Anti-Bullying

Life Lesson:

(Be Yourself – everyone else is already taken)

- from someone who is on the teens’ side.

Reasons and rationale teenagers understand!

After speaking with hundreds of teens, Cognitively Correct, Inc. has created an effective program on the issues that teens are actually interested in discussing.  Free from judgment, ridicule and given in a safe environment, to be able to express their questions and concerns.

This program is a two (2) hour program addressing the follow:

First Section:

• Why do Bullies bully (you’ll never believe it ’til you hear it)!
• The ghosts of peer pressure and how to make them go away.
• Why “fitting in” never works
• What is the source and cause of Depression and Anxiety?
• Character Development; The truth about how self-esteem and self-confidence are really acquired.
• Intuitive skills and reasoning; What is your brain preparing you for now?
  • Sharpen your intuitive capacities
  • Understand that intuition is what you should be mastering at your age.
  • How to take pride in your individuality.

Second Section:

• How your preschool years of development have affected you as a teenager and how to make the desired changes of behavior reflecting your personal abilities before your brain is fully developed (at around age 21/22)

• Learn about how “responsibility” is a ‘by-product’ of all your abilities and talents, rather than an obligation that demands the surrender of your feelings and desires.

• Understanding your role and contribution to the new age of “Quantum Thinking” and breaking away from the legacy of conventional thinking.

• Knowing the difference between the ‘knowledge of guilt and consequences’ vs. the “knowledge of potential and possibilities”

For further information and details about the Cognitively Correct® Guidance for Life program please call 201-674-4215 or e-mail questions to bryce@ccthedots.com.  Check out our website www.cognitivology.com or www.ccthedots.com. ]]> http://dots.ccthedots.com/2011/02/04/anti-bullying-life-lesson-reasons-and-rationale-teenagers-understand/feed/ 0 http://dots.ccthedots.com/2011/01/31/cognitivology-contest-and-the-age-of-quantum-reasoning/ http://dots.ccthedots.com/2011/01/31/cognitivology-contest-and-the-age-of-quantum-reasoning/#comments Mon, 31 Jan 2011 16:53:20 +0000 Carla Woolf http://dots.ccthedots.com/?p=227 Continue reading →]]> THE MISSION OF COGNITIVOLOGY ~ is to disseminate a method for understanding and treating “cognitive development” as a seamless strand of intelligence development sequences. The infrastructure of civilization should resemble the infrastructure of our brain, which resembles the infrastructure of the universe.  But first we must recognize the interconnecting infrastructure and processes of our brain’s potential ~ that is, understanding how all functions and capabilities are meant to be integrated and affected by one another.  Most significantly, we must understand that compassion clearly defines the brain’s hard-wired system for intelligence development, which should culminate in the highest function of human intelligence: INTUITION. The 2 “apps” * that are meant to be applied as a single synthesis, provide the language calibrations, or patterns that transpire and support the intuitive development of all abilities – - because the intuitive acquisition of language should support the intuitive development of ALL ABILITIES.

*The same 2 basic “apps” that are used as a single synthesis for the programming of computers are the same 2 basic “apps” that must be used as a single synthesis for teaching young children. These “apps” have been mandated in early education for over 20 years ~ HOWEVER,  these 2 “apps” have been very loosely and separately defined and never singularly synthesized as they have been for computer science, hence the phenomenal advancement of the computer industry.  Only COGNITIVOLOGY has “written the book” synthesizing these 2 “apps” —  as a single application that will assist early educators and parents in fostering the highest function of human intelligence: INTUITION.   These 2 “apps” plus their additional advantageous implications and significances are precisely described in the books “Connecting The Dots – The Cognitively Correct Way to Speak with Preschoolers” AND “The Dots Connected – A Relativity Theory on Integrated Human Development” [Both are available to be purchased directly through this website.]

ONLY PRESCHOOL DEVELOPMENT CAN PROVIDE THE CRITERIA AND ALTERATIONS FOR SOCIETAL AND EDUCATIONAL REFORM – - “HUMAN DEVELOPMENT” IS CHILD DEVELOPMENT.  CHILD DEVELOPMENT ENTAILS THE COGNITIVE DEVELOPMENT OF THE BRAIN. NINETY PERCENT OF THE BRAIN’S NEURO-NET – ITS FUNDAMENTAL STRUCTURE FOR A LIFETIME – IS FORMULATED DURING THE PRESCHOOL STAGE. THIS IS SCIENTIFIC EVIDENCE FOR EDUCATIONAL ADMINISTRATORS TO STOP PUTTING PRESCHOOL ON THE “BACK-BURNER” AND PLACE IT AT THE FOREFRONT OF EDUCATIONAL REFORM.

***COGNITIVOLOGY AND COGNITIVELY CORRECT SERVICES:

- Cognitively Correct Tea Parties for parents and preschoolers (Seeing the “2 apps” in action).

- Professional training of teachers and preschoolers (We’ll come to you).

- Anti-Bullying sessions for Teens (Helping teens understand how compassion defines the hard-wiring system of the brain ~ See video).

- Consulting with Quantum Logic for the workplace – for Innovation.

**********************************************************************{READ ON FOR MORE DETAILS about Cognitively Correct(R) development, CLICK on Carla’s Corner ……}                                                                                          **********************************************************************

…….More and more Educational systems and facilities are adhering to, and practicing the Neuro-scientific evidence that when teaching and speaking with children, especially young children, it is imperative to omit the specific negations no, not, don’t, can’t and shouldn’t. This is becoming more prevalently accepted with the understanding that the brain is unable to process negations (just as a computer is unable to do).  However, most people would be unable to explain exactly WHY the brain (and computers) deflect the use of negations and how it is inconsistent with knowledge acquisition, processing and development, especially on a long term basis.

In alignment with that, and consistent with other pertinent evidence from Neurophysiology and Cognitive-neuroscience (and computer science), there is another application that is equally significant and should be comprehensively applied, in conjunction with non-negated-positively-constructed language syntaxes.  Making amends with one piece of neuro-scientific evidence is only one baby step toward transforming and reforming education and advancing cognitive potential.

The two most primordial representations, or classifications of knowledge, information and intelligence are: language/communication and the fundamental principles of mathematics.  The fundamental math principles define and describe all entities and processes of knowledge and information, and language dispenses and exchanges the basic properties and principles of knowledge and information. That is WHY these 2 “apps” : Language and the fundamental math principles must be effectively united and synthesized as one application – - precisely the way they are synthesized and applied for computer science, computer functions and computer development.  It is inarguably why computers and the worldwide web have had phenomenol in such a short amount of time.

These 2 “apps” have also been mandated for at least 20 years in early education, but they have been either ignored or miscommunicated.  The problem with the application of these 2 apps in early education, is that unlike computer science, they have never been properly SYNTHESIZED for teacher (and parent) comprehension and application.  Children learn their “mother tongue” from their parents, and parents are children’s first and most significant teachers, because we learn language from our parents.  Only COGNITIVOLOGY  has managed to devise and document the SYNTHESIS of these “2 apps” both in prose and workbook formats for teacher/parent proficiency development skills.

Additionally, COGNITIVOLOGY has included, as a further synthesis, the truer functional definitions for Diversification, (Early)-Cognitive Development, Intuitive development in conjunction with Intuitive Language acquisition, and multi-dimensional sensory development. These are defined as interconnecting and relative processes that are significant to (early) cognitive development and its influence on subsequent stages of cognitive development.  These functions, applications and definitions must be given the equal value, attention and comprehension that has been given to the mandate for eliminating the use of negations in all communication and teaching techniques, especially with young children.

The preschool brain is working entirely different than the elementary school brain and as such, in order to properly reform education (and society), then education must be fundamentally reformed, first and foremost, at the preschool level.  The “academic” standards being imposed on Preschoolers in “preparation” for elementary school are severely interfering with the subsequent development of Critical Thinking Skills, Common Sense, Intuitive Reasoning, Quantum Processing, Hypothesizing, Theorizing, Precognition and Decision-Making Skills ~ diminishing our children’s ability to possess, process, conduct, creatively produce and intuitively excel in (future) INNOVATION skills.  Intuitive cognitive development yields ingenuity and the appropriate integration of human behavior and human intelligence that are both meant to be structured in accordance with the brain’s hard-wired system for compassion – which should be effectively integrated into all systems and endeavors of society on a community and national level.  Please join the cause, support COGNITIVOLOGY.  LEARN WHAT IT MEANS TO RECEIVE A COGNITIVELY CORRECT(R) EDUCATION FROM BIRTH TO ADULTHOOD.

(click on the above title ‘The age of quantum processing” to view full page)

The top “academic-performing” countries, namely, China, Finland, Hong Kong, Taiwan and Japan, are understand the significance of early development. They have a handle on implementing appropriate activities and age-appropriate-cognitive development for Preschoolers.  These countries have placed the proper significance on the “basics” of education. But in U.S.A., we think the “basics” are merely defined by the ABC’s and the 1,2,3′s ~ this is a misguided concept.

When we are willing to accept, understand and learn how to treat ‘cognitive development’, ‘intuitive development’ and ‘language development’ as one synonymous process of learning during the Preschool stage – while realizing that a rigorous assessment of the “evidence” points to the need for placing a laser-like focus on the first ’5′ years of learning — that is what is needed in order to truly reform education.  Only when we put Preschool at the forefront of Educational reform can we expect to succeed.  But we need to know how!  Preschool-educational reform must scale the patronizing lip service of the obscure and well circulated statements; ‘we must make an impression when children are young’ or ‘the preschool years are so important’. There is Neuro-scientific evidence to make that work.  Other countries have applied the hard-core evidence and information.  Now is the time to make a quantum leap in human development.  We may believe that we need the usual ‘heavy-weights’ in society to accomplish this feat – but the truth is that the fate and destiny of advancing human intelligence can only be accomplished by those who are actively and directly involved in teaching and taking care of Preschoolers.

Once again – - cognition and intuition and language – - are synonymous intelligence processes at the Preschool stage that, when treated as synonymous functions of learning, will ignite a new phase in cognitive evolution.  Only COGNITIVOLOGY has unraveled how these processes are synonymous and how they can be proficiently applied in early education – and in conjunction with the evidence from all major scientific fields.  COGNITIVOLOGY is dedicated to advocating an official alteration to the 90+ year old definition for COGNITION.  This conventional definition has remained unchanged for too many decades, even though the definition for ‘intelligence’ has evolved and changed to include ‘emotional development and intelligence.’ “Cognition” and “Intelligence” are coefficients of each other, like time and space.  If you change the definition of one, you must alter the definition of the other to mitigate a consistent significance of each in order to acknowledge that cognitive development is an evolving process.

INNOVATION requires Critical Thinking and Common Sense Skills – The basis for Critical Thinking,  Common Sense and Decision-Making – is established at the Preschool stage.

COMPUTERS are set, programmed and treated with certain algorithms and configurations so that they are properly and fully functional.  There are certain pattern and numerical values, plus, certain language syntaxes that must be used – simultaneously – to input and apply those instructions.  We’d never dream of acquiring a computer that was mis-programmed.  The young developing brain also requires certain patterns and values that must be simultaneously inputted and dispensed with certain language syntaxes so that the network of the brain – or the basic modem of intelligence can be properly established – and also – to defray subsequent mis-configurations that interfere with true knowledge development.  In other words, children require just as much or more care in the treatment of their brains, which in early development, is synonymous with emotional intelligence.  There are distinct applications that are necessary for early brain development, just as there are distinct applications necessary for the fundamental programming of computers ~ The question we need to ask of ourselves is “Do we love our computers more than we love our children”???

MANY Psychologists, Cognitive Neuro-scientists and other scholars are subscribed to the idea that DELAYED GRATIFICATION, which is a necessary skill for Critical-Thinking, Common-Sense and Decision-Making, is rooted in a personality trait, especially since it is so easy to identify as early as the preschool stage.  However, decision-making, planning and foresight – which are also synonymous with Critical Thinking, Common Sense, Intuitive Reasoning, Hypothesizing, Theorizing and Precognition ~ and are skills that require COGNITIVE processing – therefore they are subject to the processes of “cognitive development”, which are skills that we acquire based on the quotients of intelligence (Emotional Intelligence, Intellectual Intelligence, and Willful Intelligence).  ”Personality” merely colors how we use our cognitive abilities.  Personality is subject to Cognitive Development.  A proficient development of the brain’s cognitive skills will enhance personality traits – but to be deceived into believing that certain personalities will predetermine that certain personalities will develop certain ‘cognitive’ skills, while other personalities will be devoid of cognitive capabilities – is a detrimental theory that is insulting to human potential.  It is only because these scholars have been unable to identify the root of Critical Thinking Skills that has made them unable to define Delayed Gratification as a “cognitive process”.  To alleviate this frustration, they have presumed to justify labeling Delayed Gratification as a personality trait.   [To learn more about the exact 'cognitive' processes, i.e., the cognitive acquisition of 'Delayed Gratification' traits, see the section on 'Instant Gratification' in "The Dots Connected ~ A Relativity Theory on Integrated Human Development" by Carla A. Woolf, with Bryce Conway]

COGNITIVOLOGY – The science of intuitive-cognitive- developmental-relativity between emotional intelligence, intellectual intelligence and willful-volitional-reasoning intelligence.

WELCOME Everyone to Cognitivology – the only (grassroots) organization in the world promoting the awareness of INTUITIVE-COGNITIVE-ABILITY DEVELOPMENT.

THE NEXT PHASE IN COGNITIVE EVOLUTION IS BARELY A STRETCH ~ IT MEANS CONSIDERING A NEW DEFINITION FOR COGNITION, WHICH COGNITIVOLOGY HAS DEVISED.   It’s a simple matter.  It entails looking at the available data and evidence from all scientific fields to consider the evolution of cognitive development and human potential. These are the fields that give us the knowledge and information we seek to know more about ourselves and the universe – which is our natural resource for knowledge.

It’s hardly as if we are asking folks to fast forward into the future, to contemplate what intelligence commodities will be in that era and then apply them to our present capabilities.  This much science has given us: that there is a common denominator between all people – that we all have a brain that is hardwired for COMPASSION, while acquiring the values and characteristics of compassion are, predominantly, still subject to the processes of cognition and cognitive development. More than anything else, this is what we have in common.  In other words, the proper order of life means that it should be easy to love and difficult to hate, as opposed to the conventional philosophy that it’s so easy to hate and dislike others while love requires so much hard work and dedication – - this is contrary to the natural characteristics of the brain’s hard-drive.

We are aware of the fact that we are only using about 20% or so, of brain potential – what exactly do we expect will unlock that limitation?  Are we to be satisfied with expressing a realization about “consciousness” – leaving it open to ambiguity and a nebulously hopeful fantasy that one day, it will be the esteem of every person on earth?  There are few agreements on what consciousness is.  In COGNITIVOLOGY terms ~ “consciousness” is merely an auxiliary venue in the quest to achieve full intuitive potential.  Even the highest grade of consciousness would be “intuitive”, which would make consciousness redundant.  With a fully functioning intuition, what is the need for consciousness?

[click on October 2009 'Archives' to read more about Cognitivology - specifically - - "The Next Phase in Cognitive Evolution - Developing INTUITION"]

REFORM EDUCATION BY REFORMING PRESCHOOL – THE REAL REASON THE NATIONAL DEPT OF EDUCATION IS KEEPING EVERYONE IN THE DARK…   Folks, listen up ~ We only use about 20% of brain potential and  90% of that 20% – - is established during the preschool stage of development.       IN AMERICA, we’ve been messing around with this “90%” for several decades now, in fact, we’ve completely messed it up – - let’s see if we can get Arne Duncan to “do the math”. The remaining 10% of brain development takes place during the elementary and high school years – this little bit of 10% is where the agency’s money and ineffective proposals are being wasted.

We keep trying to alter and improve how the 10% of brain development is performing during the elementary and high school years – and we are doing very little about how the 90% develops during the preschool years, when this 90% determines how the 10% will perform.  The problem is that we totally misunderstand how that 90% of preschool brain development is supposed to work. The information about that is available, it has just been snuffed – why? ASK ARNE !! Actually, he’d be unable to answer, because he’s never done the math himself.  The bigger problem humanity faces is that we have got to start working with more than the 20% of brain potential we’ve been working with, we need to find a way to start unleashing that other latent 80% — and the best way to do that is to work with that 90% neuro-net brain development during the preschool years – that is our only hope.  Do preschool right, do humanity right – do preschool wrong, do humanity wrong.

SAVE PRESCHOOLERS, SAVE THE WORLD

IF WE DO PRESCHOOL RIGHT, and teachers have creative control, THEN ELEMENTARY AND HIGH SCHOOL TEACHERS CAN DO THEIR JOBS, instead of being evaluated by a system that stops them from performing their real jobs — AND THEN WE WONDER WHY OUR AMERICAN CHILDREN ARE PERFORMING SO BADLY ON INTERNATIONAL ACADEMIC TESTS IN MATH, SCIENCE AND LANGUAGE ARTS – Because us Teachers, Parents, and Educational Administrators are failing to do the Math, Science and Language Arts, but we expect the kids to do it.  – LET’S RE-EVALUATE THE NATIONAL DEPT. OF ED. AND APPOINT ADMINISTRATORS WHO CAN ACTUALLY DO THE MATH AND SCIENCE.

The NATIONAL DEPT. OF ED. is desperately pretending to reform elementary and high school, meanwhile they have this ambiguous unsubstantial pitiful sideshow of a committee of scholars, who are, supposedly dedicated to “researching what works” for preschool education — these scholars need to do their homework.  ”What works” for preschool has been available  -  rigorously, neuro-scientifically available for at least two decades, it’s the same basic information that has made computers so successful, but it has been ignored for early childhood development.  You can actually call it all a ruse, this ignored information is designed to make people subject to the authorities that be – zero creative critical thinking skills for you, me, teachers, everyone — because Preschool is when creative, critical thinking skills are fostered and intuitively established for life.  EITHER WE ARE WITH THIS PROGRAM OR WE MUST BE AGAINST THIS PROGRAM.

JOIN US, rally to eradicate the National Dept. of Education, or insist that the National Dept of Education re-organize so that PRESCHOOL Development and education is at the FOREFRONT of EDUCATIONAL REFORM.

IF WE “DO THE MATH” AND PAY ATTENTION TO THE ACTUAL EVIDENCE FROM COGNITIVE NEURO-SCIENCE AND NEUROPHYSIOLOGY, THEN WE CAN CREATE A BETTER ACADEMIC AND EDUCATIONAL SYSTEM THAN THE BEST OF FINLAND AND CHINA — WE WOULD DO WHAT AMERICAN INGENUITY HAS ALWAYS INTENDED TO DO — FOSTER REAL HUMAN INTELLIGENCE AND POTENTIAL

We have rearranged and completely damaged the way PRESCHOOL IS MEANT TO BE TREATED, because we think we can design and conduct Academic classroom style close-ended-non-imaginative formal literacy development lessons at the Preschool level — when young children are learning everything intuitively — when those type of lessons have nothing to do with intuitive development.

IT’S A SIMPLE MATHEMATICAL EQUATION – SO LET’S DO THE MATH ~

We need INTUITION to exercise and apply the best of our knowledge capabilities. Intuition is the highest function of human intelligence abilities and is meant to be the foremost function of adult intelligence processes. However most of our Intuition is established during the preschool stage. This is naturally consistent with the time that language (and the various forms of communication) are also learned most intuitively, while language is used to impart knowledge, guidance and discipline to all of our fundamental abilities.
It’s a simple calculation of pertinent variables that have been overlooked by the world’s top think tank specialists from all endeavors and fields of human development.
Cognitivology is a synthesis of evidence that has been neglected and is at least 20 years overdue.
The problem is that the basic syntax and semantics of language usage during the stage of intuitive language acquisition has failed to support and ensure the Intuitive-Cognitive-Development of ALL Abilities.
Society can be reformed with quality school and home education. But real educational reform can only be sufficiently, significantly and effectively done when it is properly structured and implemented at the preschool stage of learning.
LET’S BREAK IT DOWN WITH A LITTLE MORE DETAIL ~
The highest and best application of our capabilities relies on our ability to intuit – especially in the adult stages of intelligence when we should have achieved an intuitive integration of all of our abilities.
The challenge at hand for humanity is in understanding that the majority of our intuitive capabilities are established during the preschool stage of development. So in order to understand our true potential, we need to understand how the preschool stage of development really operates.
Why are we so removed from understanding our full potential? Because we need to acknowledge the connection between the potential of adult intuitive capabilities and the foundation of intuitive cognitive development at the preschool stage.
So how has this disconnect ensued throughout thousands of years of humankind’s existence? That is also a simple answer: To understand intuitive human potential means understanding intuitive cognitive development during the early years of learning, and more specifically, the peak of intuitive connections – The Preschool stage.
Of all of the documented information available describing the various stages of human development, we retain the least amount of resources and specific relative details regarding the true requisites for preschool learning. The worst part is that there is nothing to explain intuitive-cognitive-ability-development during this stage – and only cognitivology and cognitively correct have labored to uncover and disseminate the nature and processes of ALL preschool learning skills as inseparable learning functions that constitute a lifetime of intuitive-cognitive processing.
Intuitive-cognitive-ability-development is the answer to the problems of innovation and the solution to building integrative systems in ALL endeavors of humanity .
Cognitivology has worked tirelessly to rigorously de-mystify the cognitive processes of human potential that depends on an integrated web of abilities, which are meant to be inextricably linked. The difficulties and challenges we experience are simply evidence about our lack of intuitive development which is an indication of the extent of synaptical wiring – or neurotransmitter connections that are established during, and only during the preschool stage, defining the percentage parameters of simultaneous processing that we’d be able to perform throughout a lifetime – or the circuitry system that we’d be limited to re-wiring and re-firing throughout our lifetime.  There are some misconceptions floating around out there about continual brain development. Yes, the brain is basically elastic, it has it’s so-called, ability to be “plastic”, or to change and transform and re-configure it’s fundamental wiring and circuitry system.  But what we are failing to recognize, or to be told is that you are limited to the extent of re-wiring and re-firing the synapses within the established circuitry system.  You may obtain a new wire or two, but basically, you can only re-wire with the “wires” that you obtained when you were a preschooler.

New evidence is constantly emerging about brain development, so these particular points can and will be debated technically. However, we should look at the real practical implications.  Every day there’s another book expounding upon the notion that you can “re-program” your feelings, your responses and impulses and create a new life for yourself – and that is definitely an advantageous venue that will be necessary for most adults for several generations to come.  But it is still evading the core issue of human potential – - it is insane for adults to spend their mature lives “re-programming” their feelings, motives, intentions and compulsions – - we should be properly “programmed” early in development so that when we reach adulthood, we are re-designing, re-creating and re-inventing ourselves based on our intuitively developed capabilities.  Sure innovative solutions are great for the problems of our world, but our ability to innovate should be applied more toward our desires and capabilities rather than predominantly applied to fixing problems that are a result of our lack of inheriting a full range of human potential capabilities.

How many professors have done the math and put the 2′s and 2′s together to figure out a basis for intuitive development? Intuition is indeed what scholars and experts profess as having been the guiding force of Einstein’s genius abilities. Yet, what have all these same scholars and professionals done to help you develop YOUR INTUITION? You have an even better ability to be more intuitive than Einstein and that makes you a potential genius.
Keep in mind that Pythagoras – the genius godfather of Math – had immense difficulties accepting the concept of “zero” and actively protested its use in Math and Arithmetic. You already have an intuitive understanding of the concept of zero, that already makes you smarter than Pythagoras. It makes sense that Intuition is an attribute that should be fostered in the educational field.  But the foundation for INTUITION IS SYNONYMOUS WITH PRESCHOOL DEVELOPMENT.  This fundamental awareness is necessary to establish a new legacy of human cognitive potential.

“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.
Or, should we say, instead of applying it where it was meant and mandated to be applied – during early development when language is learned intuitively, and especially because language is used to instruct virtually all abilities. BUT – what happened instead? It by-passed early development, because it was just too difficult to figure out how to guide children and give them instructions without using negations – that would require trusting children’s abilities.   So this idea about eliminating negations and utilizing positive speech semantics went straight into the multi-billion dollar adult self-improvement industry. But it’s time to put it back where it belongs – in child development. If we have to wait for every generation to learn how they were meant to think and feel about the real potential of their abilities, it will always be as if we are taking two steps forward and three steps back.
Language is meant to be an intuitive development, and it is – but intuition is also meant to be structured into our language development to ensure the intuitive development of all of our abilities. We need to reconfigure our language usage so that it is intuitively and cognitively correct. That simply means that language should match the natural configurations of abilities so that as people grow, they intuitively know what their abilities are – and more specifically, what their unique talents are.
Of course the brain continues to transform and change, but the stages of “cognitive development” are over once a person has reached the age of approximately 23 or 25. The possibility of REAL intuitive development is virtually gone, and intuition is what adults should be using primarily for all of their intelligence functions. So obviously the methods of “cognitive development” must be altered and properly understood.
Since intuition is the true seed of innovation, while intuition is also the highest function of knowledge and intelligence applications, then this would implicate a significant change in the ways that we can communicate and the ways that we have built education based on the way we communicate. The time has come to explore the most fundamental necessity of improvement – reviewing the fundamentals.
We can improve education by reforming the K-12 stages of learning, but education can only be truly fixed by restructuring preschool development, whether it’s on the homefront or in preschool facilities – ideally both.
[For a video review see our homemade presentation on youtube and facebook - - posted under 'Cognitivology.'
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ABOUT PRESCHOOL DEVELOPMENT

Let's speak plainly and truthfully, technically preschool teachers and parents need to know '3' things, they need to do '4' things, but they need to understand a whole lot about WHY these tips must be understood and implemented as a synthesized process, otherwise they are as good as left undone.
This is evident anywhere you go, just drop into your local preschool and make some observtaions. Without understanding WHY, educators unfortunately, continue to perform the same ineffective practices.
How can such a statement be made so flippantly? Well, all of the required information and techniques about brain development, etc. have been around for at least 20 years, and most preschools will apply one or the other, but rarely ever all of them. The real mark of a preschool teacher is the ability to juggle all of those techniques simultaneously.
Essentially, preschool teachers and preschooler parents have been cheated, because qualified scholars in early human development should have devised training manuals that coordinate the use of these requisite techniques - - and what has happened? - Preschool teachers and parents have been left ineffciently informed.
Now, we know that - - "diversification", "hands-on" "positive enforcement and positive reinforcement" and the "total elimination of the specific negations - no, not, don't, can't and shouldn't" - - all must be incorporated in early teaching facilities. But the most important detail is that all of these features are meant to be applied in such a way, so as to ensure the INTUITIVE development of all of children's unique abilities - coincidentally, and very necessarily during the same early stages when language is also acquired most intuitively. And since we use language to teach virtually all abilities, then language must be suited to match the real potential of abilities.
Early learning is often referred to as "cognitive development", but it should really be termed "intuitive-cognitive-development".
Intuition is the highest function of human intelligence that is applicable to all of our capabilities, most especially our quantum processing skills that will essentially be used in adulthood - are meant to be used in adulthood for every endeavor and capability - and our quantum processing skills should be done intuitively.
However, we need to employ language semantics that reflect Cognitively Correct syntaxes - to be consistent with the genuine patterns of abilities. Chidren's unique abilities must be recognized by teachers. Ideally, teachers should be able to intuitively recognize children's abilities, but we need to at least begin by recognizing children's abilities mechanically aided by keen observations. The time has come to cease subscribing to the prevalent protocol of looking for children's learning difficulties and disabilities as primary barometers for educating and guiding children. Even children with disabilities still have plenty of ABILITIES.

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" (above)
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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 to ensure an intuitive cognitive ability development for your future children. Scientists may tell you that intuitive reasoning and quantum processing are two different conflicting traits - but the truth is that they are exactly the same thing. Also, if the world's best scholars and philosophers expect humanity to achieve an "integrated harmonious state of human capabilities" - how can we expect to achieve something like integration when they are constantly disentegrating and disengaging every characteristic of human potential as though one has nothing to do with the other - that is why Cognitivology insists that there is a theory of relativity for human development - that all the traits and features of human character and potential must be redefined in order to make them "relative", so that there is a possibility for "integration" to occur. It just makes more sense! So please take a few moments to view our videos on youtube and facebook - posted under Cognitivology - and if you please, pass it around.
In the past societal change depended on the insistence of progress, which was usually advocated on college campuses across the country. But today, the folks that can influence the most change are High School students. So if a Theory of Relativity for Human Development makes sense to you, think about it, but also think about how you will use your ingenuity, your creativity, your developing intuitive reasoning skills now and in the future to validate, invalidate or expound upon the concept of human relativity. Especially think about the quantum leaps in progress that can be made when intuitive cognitive development during the early years will be configured to support the intuitive quantum processing skills that yield real innovation and solutions - in adulthood, in the future.
But one thing is clear, if humanity is ever to feel as though they are part of the universe - a universe that inherently functions according to the basic mathematical principles as defined by the general and special theories of relativity by Einstein, then there must be some kind of parallel theory of relativity that can explain human development and human progress in conjunction with the natural laws and priniciples of the universe.

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

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)

My Mom Is Fat

How to Speak With Your Preschooler About ... Food and Nutrition

The Dots Connected

My Mom Is Fat

Time: 7-9 pm

Location: Bogota Recreation Center

162 W. Main Street

Bogota, NJ 07603

You will be given both theory and practical information to communicate better with your preschooler or child of any age.  You will learn how critical thinking skills and intuition are established in the preschool stage  of development.  Understand how to guide your children’s behavior according to their abilities.  These seminars offer historically unprecedented information that is vital to all adults interacting with children on a day-to-day basis.

call 201-674-4215

Registration is required – Cost is $ 20.00 per person.  Please Adults Only!!

Time: 7-9 pm

Location: Bogota Recreation Center

162 W. Main Street

Bogota, NJ 07603

You will be given both theory and practical information to communicate better with your preschooler or child of any age.  You will learn how critical thinking skills and intuition are established in the preschool stage  of development.  Understand how to guide your children’s behavior according to their abilities.  These seminars offer historically unprecedented information that is vital to all adults interacting with children on a day-to-day basis.

call 201-674-4215

Registration is required – Cost is $ 20.00 per person.  Please Adults Only!!