Ever present 4 year-old brain - Intuition

Intuition and how it relates to everything.

Transcript

SPEAKER_00 2:34

Recording.

SPEAKER_01 2:35

Okay.

SPEAKER_00 2:37

Hello.

SPEAKER_01 2:39

Yes. And it's good to be back once again.

SPEAKER_00 2:42

Yes.

SPEAKER_01 2:43

Um, here we are.

SPEAKER_00 2:44

I hope that the northeast is enjoying spring. Actually, sorry, that the northern hemisphere is enjoying spring. Because we're in that time period now.

SPEAKER_01 2:58

Um, yes. Well, remains to be seen because I think officially we're still are we are we in spring actually officially? We are.

SPEAKER_00 3:06

When this put when this is um put into the airwaves, we will be officially, no matter where you are in the northern hemisphere, we will be often, yes.

SPEAKER_01 3:16

Happy spring, everyone.

SPEAKER_00 3:18

Exactly.

SPEAKER_01 3:19

Again, I'm working on the whole timing thing now.

SPEAKER_00 3:22

Okay.

SPEAKER_01 3:23

That's that's that's my new thing because I've gotten now a little bit more obsessed about explaining uh the time space values of the physical experience, you know, and in language, how we use I really want to speak uh rudimentarily about intuition. And um, I think in all the years that we've spoken about intuition and we've tried so hard to explain that with intuition automatically comes the intuitive development of language, and language codes the brain, yes, and language is used for all of our cognitive functions, and all of our cognitive functions effectively are used for language or by language or with language, right? Um, and so uh it it we do as humans we do intuitive language development, but we also do intuitive cognitive development. The problem is, as we spoke in our last session, the ingredients that go into intuitive cognitive development, um, the all the ingredients that create critical thinking skills have to be uh prepared in those early years in order to do critical thinking, which is intuitive intelligence processing.

SPEAKER_00 4:54

Right.

SPEAKER_01 4:55

So it includes everything, all of our cognitive functions. So I mean, I had a million ideas in my head that I wanted to just spit out, but I think which which normally makes me speak very quickly sometimes, or a lot of the time. Uh, I think I'm gonna go slower, so it's gonna be as if some of the ideas are on a slow conveyor belt. But uh, I wanted to jump first into combining that whole idea about intuitive intelligence development with intuitive language development and the basic rules of space-time that need to be incorporated in the way we speak with preschoolers. Our first original book was The Cognitively Correct Way to Speak with Preschoolers. So if say a lot of examples have come up lately in which um, because I've been around my five-year-old grandnephew, he just turned five. Um, when adults will typically say something like, 'Well, that what are you looking for?' Yeah, that thing is over there. Or um, you know, kids open the fridge and they go, Mom, where's the milk? You know, right. And usually get some sarcastic remark, like, it's right there in front of your big green eyes or something. Um, rather than it's on the top shelf with the it's a blue and white container with uh a red cap on it, or whatever it is. That that's you know, um, I think uh we had an incident, so it was funny. My sister and I were laughing. She goes, but you're looking in the wrong place, and and uh no, it's not there. And um, and this seems like the normal way to speak, but when you stop and look at the rules of space-time or spatial reasoning or the basic rudiments of physics, why does anyone think that that is the right way to express what it is you're saying? Because that's the cognitively incorrect way. And but that is what is encoded in people's language because that's the way they were spoken to, you know, contrary to the laws of basic physics. So, you know, when you have a young child, you you you have to go through the rudiments of them, think of it in terms of prepositional thinking and adjective thinking. I mean, the verb is the main part of speech in any language, and we've spoken extensively about how to stop using negations because you're devaluing the verb, which is the most important main part of speech in a sentence in any language, right? Right. So why would we negate a verb? Right? Okay, so you you have to use the fundamental laws of physics, right? Instead of saying it's not there, you're looking in the wrong place, it's unnecessary to say anything, it's say where it is, say where that right place is, right? Say what it is and where it is and how it is, right?

SPEAKER_00 8:07

You know, when you when you talk about um, you know, language uh and negating of verbs, the the thing that always comes to mind for me is um that a negated verb gives zero information.

SPEAKER_01 8:27

So it deletes the information, yes, and then it it expects the child to hypothesize the inversion of that negated verb to come up with any number of other verb verbiages, which is a point for critical thinking where you check out what the uh what the obvious variables are, which is what four-year-olds are unable to do, or they would still be learning to do if we give it to them through language, right? So, in in that sense, when we say we're doing non-negated verbal, we that's literally the ingredients for critical thinking. So you would say to a kid, okay, look, here's you're looking for that thing. Okay, let's let's start at the beginning. Here's let's close the door. This is the outside of the cabinet. Now go ahead and open the door because you know, parents, adults' hands have to be off. Open, and then you could demonstrate, okay, this is the top shelf, and over here, down over here, we're using positions for spatial reasoning, knowledge. Here's the bottom, and in between the top and the bottom is the middle, and what you're looking for is in the middle, okay. There you go. When we talk about mathematical processing or fundamental principles of math or the spatial reasoning skills or the ingredients that go into critical thinking, that is what it is. That's how it is made and produced and manufactured. That is what we do. And when we use language that way, we code the brain for critical thinking in the future because we're giving the actual ingredients for it. We're giving the the verbiage and the the physiques of critical thinking, which is to compute variables. So uh to say what something isn't or not without giving them what it actually is, then we're denying young kids the the factors and that and the features and the traits that go into their stash for creating critical thinking, because I've then the brain intuitively goes, Oh, yeah, I've been told that information. This is like this, this is how that goes, this is where this is, this is how that works, all the spatial reasoning rules, all the fundamental laws of physics, and that becomes the intuitive auto default or response, the critical thinking, because you have the stashes of verbal positioning and information and knowledge and all the peripherals that go with it without the consequences, without the negations.

SPEAKER_00 11:20

Right.

SPEAKER_01 11:21

And that's yeah, that's the recipe. You had something else to say. What did you want to say?

SPEAKER_00 11:27

Well, uh, again, just sometimes it's it's hard for um I believe, and I could be completely wrong because you know our audience is very uh very intelligent and very uh attuned to this information, um, but I always feel as though explaining negated verbs um is really uh kind kind of best done by saying that a negated verb gives zero information. And if you are giving direction, particularly verbal direction to well, basically anyone, but specifically a child, then you're trying, you need to give them information.

SPEAKER_01 12:17

Yeah, because if you're giving information, then you're giving pieces of knowledge that can be used critically to make a decision. Because even when people speak about observation itself, they forget that observation it you know can hardly be solely for the sake of observation. Observation is and observation is more than just witnessing something visually, but it's multi-sensory, and the final outcome has to be to come to a conclusive deduction in which to make a decision or form an action or recreate something out of those informed pieces of information which have never been defiled by a negated verb, which, as you said, is zero information.

SPEAKER_00 13:09

Right.

SPEAKER_01 13:10

Right, you're looking in the wrong place, you know, even that is a non-negated, but when we say you're looking in the wrong place, it's still cognitively incorrect. A cognitively incorrect is defined more than by just the you know what it is uh a verb that is properly positioned to give the information. It's non-negated verbs are zero informational, but to say to someone you're looking in the wrong place is um also is equally devaluing the basic laws of physics, in which case it's failing to give the specific information or direction. Just that that kind of critique, which is what or criticism is which is negative, like a negation, and what people think of what judgment is in all the wrong uh and poor and uh triggering manners, has nothing to do with what true judgment is, because true judgment is justifying the information that you have been given to properly navigate the fundamental laws of knowledge, which are inextricably linked with the basics of physics and spatial reasoning. So, um, yeah, so uh the the more intuitive the critical information is that we're given that is beneficial versus consequential, is what allows children to develop with their intuitive language development the codes for proper critical thinking, right? Right, so yeah, and um did you have something else? Uh you had uh started something before. Yeah, but I think your point is I think we we covered it. So we covered it, but I I think the the the the do we have a minute left? We have many. Okay, so uh in in in in having said that and also doing uh working on doing a better job to connect intuition with critical thinking and um cognitively correct language, uh, and the elements that we need to make the physical experience as magical as how we expect an emotionally intelligent moment to be or a spiritually revelational moment to be, right? We need to learn more about intuition because ultimately that is what the brain needs to operate on because it needs to operate in all of those dimensions. It needs the frequencies of intuition or you know, optimal uh, you know, the the the the organic fiber optics, light speed knowledge that can be instantly applicable. Um which brings me to a funny analogy that I thought about because if we look at intuition the way uh a lot of people do, or the way they think intuition is that it's just a gut feeling, or that it's just a third eye process, or your crown chakras, you know, shining and allowing some wonderful one piece of information when it should just be on all the time, it's like 247, you know, radio time, right? Right. Um, but uh I think that some of the more spiritual aspects of intuition uh that I've been, let's say that I've been exposed to lately, uh, still indicate to me, and I could be being very critical at this moment, but I still get the impression that people believe if they were to understand intuition in terms of their physical experience, it's almost as if um what I tend to sense from people is that they think that if they just look at a light bulb, right? Because intuition is the connection between all of our senses and all of our cognitive functions and all of our brain parts and all of our emotions, right? Right. But I tend to think that if people oh inadvertently or unwittingly think that if they sit and focus on a light bulb and meditate on it and try to do this higher thinking frequency or whatever, that they're actually gonna cause the light bulb to go on. Now, I uh am I saying that in the future that there will never that there could never be a kind of light bulb that would respond to the resonance, the confident resonance we have to generate um a frequency into a light bulb the same way we might might be able to telepath a message to someone. You know, but what I'm saying is if such a light bulb ever comes to exist, it will have to respond to the emotional or mental charge or frequency that someone might be putting out for it to respond. Just the same way people have motion sensors on floodlights around their house if somebody or an animal comes near, right? Right. I mean, the whole idea is conceivable. Yes. But right, but right now, the way light bulbs work, they need and and and and and once again, it that would be the connecting part. But even to make that light bulb, it's going to have to have the exact kind of connecting parts in it that will make it feasible for it to go on because someone sends a message to the light bulb from their mind, says, I need light, you know. Right. Right. But in the way light bulbs work now, they need to be put into a lamp, and that lamp needs to be plugged in to an electricity system that is up that is functional and fully operational and charged by whatever other power system is making that electricity work. Right. Um, so our our intuitions have to become suitable to multifunctionality, connectivity of all of our cognitive functions. It's it's more than it's, you know, I mean, I think there was a time where meditation and all that stuff had its function, but now it unders we should be understanding a lot more about intuition and how essential it is to our brain's full potential. And it's more than just hokey pokey um or voodoo or woo-hoo. It's it's a it's a rigorous uh form of invisible math that actually works. And people are becoming more familiar with frequencies, so it should start. I hope we can help make more transformation, but again, we want to relate this to the the most optimal time that intuition is initiated with all of our cognitive functions present, and that is the four-year-old stage of life, right? Which is still existent in everybody. The four-year-old is still in you. You should visit every now and then, it's really interesting as much as possible, truly. Okay, well, I think that we um yeah, I think we gave that a little bit more credibility today. I hope we can continue on this campaign to add more analytics to what cognitively correct as a classification of cognitivology is, right, which is about intuitive intelligence.

SPEAKER_00 21:37

Yes. So for now, we will let you all off until the next time. Absolutely. So again, we're gonna sign off by saying that if there are any questions about intuition or the four-year-old brain uh or in um uh brain development, please drop us a line at gotbrainpodcast at gmail.com. And of course, buy me a coffee. Um any contribution, financial contribution would be really appreciated. Um, we have currently three books, four books for sale?

SPEAKER_01 22:21

Four books. Yes, which we are yes, we are we have four books completed, which um we are asking the public still to uh bear with us as we make them ease more easily available on our website, which um we are doing, but please go visit, order them so we will make it available to everyone as much as they like. And there will be a fifth book, so we want to include that in the in that collection of books that we have.

SPEAKER_00 22:58

And the website, of course, is cognitivology.org. Okay. Very good. Thank you. Everybody have a wonderful couple of weeks, and we'll see you soon.

SPEAKER_01 23:10

Yes.

SPEAKER_00 23:11

Okay, bye.