When you are told you have a problem - Day 521

Lately I've noticed how people are quick to "diagnose" other people with different type of difficulties listed in the psychological books. For instance, it is a known fact that our children are being overly diagnosed and medicated in their school years while not a lot of parents and children are educated about the 'difficulty' that they may or may not have, what the alternatives are and most importantly, what are the causes for what seemingly the child was diagnosed of.

Nowadays, if your child is a bit slow in school, they are diagnosed with learning difficulty of some sort. Then the child is being told time after time that they have a learning difficulty until they reach a stage that they actually believe that they have a learning difficulty and at many times, they give up on themselves. Now, how does that work?

When you are told that you have a learning difficulties and all the adults that you so trust confirming to you that you have a difficulty, you believe that they are right. With that belief that they are right to diagnose you with a learning difficulty, you are making the decision that you have a learning difficulty and start making that difficulty something that you own. With your decision that you have difficulties, you take actions that confirms to you that you have a problem which perpetuate the belief that you have difficulties and before you know it, you accessed a vicious cycle. It is rare that people are able to get out of this belief cycle.

So, parents, please understand - if your child is slow in school, it doesn't mean that they have a learning difficulty. Most likely that they don't. What they do have is lack of support structure to support them with enhancing their learning skills. It is highly unlikely that they will get their support structure from their schools because in most cases, the understanding of how real learning enhancement function is not known or understood, not to mention that there aren't a lot of funds allocated for that.

Thus, before you start telling your child that they have a learning difficulty because that what has seemingly been said by the experts, INVESTIGATE what are the causes and outflows that influenced a child to produce symptoms that may seem as 'learning difficulty'. Then, investigate the solutions and the alternative tools that are available in the world to support with your child natural learning enhancement.

For support on that matter, please read http://teachersjourneytolife.com by Anna Brix Thomsen. Anna has over 15 years of experience within the education system including an undergraduate degree in pedagogy and a graduate degree in educational sociology from Aarhus University in Denmark and Stockholm University in Sweden. She is a contributor to the working class think tank The Hampton Institute’s department of education and the independent online sociological journal sociologi.org.

The Beginning and the End of Suppressing one's Natural Expression - Day 455

A fascinating point opened up today, interestingly enough, when I brushed my teeth. A memory came up, from when I was 5 years old, in preschool, where the a 'professional' consultant came to the preschool to teach us how to effectively brush our teeth. The specific moment that came up was how I was told to go sit in the 'punishment carpet' because I said and/or did something that was inappropriate.

 

So as I was brushing my teeth today, I brought this entire moment 'here' so that I could look at it in more details. For instance, I was questioning the point of the decision to  place me in the 'punishment carpet' and this didn't make sense to me because I was always this 'good girl' that never do anything inappropriate and so, I was investigating within myself the source of what I've said and/or did that had led the head teacher to decide to place me in the 'punishment carpet' in the first place.

 

I slowed myself down and walked the memory again, and the details of the memory started to unfold - we were all sitting in a circle and I stood up for a moment, expressing myself in a genuine way, enjoying myself, free of any limitation whatsoever, not harming anyone and for this, I was placed on the 'punishment carpet'.

Then I realized: "Shame, this is where I started suppressing my natural expression because in my mind, natural and genuine expression = consequence of being punished.

 

I told Sunette about the memory and what I have realized about the memory and she asked me - isn't it also the same nature of the other  memory where your grandmother said that you are showing off when you were dancing in the house?

For context, I was telling Sunette the other day about this memory where I was dancing in the house and my grandmother told me that I'm showing off and ever since this moment, I never again danced around other people in the house. Fascinating enough, it was at the same time frame of when I was placed on the 'Punishment carpet' for naturally expressing myself.

 

So I had a look at these 2 memories and what I had found is that because of these 2 incidents, I started my process of suppressing my natural expression both internally and externally wherein the preschool represent the external world and the house represent the internal world.

 

So here is an opportunity for myself to trace back my natural expression - going from the source/starting point of where I made the decision to suppress myself and from there, recreate my natural expression for and as myself.

 

And for those of us Parents/Grandparents/Educators - we must realize that our words and deeds influence our children's life far more than we would like to admit. It is imperative that we become aware of our behaviors around the children, our words, our expression, our body language. It is crucial that we explore and identify these points for ourselves so that we won't unnecessarily force our children to suppress their natural ability to express, to learn, to be.

For more information with regards to where to start investigating yourself for/as yourself - visit the DIP Lite FREE Online course.

---

Art work - Kelly B Rightsell

Voice Tonality - Impatience - Day 427

 

 

Note - I've been walking and sharing some points in relation to reactions I've seen within and as myself that were triggered when I heard specific voice tonalities. If you haven't already, I suggest to also read the following blogs:

Reacting to Voice Tonality - Day 421

Inferiority and voice tonality - Day 422

Manipulation and voice tonality - Day 423

 

Throughout our lives, we have encountered people that expressed impatience towards us and especially within the realm of education.  For children, the experience of another being impatient towards them  in the context of learning, can lead to devastated outcome where the child for instance connect the experience of learning to impatience and therefore, would make a decision within themselves to stop asking questions when they do not understand something or to act out as if they do understand a point and this is to avoid the experience within themselves in moments where another is impatient with them.

 

Now, if one understand the importance of laying the bricks in the brick wall of understanding effectively within the formative years of a child's life, one would also understand how destructive an experience of impatience towards a child can be within how the child would define oneself within one's own mind according to how one experience oneself with others. Wherein, as the child learn and develop their confident, self esteem, trust etc. and external influence such as a slight impatient from the teach or the parents comes up, the child would imprint the moment and create unconscious idea about themselves and thus, decide for example, that they cannot tell anyone when they do not understand something.

 

Fascinating enough, the experience of someone being impatient towards us create great consequences within ourselves far more than we would like to admit and here, the voice tonality reaction plays a major rule.

For example, imaging that you are now an adult and you are starting a new job or a business and to be able to do your job/business, there are things you must understand because otherwise, you won't be able to perform your job effectively. So you ask a question because you really do not understand something and the person you are asking is becoming impatient with your question because let's say that in their mind, you should have already understand the point.

 

So they raise their voice and you perceive or interpret them as  becoming 'bigger' within themselves and as such, you react and feel 'smaller' within yourself because suddenly, the past experience from your childhood kicked in, of when your teacher/parent where impatient towards you. Now, because you are reacting and you don't really know why you are reactive,  you cannot even hear what the other is explaining to you because you are far gone in your mind, within the reaction and the experience of being stupid for instance.

 

Thus, a suggestion here, when/as we face these moments where another is impatience with us, the first thing we must do is to take a breath in, breath out, and if necessary, breath again, slow ourselves down. From there, we must realize that what ever the other is expressing within themselves has nothing to do with us per say but so long as we react, there is unresolved point within ourselves that we haven't sorted out yet and if we go back to the example above it would be for instance, how we held onto the idea that if we don't understand something we must not show/tell  to anyone or even dare to ask questions due to the fear of experiencing a moment where another is impatient with us.

 

If we are the ones who become impatient towards others - here we have to slow ourselves down and investigate why is it that we allow ourselves to be impatience towards another, what is it that the other is showing us that we haven't dealt with for ourselves. It can be for example - the question that the other is asking us is not very clear even within ourselves and now that the other is asking us a question and we are uncertain as to how to direct it, we become impatient, not really towards the other person but towards ourselves from the perspective of: "how can I explain something to another that I am not fully understand myself".

 

For those of you who knew Bernard, you know what does it means to live the word 'patience' wherein one is able and willing to unconditionally explain something to another regardless of how many times one as to show the same thing again and again and again. Not once I've seen Bernard being impatient towards another; always embracing the other and looking for ways of saying the same things in different ways till the  other see/understand a point.
 

More to come...

 

 

Why children do not respects Parents? - Day 389

This is a continuation of the previous blog: Why did we stop questioning our reality? (Part 1) - Day 387 and

Why did we stop questioning our reality? (Part 2) - Day 388. For the full context of this blog, I suggest reading through these blogs for context.

 

In the previous blog I ended of with the following quote:

So - why did this memory came up. when I was looking at the memory and asked myself why this memory came up, a word flashed in my mind: "Respect". I realized that my relationship with my grandfather was of respect and integrity because he always took the time to explain to me a point when I asked: "Why". And as I go through my data base of information as I write here, I see more and more events when I asked him a question and he answered me while others did not. I also remember that when my grandmother for instance said: "No, because I said so", he expanded on the point and explained me the reason behind the answer: "No".

 

How can a parent expect their child to respect them if the parent do not stand within the principle of give as you would like to receive and within that context - treat with respect and you will be respected. If one do not respect the child in taking the time to walk them through the time line of understanding, and especially when  the child ask "why", one's action indicate that one do not respect one's child but rather acting as a dictator in controlling and forcing the child to absolute submission and suppression by using one's parental authority.

 

So now the child understands the meaning of the words: "No, because I said so" and the child will slowly but surely start to disrespect and distrust the parent because a relationship of integrity was never established. The child by now already realize that there is no common sense in the words: "No, because I said so" and the child already realize that there is no use to try and ask for clarification because there isn't much chance that the parent will suddenly change their contaminated habit and start explaining the reasoning behind the decision that had led them to speak the words: "No, because I said so". This is when the Rebelling stage comes in play.

 

With the child desire to walk a specific path and the parent saying "No", the child did not associated the path they wanted to go with the word: "NO" but they have associated the word "No" with their parents and therefore, from the child perspective, all they have to do is to remove the parent from the equation and the path is clear to go. Now they will walk the path behind the parents back. Do you know anyone who didn't do what ever they wanted behind the parents' back? Do you think that your parents did not do the same - did what ever they wanted behind their parents' back?

 

But later on, consequences will come to the child's doorstep so to speak and at the end of the day, they will have to tell the parents what they have done which by then, in many cases, it is too late and one can no longer prevent the consequences but face them.

 

Now, all of that is not understood by the parents in this world despite of the fact that we, when we were children, disrespected our parents, did things behind their back, told them about it only when it was already too late and consequences emerged and yet - once we become parents, a funny thing happen - we forget that we were children, we forget that we didn't trust our parents and we repeat the same mistakes our parents did with us even though we swear so many times that we will never be like our parents. But the fact of the matter is that there is only one thing we never did as adults - question our reality in terms of looking at how is it possible that despite of our agreement with ourselves to not treat our children as our parents treated us, we still repeat and walk our parents' foot steps. Bizarre.

 

More to come in the next blog

Why did we stop questioning our reality? (Part 2) - Day 388

This is a continuation of the previous blog: Why did we stop questioning our reality? (Part 1) - Day 387

 

I was looking today at my childhood to allocate the time frame of which I stopped questioning my reality but to instead, submitted to what I was told and taught. Interestingly enough, although I didn't pinpoint the time frame, a specific memory came up and when I investigate the relationship between the memory and the information that I was working with, I found a fascinating thing.

 

My grandfather was a being in my life whom I had a strong relationship with, primarily because he was different from all other adults in my environment from the perspective of explaining things to me and/or sharing stories with me as if I was an adult. While everyone treated me like a child, he was communicating with me exactly as he would communicate with an adult.

There was one event where his words left a meaningful impression within me and this event was extraordinary from the perspective of him pointing out a way of reasoning thinking that I had never encountered before which was as follows:

 

We were coming back from the supermarket to my grandparents house and I was probably around 9-11 years old at that time. There was a bus station with a few very hard core religious people waiting for the bus to come and he mentioned something about the religious people being a burden on the economy of the country since all they do is praying to god the entire day on the tax payer money. He said that they do not have a job, they do not go to the army and that just sit all day, reading books and pray to God that doesn't even exists. That was the first time I heard anyone saying that there is no God. In fact, I don't remember myself questioning whether or not there is a god before, it didn't bather me much as I didn't come from a religion family and the God topic was not part of our family discussions. I asked him how did he know there is no God. So he asked me: Do you think that if God existed, he would allow for instance 6,000,000 Jews to be murdered in the second world war? (Here, a background information - my grandfather was one of the holocaust survivals and therefore, he could rationalize the God point within his frame of reference according to his life experience).

Obviously, I could relate to his question because as a child growing up in Israel, you will know anything you need to know about the holocaust from a very young age - you will hear stories about it, you will see pictures about it and if your family members were also there and live to tell about it, you will know the nitty gritty details of their experiences. And so, having that in my mind, the answer was within his question. If the God of the Jews allowed a cruel death of 6,000,000 than there are one of two options.

1 - God is Evil and should not be respected.

2 - There is no God.

For me, option number 2 made more since.

 

So - why did this memory came up. when I was looking at the memory and asked myself why this memory came up, a word flashed in my mind: "Respect". I realized that my relationship with my grandfather was of respect and integrity because he always took the time to explain to me a point when I asked: "Why". And as I go through my data base of information as I write here, I see more and more events when I asked him a question and he answered me while others did not. I also remember that when my grandmother for instance said: "No, because I said so", he expanded on the point and explained me the reason behind the answer: "No".

 

Will continue on this point in my next blog.

Why did we stop questioning our reality? (Part 1) - Day 387

 

 

There is this video that is running around the net now - Vegan rainbow child, Luiz Antonio - how world is changing with new generations. I obviously have my doubts about the starting points of the people who are promoting this video and how come the mother decided to suddenly take a camera and start filming but, putting aside these doubts I do want to share my 2 cents regarding this video.

 

Within today blog, I will specifically talk about the Children ability to see what we, as adults, are not able to see and within that, why is it that children question their reality and do not simply accept what they have been told but rather keep and asking the question: "Why?".

 

Most people I know, get irritated at some stage when the child does not stop to constantly ask: "but why?" and they later define it as the "Terrible Two", hoping that it will fade away as soon as possible without realizing that what they are actually  wishing for is that the child start suppressing their natural ability to question reality and start "acting" like "normal" human beings from the perspective of accepting the system and submitting to its set of norms and values.

 

I mean, how many times have you heard parents answering the child's genuine question "Why?" with the words "just because" / "because! (with high pitch sound) / "because this is what it is" / "because this is how it works" and the most famous one: "Because I said so".

How many parents do you know that actually take the time to explain the child the exact mechanics, relationships and the time lines involves within the child's questions? How many parents actually considered the child's ability to understand a point so specifically despite of their young age and lack of experience in life?

How many parents justified for themselves that there is no point in explaining the nitty gritty details to the child because the child would not be able to comprehend it anyway?

 

So here is a child that had taken a moment to question the food he received on his plate. Now, I cannot tell whether the family had previously brainwashed the kid that one should not eat animals and this was just a show run where the child repeating the point that was already discussed at home but since I cannot confirm the point, let's give it the benefit of the doubt because at the end of the day, there is a distinctive pattern that we are able to identify, work with, correct and eventually prevent.

 

Back to the point - so the kid was questioning his food and started asking if the food that he has on his plate is in essence an animal that had head and legs before it manifested in the shape he sees in front of his eyes. And he moves with the point and suddenly realize that a lot of the food that people eat was previously a living animal that had legs and heads and accordingly, he decide to not eat this specific meal because from his perspective, animals should not be eaten but taken cared for.

Whether or not I agree to this conclusion will be discussed in blogs to come but for now, my focus is on the ability of a child to question their reality and yet, this ability gets lost as we grow up and since we "lost" our ability to question reality, we also didn't question why is it that we stopped questioning our value system, beliefs, opinions and so on as we grow in age.

 

Will continue with this in my next blog.

The Early Catastrophe - Day 375

A research conducted by Betty Hart and Todd R. Risley regarding Poverty and Academic Growth have proven the effect of Unequal opportunity in this world.

 

The table below represent one dimension within the result achieved within years of research, data record, observations and analysed:

 

As you can see, by age 3, children from welfare families are exposed 2.23 times less words/vocabulary than children from Professional families. As a result, a child from a welfare family would speak half the vocabulary size than a child from a professional family.

 

What was also interesting in this research was that the language growth of a child is not only dependent on the words/vocabulary the parents speak at home but also, the experience of the child towards the feedback the child receive, a feedback that is spoken with words. The research shows that in Professional households the children are being positively encouraged by their parents within a ratio of 6:1 meaning - for every 6 encouragement feedbacks, one prohibiting feedback were spoken. However within the welfare families, the scenario is very concerning with the ratio of 1 encouragement to 2 discouragements feedbacks. That means that in the first 4 years of a child life, a professional family would expose their child to accumulated amount of 560,000 more instances of encouraging feedbacks while the welfare family would expose their children to 125,0000 more instances of discouraging feedbacks. It is safe to imagine the psychological problems children from welfare families face within their informative years where their vocabulary is far less advance and their personal character  is unconstructively built.

 

The research also shown that children would most likely to become the exact duplicate of their parents:

 

"By the time the children were 3 years old, trends in amount of talk, vocabulary growth, and style of interaction were well established and clearly suggested widening gaps to come. Even patterns of parenting were already observable among the children. When we listened to the children, we seemed to hear their parents speaking; when we watched the children play at parenting their dolls, we seemed to see the futures of their own children."

That indicate that the cycle would repeat itself and thus, their children would also be exposed to discouraging feedback and lack of vocabulary growth.

 

The research concluded the following:

"Estimating, as we did, the magnitude of the differences in children's cumulative experience before the age of 3 gives an indication of how big the problem is. Estimating the hours of intervention needed to equalize children's early experience makes clear the enormity of the effort that would be required to change children's lives. And the longer the effort is put off, the less possible the change becomes. We see why our brief, intense efforts during the War on Poverty did not succeed. But we also see the risk to our nation and its children that makes intervention more urgent than ever."

 

So understand - the cycle of ineffective human being will continue for generation after generations unless we create a system within which, everyone can be the best through effective training and education system.

For many, there is no equal opportunity to become something that is worthwhile in this world when one is doomed to a life of poor vocabulary and ineffective character building as that is what prevent one from being successful in this world.

Within the Equal Money System, a reform of education will take place where parents would be train to enhance their vocabulary through restoring their natural learning ability with advance technological tools. Once the parents developed effective vocabulary and communication skills, they could stop the cycle by standing as an example for their children, speak wide and expanded vocabulary within the correct context, content and meaning. Here one must understand that we cannot base hopes on the educational system to remediate old vocabulary that was placed ineffectively within the child body. For instance:

"So, a student hears the word 'transportation' in a book about trains," said Ms. Silverman, who was not involved with the Michigan studies. "If the teacher doesn't explain it in a general context, the student might not get the full sense of the word, and might think it's just related to trains."

(Source: Students Must Learn More Words, Say Studies - By Sarah D. Sparks)

 

This is why, to change the world to a world that is best for all, we must start with ourselves, expand ourselves and become effective communicators, effective example for the generations to come and the ones responsible for the production of a better human being. The Education starts at home and without understanding how the human physical of the child naturally learn vocabulary.

SO - would you be part of the solution or part of the problem? You decide.

 

Does your child really have a behaviour disorder? (Part 3) - Day 367

This is a continuation to Does your child really have a behaviour disorder? (Part 1) - Day 363 and

Does your child really have a behaviour disorder? (Part 2) - Day 364

where the main question asked is: Who is Responsible for our Children's Education?

 

In the previous blogs we walked through an example of how innocent playful time with our dogs while the child is observing and integrating the information the child sees, can lead the negative consequences when and as the parent doesn't make sure that the input the child is busy integrating is what is best for the child and within that, that the child actually integrated the information with a correct meaning that is not dependent on one's interpretation through one's mind but rather an integration of the physical reality as what it really is.

 

Unfortunately, the solution isn't as easy or simple within our current world system as the solution require a stable foundation from which we can expand our understanding regarding the relationship between the mind, the physical body and our beingness that at the moment, functions as separated entities yet, from a certain perspective equal as we have accepted and fully allowed the integration between the mind and the physical, the mind and the beingness and we have no idea or awareness of how we even had a free choice within it all.

 

One thing is certain, the solution isn't to label the children with behaviour problems and thus medicate them as this method has proven itself to not be effective or valid. Yes, there are cases where medication is required for a functional living however, in many cases, this can be prevented with a proper education both for the parents and the child. The "solution" of medicating the children benefits mostly the corporation that profit from the ignorance of parents that are misinformed and untrained to be an effective trainer of their children and as the results of the world educational system shows, neither the professional educators are effective in training children with the basic life skills.

 

Within this article: Children play their way to improved concentration one can see alternative treatment for children that where born to a life where their Natural Learning Ability was used ineffectively and/or incorrectly and as a result, have developed attention difficulties which by the medical and psychological industry, were supposed to be treated by Ritalin. The article shows a way to restore the Natural Learning Ability of a child to a level of slowly but surely building the child attention wherein, the child is actively participating in the process of becoming attentive and focus to themselves and their environment through a method called NeroFeedback. However note, this is again a treatment to the problem that has already manifested while a real solution would be to prevent the problem from even occurring.

 

Preventing the problem from occurring can only be established in a world where Corporate Profit is not the directive principle but rather the Value of Life is that would drives us to perfect ourselves and our society wherein Human Rights are practically applied on a global scale. Only then, we can ensure that the education system is what best for the child and within that, providing a support structure for the parents to stand as an example for the child. All of this can be done with the implementation of the Equal Money System which you can read all about it in the following websites:

 

Capitalism vs. Equal Money group on Facebook.

Equal Money Wiki

Economist’s Journey to Life

Marlen Life's Blog

and on YouTube

 

So - if you really and truly care about your child - investigate the possibilities of supporting yourself and your child to be the best that you can be instead of falling into the trap of the pharmaceutical industry that have only one objective in mind - to make profit even it is on the back (health) of your child.

Does your child really have a behaviour disorder? (Part 2) - Day 364

This is a continuation to Does your child really have a behaviour disorder? (Part 1) - Day 363 where the main question asked is: Who is Responsible for our Children's Education?

 

It is clear by now that most of the "psychological" problems that are now being qualified and identified as psychiatric problems that requires medication have nothing to do with the biology of the human physical body and thus, it is fair to assume that the problem isn't really the child's behaviour but rather the environment of the child and within that a dysfunctional education system and untrained parents that stand as an effective example for the child and yet again, instead of sorting out the core of the problem and prevent the problem from even manifesting, we jump into the quick fix solution by medicating the child and manipulating their parents that were never train to question the system, question the source of the problem but rather were trained to accept the flaws in the system and obey.

 

What has been defined as behaviour problems is a simple result of ineffective communication - the children that are eager to express themselves and have not yet developed an effective vocabulary to express themselves are behaving in ways that for us seems to be unacceptable because we judge that which we do not understand.

So, let's take an example of an ordinary events in a child's life and how it can influence the child's behaviour to a degree where the parents believe that there is something wrong with the child, without understanding how they are directly responsible for the child's "sudden" bad behaviour and therefore, with the belief that there is now something wrong with the child's behaviour, they will turn to the doctor that would very easily lable the child and may even medicate the child:

 

So, the child is young and the family owns a puppy. The mother throw a ball for the dog to catch and the dog catch the ball, very excited, bring the ball back so that the mom can throw the ball again which is what the mother obviously does because why not? It is a playful event. And while this is happening, the child is observing the event: the energies around, the mother expression, the dog expression and everyone are happy and having fun. Little do we know that in that very moment, what the child may also register in their mind as a memory is the movement made by the mother when she is throws the ball for the dog to catch. So now imagine for a moment what the movement can look like when the child do not have yet any previous knowledge or information regarding the implication of this playful event of throwing the ball. Yes, you guessed right, it does look like a arm going from the body, towards the skies, straightening up and going down. So from a child perspective that movement indicate a fun experience isn't it?

So now the child goes to the kindergarten and oooops, there is another kid playing with a ball that looks exactly like the ball the mother was playing with the dog just the other day. And now, a memory comes up and the kid may use their arm with a positive meaning attached to it however, the outcome may be very negative because now, the child hit the other child with the very same movement the mother did the other day when she playfully throw the ball for the dog to catch. And… the child is now showing "symptoms" of "wrongly" behaviour while all along, the child was sure that he was playing. But all the teachers in the kindergarten were reacting to the experience, and suddenly there is a total mess, children are crying, screaming and OMG, what just happen?? Oh, yes, we know, the child has behaviour problem.

 

So you see, we really do not know what innocent playful events can be interpreted by the child and we do not have the skills to make sure that every single input the child register is the input that would result with an output that is best for all and instead of investigating the cause of sudden "behaviour" problems, we react and immediately label the child as a violent child that requires medication to calm down.

 

More to come in the next blog.

Finish Everything on your Plate! - Day 355

Continuing with the Question Who is Responsible for our Children's Education?

 

Recent research has shown the relationship between Child Obesity and Parents ever going request: "Finish every on your plate". (Source: Parents who tell children to finish everything on their plates are 'fuelling obesity').

 

So what do we teach our children? Are we teaching them that food cannot be wasted? Are we teaching them the value of food?  Are we teaching them that it is Bad to not finish everything that is on your plate? Are we teaching them that it is impolite to not finish the food? Are we teaching them that they must feel guilty if they do not finish their food? Do we really know what is it that we are teaching them and have we actually realized that we are teaching them something within every word we speak to them?

 

What parents do not understand is the relationship between the words they speak and the influence the words would have on their child. So here is a good example to show how Words are in essence create our world and how words would influence the child's future whether it is their effectiveness as human beings, their success in life, the quality of their life, the decisions they will make and now we can clearly see not only the consequences on their physical body but also, the physiological effect obesity for instance would create in the child's life.

 

So it is interesting that thus far, Obesity was mostly looked at from the perspective of the Corporation responsibility in terms of their misleading advertisement and the unsupportive nutrition added to food but in terms of the actual responsibility of the parents, not much was said or studied.

 

This is because the Natural learning ability was not understood and one of the human's tendency is to always shift responsibility rather than investigating all things and accordingly take self responsibility. It is thus important to study and understand the influence of words/vocabulary on the child and within that, why and how the child would develop their entire personality, the 'who they are' already in the first 7 years of their life through the words the parents speak, the association the child would create to these words, the energy experience within it and the memories of the events related to these words.

 

Within that, one would be able to start understanding what does Natural learning ability is, how to use it correctly and effectively to enhance the child natural skills instead of us as parents, having to deal with consequences.

More about Words and the child Natural learning ability can be investigated on EQAFE within the interview series: Parenting - Perfecting the human race.

Parents forced to leave their Children in day cares for 12 hours a day - Day 351

 

 

Yesterday I read an article that describes a disturbing phenomena that is busy accelerating in Israel and I'm pretty sure Israel isn't alone in this as the economic stress is worsening all over the world.

The phenomena is of parents having to leave their children for 12 hours a day for others to take care of their children, simply because the parents are running from one job to another, on their race for their family survival, just to have enough to live by. http://www.xnet.co.il/family/articles/0,14566,L-3100496,00.html?dcMaa=1.

 

The article also describes 2 types of Parents - those who choose to send their children to a 12 hours day care and those who are forced to do so. In this blog we are going to have a look at both types of parents to identify who is really to blame because our natural reaction would be that it is the parents free choice to make their decisions but here I'm saying - the parents or anyone else for that matter, do not really have a free choice. This I have already discussed many times before so I suggest reading through the blog series: the Desteni message and the Correction Process.

 

The first type of parents are those who Choose to send their children for a 12 hours day care. Here, we are mostly looking at parents who have placed greater value in their Career rather than raising their children. They have decided to follow their dream job and follow the path of money and the only way to do so is if they give all that they have got to climb the ladder of success even if it means that they have no time for their children. These parents are normally already well established from the perspective of having the funds to pay for a private day care.

Now, I'm aware that many would now cringe inside themselves to what I am about to say so take a breath before you read the next sentence: you don't get to blame, judge or have any form of nasty thought about these parents because the only reason they have made this choice is because  it is our current world system that encourage, support and push the people to make such decisions; it is the current world system that created the foundation for insane working hours in our race of accumulating more and more and more so that we could consume more and more and more. Here, I suggest watching the Century of the Self to see, realize and understand how we have been brainwashed into becoming consumerized robots through massive propaganda that was deliberately done by professional psychologists that have understood how the mind works and thus, exploited their understanding to instead of supporting with enhancing the mass to stand as a pillar of support in our society to become a limit version of dysfunctional human beings that move by our self interests and desires. 

 

The other type of parents are those who were forced to a life style of having to work in 2-4 jobs just to be able to survive and as a result, are also forced to leave their children in a public day care that is designed for cases such as these where the parents are struggling for their survival and have no one but the day care centres as an additional support structure.

And, there are those parents who are both Medical Interns for instance who have to stay in the hospital for 48 hours and they must leave their children because within this world system, these are the requirement that are accepted and allowed.

Those who even dare to speak the words: "so why the hell did they bring children to this world?" - you should be ashamed of yourself because again, you are shifting responsibility from seeing how you are directly responsible in accepting and allowing a world system where the majority is in constant survival mode while you have the luxury of having kids, a decent job and a support structure to assist with your children. If you didn't have it, you wouldn't have say/think such a thing.

 

So you see, the problem with both scenarios isn't the parents but the world system we have created where we abdicate of responsibility towards our children and the children of others within a Profit Driven system that filters out the majority of the people so that the few could have more for themselves.

 

So please - before you judge others, always look at your own responsibility and instead of judging, offer support, suggestions and solutions that would enable any parent to spend time with their children to be able to produce a child that is effective in all ways possible.

Investigate the solutions on the Equal Money website and stand as the solution instead of the problem.

 

 

 

 

 

Are we Aware of our Behavioural Development?–Day 339

Continuing with the Question Who is Responsible for our Children's Education?

If you haven't already, I suggest reading through the previous blogs:

 

This specific blog is a derivative of the following blogs:

Rejection as Parental Control? - Day 335

Rejections as Parental Authority - Day 336

The Quantum Mechanics behind the Child Natural Learning Abilities - Day 338

 

As we've seen in the Previous Blog, an innocence act like throwing balls towards a child to assist with developing the child's motor skills may follow consequential consequences when the child interpret the action within the equation: Throwing an object towards another = playful experience and accordingly, would believe that throwing objects towards their pets for instance, is going to be a cool game for both the child and the pet.

 

Within this blog, we will look at and investigate one more example to assist and support ourselves with tracing back our Behavioural patterns that were manifested on a physical Quantum mind already within the ages of 0-7. that would allow us to understand our children better and from that understanding, we could start developing a relationship with our children that is based on effective Communication.

 

So for instance, you know when you make yourself a cup of really good coffee? And when you make it, you do is so specific: specific amount of coffee, specific amount of milk, the way you stir the coffee with the Milk... it's like these rare moments that you treat yourself with your special way of making a cup of coffee.

Wouldn't you agree that in these moments, your entire expression is of satisfaction, perfection and absolute enjoyment?

 

That is the exact impression that the child would pick up and store within themselves to the extent of connecting for instance, the action of Stirring the coffee with the milk (without even knowing that the cup consists of any form of liquids, with Enjoyment, satisfaction and perfection. From here, what the child would attempt to do? Copy the parent expression and experience and the child would take a cup, an hour, a day or weeks later, and would stir the empty cup (or not empty) with a spoon, in such a force that the cup breaks and the child get cut/hurt.

 

You see, when I looked at the point, I've noticed that each one of us is stirring their cup in a different way without us even being aware that there is a form of 'uniqueness' within the way we stir the coffee cup. We have never questioned where this uniqueness is coming from and where have we learned this  natural ability.

We have not been aware that our children will copy our uniqueness of stirring the coffee cup as we have never been aware that we have most likely copied this specific action from our own parent.

Thus here is another point to pounder about - are we really unique within our expression or is our expression is nothing but a copied expression that we picked up from our environment without any awareness of even doing so?

 

So, with the child, coffee cup and ourselves -> a practical solution is to be aware in such moments when we do assumingly  meaningless actions that are so automated within ourselves and when we do so, the child is observing or being attentive to their surrounding. I would suggest that if the child is near by, make the coffee together - buy for the child a set of dishes that cannot be braked and let the child make a drink with you and while you do it, walk him through the process and develop a conversation with the child. You can show the child various types of ways to stir a cup, you can ask them to show you how they like stirring a cup.. There are so many creative things one can do with one's child in the kitchen. You'll be surprise what the child does understand even when the words and vocabulary are not yet in place.

 

Enjoy the process and share you feedback and/or if you wish to add any other examples, leave a message here or discuss it on the Forum.

Is the Zoo an Educational Experience for Children - Day 333

Continuing with the Blog Series 'Who is Responsible for our Children's Education':

 

I used to love going to the Zoo with  my family as a child; we used to go on Saturdays, seeing these amazing and rare animals that I would normally read/see in my Children books. It was a fun and Educative experience. Or so I believed…

 

A few months ago, I took my Nephews to the Zoo when I visited them in Israel. I thought it would be a cool time to enjoy myself with the kids because my memories of the Zoo were quite Awesome. However, the moment I stepped into the Zoo, and I saw the animals locked up in such small places and/or cages, it hit me hard.

Obviously, I didn't look at these things as a child; I didn't have any reference for any other ways of living and existing and I accepted it exactly as it was. But now, as a grown up, I couldn't compute how we have accepted and allowed the lock up of these animals for our blissful Enjoyment; Enjoyment that we have justified for ourselves as Educational purposes to quiet out our inner conflict we try so hard to ignore.

 

Let's have a look at the Educational aspect of these entertainment parks, such as Zoo and within that, what would be installed and imprinted within the Child Mind and how that would influence the Child's life and the Decisions the Child would make in their Life. The best way I know how to do this is through traveling back in time to when I was a child, Experiencing myself in the Zoo, and bring the moment Here for self evaluation:

1. I couldn't grasp that a small area such as our National Zoo is in itself invalid in terms of the Limitation it places on the Animals ability to move, explore and experience themselves. As a child the Zoo area seemed like a huge place and it never crossed my mind that it is unnatural to place Animals in such a small space. Furthermore, I'm pretty sure that I were to ask this question, I would be given a manipulative answer that is not based on the Principle of 'that which is best for all Lives'.

2. Seeing Animals locked up in  cages while animating their Experience in my imagination based on my Children books - it made me believe that the Animals supposed to be locked up and it's ok because they are happy. I mean, they seem happy in my children book don't they?

3. Animals are Valued less than a human being because one wouldn't dare to lock up their child in a cage while it is very Normal when it comes to Animals and therefore, the conclusion must be that the Value of the Life of  animals is less than the Value of life of the human and as such, Humans are Superior to Animals.

 

These are just the immediate things that I could see when placing myself back in my 'younger' shoes. I'm sure there is much more to it on the Quantum mind, Unconscious Mind and Subconscious Mind.

 

Now another memory came up - I remember an event with a kid that I took care for, a few years back: he was watching a new DVD that he just received from his mother. In one of the Scenes, the Princess was locked inside a cage and in that moment, the Kid completely lost it and started screaming and yelling, asking to release the Princess from the Cage. Is it possible that Subconsciously, already at the age of 2 years, we are aware of the cruelty and the abuse involved in locking someone up in a cage, whether it is a princess or a tigress in a zoo?

 

So what are we teaching our Children in the relationship between humans and animals? We are perpetuating the separation between Human and animal, human domination over the animal kingdom, with no regard for the Life of the animal, for the Right to Life, within this physical existence. And so, continuing the cycle of human-animal abuse that come from an existential history of the relationship between man and animal. This existential history in the relationship between man and animal can be investigated in the History of the Animals on Earth, way before the written History, which is available on EQAFE within the Animal's Life Review Series. Thus, instead of showing/teaching/stimulating the minds of children to consider other ways/better ways of Co-existing/managing our relationship with animals, we perpetuate the Separation and leave them with no chance to actually stand in the shoes of another and in that case, the shoes of the Animals, to find solution within the Principle of Investigating all things and keep that which is best for all.

 

Here is also to note that there are Zoos that are treatment/health facilities that actually save and help the Animals that were caught up within our Existential Consequences. There are also facilities that assist and support animals that got hurt in nature and once the animal is ready and rehabilitated, the animal is being released to its Natural Environment. This are valid and honourable institutions/Facilities where children can  enhance themselves in terms of learning by Example, what does it mean to assist and support another and in that, Develop the understanding of what does it practically mean to Give as one would Like to Receive.

 

So, here is a point we can start looking at in terms of what we blindly teach our children and from here we could ask the question: why is it that we were never taught/shown by example why it is imperative to investigate all things and keep that which is best for all LIFE in a practical and physical manner. The Answer to this question will be introduce here, in blogs to come.