WELCOME to “Connecting the Dots”, Cognitivology (R) and Cognitively Correct (R) ~ The World’s Only Resource on Intuitive-Cognitive-Ability-Development!
Adovocating 20+ year old evidence dispensed by cognitive neuro-science and neurophysiology – suggesting that the debilitating use of the specific negations – no, not, don’t, can’t and shouldn’t – MUST be completely ELIMINATED from all communication, guidance and teaching techniques with YOUNG CHILDREN. This is the most SIGNIFICANT PIECE OF DATA provided by neuro-science about the effects of LANGUAGE on BRAIN DEVELOPMENT, yet, it has been the MOST IGNORED.
Of course, this idea is given all kinds of attention and validity in adult self-improvement literature, and we certainly need adults to understand the basis and importance of such a concept and the benefits of it in their own lives – especially if we expect them to use the same language values with children who will, in turn, acquire these language skills intuitively.
Since intuition is the true seed of innovation, while intuition is also the highest function of knowledge and intelligence applications, then this would be a significant leap in the ways that we can communicate based on the knowledge of potential and possibilities. Only then, can we really begin to restructure our ways of thinking and existing that are typical of intuitive reasoning and quantum processing skills – which naturally reflect the basic framework of universal laws and processes.
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ABOUT INTUITIVE-COGNITIVE-ABILITY-DEVELOPMENT
What does it mean to achieve Intuitive-Cognitive-Ability-Development?
Intuition is the highest function of human intelligence that can and should be applied to all capabilities, especially during the adult stages of life when our abilities should be refined and consistently augmented by our intuitive sensitivities, aided by all of our sensory tools (55 in all).
The fundamental development of intuition is established in the early stages of intelligence by our first quotient of knowledge – our emotional intelligence. Intelligence is a cognitive process and emotional intelligence constitutes the basis of all knowledge and the fundamental intuitive patterns upon which knowledge will be continually acquired for life. This is significant because these original emotional intelligence (E.Q.) patterns will influence how intellectual intelligence (I.Q.) and willful intelligence (W.Q.) will also be configured.
What then is fundamental intuition?
Fundamental intuition is the equally compatible connection between ALL capabilities which takes place from 0 – 7 years of age, with its peak activity of connectivity at the preschool stage.
Why is the height of intuition firmly tied together at the preschool stage?
Because in order for all capabilities to be intuitively connected together for the purpose of inter-exchanging knowledge and information between all abilities, attributes and aptitudes of human nature and human intelligence potential, then logically, that would require all capabilities to be present, active and literally junctioned together simultaneously for those connections of transferability to be made. The only time and stage in human development for that to happen is during the preschool stage, especially when imagination and reality are functioning as indistinguishable processes of knowledge. This feature is necessary for the eventual capability for creative, innovative and intuitive reasoning processes.
Essentially, this means that truly genuine intuition can only be imbued and foundationally acquired during the preschool stage, while still using intuitive language acquisition as the modifier for activating the genuinely compatible connections between all capabilities. Language is used to teach virtually all capabilities of human potential and therefore can ensure intuitive development, and eventually support intuitive reasoning applications with all of our abilities.
“Cognitive Development” is the formal title of “Math” for preschoolers while Cognitive Development also defines all early learning functions, especially at the preschool stage. Why? Because all early learning functions are fundamentally mathematical. All processes and entities in the universe are fundamentally mathematical functions. Cognition then is quite naturally a mathematical process too. Since intelligence begins with emotional development and the brain is designed by emotions, then emotional intelligence is also a cognitive function (which, has also been distinctly defined by Cognitivology, whereas other forums are still attempting to define “emotional cognition” – Cognitivology has also defined “will” as a cognitive process).
Conclusively, to explain TRUE INTUITIVE DEVELOPMENT means to fully describe ALL of the functions of PRESCHOOL cognitive development as one whole indistinguishable and inseparable foundation of future intuitive capabilities – Thus, to describe true INTUITION is to describe-intuitive-cognitive-ability development as a Preschool – and ONLY, a Preschool development – A feat that apparantly seems to have been tackled only by the premises of Cognitivology(R) and Cognitively Correct(R).
We encourage you to do the search yourself, get back to us – see if there are as many resources on Preschool development in comparison to all other stages of human development. Also, in particular, look for resources that divulge ALL of the learning functions of PRESCHOOL development as an INTUITIVE-COGNITIVE process.
WHAT DOES HUMANITY HAVE IN COMMON? – The most precious commodity of any society – PRESCHOOLERS and children of all ages that learn mathematically and can intuitively learn the mathematical principles that govern the natural laws of our universe. Only Children can equally avail us with a purpose for consciously working together to unlock latent human potential – because real human potential can only be unlocked in children.
Why is Intuitive Acquisition so vitally important to Human Development? “Consciousness” is merely a “conscious” replacement for the lack of human intuitive development.***(see reference below) With intuitive capabilities developed, it is unnecessary to be conscientious, or conscious of every intuitively developed action that we are engaged in. Furthermore, it would even be unnecessary to “teach” or impose responsibility, morals, ethics, compassion and self-confidence, since these attributes would actually be by-products of our genuine intuitive capabilities. When we will have fully attained, or regained our intuitive capabilities, then consciousness will become a relic of the past.
PART I – Our “POSTCARD”
Cracking the code of genuine human potential!
Go ahead – CONNECT THE DOTS for yourself …
The FRONTAL LOBE of the brain that conducts the highest intelligence function of ADULT INTUITIVE REASONING skills actually develops during the TEEN years and quite logically requires the basic syntax and substance of INTUITION, which is predominantly established during the PRESCHOOL years – constituting an INTERDEPENDENT sequence that TIES TOGETHER all stages of Cognitive Development (or basic mathematical skills that are inherent in all processes and entities). The integrative system of human capabilities calls for all FEELINGS, ABILITIES and SENSES to be INTUITIVELY INTERCONNECTED and poised for full INTUITIVE DEVELOPMENT during the same early learning stages when LANGUAGE is also most INTUITIVELY ACQUIRED – because we use LANGUAGE to instruct virtually all ABILITIES and SENSES.
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Cognitively Correct – Eliminating the Knowledge of Guilt in Language and Intelligence capabilities – - IMPLEMENTING the KNOWLEDGE OF POTENTIAL AND POSSIBILITIES!
Cognitivology – Introducing the ‘Theory of Relativity’ for Human Development: The Science of Cognitive Relativity Between Feeling (E.Q.) – Thinking (I.Q.) – and Willful Reasoning (W.Q.).
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PART I – “POSTCARD”
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PART II
YOUNG ADULTS SESSIONS FOR DISCUSSION AND DEVELOPMENT
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PART III
Information on CONTINUING EDUCATION for PRESCHOOL EDUCATORS and any Professionals in the fields of EARLY HUMAN DEVELOPMENT
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PART IV
Excerpts from BOOK
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PART V
COGNITIVELY CORRECT TEA PARTIES
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PART VI
The Future for Young People
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PART VII
CONCLUSIONS
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PART II
YOUNG ADULTS SESSIONS FOR DISCUSSION AND DEVELOPMENT
For ~ HIGH SCHOOL AND COLLEGE STUDENTS — LETS HAVE A
“Cafe Session” TO DISCUSS COGNITIVOLOGY IDEAS FURTHER; learning to pay attention to your own intuitive ideas, learning to respect your intuition and how to let innovation work for your abilities – AND – How setting new legacies really work, How to ensure an intuitive cognitive ability development for your future children.
ALSO, of course, learn more and ask questions about the “Human Relavity” equation and the definition of COGNITIVOLOGY ~ Cognitive Relativity between Feeling (emotional intelligence),
Thinking (intellectual intelligence),
and Reasoning (willful intelligence).
GET A SNEAK PEAK – Below, there are two excertps from the relativity resource: “THE DOTS CONNECTED – A Relativity Theory on Integrated Human Development” [By Carla Woof, with Bryce Conway]
See the first page of the PREFACE read the EPILOGUE
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PART III
Information on CONTINUING EDUCATION for PRESCHOOL EDUCATORS and any Professionals in the fields of EARLY HUMAN DEVELOPMENT
FOR PRESCHOOL FACILITIES – Schedule a “Naptime Special Session” (1hr. 15 min) – AND LEARN EXACTLY WHY THE PRESCHOOL TEACHERS’ WORK AND ROLE IS THE MOST SIGNIFICANT IN THE SYSTEM OF FORMAL EDUCATION.
Here is a Summary ~
On the content of Cognitively Correct Proficiency Development for Educators and Aides:
FIELD OF EARLY HUMAN DEVELOPMENT ~ EARLY EDUCATION SEMINAR INFORMATION – - Cognitively Correct SEMINARS are for any, and all Professionals in the fields of Early Childhood Development and Education.
The time has come to understand that educational reform, indeed, the reformation of our entire social and cultural structure and esteem can only be – and must be – properly reformed at the PRESCHOOL level of education. A PRESCHOOL TEACHER’S work is – without a doubt, the most significant job of all educational roles ~ to help build the foundation of intuitive-cognitive-ability-development. The best Continuing Education session Preschool Teachers can obtain is one where the scientific data will support the importance of their roles.
INTUITION IS THE HIGHEST FUNCTION OF HUMAN INTELLIGENCE – the foundation of which can only be properly established during the preschool stage of development.
So how do we use LANGUAGE to ensure the appropriate Intuitive Development of every Child’s unique and diverse abilities?
BOOK a NAPTIME (1 1/2 hrs.) CONTINUING EDUCATION SESSION ~
OR,
AN EVENING 2 – 2 1/2 HOUR CONTINUING EDUCATION SESSION FOR YOUR PRESCHOOL AND KINDERGARTEN STAFF.
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PART IV -
Excerpts from BOOK
“THE DOTS CONNECTED – A Relativity Theory on Integrated Human Development” ~ Cognitively Correct’s latest publication:
OUR LATEST PUBLICATION ~ “THE DOTS CONNECTED, A Relativity Theory for Integrated Human Development” ~ A workbook and professional training manual for anyone involved in the fields of early human development, early childhood welfare/issues, early education and cognitive neuroscience -
(From the FIRST PAGE OF **PREFACE) ~
“Why on earth does humanity need another book or resource on human development? Is the average person even interested in human development, or what we are truly capable of doing and achieving, especially if we had any real idea about the natural power tools that we are designed and equipped with?
Everything in this text details and outlines four simple comprehensible premises; first, that we are meant to develop all of our abilities intuitively. Second, that our current and ‘official’ definition for ‘cognition’ must be redefined. Third, that the three main characteristics of ‘emotion,’ ‘intellect’ and ‘will,’ shared by all human beings, must each be rigorously defined as COGNITIVE intelligence processes that are interdependent and interconnected. Fourth, that language must be compatible with the brain’s design for processing knowledge and information, and that intuitive language and intuitive ability development must be equally and simultaneously applicable in the foundations of early learning to ensure an intuitive integration of all of an individual’s capabilities. Finally, it would be wise to understand that ‘human development’ IS ‘child development,’ and the goal of working toward greater human potential must be approached from this standpoint.
Most significantly, the highest goal of human potential; intuitive reasoning, quantum processing, precognitive abilities and creativity must be, indeed, can only be formatively established during the preschool stage of intuitive learning and development.” ….
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(continued) – - the EPILOGUE ~ from “The Dots Connected”
When Einsteing said that “the release of atom power has changed everything except our way of thinking” and that “the solution to this problem lies in the hearts of humankind,” did he have any idea how this solution would unravel, or did he just hope that humanity would figure out some answers and resolutions before we’d completely misuse nuclear energy and technology?
It is the assertion of Cognitivology and Cognitively Correct development that ‘the solution to changing our way of thinking lies in the hearts of children.’ When humanity comes to terms with that, then they will realize that the only way to unlock latent human potential is by focusing our energy and resources into suitable systems of education and development for children. Human development must be addressed from the standpoint of child development, but first we must understand child development.
In Einstein’s own ‘thinking’ he was entirely correct, because the exploration into the hearts of humankind is a treacherous one. However, adult heartbreak is rooted in childhood heartbreak, and if human development is essentially child development, then digging into millenniums of childhood heartache will be one of the most painful expeditions we could ever undertake and experience as a united race of people. Until that is done, we will just keep suffering the same fate of unreasonable thinking rooted in unreasonable feelings.
If we are to revolutionize the way we think, we must revolutionize the way we feel, and since the brain is designed by emotions and a majority of the brain’s synapses have structured and established nearly all intuitive connections by the time an individual reaches age ’5′, in conjunction with the intuitive acquisition of language, then our best hope to positively revolutionize the hearts of humanity is to do it on the preschool level of development.
Gratefully, it is our fortune that the innocent trusting love in the hearts of children gives us a new opportunity every generation to explore our prospects for greater knowledge and human harmony – because our hearts’ desires are the solution to thinking about the real potential possibilities of total human potential.
–Carla A. Woolf and Bryce Conway
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PART V
COGNITIVELY CORRECT TEA PARTIES
ASK US TO BOOK A COGNITIVELY CORRECT TEA PARTY FOR YOUR CHILDREN’S PLAY GROUP OR AT YOUR CHILD’S SCHOOL — OR ASK YOUR LOCAL LIBRARY TO SPONSOR A COGNITIVELY CORRECT TEA PARTY
Alternatively, if your teaching staff would like to be the observers rather than the listeners in a Continuing Education session, then book a tea party instead. Afterwards, teachers and host can have a question and answer session.
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PART VI
The Future for Young People
Are you trying to fit into a world that is intent on defining you – about who you should be, or what you should do ???
We are standing at the frontier of an advent ~ the age of Quantum Thinking and Quantum Processing. It is your intuitive and creative privilege and responsibility, to let go of an old world that means to define you according to traditional standards of living and conventional livelihoods.
The future of livelihoods, work and innovation depend on your senses of compassion, your passions, ideals and aptitudes in order to define innovative designs and qualities for our changing world.
It’s unnecessary to “fit in” or to allow others to ostracize you, or judge and criticize your feelings or your struggles. Your feelings are the seeds of your true abilities and they should be fostered for all of the creative and constructive intent you can muster to enhance your life and make your contributions to society.
It’s more important for you to own and idealize your best aptitudes and only you can intuitively know and understand what your feelings, and therefore, what your aptitudes realy are. Trust your feelings to lead you to your abilities. Understand the value of compassion and never surrender your self-esteem and confidence to others – whoever they may be! Those that see the wrong or bad or inadequate in you have been cultivated to see those attributes in themselves. But with your intuitive strength, you can perceive beyond those difficult qualities and see the abilities in others even when they are incapble of valuing and perceiving their abilities within themselves.
Approval for your feelings – should ideally come from your parents and many young people are fortunate enough to have that support from their parents, teachers and caretakers – giving any young person a greater sense of pursuing his or her best abilities. Some young people have been denied that fortune – either way, as you embark on adulthood, only YOU can give your own feelings the approval they deserve and the knowledge that can be derived from them, especially when they are treated constructively and compassionately according to “The Knowledge of Potential and Possibilities.”
Be proud of your individuality and be yourself – nobody else can be you, nor can they utilize or decide what your abilities are, so never let them steal or extort your feelings – because only your individually unique feelings are the seeds of your individually unique abilities – so only YOU can be in command of them. Anything less than that constitutes ‘the knowledge of guilt’ which is a false emotion that robs you of your real feelings and abilities. The future of “The Knowledge of Potential and Possibilities” in this age of Quantum Thinking depends on you owning your own feelings – Treasure them and you will do your job to treasure and build a part of the world that will benefit from YOUR PRESENCE, YOUR ESSENCE AND YOUR INTUITIVE INCLINATION TO ‘RESPOND TO YOUR ABILITIES’ – producing the natural by-product of ‘RESPONSIBILITY’
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PART VII
CONCLUSIONS
Only COGNITIVOLOGY and COGNITIVELY CORRECT have uncovered and defined the THREE characteristics of Emotion, Intellect and Willfulness as interconnecting cognitive processes – defining a THEORY OF RELATIVITY for HUMAN DEVELOPMENT.
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Please see our home page for more regarding our two main Publications about *** Cognitivology and *** Cognitively Correct ~
which are :
*** “CONNECTING THE DOTS – The Cognitively Correct Way to Speak With Preschoolers”
ALSO ~
*** “THE DOTS CONNECTED – A Relativity Theory on Integrated Human Development”
DISPLAYED BELOW are two of our most recent publications. We are proud to present these editions that will help parents and teachers celebrate everyone’s Abilities.
There is of course, several pages with lists of “cognitively correct” vs. ‘cognitively incorrect’ ways to speak with children about food, health and nutrition – WHICH IS WHY – we Included the “Cognitively Correct ‘Nutrition’ Chart” – - which really is a – -
“Cognitively Correct ‘Everything’ Chart” ~ because for preschoolers; eating a vegetable must be just as important and valuable as making a mud pie, or learning to count, or listenting to a story, or exhibiting good manners and social skills, or processing a finter painting – unless you understand the difference between making zero differences of value between all of these learning skills – then they will lack intuitive development and be subject to heavy management for a lifetime.
We are proud of Bryce Conway, our CEO, for collaborating on the “Cognitively Correct Nutrition Manual” and for independently creating a publication that appeals to so many. Thanks for your fantastic work.
Cheers Everyone, Carla Woolf, author of Cognitively Correct literature.
***Refer to Julian Jaynes work recorded in “The Origin of Consciousness in the Breakdown of the Bicameral Mind” (HOUGHTON MIFFLIN COMPANY copyright 1976, 1990)