Imagination and physics

Connecting more of the visible with the invisible and the feelings of both,

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SPEAKER_00 2:35

Hello. And um yes, hello from me too, because I am here actually.

SPEAKER_01 2:40

That's true.

SPEAKER_00 2:41

I was off into the world of imagination for a minute there.

SPEAKER_01 2:45

I wanted to talk about I'm glad you came back to us.

SPEAKER_00 2:58

I'd been promising for a while.

SPEAKER_01 3:00

Okay.

SPEAKER_00 3:00

And you keep bugging me that for us to really give it some more substance so that people can understand. Because essentially, we um, if we were inverting our basic template into something that's more the narrative of how people think, we would be drumming up some triggers and saying, you know, what are you doing to damage your your child's your four-year-old child's brain, right? And a lot of people are very well-intentioned and doing a lot of good things with their kids, but the stuff that goes mi missing is creates a certain kind of trauma in the whole human development scheme itself.

SPEAKER_01 3:50

Which is why as adults we like to be angered and look at the negative part.

SPEAKER_00 3:58

Right. Because we're used to being more angered because we want to be seen, and we need parents to see the things that we're unable to see. It's like that cat that I spoke about, right? In the in our last um, you know, the cat's wondering why are you struggling to see in the dark, right?

SPEAKER_01 4:22

Right. So I'm sure every four-year-old says thinks that to themselves about their parents.

SPEAKER_00 4:31

So I think that um I believe that uh I've hesitated a bit because I've been wanting to find a way to make it more literal and amenable and chewable and digestible. Okay. Where we talk about imagination as though it's one and the same with multidimensional sensory skills. Because when we spoke earlier also about um, you know, the human development being based on literacy and consciousness, we should have really added imagination to that.

SPEAKER_01 5:12

Sure.

SPEAKER_00 5:12

Because that's a natural aptitude that we have. But when we said that that was replacing intuition and telepathy, then that other part would have been multidimensional sensory skills. So we want to replace literacy and consciousness and imagination with intuition, telepathy, and multidimensional sensory skills. So we want to start out with stuff that's kind of literal and um and using what we uh have come to understand as imagination with the practical skills of living the world of physics or living in the physical world.

SPEAKER_01 5:55

Okay.

SPEAKER_00 5:56

Right. So we're emotional and spiritual beings having uh a physical experience, but then and we think about getting emotional intelligence education and spiritual intelligence education, but you know, people will still be down on the whole physics education. But if you're gonna have a physical world experience, you need to understand physics. But there's a way for that to be imbued in four-year-olds because specifically, when we speak about the four-year-old brain and we we find people speaking to their four-year-old, their four-year-old's brain as though they're still two or three years old, the brain is essentially saying, Why are you talking to me like that? Right. Why are you still talking to me like I'm three? It's only when kids get to seven or eight that they say to their parents, I'm not uh I'm not a baby anymore. Sorry for the negation, but you hear kids saying that. I'm I'm a big girl now, or I'm a big boy now, or and I never do that anymore, you know. Um so um so imagination and and and and physics or multidimensional sensory development, and our first literacy has to be in the fundamentals of physics, um, the diversified principles of math that define everything, but that also includes the invisible world. So even in our in our experience of having spatial reasoning, we have to give children a feeling for the different positions of things, even though we have designated a meaning for a space, but then we also ask children how they feel. So if we just start also with things like touch and breath or air, right, we can combine things uh where we begin, where we combine different senses, but we also give them different meanings, and from there we scoop onto or scope on to where we cross-reference abilities, such as um you know, can you smell the color of the flower, right? Right. That's kind of a little bit later on, but when kids, when we use children's imagination to uh impart the ridiculous almost, or the silliness and something. To us, it looks like that way, but for kids it's it it it augments their in their intuition, it it augments their imagination, it augments their senses in in many different ways. So um when we uh do physical exercises more than just small motor skills or texture, and and we talk about the different I mean, texture is a great, one of the other great ways where we have hard things, soft things, sticky things, smooth things, wet things, dry things, rough things, sandy things, silky things. And you ask children their feelings about these, which ones they like, and what do they think of when they touch such a thing? These are some of the things that we do that combine physics with the invisible, the feelings. We have emotions that are very substantial and they do exist in our body, and they are amino acids produced by the hypothalamus, but then they have to make that crossover. We have to have that crossover reference. And the more we do at the four-year-old stage with in intuitive um acuteness um for an aptitude, then we impart the ingredients for critical thinking in the future, because especially at that stage, the brain is doing something that it has never done before and it will never do that again, which is to make everything really enmeshed and interconnected and integrated so that we have skill transferability. Right. So when we take things, something like, well, um, you know, we talked about hide and seek the other day, or taking objects and putting them in certain positions also uh would be something new. How would you describe that box over there? Is it behind the water cooler or is it next to the water cooler on the side?

SPEAKER_01 10:43

Right.

SPEAKER_00 10:43

Or is it in front? Where do you think is the best place for that? Um if you were looking to hide something, where would you put it? If you wanted to put something in plain sight, where would you put it? Although some people are still blind in plain sight, we know that. Like men going into the refrigerator, for instance. Um looking for something. And kids do that too sometimes, right? They do. Yeah.

SPEAKER_01 11:11

And um you've just finished your your weekly shop, you put it all away, and you hear from the kitchen, there's nothing to eat.

SPEAKER_00 11:24

I have uh friends that I've stayed with out in Seattle. Uh they have one of those refrigerators where you just touch the door. It's it's it's a dark, looks like a shaded glass, but you touch it and then you could see what's in there before you have to open it and let all the cold air out. Um, but so to place things somewhere. Um, if you wanted to do a certain thing, would you feel better sitting over here or laying down over there? Those are all parts of spatial reasoning as well. If we're learning how to, you know, exactitude and how to place something, that's also a fun uh exercise for children. Put this exactly in the middle on the top of that thing over there. Right. Or now move it over to a corner. Where do you think that that's a better position? And we can really extend vocabulary for children when we do this. Um we can we can we can call things in a certain position by a certain thing. Um, you use words edges or equidistant from every other part of the top. And the more and more vocabulary we can imbue into the descriptions of something, the more we give a fundamental understanding of physics with vocabulary itself and the experience of putting something somewhere and the feelings of where something may be or actually is and where it may there may be a better place for it. And even with the game of hide and seek, which I started mentioning before, where where you look for the best place, so you will be the last one to be found, right? Um where nobody can detect you there. Um and um so uh playing games with if if you're at a loss with just prepositions or with objects or um and also using weights and measurements, like can you put a towel on a chair? Will it stay there? Well, yes, it will. Now, can you put the towel underneath the chair? Well, stay there. But can you use the towel to hold up the chair? Well, maybe. Let's experiment. If everybody takes a part of the edge and we lift up the chair holding the towel, we can do that. But um, but if we just wanted to move the chair and the towel was sitting on it, of course the towel would have to go along with it. And some of these things seem silly, but when we do these with kids, their imagination flows. They start making suggestions themselves about certain things to do.

SPEAKER_01 14:18

And then it becomes very important to listen.

SPEAKER_00 14:20

And then it becomes important to listen. So kids would like to offer suggestions. Maybe we can do this thing. Well, oh, let's go see if we can do that. Let's see if we can just, you know, you know, can you balance a penny on that inside ledge of the window over there? And they may be able to do that if they get it right, even though the ledge is very thin, they may be able to get it there. But let's go outside and see if we could balance the penny on a leaf on the tree you think that will hold. Um and then using other things and uh other textures, and then we can mix it with textures. So if we take this piece of metal um or magnet, will it stick to the wood? Will it stick to the refrigerator? Um, what about this tape? Um what will it stick to? We'll stick to a lot of things, but what will it stick to better at compared that will will the tape stick better to the paper or to the wall than it does to your shirt? Right? Um and uh can we hold water with the tape?

SPEAKER_01 15:30

Also try to stick the tape without actually peeling it off the roll.

SPEAKER_00 15:35

Right because one side is unsticky, of course. Exactly. Um and then we can also uh use the things that are most available to us. So that would be one of those things. Everybody has objects in the house, you can use them to play games. Um a lot of times people will just play games such as I Spy, but when we talk about diversification, that's a good example of that. Or hide and seek or peekaboo. We never diversify these things, we never pay attention to what other invisible information processing. But the fact that kids always want to just play these games are vestiges of those particular aptitudes we we have. And we've mentioned that before, but of course now we want to bring it out more into the open and give more reason and um and and and nerve and verve to these actual things.

SPEAKER_01 16:37

So uh another thing also tell, you know, in part how important this play actually is to the development.

SPEAKER_00 16:48

Right, because ABC and one, two, three provide very little to zero um substance for critical thinking. Once you've learned it, that letter makes that sound and they go this way. And if you have to write them just that way, you could read a thousand books and get a lot of information. And but unless that information is connecting to other things, um, and books typically are are like the way we heal, you know, they're they're these funneled pieces of information without being connected to a whole slew of things that they would be connected to, right? Right. So um, if we take air, air is one of my favorite topics, okay. Um, and touch and finding ways to connect these things. So, for instance, we start with breath. There's different ways that we can breathe. Do we see the breath? In the wintertime, we can, right? Sometimes if you go into the water in a pool and you blow out your breath, we can see bubbles. But if we just blow out our breath into the air, do we see anything? Is there a color that comes out? Right? If you had hot pepper for lunch, will you start acting like a fire-breathing dragon? Wouldn't that could be very funny? Yeah. Would that be funny? Um, if I take your hand and I blow some air on it with my own breath, what will it feel like to you? Will it be a tingle or a nudge or an itch or an ache? Would you suddenly stiffen up, or you would would you become more flexible? So even when we start with the most fundamental of physical things, we're teaching children vocabulary and texture. Texture is more than just the way some material feels, it's the way the invisible forces of energy also feel. And so we add dimension to that. What is the texture of hair versus the texture of air, right? Right. And um, you know, there's there's more to feeling air than just we breathe in and then we breathe out. Because when we go outside, we know we could see the leaves on the trees blowing in the wind. We call air that's moving winds. And when it's really, really strong, it might be a storm or a hurricane or a tornado. So now we're teaching children about natural science and even geography and botany or whatever it is, and those are all interconnected because one leads you to connect to the other. So when children get these kind of physical world experiences with imagination, with the invisible senses, it connects everything because that's the way their brain wants to work. They're just crying out for connectivity, connectivity, connectivity, connectivity. That's the name of the game. And that is so that at that stage, when everything is actually present that we're fundamentally capable of can be diversely fostered and connected together. That's what creates real integration for our emotional intelligence, our physical intelligence, our spiritual intelligence. And that together is going to create a format for the future of innovative and creative thinking and decision making, which in its advanced form is intuitive reasoning and computational thinking, because our automatic default system, positive default system, is to connect all the parts and pieces that either go with that or that will lead to more beneficial construct of whatever it is we're looking to do, whether it's an invisible decision in our heads or something we're doing externally with our hands. How am I doing so far?

SPEAKER_01 21:06

Yeah.

SPEAKER_00 21:07

Do I have any time left?

SPEAKER_01 21:09

This should be your final thoughts for this episode.

SPEAKER_00 21:16

Okay. So um we definitely uh want to just end this particular session with saying we have encouraged people, listeners. We know we have a certain amount of listeners that come back again and again because they're interested in brain development. But we'd like to see more people who are in early education ask questions. We know it's hard to ask questions. It is. And we know that early educators have to deal with whatever they want to propose at school being rejected by administration and whatever else uh they have to deal with. So, but if there's room in your educational facility for children to really be able to explore natural science through the multiple senses that we naturally have as humans, um, and our ability to understand abstract and the invisible and imaginative and creative and the way we see pictures in our heads.

SPEAKER_01 22:18

And if you would like help writing that proposal to your um to your school district, uh, you know what? We send us, send us an email. Yeah, we'll be happy to help with that.

SPEAKER_00 22:31

Yes. Or you could just have our podcast for one of your what do you call what we call it, the formal educational professional development that teachers have to do every month or every quarter.

SPEAKER_01 22:45

True.

SPEAKER_00 22:46

Yes. Well, thank you for being here again.

SPEAKER_01 22:48

Thank you guys, and buy me a coffee. And so long for now.