to be there and be myself in common sense.
That I would actually spend time considering how I should “present” myself to this young man opens up a whole belief system in terms of fears of judgements. Fear that my behaviors will be taken incorrectly, fears that I might scare this young man away, fears of what neighbors will think.
One prominent persona that popped up was the this worry of making this male uncomfortable. So, I kept a distance. Like I said I had to stop and simply use common sense.
I noted this and later looked at it after the work had been done.
This “persona “ is like a cast around me, like a film, and it is a personality that worries about upsetting the man- so to speak. I realize within this that when I am with a man in my home, I worry about his state of mind. And this comes from childhood, this is programmed in during childhood. If advertising didn’t work it would not exist, but the fact that it exists and is very repetitive means that we are programable and that programming us focuses us onto what the one that has the means to place what is wanted as the “program to be.”
Religion is really no different. It developed before modern technology. And it demanded that people attend church and learn prayers and then repeat the prayers. Again there is repetition.
None of this is actually teaching an understanding of what it means to focus, what the actual common sense of focus is, they are more a “taking of focus” a “forcing of focus” onto a construct of a set of ideas and belief and opinions without any actual understanding of the initial act of self as what self is as self directing in the act of being and focusing, where a sense is developed in actual physical reality. I mean, in common sense, learning prayers to something that is not seen is ridiculous, and it bypasses what is actually physically here.
Advertising does the same thing. It promotes food items that do not reveal what is the substance of the food items. So, one learns to follow and desire something without any awareness of what the thing actually is, of what is actually here, of what are the parts of the things used in the food item. Here, dietitians and doctors become the invisible god as so many endorse these things, and we follow. Do we ever really look? Or are we too tired at the end of the day after flipping endless paper work? This cannot be an excuse.

In all this kind of programming happened in childhood, and on many levels, as the whole structure of our society is like a web upholding all of these programs. Meanwhile there is no longer any common sense in relation to what is actually physically here.
In a system of profit this can be used to allow some to have more than others. This allows things to be placed that take control, if we allow them. Obviously, what is needed is to direct focus within common sense of what is actually here, physically here. And obviously this can be developed as the human is very capable of this, of developing into and as “something” because of the fact that we are programmable! Which is to say that we are able to be developed!
Since this earth is such a mess, the current program is not one that is supportive of life. and obviously it allows some to live lives of excess and others extreme lack. And obviously, some have nothing to even sustain themselves and thus focus on mere survival, as this is what is presented.
It takes a moment of stopping and breathing, coming here to what is real, actually physically here, and seeing how there are ideas, and opinions and beliefs learned in the past as a persona directing instead of self being in direct actual physical common sense of what is actually physically here.
Take the time to slow down, and breath, and look at what is actually here. Take the time to stop and breath to see the actual personifications as directives based on non-investigated equal and one physical common sense awareness of what is actually here.
Then begin self forgiveness to bring yourself back to what is actually supporting you as life, this physical actual real world.
Join Desteni, time to birth life equal and one to what is actually physically real. Stop abdicating to ideas presented within a system of inequality.

The creation of the mind.

Life Review series, to realize separation and the consequences thereof.

The Consciousness of the Fly and much more!

Quantum Mind

The practical solution Equal Money

Creation's Journey to Life

Heaven's Journey To Life

Earth's Journey To Life