Judgement, seen as a brilliant ability we need to foster

Judgment needs to be informed by abilities, rather than as a precaution of consequences or inabilities.

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SPEAKER_00 2:35

Hello.

SPEAKER_01 2:36

Uh hello everyone. We are back again. Thank you for being here with us. Yes. Midsummer? Midsummer night's dream or midsummer days dream. Did you know that? Excuse me. Everyone is very familiar with Shakespeare's play Love's Labor Lost. But there's also a play that he wrote called Love's Labor's Won or Gained. People are very unfamiliar with that. And it's I think that part of that has to do with the way that we are so conditioned to see the bad or the wrong. Like judgment itself, people think it's a bad thing, but this is one of our greatest capabilities. Right. There's nothing wrong with judgment. We wrongly judge judgment. It's one of our greatest capabilities. So in saying that, I mean, today we're presenting the beautiful truth and the ugly truth. Okay. So the beautiful truth is one of the things that I just said that judgment is one of our greatest skills. Right. But we have to use it correctly. Sure. And it's more than just making good judgments on personal decisions. It's being able to make judgments on the abilities of other peoples. And of course, when you first even say the word judgment, people go, oh, what if somebody judges me wrongly and they think that I'm really good at this thing, but I'm actually really good at that thing. It's like you're probably really good at 12 things. That's the basic computation of the universe, 12 dimensions or whatever. Everybody has at least 12 really unique, wonderful, important, significant skills. Okay. And we're trained to hone in on one of them and work it for life. But in the world of real brain development, you will be trained, you will naturally grow to have very efficient skills and in at least 12 talents that you are unaware of. And there'll be absolutely zero compunction from anybody whatsoever when you tell them, well, I'm going to go work in engineering for the next couple of years because you know the farming stuff was good, but uh I need a break from that now. I need to diversify myself, which is the way of life. Excuse me, which is the way of life everywhere in the universe. And if you look at our world, it's a biodiversity. I mean, beetles alone, what how many are there? Like 6,000 beetles? That's just one bug species we're talking about.

SPEAKER_00 5:42

Right. Right? So I mean, and of course, the amount of different varieties of that one bug species is yeah, you know, is measurable, but since I'm not an entomologist, I am unfamiliar with the But that should be one of the things you do, maybe.

SPEAKER_01 6:00

You should become a bug expert. Everyone should be a bug. Like every four-year-old thinks they're a bug expert. True. If you let them play with bugs, they love them, they're fascinated by them. There's so much to learn from bugs, their anatomy, what they're doing, just watching them and or picking them up. You know, it's it's it's it's a wonderful thing. Same with dirt and plants and twigs and whatever else they can find, right? It's really hard to catch a bird. And you know, I always wonder what kids feel like oh, we forget ourselves, what it's like to try to chase a bird, but kids get really excited when they see the bird fly away.

SPEAKER_00 6:39

Yep, they get very excited. Yes, so because they they understand that they cause that reaction in the bird. I think so.

SPEAKER_01 6:50

Yes. Yes, that has to be it. Um, that they can affect the world. Right. So this is one of those things. And um, so we're one of our goals that we've never spoken enough about is getting the word judgment and the meaning of judgment mean a whole new thing and really connecting it to our human brain development. Okay. Right. So it's just like actually, when we talk about empathy, for instance, we want to be able to make good judgments about how somebody is feeling right if we think they're sad or if we think they're really happy. Now we want to hear their story, but to make a judgment about extending empathy, this is really significant. So of course, what I've also wanted to touch on today will probably spill over into another day. But um the if we were to give uh a very shortened version of human history versus what we do and how we do it now versus and what we think is supposed to be versus what really is supposed to be and what we're really capable of, then the beautiful truth is that um, you know, the human brain is a microcosm of the universe. We've said this a thousand times, and that means that it is capable of understanding the knowledge of the universe, and there's nothing that we are incapable of understanding. We're still learning about a lot of things and how they work, and we want to prove to ourselves with scientific research, but there's nothing in the universe that we're incapable of understanding. And one of the reasons why we seek those that knowledge and we're capable of understanding those knowledges is because those things are necessary for our human brain development. And for a whole host of reasons. One, because understanding the knowledge prospects and rules and laws of the universe is one of the most important standard models we can use for creating decisions and judgments. Right. And the judgment of our own decisions and the discernment that a lot of people like to speak about in terms of the way people collaborate together, where they're looking at all the components or computations of, say, a project or a big decision or a bigger picture, whatever that may be. Um so uh that's that's another beautiful truth, right? Right. The ugly truth is that we tend to believe that we can never know everything. Well, can we know everything? That that's an unlimited eternal task, luckily, so we never get bored, but can we understand everything? Yes, we can understand everything. Okay, so that little short version of history that I wanted to say um then is that we have developed for several thousand years based on these concepts of consciousness and literacy where we wherein, or verses actually, I should say, that we are really meant to develop based on intuition and telepathy as our most fundamental communication skills. Because gaining knowledge and information in and of itself is a form of literacy, right? So a literacy in which we are capable of understanding. Right. Right, okay, yes, goody goody gum drop. I mean it's been a long time since I've said that. Um that is true. So um I think I I was telling you earlier about a silly event that happened to me last night. I'm staying at a friend's house, and um, it occurred to me that as I was walking through the dark hall, the cat laying down on the floor in the middle of the hall, who I bumped into, right? If the cat could hypothesize, the cat would be saying, What the heck is wrong with this human? Why is she walking like she's unable to see in the dark? Because the fact of the matter is that humans do have a hard time seeing in the dark, right? But cats can see just as easily in the dark as they can in the light, maybe even better in the dark, who knows? But if the cat was hypothesizing, the cat might say to me, Yo, human woman thing, what the heck is wrong with you? Why why are you stepping on me? You should be able to see in the dark like everyone else in the cat's world, right? In the cat's world. Right. So, I mean, it's a silly example, but I think relatable in the sense that when we have knowledge and information about a certain thing, or we have a certain capability, then though that knowledge plus that capability should provide us or equip equip us with the ability um to be able to understand certain things. And that's the way humans are designed. So um a lot of people speak to their four and five-year-old children, and jump in here and it would be anytime because you had a good way of explaining. Um, well, you had very good opinions when we spoke about this earlier, or explanations, I should say. But um, children are still learning that they there's still the frontal part of the brain, and we spoke last time about the online-offline thing, and you can never have it both ways. So why are you saying the kid's brain goes offline when he's angry as if his frontal cortex is working, which we know it's underdeveloped, and as if to inadvertently suppose that they're hypothesizing when they're happy. Right. They're doing zero more or less hypothesizing when they're happy, as when they're upset or frustrated or sad. So um, but we are constantly lending our emotional intelligence and unconditional love and the popular word, the pop trend regulation. We give the same value to every emotion, and that is how we because the early our human brain is emotionally developed, so that's how we create integration. Because when we look at the way even the world operates today, we're operating on a broken system, and we think the fixing of the system, of the broken pieces, is to fix each piece, but without it being in the context of where it was supposed to be part of a whole. So we fix this disability and that disorder, um, and in failing to understand that um it's part of a whole system. So we fix these piecemeal parts of ourselves, but because of the lack of intuitive development early on when everything was one whole cognitive process, then even when we fix one area, we have to constantly remanage it because it we may be able to master that one area or feel healed in that one thing, but that hardly means it's transferring over to something else. Okay. And I know that this is a concept that's difficult to understand, but it would be the same way as if you're trying to pour um uh a concentrate of a flavor into uh put it into a bake uh cake batter that you're gonna bake.

SPEAKER_00 15:39

Right. Right.

SPEAKER_01 15:41

You have to put it inside the bowl where all the ingredients are. If you just pour it outside the bowl, it's never gonna get in there. And um that may sound a little ridiculous to some people, but that's essentially what we're doing, right? So it's like trying to take, after you've already mixed the batter, trying to take out just the buttery part and fix it. Or if you found out you put butter in there that was bad, you'd have to start all over again because you'd have to throw in the whole batter. Right, because how can you extract only the butter from the batter? Right, right.

SPEAKER_00 16:19

Um and if you put in a better butter, you would now be overly buttered, even though the other butter was bad. Right. Right.

SPEAKER_01 16:33

So, so yes, and so we're saying all these things because we want to uh continue with in the literacy of understanding where do where does real judgment come from? Where do critical thinking skills really come from? Where are they built? Where are they manufactured? Where are they cemented upon? So, in that same way, judgment itself, um, and we've spoken about it before, but we're putting it in a new context because the judgment that should be defined by unconditional love comes from feeling unconditional love regardless of whatever events or experience we're going through. And rather than uh I hear people all the time saying, Well, I'm having problems with my kid this age, this age, or this age, regardless. Right. I keep telling them to do this. But uh recently told one parent, um, in your good intentions to try to help your child, you just keep telling him or her what is wrong, what they're doing wrong, even though your intention is to help them.

SPEAKER_00 17:46

And you may say it with love and understanding, and you may be saying the wrote the words that have zero negation. However, the words that you are using are still the uh the failed outcome. Right, the concept or consequence of something, as opposed to again what they can do, what they're able to do, how they're able to do it. Yeah.

SPEAKER_01 18:16

So I for instance, one person was saying something about uh telling their child that they're wasting their time all day and when are they gonna get their homework done? Those type of things are very, very common issues that people struggle with.

SPEAKER_00 18:31

But that whole that's almost a whole other issue. That's a whole other you and I both believe that homework should be done away with.

SPEAKER_01 18:38

I do believe, and that's one of and but there again, you know, here is where we can combine things like judgment, discernment, and what capability is. Because if we just go with the capability thing, you could ask a child, like, okay, what's the best use of your time now? If you could be doing anything you want to do, what would you be doing? Right. And how can we uh nurture this or foster it so that it becomes something that can be incorporated into your life that will be constructive or useful or helpful? Um, or even point toward um a career option and one that could be more than just one singular field. But there again, then we this that that is a very good point where we put together all of that. And people love to talk about discernment these days, but it's like, okay, but what are the components and computations of making a discernment? Right. So for instance, why are we still doing schoolwork when we have left school? Is we have to question, we have to discern whether school is being done well enough or in such a way where there's enough hours being spent in school. So are you learning what you need to? And if children are being driven by their unique capabilities and their passions, they're more likely to bring that work home. I mean, the the fight that parents really should be having with kids is if they're starting some project school in the in the day and they really love it, right, and they bring it home and they're working on it, then the fight with the parents should be can you please put your wonderful, unique skills away for 20 minutes and have dinner with us, you know? Or go visit your friend or call your grandmother, you know, whatever, whatever the case might be. Step outside. But let's go what's walk in nature for a little while.

SPEAKER_00 20:44

Um so um, you know, I mean, that was part of what happened with nine, oh sorry, with the COVID. Yeah. Okay. Everybody was so afraid to go outside, but then when they went outside, they so everybody anybody who was in an apartment wanted to get a house, but it so they went to get a house, but they still didn't go outside. The reason for the house was so that they had a backyard. It was and you know, again, kids are left unfortunately in their rooms on the on their devices, inside, you know, canned air or whatever for far too long. Yes. But we have gotten a little bit off track. We have a few more seconds or well, it was all on track, but the point is that um I feel like we can never speak enough about um fostering children's abilities.

SPEAKER_01 21:43

But I I in the sense that my heart goes out to parents is that they they have been fed a certain prospectus about what it is that kids need to pursue, and never enough about how to observe children's abilities, because the scope of what parents might foster their kids toward is limited toward in this in the three-dimensional realm. And only 30% of our skills have to do with the physical realm itself. Right. Just biodiversity here, but imagine the invisible world. The 70% of the universe is invisible energy information, which also means, since we have microcosmic human brains, 70% of our abilities are also in the invisible realm, um, in conjunction with our multidimensional senses, which have to be fostered more and more. Right. So on that note, I will say we have a little conclusion today.

SPEAKER_00 22:41

Okay. So that's that. So again, and and you want thank you so much for being here with us. Yes. And buy me a coffee. And buy me a coffee.