The Lost Traumas of Natural Science Development

How natural knowledge at the preschool stage supports spatial reasoning and beneficial decision-making.

Transcript

2:35

Hello. Oh, we're back already? We are. So here we are, and we are continuing and um uh flowing with some of the points that we made in our last session. Yes. And um and we welcome you back. We welcome you back. We know that people have questions, even though they um may miss the chance to question what it is that we say, because we are basically challenging what the narratives in neuroscience have been, and everything that they grew up with, knowing from generations of mothers and fathers, and grandmothers and grandfathers, and even and several thousand years of human history. Several thousand years of human history, yes. Excuse me. Um I am getting through the ends of a cold, of course. So um, so we'll get right into it again and um to give just another piece of added dimension to what we last said, uh the uh assumption and even the assertion of children, young children being upset or angry or frustrated is usually defined as children being scared or confused. And I like to pose the question that if children are anything other than calm, are they really scared? Are we assuming something? Are they really confused? And um again, I stress that there is a reason for every emotion, and the question is are they reasoning or being reasonable or unreasonable, right? Because even when children are happy, are they actually reasoning? They're just there's a reason for them being happy, right? So if if um there's just simply a reason for every emotion, and when they're in any state, we are simply confirming that the reason they are feeling what they are feeling is reasonable, it's as simple as that, and it has nothing to do with the frontal part of the brain going online or offline because the frontal part of the brain is offline, it is offline, right? And then we're we're saying that you know the the the the narrative seems to go that when they're upset, it goes offline, but they already started out making the assumption that the prefrontal areas of the brain are are completely underdeveloped and children are failing to reason with logic. So I'm so sorry to interrupt, but I want to clarify the online offline thing because we have we have used those terms in other ways in other podcasts to be on the universal free wireless connections which our brains are all uh capable of being online. However, this online is a neuroscience term for the engagement of a particular part of our brain. Right, so that's a good point. So that what what we're saying in this context is that what's always been online is our intuitions. Children are learning everything intuitionally, right? Right. So as people grow and we adopt the concepts of human rhetoric and history, we talk a lot about consciousness as though that is the basis for our higher development. But 90% of our brains develop in the first five years, and that's happening by the mechanisms of intuition. Right. Right. So fundamentally, our learning, our potential, our brains is based on the intuitive development of all of our cognitive functions, including language, which is also intuitively developed, and then language is used to code everything. So our fundamental formula for intelligence is intuition as opposed to consciousness, as so many people have come saying or reasoning is based on the unconditional love application for confirming each and every emotion in children. And that is what creates reasoning. So, what children are really looking for is a confirmation that the way that I'm feeling and reacting right now is reasonable based on the reasonability that something has caused me to feel this way. Something is failing to work out as I want. And people typically will use the patronizing approach of, I see that you're really angry right now, um, rather than just say, Oh, oh, what's happening here? Show me, tell me. Right. Um, and then you you're lending them your reasonability and your calmness to say that there's a solution to everything. But what don't the difference would be that when kids are calm and they're just being creative and doing what they want, they may grab you at some point, say, Look, mommy, look at what I made, look at what I did, and we go, Oh, that's really wonderful, whatever it is that people say. And a lot of those things are patronizing, but a lot of, but still we're accepting and saying and we're praising or whatever, and we're saying, That's wonderful. I see what you did here. That's the more cognitively correct. I like the way you put the colors together, or the way you piled the sand on this side, or that's that that was that's an amazing construct, or so it's the same when they're frustrated or angry or whatever. It's like, tell me, show me. Right. So we can look at how we can we can fix this, or how can how can we work together to we're using the same algorithm for um for you having less experience with something when it falls apart, and I have more experience as an adult for saying, oh, let's let's put this back together again and we're doing it together again. So that's the real computation. So that brings us to um, well, you had suggested earlier in between sessions, saying the reminding me about the I a particular Einstein quote, which is actually at the in the opening page of one of our books, that uh problems can never be solved at the same level of consciousness that created them. And this is why we're we're seeing betterments, you could say, in the way children are emotionally regulating, but there's still some factors that are missing. And this is the other trauma that we wanted to address in our previous session that we were um leading towards. And sometimes it spills over into another set session. And so um uh when you when we hear people say things like, I really hate math, or I dislike science, or I find science and all that kind of stuff really difficult to understand, um that is a trauma in and of itself, because people talk about the beauty of the knowledge of the universe and interconnectivity and all that kind of stuff. And in the same breath, they may be saying, I hate math and I hate science. But science and math are our best representations for understanding the interconnected, interconnectedness of the universe and the knowledge and the forces that are behind them and the basic forces of the universe are the fundamental resource for all knowledge and information. The human brain specifically is designed to understand that knowledge, and that's important because the parameters and prospects of the knowledge of the universe, which is based on the forces of the universe which construct the universe, are our standard model or fundamental resource for creating knowledgeability, right? So when we uh emphasize this four-year-old stage, uh the the trauma of math and science um disenchantment is made particularly at this stage where language fails to represent spatial reasoning, right? So there was also, for instance, the comment of saying the child um instead of just saying no and then giving them a reason, such as uh, and we use this example before, you can't have that before dinner. Right. That's a failure of the fundamental laws of basic physics or spatial reasoning because you're failing to say when and how they can have it. Right. Uh, yes, you can have that, replace the no with a yes, and then give it proper fundamental physical knowledge. Yes, you can have that after dinner. In the meantime, I want you to find a place to put it so you know where it is when you can have it. It's it conveying trust and um functionality with their own motor skills and their own manual control and development and um and a whole host of other things. Right. They may prefer this place to that place. You know, we may say to them, well, there's a lot of glass in that place. Uh, perhaps it would be better to put it in a place where there's unbreakable things. Depending on what the situation is at hand, it may seem irrelative in the way that we're delivering it right now, but every opportunity is an opportunity to impart basic physics and corroboration between what we know and what we do and how we place things, even how we navigate around things. Okay, so um the way that children may step over uh, you know, uh a little clump of rocks when we're out playing together. Do you want to go over that yourself, or would you like me to hold one of your hands while you make your way over there? Um we give them options, and uh that is particularly important at the four-year-old stage. So um I know it sounds really foreign when we speak about the trauma of children failing to get a sufficient amount of natural science and natural math in that particular stage. And that is a huge factor on how people learn to reason and use their microcosmic human brains that should be literate, intuitively literate in the fundamental laws of physics, just by the way that they experience it every day and the way that we help them navigate through that. And that's why when we do that, children at that age of course have less and less meltdowns and or should um because we are giving them the information to process what it is that they want. So uh when when when we help them through that and trust them without uh getting too physically involved ourselves, but just monitoring the safety issues without being um what's that, over obsessed with what we think safety issues are. Right. Um then we the the most important thing at the end of all of this is conveying that sense of trust that I believe in your abilities. I trust in your abilities, I have confidence in your abilities, and I know you do too, because as a four-year-old, you think you can do everything. Right. So all you need from me is a little bit of guidance. Um, we stop. If you're walking ahead of me, we always stop at the curb before we cross the street. Now I know people say, well, the kid says, I want to do it by myself. I won't, and and and there are ways to use the basic laws of physics still. If children insist, which leads into something we'll talk to about in the next session, but you can give your child an option. So um you have to walk exactly by my side here. Make sure your hip is aligned, your or your head is aligned with my waist. This is an opportunity to teach kids body parts, it's also part of the spatial physical world, right? Make them literate in everything physical. Um, and um we can hold hands, or you can follow me. So we're we're following each other side by side, or we're walking in alignment. It's okay to use sophisticated words because four-year-olds love new words, so use them. Get your thesaurus out if you must. And um, and then explain to them, I understand that you feel big enough and that you know how to cross the street and that you have to look both ways. But the problem with most cars is that the front of most cars is still at the same level at the top of your head of most children who are four years old. And so it could be hard for the driver to see you because uh nobody has Superman X-ray vision. It's okay to use those things because four-year-olds all love superheroes and the funny, and the part of the reason that four-year-olds are the way they are is because they believe in all that magical invisible knowledge thing, which we should be like excessively and ridiculously fostering and nurturing. If we could see through things like Superman did, then that would be okay. We could assume that the driver could see through the front of his car and the motor under the hood and see you there. But when your chin comes up to the top of the car, that's when you will be able to cross without an adult. Unless you're coming back from school or going to school and there's a crossing guard. And that's the reason why the crossing guard is there, to stop the cars from going, because some children are shorter than the cars. So that's the basic rule of the world we live in. We have to respect measurement and heights. And you play hide and seek a lot. You know that when you are hiding, you have to, if you want, if you're four years old and you're playing hide and seek with your friends, can you just hide behind a really skinny tree and expect nobody to see you? You have to go hide behind a really fat tree, right? Or you have to hide behind a chair without any gaps or holes in it, right? Um, you you these are these are things that we fail to consider that convey basic laws of physics that four-year-olds will just absorb. Right. And they love physics, but they'll never be able to tell you no, you never no four-year-old is gonna wake up one morning and say, you know, mom, my brain is really loving the fundamental laws of physics. So whatever you say to me, please explain it in those ways. Right? Right. And um, and numbers, by the way, numbers, math, numbers will never be able to define all the properties of math. And if you need to know, math and physics are fundamentally interchangeable aspects of natural knowledge, just like yin and yang, energy and matter, electromagnetism, right? Invisible light and visible light. So I need to know all the math properties of something rather than just counting. I need to know distance and rhythm and rhyming and guessing and categories and classifications and patterns and opposites and fractals and the endless array of things that make up um math. Right. We can have fun and games, and language should include those kinds of things. When we play language games, it should be more than just counting something or the color of something. It should be something that we can look for that looks like a particular shape or um that color. Is it opposite? Can we do we consider that color opposite? Or what would you call this kind of green? Even if you're just doing those basic things, you need to diversify those properties. Right. Right. So everything is a matter of diversification. And the more you diversify, the more you imbue the fundamental laws of natural math and natural physics, and the brain automatically connects these things, and that interconnectivity for the neural net is what generates intuitive information processing, intuitive intelligence, which is going to be a big influential factor when they become teens and when they're learning to make reasoning, decisions, computations, and where their creativity could flow. Because people should never get to the age of 25 or 35 and go, what's what's the purpose of life? What's my ability? What's my passion? What do I want to do? Right. Should I accept that is unfortunate? Pretty much everything, every every human out there. But there's already, if we're doing observations, stuff that children are interested in is already what their youth talents is already showing when they're four years old. Absolutely. I had a coworker whose whose child uh took apart the VCR. Yes. And I was like, well, he's an engineer. Yeah. And he's like, what? And many of them, many of them will be capable of putting it back together. I'm like, he wants to know how everything works. That's an engineer. Yeah. You know, definitely foster that. Yeah. Well, that is definitely true. That is definitely true. And um, engineering comes in all forms. Yes. Other than just technical things of like what we think of in the age that we live, we're very inf influenced by electronics. So we think engineering has to do with that. But um, but if we talk more to civil engineers or someone that I think is a natural engineer, you know, engineering is really part of every field of knowledge. And that's where we fail to impart that. Right. And I I still believe that children need an understanding of where they are in the universe. We need to use geography and geology and astrobiology as a way to help children understand. It's it's a wonderful basis for every other field of knowledge as well. Even the history of humankind, the history of the earth, the and and the the genuine uh prospects of how everything has been clumped together. So let's remove the trauma initially. Right. And uh we'll have more of what you were just talking about. In the next session. However, this session has to we have to say goodbye. We have to say goodbye again. And uh we'll we'll see you in a couple of weeks. We will. We will feel you again in the next couple of weeks. Okay, take care. Uh oh, sorry. Signing off with buy me a coffee. Buy me a coffee.