WEBVTT
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Okay.
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Hello.
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Hello again.
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It's been a little of a while.
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It has.
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Nice to uh have our voices again uh unified here in one recording.
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The word recording has just gone through my mind in circles and circles and circles for a long time.
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So as usual, we have information to record on our topic, and that is us cognitivology, the only platform of its kind in the whole world.
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Whole world.
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And what is cognitivology for those who are new?
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The saving grace of all humanity.
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Right.
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So yeah.
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Um, well, we're running on two premises.
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One is that uh real human progress um is actually accomplished through real child development.
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That's number one.
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We wish the world would get that.
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Everybody, I think everybody likes the idea and sort of believes in it, but they misunderstand how it actually works.
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Yes.
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And are the basic promise and promise to our premise or premise to our promise is that we're delivering the information to fulfill that, and that um understanding the missing piece of the first five years, which is the foundation for everything in life and makes up 90% of brain development, i.e., or hence um the four-year-old stage being that missing piece of information, the missing link in understanding and fulfilling the first five years of life, and not just, and I said not, but because I'm using it as a colloquialism here.
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Okay.
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Um, but I mean to say more than just um creating a fulfillment.
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Uh and I I think at some point I'd like to really speak on the idea of fulfillment versus actual satisfaction.
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Because people can have fulfilling lives, successful fulfilling lives.
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Yes.
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But I think there's a huge difference between that and um people being able to really define or confess, even whether they find all that to be very self-satisfying in terms of their own and fulfillment.
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Yeah, their own real happiness and um sense of self-accomplishment in how it is that they really want to be, which brings us to today's topic.
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Okay.
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Do I have a do I have a title for it?
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Uh maybe at the end we'll actually have a proper title for it.
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So I feel like we always write these titles at the end because who knows where we go with what we're talking about.
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It's always on the same topic, it's always on the same premise, but we we you know talk around, talk through, talk in in dimensions, talk in circles, talk in lines.
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Right, because they're all integrated, they're all overlapping, they're all interspersed together, they're intertwined.
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So um at any at any juncture that we are speaking about true human development, which is based on uh genuine human intuitive intelligence, which the the fundamental uh manifest of that is in the processes and codes of the four-year-old brain, right?
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Contains all the proper uh you could say anecdotes for um or vessels for everything that goes into our final ability to be uh fully reasoning creatures.
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Okay, yeah.
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So, you know, as I think we mentioned some time back, um that um for all humans and for several thousand years, um ninety percent of what is needed for that three and a half to five-year-old stage, that fleeting one and a half years, which we like to describe as the four-year-old stage, to keep it simple.
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Um everyone missed getting 90% of the ingredients needed.
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And to just reiterate, uh we did speak about um how that is uh uh involving multidimensional senses and intuitive language development, and how all those things are integrated, how emotional intelligence uh works uh on a more wider spectrum and diverse set of computations than what people are the literacy for emotional intelligence has definitely grown over the last 30 years, but it's still a very small portion of what it is that is we are really capable of and what is required for emotional intelligence development, and then the missing part comes because we are um emotional beings having a physical experience, so the nature and knowledge of space-time and fundamental physics has to be encoded into language, and that has to be built on the integrity of emotional intelligence for the first three years.
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So we we've mentioned this in some of our past few podcasts.
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I'm reiterating it because I want to move into a little bit more of how language has to synthesize those two processes, and again, that's the integrity, the real integrity of emotional intelligence and um understanding that there's an energy signature to everything we do, especially with our children, right?
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And um there's there's there's there's one way to fake it until you make it, but then there's the energy signature that really says what's going on.
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And in our multidimensional sensory development, we should be able to sense energy signatures on all levels and and know that every emotion and every feeling that we have that comes with how we present ourselves and express ourselves, it has a signature that may be different than what it is we're saying.
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But language is very powerful, it can help us to develop the signature that we want, that we really yearn for.
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So that's an important factor.
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But there's uh there's there's other parts about language that we need to uh literally attack in order to understand where the the coding can change the way that we are, and when we use proper cognitively correct, neurolinguistic postulations uh of language, especially for people who have children, they can literally do more healing and more favoring to their own self-development than if they're just doing something that's geared toward healing the adult.
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If they're actually using language to code their children's brains for the uh most optimal development, they're doing more healing themselves because they can now imagine themselves as that child while they're also being the parent.
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And this will this will give more definition to what we call parenting rather than what parents should be doing, which is childing, because too much of parenting is based on the way adults think and the way that they feel, even though their intentions are best for their children.
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So what I wanted to point out today was that there the languages that we speak can be very deceiving because um cognitively correct language has to again maintain emotional integrity, plus it has to have the power to uh fully represent and respect the elements of space-time, and together those processes, emotional intelligence and the intuitive development of basic physics and space-time create the formula for true reasoning when we become adults.
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So it is the four-year-old stage in which that we inherit via language, never through lectures or little words of wisdom in which we behave a certain way, you know, don't do that.
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And that's bad and that's wrong, rather than focusing on what's right with children, which we have spoken about extensively, um that that formula for the ingredients for true reasoning is built, is inserted or imprinted at the four-year-old stage.
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So um, but the the the main thing that I wanted to point out, I said all that to lead up to something uh, as I mentioned, about language as a deceptive process, because even though language should be uh designed to code the brain for full development, we use a lot of cognitively incorrect ideas.
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So when we I've spoken a lot about the idea of failure and how that's inconsistent with universal law, but it's also the idea of how people always say that every action has a consequence, but this is also a really false idea.
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So what I mean to say is that we have all of these instructions that we were taught by that are cognitively incorrect.
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And then as we get older and we try to use language and all sorts of other tools to heal, we have all these incorrect notions and narratives and beliefs and rhetoric that we abide by to sort of console ourselves with our ongoing and repetitive efforts to improve, but these narratives actually uh ricocheted back um the lack of authenticity that we need to really make the improvements we want.
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So when we have ideas such as every action has consequences, which is completely false, but so many people believe, then that's an example of how language then is already coded us incorrectly about our real potential, and now we have all these narratives that push you back into that incorrect development instead of getting us forward.
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So, I mean, the saying should really be bad actions have bad consequences, because I had this conversation with somebody recently, so I stopped and I said, okay, what's your definition of consequences?
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And they said, Well, consequences can be good.
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I said, uh-huh.
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So again, let me reiterate it.
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Bad actions have bad consequences, most of the time, probably.
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Right.
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Good actions could and should have good consequences.
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If your definition of a consequence can be one or the other, but most people think of consequences as something non-optimal and negative.
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And this person actually agreed with that.
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So, all right, so if you do something really good, why should there only be a consequence?
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It's because we have this other stupid narrative that says all good intentions lead, you know, lead lead to hell, or all right, you know, good motives are paid, uh pathway paved to hell.
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You know, I hate I hate that statement actually.
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Out of all the state out of all the statements that that you know are have been left over from my own childhood, that one, that one really is the worst.
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It's sour though.
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Yeah, it's sour.
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So so so the thing is that I mean that that narrative has to change altogether because the problem is too that we were raised on the idea that to discipline children mean to make sure they understood the consequences of their actions.
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Right.
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Um, but then again, if anybody of our listeners were reading our material, they could see that we've distinctly distinctly defined all of these things.
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We've redefined all these things so that the concept of discipline and what it really is resonates completely with what potential is and what reasoning is and what emotioning is and um what uh responsibility is and what discipline is.
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And I think I said that one already.
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So those are redefined so that they all resonate with each other and that they can connect.
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There's a connecting point between them that define what potential is.
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Right.
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So so um, you know, the narrative point of childing is to bring out potential.
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Exactly.
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Okay, that is that if we can if we can all agree on that, uh you know, we almost have we're almost halfway there.
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Because I don't I don't even I don't even think if you got four people in the same room, they could they were a they would be able to even agree on that.
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Like, you know, that's right, right.
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Well, I had a conversation today with a preschool teacher.
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We went to go pick up my my sister's grandson, my grandnephew.
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And I was speaking with one of the teachers, and uh yeah, she had she said, Oh, you're the one, you're Paula's sister, you're the one who you know writes about preschool development.
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I said, Yeah.
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And so we we got into a conversation rather quickly.
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I talked about Jean Piaget's, you know, conclusion about four-year-olds as intuitive learners, and she was disciplining some two, well, one boy uh in particular.
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He was trying to literally pull off another boy's pants.
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And she said, no.
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And I had already explained the cognitively correct, starting with the requisite and the neurolinguistic programming, right?
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Eliminating the no, not, don't, can't, should it.
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She apologized.
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I I know I said no right there.
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And I said, I understand there's a language barrier with those some of those kids.
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Um, they're from a different background, and some of them are just learning Danish.
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But cognitively correct language works in any language.
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And I said, okay, so the disciplinary response from you as a teacher is it's uh necessary to say yes or no, uh, just to say uh we only put our hands on our own pants.
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That's it.
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It's very simple.
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You keep your hands off of other people's so other people's pants.
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So there's a perfect example of what a kid is allowed to do with their hands, which respects the integrity of emotional intelligence because emotions are all connected to abilities.
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So you're giving an idea to the child of what they can do with their hands, and especially at that age, abilities and emotions are completely inseparable.
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And then you're respecting time, space, physics.
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Those are his pants, these are your pants.
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You touch your pants, you keep your hands off his pants.
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He touches his own pants.
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So that example of what's cognitively correct or neurolinguistic programming, because kids need to learn the basics of physics at all costs.
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And it also has to respect, and I can never say it enough, emotional integrity, which again is connected to abilities.
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So um, yeah, it was it.
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We had a very good conversation in the end, and that was very helpful and useful to her.
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And I said that I would really like to take some action and get around and even volunteer to help teachers with their professional development on this side of the world.
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Um, it's as we know, we've known for a long time, it's it's a hard thing to sell, even though it is the number one requirement, number one technique for all teachers.
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She had made a comment, however, um, about that what they'd learn, I mentioned the Jean Piaget thing.
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She said she never heard that in her training or in college or anything, and that the main focus was to really respect and understand children's abilities, unique abilities.
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And I said, but if we're using intuitive intelligence as the priority, which must include neurolinguistic programming, because we want to connect as much as possible with the same underlying definition, then that will also bring out the uniqueness of children.
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Because just even if we're doing the most basic thing, we're respecting their abilities.
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And when kids feel free to express themselves, then we we have a much easier time noticing what their uniqueness is.
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Right.
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Because they're unafraid to express themselves.
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So that's the idea that we want to really put forth.
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Um if any of our sessions have made it more clear than this one, that would be uh, that would be good.
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We'd have more than one saying it, but I wanted to just clearly spell it out today.
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Right.
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Um the more truth we add to this, I think the more triggering it is.
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To go back to what we said in the beginning, explaining real brain development requires explaining the four-year-old brain.
00:22:58.259 --> 00:23:03.220
And because people are missing that, everything we have to say is triggering.
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Right.
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Unfortunately.
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Otherwise, we'd be the most popular people in the world.
00:23:08.179 --> 00:23:11.779
Now as if we were looking for popularity.
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We want cognitivology to be popular.
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Yes, yes, we want everybody to make it their own.
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Exactly.
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And on that note, I think I'm going to let you end this session.
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Do you want to say something?
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Because I think always our the end to our sessions are to visit if you have any other questions, um, please visit our website cognitivology.org, www.cognitivology.org.
00:23:44.899 --> 00:23:52.740
Um we have books to sell, we have emails to write to us.
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You can also email us here at godbrainpodcast at gmail.com.
00:24:01.379 --> 00:24:04.899
And uh we hope you enjoyed this session.
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Please post it if you'd like.
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And you can email us to uh set up a session for professional development or for a group of other parents who you think may also be interested in this um set of work.
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Yes.
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And we we welcome that.
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We welcome it.
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We're actually even asking for for everybody's help uh at this point.
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It's something that everybody has to feel that they can be involved with because we're all about inclusion and diversification.
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And uh if we can just talk to the four-year-old brain of your younger selves, you'd also believe this was a good idea.
00:24:51.619 --> 00:24:54.819
So thank you.
00:24:57.220 --> 00:24:57.699
Thank you.
00:24:57.859 --> 00:25:01.379
So we shall say so long for now.
00:25:01.779 --> 00:25:02.819
Buy me a coffee.
00:25:04.019 --> 00:25:05.059
Buy me a coffee.
00:25:05.139 --> 00:25:06.740
Can we buy me a coffee?
00:25:06.899 --> 00:25:08.339
Okay, I hope so.
00:25:08.740 --> 00:25:13.220
All righty, okay, take care.
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Okay.
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Hello.
00:02:39.780 --> 00:02:40.900
Hello again.
00:02:41.060 --> 00:02:42.740
It's been a little of a while.
00:02:43.060 --> 00:02:43.460
It has.
00:02:43.700 --> 00:02:53.380
Nice to uh have our voices again uh unified here in one recording.
00:02:53.620 --> 00:02:58.740
The word recording has just gone through my mind in circles and circles and circles for a long time.
00:02:58.980 --> 00:03:10.900
So as usual, we have information to record on our topic, and that is us cognitivology, the only platform of its kind in the whole world.
00:03:11.140 --> 00:03:11.620
Whole world.
00:03:11.860 --> 00:03:15.140
And what is cognitivology for those who are new?
00:03:16.820 --> 00:03:19.379
The saving grace of all humanity.
00:03:20.180 --> 00:03:20.740
Right.
00:03:20.980 --> 00:03:22.660
So yeah.
00:03:22.900 --> 00:03:26.660
Um, well, we're running on two premises.
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One is that uh real human progress um is actually accomplished through real child development.
00:03:36.020 --> 00:03:36.980
That's number one.
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We wish the world would get that.
00:03:38.819 --> 00:03:47.220
Everybody, I think everybody likes the idea and sort of believes in it, but they misunderstand how it actually works.
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Yes.
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And are the basic promise and promise to our premise or premise to our promise is that we're delivering the information to fulfill that, and that um understanding the missing piece of the first five years, which is the foundation for everything in life and makes up 90% of brain development, i.e., or hence um the four-year-old stage being that missing piece of information, the missing link in understanding and fulfilling the first five years of life, and not just, and I said not, but because I'm using it as a colloquialism here.
00:04:37.620 --> 00:04:37.939
Okay.
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Um, but I mean to say more than just um creating a fulfillment.
00:04:48.340 --> 00:04:58.580
Uh and I I think at some point I'd like to really speak on the idea of fulfillment versus actual satisfaction.
00:04:58.899 --> 00:05:04.100
Because people can have fulfilling lives, successful fulfilling lives.
00:05:04.259 --> 00:05:04.660
Yes.
00:05:04.899 --> 00:05:27.060
But I think there's a huge difference between that and um people being able to really define or confess, even whether they find all that to be very self-satisfying in terms of their own and fulfillment.
00:05:28.420 --> 00:05:43.139
Yeah, their own real happiness and um sense of self-accomplishment in how it is that they really want to be, which brings us to today's topic.
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Okay.
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Do I have a do I have a title for it?
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Uh maybe at the end we'll actually have a proper title for it.
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So I feel like we always write these titles at the end because who knows where we go with what we're talking about.
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It's always on the same topic, it's always on the same premise, but we we you know talk around, talk through, talk in in dimensions, talk in circles, talk in lines.
00:06:16.500 --> 00:06:24.100
Right, because they're all integrated, they're all overlapping, they're all interspersed together, they're intertwined.
00:06:24.340 --> 00:06:54.659
So um at any at any juncture that we are speaking about true human development, which is based on uh genuine human intuitive intelligence, which the the fundamental uh manifest of that is in the processes and codes of the four-year-old brain, right?
00:06:55.620 --> 00:07:15.779
Contains all the proper uh you could say anecdotes for um or vessels for everything that goes into our final ability to be uh fully reasoning creatures.
00:07:17.379 --> 00:07:19.220
Okay, yeah.
00:07:19.539 --> 00:07:53.060
So, you know, as I think we mentioned some time back, um that um for all humans and for several thousand years, um ninety percent of what is needed for that three and a half to five-year-old stage, that fleeting one and a half years, which we like to describe as the four-year-old stage, to keep it simple.
00:07:53.300 --> 00:08:00.019
Um everyone missed getting 90% of the ingredients needed.
00:08:00.580 --> 00:09:18.180
And to just reiterate, uh we did speak about um how that is uh uh involving multidimensional senses and intuitive language development, and how all those things are integrated, how emotional intelligence uh works uh on a more wider spectrum and diverse set of computations than what people are the literacy for emotional intelligence has definitely grown over the last 30 years, but it's still a very small portion of what it is that is we are really capable of and what is required for emotional intelligence development, and then the missing part comes because we are um emotional beings having a physical experience, so the nature and knowledge of space-time and fundamental physics has to be encoded into language, and that has to be built on the integrity of emotional intelligence for the first three years.
00:09:18.340 --> 00:09:23.779
So we we've mentioned this in some of our past few podcasts.
00:09:23.940 --> 00:09:50.980
I'm reiterating it because I want to move into a little bit more of how language has to synthesize those two processes, and again, that's the integrity, the real integrity of emotional intelligence and um understanding that there's an energy signature to everything we do, especially with our children, right?
00:09:51.460 --> 00:10:05.460
And um there's there's there's there's one way to fake it until you make it, but then there's the energy signature that really says what's going on.
00:10:05.700 --> 00:10:30.019
And in our multidimensional sensory development, we should be able to sense energy signatures on all levels and and know that every emotion and every feeling that we have that comes with how we present ourselves and express ourselves, it has a signature that may be different than what it is we're saying.
00:10:30.180 --> 00:10:38.259
But language is very powerful, it can help us to develop the signature that we want, that we really yearn for.
00:10:38.419 --> 00:10:40.820
So that's an important factor.
00:10:41.539 --> 00:11:26.580
But there's uh there's there's other parts about language that we need to uh literally attack in order to understand where the the coding can change the way that we are, and when we use proper cognitively correct, neurolinguistic postulations uh of language, especially for people who have children, they can literally do more healing and more favoring to their own self-development than if they're just doing something that's geared toward healing the adult.
00:11:26.660 --> 00:11:46.340
If they're actually using language to code their children's brains for the uh most optimal development, they're doing more healing themselves because they can now imagine themselves as that child while they're also being the parent.
00:11:46.660 --> 00:12:08.660
And this will this will give more definition to what we call parenting rather than what parents should be doing, which is childing, because too much of parenting is based on the way adults think and the way that they feel, even though their intentions are best for their children.
00:12:08.900 --> 00:12:58.500
So what I wanted to point out today was that there the languages that we speak can be very deceiving because um cognitively correct language has to again maintain emotional integrity, plus it has to have the power to uh fully represent and respect the elements of space-time, and together those processes, emotional intelligence and the intuitive development of basic physics and space-time create the formula for true reasoning when we become adults.
00:12:58.660 --> 00:13:14.420
So it is the four-year-old stage in which that we inherit via language, never through lectures or little words of wisdom in which we behave a certain way, you know, don't do that.
00:13:14.500 --> 00:13:37.060
And that's bad and that's wrong, rather than focusing on what's right with children, which we have spoken about extensively, um that that formula for the ingredients for true reasoning is built, is inserted or imprinted at the four-year-old stage.
00:13:37.300 --> 00:14:05.300
So um, but the the the main thing that I wanted to point out, I said all that to lead up to something uh, as I mentioned, about language as a deceptive process, because even though language should be uh designed to code the brain for full development, we use a lot of cognitively incorrect ideas.
00:14:05.620 --> 00:14:20.420
So when we I've spoken a lot about the idea of failure and how that's inconsistent with universal law, but it's also the idea of how people always say that every action has a consequence, but this is also a really false idea.
00:14:20.660 --> 00:14:30.820
So what I mean to say is that we have all of these instructions that we were taught by that are cognitively incorrect.
00:14:30.980 --> 00:15:10.660
And then as we get older and we try to use language and all sorts of other tools to heal, we have all these incorrect notions and narratives and beliefs and rhetoric that we abide by to sort of console ourselves with our ongoing and repetitive efforts to improve, but these narratives actually uh ricocheted back um the lack of authenticity that we need to really make the improvements we want.
00:15:10.820 --> 00:15:37.620
So when we have ideas such as every action has consequences, which is completely false, but so many people believe, then that's an example of how language then is already coded us incorrectly about our real potential, and now we have all these narratives that push you back into that incorrect development instead of getting us forward.
00:15:37.780 --> 00:15:50.740
So, I mean, the saying should really be bad actions have bad consequences, because I had this conversation with somebody recently, so I stopped and I said, okay, what's your definition of consequences?
00:15:50.980 --> 00:15:53.139
And they said, Well, consequences can be good.
00:15:53.300 --> 00:15:54.420
I said, uh-huh.
00:15:54.660 --> 00:15:58.020
So again, let me reiterate it.
00:15:58.340 --> 00:16:04.660
Bad actions have bad consequences, most of the time, probably.
00:16:04.900 --> 00:16:05.220
Right.
00:16:05.540 --> 00:16:10.340
Good actions could and should have good consequences.
00:16:10.500 --> 00:16:18.259
If your definition of a consequence can be one or the other, but most people think of consequences as something non-optimal and negative.
00:16:18.340 --> 00:16:20.420
And this person actually agreed with that.
00:16:20.580 --> 00:16:25.700
So, all right, so if you do something really good, why should there only be a consequence?
00:16:25.860 --> 00:16:37.460
It's because we have this other stupid narrative that says all good intentions lead, you know, lead lead to hell, or all right, you know, good motives are paid, uh pathway paved to hell.
00:16:37.620 --> 00:16:41.139
You know, I hate I hate that statement actually.
00:16:41.460 --> 00:16:51.139
Out of all the state out of all the statements that that you know are have been left over from my own childhood, that one, that one really is the worst.
00:16:51.379 --> 00:16:52.420
It's sour though.
00:16:52.660 --> 00:16:53.700
Yeah, it's sour.
00:16:53.860 --> 00:17:09.779
So so so the thing is that I mean that that narrative has to change altogether because the problem is too that we were raised on the idea that to discipline children mean to make sure they understood the consequences of their actions.
00:17:10.019 --> 00:17:10.339
Right.
00:17:10.500 --> 00:17:19.379
Um, but then again, if anybody of our listeners were reading our material, they could see that we've distinctly distinctly defined all of these things.
00:17:19.539 --> 00:17:39.940
We've redefined all these things so that the concept of discipline and what it really is resonates completely with what potential is and what reasoning is and what emotioning is and um what uh responsibility is and what discipline is.
00:17:40.019 --> 00:17:41.940
And I think I said that one already.
00:17:43.539 --> 00:17:48.099
So those are redefined so that they all resonate with each other and that they can connect.
00:17:48.180 --> 00:17:53.460
There's a connecting point between them that define what potential is.
00:17:53.700 --> 00:17:54.099
Right.
00:17:54.339 --> 00:18:02.579
So so um, you know, the narrative point of childing is to bring out potential.
00:18:03.460 --> 00:18:04.019
Exactly.
00:18:04.259 --> 00:18:11.779
Okay, that is that if we can if we can all agree on that, uh you know, we almost have we're almost halfway there.
00:18:12.019 --> 00:18:21.619
Because I don't I don't even I don't even think if you got four people in the same room, they could they were a they would be able to even agree on that.
00:18:21.779 --> 00:18:24.980
Like, you know, that's right, right.
00:18:25.220 --> 00:18:27.940
Well, I had a conversation today with a preschool teacher.
00:18:28.019 --> 00:18:32.579
We went to go pick up my my sister's grandson, my grandnephew.
00:18:32.980 --> 00:18:44.339
And I was speaking with one of the teachers, and uh yeah, she had she said, Oh, you're the one, you're Paula's sister, you're the one who you know writes about preschool development.
00:18:44.500 --> 00:18:45.299
I said, Yeah.
00:18:45.539 --> 00:18:48.740
And so we we got into a conversation rather quickly.
00:18:49.059 --> 00:19:01.299
I talked about Jean Piaget's, you know, conclusion about four-year-olds as intuitive learners, and she was disciplining some two, well, one boy uh in particular.
00:19:01.460 --> 00:19:04.819
He was trying to literally pull off another boy's pants.
00:19:04.980 --> 00:19:06.500
And she said, no.
00:19:06.660 --> 00:19:13.299
And I had already explained the cognitively correct, starting with the requisite and the neurolinguistic programming, right?
00:19:13.539 --> 00:19:15.700
Eliminating the no, not, don't, can't, should it.
00:19:15.940 --> 00:19:16.500
She apologized.
00:19:16.740 --> 00:19:18.019
I I know I said no right there.
00:19:18.180 --> 00:19:21.779
And I said, I understand there's a language barrier with those some of those kids.
00:19:21.940 --> 00:19:25.940
Um, they're from a different background, and some of them are just learning Danish.
00:19:26.099 --> 00:19:29.379
But cognitively correct language works in any language.
00:19:29.460 --> 00:19:46.419
And I said, okay, so the disciplinary response from you as a teacher is it's uh necessary to say yes or no, uh, just to say uh we only put our hands on our own pants.
00:19:46.579 --> 00:19:47.299
That's it.
00:19:47.939 --> 00:19:49.299
It's very simple.
00:19:49.539 --> 00:19:53.619
You keep your hands off of other people's so other people's pants.
00:19:53.779 --> 00:20:06.179
So there's a perfect example of what a kid is allowed to do with their hands, which respects the integrity of emotional intelligence because emotions are all connected to abilities.
00:20:06.259 --> 00:20:16.659
So you're giving an idea to the child of what they can do with their hands, and especially at that age, abilities and emotions are completely inseparable.
00:20:17.059 --> 00:20:21.619
And then you're respecting time, space, physics.
00:20:21.779 --> 00:20:23.779
Those are his pants, these are your pants.
00:20:23.939 --> 00:20:26.419
You touch your pants, you keep your hands off his pants.
00:20:26.500 --> 00:20:27.699
He touches his own pants.
00:20:27.779 --> 00:20:38.259
So that example of what's cognitively correct or neurolinguistic programming, because kids need to learn the basics of physics at all costs.
00:20:38.659 --> 00:20:46.899
And it also has to respect, and I can never say it enough, emotional integrity, which again is connected to abilities.
00:20:47.220 --> 00:20:49.939
So um, yeah, it was it.
00:20:50.099 --> 00:20:56.339
We had a very good conversation in the end, and that was very helpful and useful to her.
00:20:56.419 --> 00:21:07.779
And I said that I would really like to take some action and get around and even volunteer to help teachers with their professional development on this side of the world.
00:21:07.939 --> 00:21:20.980
Um, it's as we know, we've known for a long time, it's it's a hard thing to sell, even though it is the number one requirement, number one technique for all teachers.
00:21:21.299 --> 00:21:29.379
She had made a comment, however, um, about that what they'd learn, I mentioned the Jean Piaget thing.
00:21:29.460 --> 00:21:42.019
She said she never heard that in her training or in college or anything, and that the main focus was to really respect and understand children's abilities, unique abilities.
00:21:42.419 --> 00:22:05.619
And I said, but if we're using intuitive intelligence as the priority, which must include neurolinguistic programming, because we want to connect as much as possible with the same underlying definition, then that will also bring out the uniqueness of children.
00:22:05.779 --> 00:22:11.220
Because just even if we're doing the most basic thing, we're respecting their abilities.
00:22:11.859 --> 00:22:21.619
And when kids feel free to express themselves, then we we have a much easier time noticing what their uniqueness is.
00:22:21.859 --> 00:22:22.179
Right.
00:22:22.500 --> 00:22:25.460
Because they're unafraid to express themselves.
00:22:25.779 --> 00:22:30.500
So that's the idea that we want to really put forth.
00:22:30.740 --> 00:22:39.139
Um if any of our sessions have made it more clear than this one, that would be uh, that would be good.
00:22:39.379 --> 00:22:45.220
We'd have more than one saying it, but I wanted to just clearly spell it out today.
00:22:45.460 --> 00:22:45.699
Right.
00:22:45.859 --> 00:22:50.980
Um the more truth we add to this, I think the more triggering it is.
00:22:51.139 --> 00:22:58.099
To go back to what we said in the beginning, explaining real brain development requires explaining the four-year-old brain.
00:22:58.259 --> 00:23:03.220
And because people are missing that, everything we have to say is triggering.
00:23:03.460 --> 00:23:03.699
Right.
00:23:03.939 --> 00:23:04.579
Unfortunately.
00:23:05.460 --> 00:23:08.019
Otherwise, we'd be the most popular people in the world.
00:23:08.179 --> 00:23:11.779
Now as if we were looking for popularity.
00:23:13.220 --> 00:23:16.339
We want cognitivology to be popular.
00:23:16.579 --> 00:23:20.259
Yes, yes, we want everybody to make it their own.
00:23:20.500 --> 00:23:20.819
Exactly.
00:23:20.980 --> 00:23:25.379
And on that note, I think I'm going to let you end this session.
00:23:25.539 --> 00:23:26.500
Do you want to say something?
00:23:26.579 --> 00:23:44.659
Because I think always our the end to our sessions are to visit if you have any other questions, um, please visit our website cognitivology.org, www.cognitivology.org.
00:23:44.899 --> 00:23:52.740
Um we have books to sell, we have emails to write to us.
00:23:53.059 --> 00:24:00.740
You can also email us here at godbrainpodcast at gmail.com.
00:24:01.379 --> 00:24:04.899
And uh we hope you enjoyed this session.
00:24:05.220 --> 00:24:07.939
Please post it if you'd like.
00:24:08.179 --> 00:24:23.699
And you can email us to uh set up a session for professional development or for a group of other parents who you think may also be interested in this um set of work.
00:24:23.939 --> 00:24:24.339
Yes.
00:24:24.579 --> 00:24:26.179
And we we welcome that.
00:24:26.740 --> 00:24:27.379
We welcome it.
00:24:27.859 --> 00:24:32.740
We're actually even asking for for everybody's help uh at this point.
00:24:32.899 --> 00:24:42.259
It's something that everybody has to feel that they can be involved with because we're all about inclusion and diversification.
00:24:42.740 --> 00:24:51.299
And uh if we can just talk to the four-year-old brain of your younger selves, you'd also believe this was a good idea.
00:24:51.619 --> 00:24:54.819
So thank you.
00:24:57.220 --> 00:24:57.699
Thank you.
00:24:57.859 --> 00:25:01.379
So we shall say so long for now.
00:25:01.779 --> 00:25:02.819
Buy me a coffee.
00:25:04.019 --> 00:25:05.059
Buy me a coffee.
00:25:05.139 --> 00:25:06.740
Can we buy me a coffee?
00:25:06.899 --> 00:25:08.339
Okay, I hope so.
00:25:08.740 --> 00:25:13.220
All righty, okay, take care.
