1 – Written BY Tricia Cook, MEd., RSP, AOG: Montessorian
Read Section 1 First Here
Where learning is concerned, the “whole person” is important because people are different and so many learn and think differently. My neuropedagogy allows neuroscience, psychology, psychopathology, holism, Evangelical theology, and education to come into an authentic practice. It really looks at how we all process information differently in space and interconnected time; in brief, we are all wired with dissimilarity for which each neural pathway is connected differently to process the same information that we all can receive. My current practice is a holistic approach to discovery of inner-being, spiritual-growth, and aims to learn how to stimulate new zones of the brain, and increase self-directed neuroplasticity, and create connections (neuropathways) for learning to be successful. Furthermore, it is targeted at naturally stimulating the brains of all types of learners, not only those with students who have learning disabilities.
The Problem: We are seeing children/adults digress with gulf-sized disconnect and low self-esteem. Each child/adult is multidimensional, and ALL our systems and senses need to function equalized, activated, and balanced for learning to take place. The triune brain which is the neomammalian complex (RAS- aka neocortex), midbrain (pons- aka limbic system), and forebrain (thymus aka reptilian) is working on a downward function, which makes learning and thinking chaotic in the mind. People are using their mental and emotional bodies to learn, not their etherical body (etheric).
Yes, I do believe the disconnect for students, families, and schools. It’s in the Spiritual Development…
The disconnect happens in these domains: (intellectual)- what is right, (moral) what is good, and (imaginative) what is best; meaning, His Divine Will for us in design, plan, and purpose for yourself and meekness towards others! Affirmation (Blessing of Thanksgiving, heart): Do not be conformed to this world ([modern],this age) [fashioned after and adapted to its external, superficial customs], but be transformed (changed) by the [entire] renewal of your mind [by its new ideals and its new attitude], so that you may prove [for yourselves] what is the good and acceptable [right, moral] and perfect Will of God, even the thing which is good and acceptable and perfect [in His sight for you]. Romans 12:2 AMPC
What is a Subjective Mind? Subjective mind, which wants to comprehend the world by self-realization, consciousness and is open to different interpretations of same objects viewed through different lenses. [Retrieved from https://medium.com/all-things-philosophical/subjective-and-objective-63465fa88fd4].
The cerebral cortex is thought to be the seat of conscious processing in the brain. Rather than being inactivated, specific cells in the cortex show higher spontaneous activity during general anesthesia than when awake, and this activity is synchronized across those cortical cells. [Retrieved from https://neurosciencenews.com/unconscious-brain-activity-20571/].
What Is Conscience? Billy Graham’s Daily Devotion, Nov 09, 2021 Having a good conscience . . . –1 Peter 3:16 God has put within each one of us something that cries aloud against us, whenever we do that which we know to be wrong. Conscience is the detective that watches the direction of our steps and decries every conscious transgression. Conscience is the built-in power of our minds to pass moral judgments on ourselves, approving or disapproving our feelings, actions, thoughts, and plans, and telling us, if what we have done is assessed as wrong, that we deserve to suffer for it. Conscience has in it two elements: an awareness of certain things as being right or wrong, and an ability to apply laws and rules to specific situations. Conscience insists on judging us, and insist on judging us by the highest standard we know. So we sometimes call it God’s voice in the soul, and in a sense it is. Retrieved from https://sway.office.com/6BhnVi2YHh09O1v8.
What is Conscience/Righteousness- Intellectual-Moral aka “The Perfect” (Pure Heart)? The moral feeling, by which we mean a sense of the difference between right and wrong, would seem to be a part of the native furnishing of the mind. Conscience is a vigilant eye before which each imagination, thought, and act, is held up for either censure or approval. I believe there is no greater argument for the existence of God in the world today than conscience. There is no greater proof of the existence of a moral law and Lawgiver in the universe than this little light of the soul. It is God’s voice to the inner man. Conscience is our wisest counselor and teacher, our most faithful and most patient friend. [Retrieved from https://www.internationalstandardbible.com/R/righteousness.html].
What is Self-Realization/Blamelessness- Imaginative-Moral aka “The Simple” (Clean Mind)? How can we achieve this state of Being for ourselves? Self Realization is a term that is becoming increasingly more widely used. In many ways it is an obscure term, and its meaning is not immediately apparent. For many it is a term that means the same as ‘Enlightenment’ – a word which is similarly something difficult to determine. However, the term ‘Self Realization’ is more useful as it actually refers to a very specific stage in the journey of awakening that Ramana Maharshi and others described. [Retrieved from https://andreaoneness.com/self-realization/].
According to Erik Erikson, during the first years of school, every child must resolve the conflicts between a positive self-image and feelings of inferiority. If children succeed in school, they will develop positive feelings about themselves and believe that they can succeed in life [Retrieved from http://www.ldonline.org/article/19296/].
Likewise, this study aims to investigate the emotional perspective of having Dyslexia, a specific learning difficulty that not only affects literacy but many aspects of an individual’s life, from childhood into adulthood [Retrieved from https://www.researchgate.net/publication/290213848_Dyslexia_Investigating_Self Harm_and_Suicidal_ThoughtsAttempts_as_a_Coping_Strategy].
“And this is my prayer: that your love may abound more and more in [full] knowledge and depth of insight [clear perception], so that you may be able to discern what is best and may be pure [pure heart] and blameless [clean mind] for the day of Christ,” Philippians 1:9-10 NIV
Responsive System Dysfunction (RSD) A Functional System Dominance (FSD)- when the RAS & ACC (anger)/HPA (shame) and the brain stem (reptilian brain) regulates our sympathetic (anger) and parasympathetic (shame) systems as it responds to stress: such as when reading. It also acts as a vehicle for sensory information. Note: Students with Sympathetic Functional System Dominance (anger-SFD) have mostly hyper-sensory processing and Parasympathetic Functional System Dominance (shame-PFD) has hypo-sensory processing and Total Functional System Dominance (both anger and shame- TFD) and varied processing. This disequilibrium of the systems can make appropriate learning behavior more or less challenging such as: self-regulation, attention and executive functioning, oppositional and aggressive behavior, anxiety and possibly even depression
Lastly, it helps to be familiar with the midbrain (mammalian brain) which includes: medulla oblongata and pons do their jobs effectively such as…
Basal ganglia- regulating motor functions. The “basal ganglia” refers to a group of subcortical nuclei responsible primarily for motor control, as well as other roles such as motor learning, executive functions and behaviors, and emotions. Students with Sympathetic Functional System Dominance (anger-SFD) have mostly hyper-sensory processing and hyperactivity in their proprioceptive, somatic, vestibular, and gross-motor abilities (ADHD- hyperactive type & cerebral palsy) and Parasympathetic Functional System Dominance (shame- PFD)- have mostly hypo-sensory processing and hypoactivity in their proprioceptive, somatic, vestibular, and fine-motor abilities (ADHD-inattentive type & dysgraphia). Varied is, of course, Total Functional System Dominance which is most common with dysgraphia (anger and shame- TFD).
Note: Kessler Foundation showed that signal detection metrics (perceptual certainty and response bias) correlated with changes in cognitive fatigue as well as with activation in the striatum of the basal ganglia—an area of the brain Kessler researchers have previously identified as sensitive to changes in cognitive fatigue. [Retrieved from https://neurosciencenews.com/ms-cognitive-fatigue-20713/].
Hippocampus- Parasympathetic Functional System Dominance (shame- PFD)- have mostly hypo-sensory processing and hypoactivity of the hippocampus which helps humans process and retrieve two kinds of memory, declarative memories, and spatial relationships. Declarative memories are those related to facts and events. Examples include learning how to memorize speeches or lines in a play. Spatial relationship memories involve pathways or routes. Spatial relationship, emotional reappraisal, and memories appear to be stored in the right hippocampus. The hippocamp is also where short-term memories are turned into long-term memories. Relative to the hippocampus, these memories are then stored as polarities of time & space in the brain-experiences and reality of consciousness the past, future and present. (see RAS specially ACC above- associated with the alta major chakra and shame). Note: Students with learning differences, neurodivergency have problems with perceptual ability, time & space awareness, executive functioning, and memory (also see PONS and Thymus below).
Dissociation is a mental process of disconnecting from one’s thoughts, feelings, memories or sense of identity. Dissociation is a mental process of disconnecting from one’s thoughts, feelings, memories or sense of identity.The dissociative disorders that need professional treatment include dissociative amnesia, dissociative fugue, depersonalisation disorder and dissociative identity disorder. [Retrieved from https://www.webmd.com/mental-health/dissociation-overview].
Light OF SAVING GRACE AND FAITH BY GOD’S PERCEPTION
Divine Majesty (includes The Comforter, The Standby, The Helper)- releases Sovereignty, The Advocate (1) to become The Perfect Three-One Harmony (The Light of Life)
(8, 9, 1) High Priesthood of Jesus & Now we are being in Divine Consecration- Prepared/Set Apart= mutual affection with love [Divine Majesty] such as Virtue of love, peace, justice. “The Rock“, In Christ, Esoteric philosophy offers a practical understanding of “that which is hidden” – the invisible, subtle dimensions of existence that surround and infuse the…thoughts, beliefs, minds, and mysteries in the realms of God’s Kingdom aka “Open Heaven”.
Starting in 1910, Rudolf Steiner initiated a series of lectures announcing the advent of Christ’s appearance in the sphere of the earth’s etheric or life body. This he said would begin between 1930 and 1940, but at first, only a few people would be aware of it. In time, more and more people—regardless of their religious affiliation—would be infused by Christ’s living presence. Such “Damascus experiences,” bespeaking a new natural clairvoyance, Steiner said, would become increasingly common. Note: In his lectures From Jesus to Christ, Steiner suggests that it is our own etheric activity which lightens up that sphere in which the Etheric Christ is present. As well, “Our hope is that, as your faith continues to grow, our sphere of activity among you will greatly expand, 16 so that we can preach the gospel in the regions beyond you. For we do not want to boast about work already done in someone else’s territory.” 17 But, ‘Let the one who boasts boast in the Lord.’ 18 For it is not the one who commends himself who is approved, but the one whom the Lord commends. [Retrieved from https://www.bibleref.com/2-Corinthians/10/2-Corinthians-chapter-10.html].
The Christ will become a living comforter. Though it may seem strange now, it is nevertheless true that even large numbers of people sitting together and wondering what to do will see the etheric Christ. He will be there and confer with them; he will cast his word into their gathering. We are approaching these times when this positive, constructive element will take hold of human evolution.” — Rudolf Steiner (p. 122) [Retrieved from https://steinerlibrary.org/Lectures/304/Waldorf_Education_and_Anthroposophy_1.pdf].
Prayer for The Lost (Meekness)
Ask: The Comforter
Seek, Arise: Mercy (Justice)
Find: Divine Love
“Here is my servant whom I have chosen, the one I love, in whom I delight; I will put my Spirit on him, and he will proclaim justice to the nations.”Matthew 12:18 NIVhttps://matthew.bible/matthew-12-l
Bliss (heart-pons): Joy, Power, Complete (Intent (Praise of Trust):-Arise-Mind/Soul, Indwelling Faith-Love, Faith, Hope)
Intent (Praise of Trust-mind): ‘And our hope for you [our confident expectation of good for you] is firmly grounded [assured and unshaken], since we know that just as you share as partners in our sufferings, so also you share as partners in our comfort. ‘ 2 Corinthians 1:7 Thank YOU and Again Thank You- I will
- Happiness (heart mind- Thymus, heart/mind “the Leb”): Peace, Authority, Absolute (Revelation (Hope of Forgiveness): -Behold-Heart/Soul Saving Faith-peace, Glory, Victory)
Revelation (Hope of Forgiveness-heart): ‘Therefore, while the promise of entering His rest still remains and is freely offered today, let us fear, in case any one of you may seem to come short of reaching it or think he has come too late. ‘ Hebrews 4:1 NO FEAR and ONLY Love (I NOW REST IN THE LORD- SO TO HIM BE GLORY)
- Delight (mind-RAS-Gut): Strength, Might, Simple (Affirmation (Blessing of Thanksgiving): -Abound-Heart/Spirit, Justifying Faith-justice, Mercy & Grace)
Affirmation (Blessing of Thanksgiving, heart): ARAS-THYMUS, & PONS, RAS/GUT, ‘Then he prayed again, and the sky gave rain and the land produced its crops [as usual]. ‘ James 5:18 FRUIT OF ABUNDANCE- THEN EXTRA CAN I GIVE?!
Learn More HERE
But those who trust in the Lord for help will find their strength renewed. They will rise on wings like eagles; they will run and not get weary; they will walk and not grow weak. Isaiah 40:31 GNTD
Responsive System Dissociation (RSD) is due to holding onto anger, shame & fear (Missing JUSTICE, meekness).
What is neurodiversity?
People with dyslexia and other forms of neurodiversity have sound and language processing problems. They will struggle to connect letters to sounds and, mainly difficulties identifying speech sounds and learning how they relate to letters and words; as well, those with visual processing difficulties struggle to understand visual information such as letters, shapes, or objects and problems processing the graphic symbols (mainly, problems with convergence). Other difficulties related to the absorption and processing of sounds [sounds especially can be omitted from words by the student], students with dyslexia most commonly omit letter sounds, words, phrases in the middle position, then the end, and least commonly the beginning. When they omit, they might do sound confusions such as repetition(s), substitution(s), addition(s) or delete altogether, on the other hand; transversal(s) and reversal(s) are more common in students with a visual processing difficulties. P.S. I suggest -have them remember: if it doesn’t look or sound right reread or rewrite till your brain feels like “it’s just right” [trust your brain-you are smart, you can do it, and you are love]. Ask me how I can help you by tutoring, coaching, consulting and/or training!
What is neurodivergency?
I consult to help others discover their own/someone else’s learning uniquenesses, interest, and how to use their gifts and strengths. Those with a neurodifference usually have a neurodivergency; meaning, they often have intuitive and insightful, well-developed social awareness and emotions while possessing a lexicon of words to help with the synonymous “why’s of dyslexia”. They also have deep and holistic, list-form type thinking including: problem-solving and building/constructing abilities, competitive drive, computer skills, and gaming strategies. They seek their own endeavors of creative, imaginative, visual, artistic, and visionary skills while taking on inventing and innovating pursuits. I can also tell you that they may excel at thinking of “outside the box” solutions, seeing a problem from many sides, and patterns/spatial relationships along with the ability to think in 3 dimensions-using our strong evaluation skills and imagination (capable of observing patterns of: color, shape, size, dimension, rhythm, meter, tone, and chant). They have an innate ability for caring for people, animals, and nature [Note: sometimes due to circumstances they go against their own nature in this respect]. Lastly, I prepare students with unique learning and neurodifferences to connect to the world with enrichment classes through my program MY ELBERT.
What is neruopedagogy?
My current practice is a holistic, alternative approach to being and aims to learn how to stimulate new zones of the brain, and increase self-directed neuroplasticity, and create connections (neuropathways) for learning to be successful. Furthermore, it is targeted at naturally stimulating the brains of all types of learners, not only those with students who have learning differences. You need to know that my neuropedagogy is based on the following: my own inductive reasoning, logic of evaluation, outside-of-the box type problem-solving skills, detective sense contributed to my own gift of neurodivergency, gift of knowledge and wisdom (discernment), countless hours of student observations (Montessori), (w)holism, neuroscientific, neuropsychology, educational research (Orton-Gillingham and “Science of Reading”), and spiritual/religious studies (Nouthetic Counseling) along with my perpetual care for the “whole person”. We can identify goals and potential solutions to problems which cause emotional turmoil; seek to improve communication and coping skills; strengthen self-esteem, and connection (unity) with God; and promote behavior change and optimal mental health and “wellness”.
κοπιάω (Strong’s #2872 — Verb — kopiao — kop-ee-ah’-o ) (a) “to grow tired with toil,” Matthew 11:28; John 4:6; revelation 2:3 , also means (b) “to bestow labor, work with toil,” Romans 16:6; Galatians 4:11; in John 4:38 , AV, “bestowed (no) labor,” RV, “have (not) labored,” and, in the same verse, AV and RV, “labored.” See LABOR , TOIL , WEARY.
What is discernment meekness? (Divine Love)
*ARAS- (Woe To Meekness) understand and fear of the Lord [“…with behavior that is a credit to the summons to God’s service, living as becomes you] with complete lowliness [in heart]: of mind (humility) and meekness (unselfishness, gentleness, mildness), with patience, bearing with one another and making allowances because you love one another. Ephesians 4:2 AMPC Note: Meekness is an attribute of human nature and behavior that has been defined as an amalgam of righteousness, inner humility, and patience. Meekness is essentially an attitude or quality of heart whereby a person is willing to accept and submit without resistance to the will and desire of someone else. [Retrieved from https://www.regent.edu/journal/inner-resources-for-leaders/spiritual-meekness-a-virtue-for-christian-leaders/]. Take My yoke upon you and learn of Me, for I am gentle (meek) and humble (lowly) in heart, and you will find rest (relief and ease and refreshment and recreation and blessed quiet) for your souls. [Jer. 6:16.] Matthew 11:29 AMPC Lowliness of heart and mind are indispensable in our approach to our Heavenly Father and our hope of receiving revelation and sanctification. “Let nothing be done through strife or vainglory; but in lowliness of mind let each esteem other better than themselves” (Philippians 2:3). AND [Jesus] said to His disciples, Temptations (snares, traps set to entice to sin) are sure to come, but woe to him by or through whom they come! Luke 17:1 AMPC Rejoice and exult in hope; be steadfast and patient in suffering and tribulation; be constant in prayer. Romans 12:12 AMPC
What is discernment of justice? (Dinvine Honor)
Definition of discernment. 1 : the quality of being able to grasp and comprehend what is obscure : skill in discerning. 2 : an act of perceiving or discerning something. SEE GRAPH ABOVE CALLED GOD”S PERCEPTION HERE.
The maintenance or administration of what is just, especially by the impartial adjustment of conflicting claims or the assignment of merited rewards or punishments The administration of law, especially the establishment or determination of rights according to the rules of law or equity The quality of being just, impartial or fair, and when to seek forgivness of others.
“Ephphatha, Prayer”: Long Version: Includes ARAS w/ PHB and ASN (Always Surely Need) In Unity With The Trinity HERE
Dr. Charles Stanley states, “It is simply [with meekness] dwelling in God’s s presence without any visual or verbal distractions. He encourages believers to just sit in a dark and quiet room with the Lord.” “Obey God and leave all the consequences to Him.” “We can be tired, weary and emotionally distraught, but after spending time alone with God, we find that He injects into our bodies energy, power and strength.” Charles Stanley, preacher of His Word- The Gospels. [Retrieved from https://quotestats.com/topic/charles-stanley-quotes/]. Thou shalt love the Lord thy God with all thy heart (power-joy-pons), and with all thy soul (energy-bliss-thymus), and with all thy mind (power-joy-pons) and strength (body-delight-ras-gut). Mathew 22:37-39
What is the best way to support those with Neurodevelopmental disorders or Neurodiversity in later onset?
I find the best support includes understanding the impact that a negative social environment, aka learning with trauma, has on those who have a neurodiversity, or as I prefer to say “neurodifferent”. My program, My Elbert, was developed to help those who feel weak and weary due to being neurodifferent including those working with them. Mainly, I help others to succeed and employ a positive attitude towards learning and learning environment. Instead of allowing shame and anger to overwhelm the learner, I focus on bringing in positive emotions and teaching methods for instance observing when they are needing calm delight. As well, help the learner with their learning difference and change their brain with self-directed neuroplasticity [flexibility and adaptability] and atonement. I support students with mixed: My Elbert enrichment along with literacy intervention, and tutoring online classes. These classes/sessions stem from a hybrid of elements and methods from Montessori- life domains and development with observation, Nouthetic Counseling- theology, evangelism, behavioral sciences , and Orton-Gillingham methods- practice of reading in research. I developed this program due to my own experience and being labeled severely learning disabled. As well as, I would like to share I little about myself, I have a Neurodiversity in Auditory, Visual and Vestibular as well a Neurodivergency which had made me weak and weary over the span of my life. Basically, I struggled with anger/shame due to LD (view My Story Of Dyslexia: HERE and ask about my RESUME!)
According to Mark Briscoe, Jesus experienced anger and grief. His anger was a righteous anger for it had selfless reasons. He experienced grief when Lazarus died but not for Lazarus but for the people who loved Lazarus. He knew he would raise Lazarus. But looking at the people who wept he was grieved. And you find the shortest verse in the Bible. “Jesus wept.” He didnt feel shame or guilt for they imply He would have sinned.
Paul says that God has written a certain knowledge of His laws on every human heart [Rom. 2:14-15], and experience confirms this. But conscience can be misinformed, or conditioned to regard evil as good, or become seared and dull through repeated sin [1 Tim. 4:2]. The judgments of conscience are only to be received as God’s voice when they match God’s own truth and law in Scripture. The conscience must be educated to judge scripturally.
Superstition or scruple may lead a person to count as sinful an action that according to God’s word is not sinful. But for such a “weak” conscience [Rom. 14:1-2; 1 Cor. 8:7, 12;] to go against itself and do what it mistakenly judges to be wrong would be sin [Rom. 14:23]. Those whose conscience is “weak” should never be pressed to do what destroys their good conscience.
The New Testament ideal is a conscience free from guilt and able to guide us in a holy direction. The conscience can only be freed from guilt by the power of Christ’s blood. Once freed and protected in its freedom by the gift of justification, the conscience is able to grow through the teaching of Scripture and the means of grace in Christian life…
Like my friend, Al Rosenblum wrote, God made us with an empty place in our hearts that only He can fill. He fills the spiritual need enabling us to operate lovingly and effectively in our human relationships. The empty place causes us to have hunger/thirst for love, affection, appreciation, etc.. We use our to attach to people and things in our world that we believe will fill our emptiness. Before salvation which happens in a microsecond of time when we believe the gospel (death, burial, resurrection of Jesus to resolve our sin debt with God-Father) we are disconnected from God and can only attach our hunger & faith to people & earthly things of the world. We attach our hearts to the things of this life and build a false belief system around the idea that the love of people and possessions (instead of God) can make us happy (a lie). We build our entire belief system on lies that we pick up out of the world (this statement requires considerable explanation). All that we learn & believe that builds our thinking system before we are saved is devoid of God as the center & purpose and without the Holy Spirit to reveal the divine truths to us. After we are saved we use the same system to learn the same divine ideas that Jesus used in His earthly life so that we can use them too, becoming like Him from the inside out. AGAIN, Thou shalt love the Lord thy God with all thy heart (energy-bliss-thymus), and with all thy soul (power-joy-pons), and with all thy mind (energy-bliss-thymus) and strength (body-delight-ras-gut) [UPWARD FUNCTIONAL SYSTEM– ARAS, Thymus, Pons, RAS/GUT]. Mathew 22:37-39
We have all harbored anger and shame in our high heart-mind. On the other hand, “In your anger do not sin” : Do not let the sun go down while you are still angry,…” https://www.bible.com/en-GB/bible/111/EPH.4.26.NIV. Jesus works on our “Leb” at night, giving His believers instruction at night and request for us to be in a mindset of Christ the rest of the day!
“And this is my prayer: that your love may abound more and more in [full] knowledge and depth of insight [clear perception], so that you may be able to discern what is best and may be pure and blameless for the day of Christ,” Philippians 1:9-10 NIV https://bible.com/bible/111/php.1.9-10.NIV
Understanding of Lowli Meekness
Genesis 11:6 states that man would be able to accomplish anything—nothing would be withheld. But these human accomplishments were not being achieved for the right reasons, and humanity was going in the wrong direction. And their ease of communication was facilitating all of this. So when God divided their languages and spread them out throughout the earth, their progress slowed. Instead of working together to achieve evil, humanity developed slowly and regionally.
When Paul, therefore, declares that “all writing” is the product of the divine breath, “holds his breath of God” (2 Tim 3:16).
Attitude “break down”:
- Do things good for not all the right reasons
- Do things right but not necessarily for the good
- Versus understanding to know which is best!!!
He must increase [in prominence], but I must decrease. John 3:30 AMP
Communication “break down”:
- Wisdom to have “good discussions”
- Knowledge to have “right discussions”
- The understanding to know which is best!!!
The pride and arrogance that led the people at Babel to use their linguistic unity to defy God will be gone. At that time, people will have humble attitudes, and they will work together to glorify God. “you also, like living stones, are being built into a spiritual house to be a holy priesthood, offering spiritual sacrifices acceptable to God through Jesus Christ.” 1 Peter 2:5 NIV “For in Scripture it says: “See, I lay a stone in Zion, a chosen and precious cornerstone, and the one who trusts in him will never be put to shame.”” 1 Peter 2:6 NIV Need: Can you observe and see what is “right” in people? Loose anger, ego Can you find and see what is “good” in peoples…Loose the shame, pride with Faith and Hope!
Attitude and communication towards people:
- Look for what is right and tell them
- Look for what is good and tell them
- Look for what is best in Him In Them and tell them
“And without doubt the lesser is blessed by the greater. In the one case, the tenth is collected by people who die; but in the other case, by him who is declared to be living.” Hebrews 7:7-8 NIV https://bible.com/bible/111/heb.7.7-8.NIV
Neuropedagogy & IQ- Disparagement of Perceptions
What is neruopedagogy? Neuropedagogy as a scientific discipline: interdisciplinary description of the theoretical basis for the development of an educational research field of the mind, brain and body; Basically, it is when science and education meet, and whose scientific aims are to learn how to stimulate new zones of the brain and create connections. It also merges neuroscience, education and psycology including (w)holism. ‘It is targeted at stimulating the brains of all types of learners, not only those with students who have learning differences. Applying the findings from neuroscience to teaching and learning.’ [Retrieved from Sara Naegele, MSEd and Dechantal Montano. “The Fundamentals of Neuropedagogy.” Brain Blogger The Fundamentals of Neuropedagogy Comments, brainblogger.com/2015/01/25/the-fundamentals-of-neuropedagogy/.]
We tend to think that learners differ along general dimensions such as IQ or verbal ability. But, in fact, each of the myriad small specializations are sources of individual difference. The person who has perfect pitch is not necessarily more likely to have amazing color perception or remarkable face recognition. People differ in hundreds of thousands of ways rather than in one way or even in a handful of ways. Retreievd from: http://udltheorypractice.cast.org/reading?13&loc=chapter2.xml_l1969932
A healthy mind (intelligence) depends on the impact of trauma , especially learning with trauma, on the leb and the realsing of negative present and generaltional emotions that a person has experienced in their lifetime. Most important, where they are in the process of healing their “leb”. Ones IQ can change, in each situation and “season” of their life! Note: This is how we “label people” based on how they have genome are expressed based on factors of functioning based on typical circumstances and situations:
The average score on an IQ test is 100. These labels are often given for IQ scores:
- 1 to 24: Profound mental disability
- 25 to 39: Severe mental disability
- 40 to 54: Moderate mental disability
- 55 to 69: Mild mental disability
- 70 to 84: Borderline mental disability
- 85 to 114: Average intelligence
- 115 to 129: Above average or bright
- 130 to 144: Moderately gifted
- 145 to 159: Highly gifted
- 160 to 179: Exceptionally gifted
- 180 and up: Profoundly gifted
[Retrieved from Cherry, Kendra. “Do You Have a Genius IQ Score?” Verywell Mind, 3 Aug. 2020, http://www.verywellmind.com/what-is-a-genius-iq-score-2795585.%5D
If you are questioning if the thymus houses the mind, then ask yourself have you ever felt or thought something outside your own consciousness (maybe you found something out as you were journaling)? Try asking yourself is this true? You might even perceive something in a different way? Read below because what I’m asking and presenting to you might change your perception.
This cubed model of intelligence (see below) should be added to the ‘triarchic theory’, “this theory of intelligence has three aspects: analytical, creative, and practical (Sternberg 1985). Analytical intelligence, also referred to as componential intelligence, refers to intelligence that is applied to analyze or evaluate problems and arrive at solutions’. [Retrieved from https://www.simplypsychology.org/intelligence.html].” ‘This is a major theoretical issue for psychologists because they are divided on which perception [the mind] relies directly on for information in the environment. Some argue that perceptual processes are not direct, but depend on the perceiver’s expectations and previous knowledge as well as the information available in the stimulus itself.’ [Retrieved from https://www.simplypsychology.org/perception-theories.html].
“The core is not developing the new chakra-system, but rather to expand your consciousness beyond what is perceived by the monkey mind.” [Retrieved from Ourangelsguidance. “THE 12 CHAKRA SYSTEM AND TWINFLAME PROCESS.” Our Angels Guidance, 13 Nov. 2016, ourangelsguidanceblog.wordpress.com/2016/11/13/the-12-chakra-system-and-twinflame-process/.]
40 – image 4.3 cubed model of intelligence illustration
I want you to think about the Necker cube, which is sometimes used to test computer models of the human visual system, to see if consistent interpretations of the image are the same. There is evidence that by focusing on different parts of the figure, one can force a more stable perception of the cube.
As listed above on the cubed intelligence model, I need you to note under operations with convergent and divergent operations. Most people are convergent and have deductive reasoning and convergent thought. Those with neurodiversity have divergent production and have inductive reasoning and divergent thought. This is not the norm. The convergent production is based solely off of the “scientific method”- this thought process involves answering “what” with facts/form and function with theory, hypothesis, testing, and conclusion. The divergent production wants to answer the “why” using with feeling/future with their own observations, patterns, hypothesis and theory. In time, they observe what’s developing in their own perceptions of their mind through symbolic, behavioral contents, then evaluative memory of certain relations, systems, transformation and implications before they come up with a variety of never been used ways for a solution. [Retrieved from “Best Child, Career Counselling and Assessment Center in India.” Energiasoi, www.energiasoi.com/.]
According to my friend Vishwas Asolkar, when referring to the cubed intelligence model, he says, “teaching patterns with Fractal Grids Patterns is an excellent method to understand and resolve complexities of thought waves to eliminate undue factors of mind, brain energies and directing wave path and time, essential elevation to higher spiritual layer thus is made possible by way of release of energy to sooth the cerebral pressure, cerebrum being a central part is heavily busy all the time with tremendous pressure/stress to sustain… Understanding the anatomy of brain is very much important for Yogic/spiritual Transformations… Jesus or Jesus like Sages are much above these stresses at the 12th level or beyond …!”
Think about Word-Conscience Students w/ Representational Drift (Eye-Hopping)
“The evidence of stable stimulus representation in the face of this variability has led to the suggestion that the functional connectivity of the sensory cortex may grant it robustness to noise while maintaining the ability to undergo experience-dependent plasticity17.” Retrived from https://www.nature.com/articles/s41467-021-25436-3
Lastly, think about the Rorschach Test, which is a projective psychological test, by Hermann Rorschach developed in 1921. Approximately, how many neurodiverse learners are in existence? 23% of all learners, just under 1/4 of children and adults. The neurodiverse percieve words as images of color-emotions in their mind and their symbols as we do the images known as inkblots. The emotions give us our subjective view of what we read, write, speak and hear. This is why testing should be obsolete; this can not be tested. In my perspective all IQ testing nor standardized tests (even those by gold standard) are not set up for neurodivergent learners; Actually, most of education isn’t revolutionary and set up to tests this divergent way of thought- along with the authenticity of each person’s mind. Anything that is subjective or factual knowledge and not wise doesn’t meet the needs nor natural inquiry of the divergent minds’ perspective. -Tricia Cook Tcooktutoring.
For this and other visual phenomena and optical illusions, see Michael Bach’s web site http://www.michaelbach.de/ot/. Adelson’s “Checkershadow Illusion” can be seen at http://www.michaelbach.de/ot/lum_adelsonCheckShadow/index.html. An excellent explanation can be found at http://web.mit.edu/persci/people/adelson/checkershadow_description.html. An additional optical illusion that shows a similar phenomenon can be found at http://www.michaelbach.de/ot/lum_adelson-plaid/index.html.
Here are a couple of reasons why read as follows:
I argue, the IQ is a fluid as a person’s EQ depending on the mindset, situational triggers, circumstance, and environment as well as what is mentioned prior when writing about functional systems and senses. This is why when they get the results from neurophycologist, the parents say to me, ‘this isn’t right I KNOW my child is intelligent’. I usuallt agree and say I know at home and with me they are…not in a place they’ve nevern been into before with people they just met nor with such pressure to do well on testing!!
I also argue that he cubed model (image 4.3) should be added to how we test IQ because it takes the variance of human perceptions held inside the thymus which is our “central intelligence”, which again is part of one’s spiritual mindset and imagination which takes into account: variances in experiences such as contents (facts), products (form/ functions), and operations (feelings/future) (see my Lesson Plan in Part II of Their Nature).
Seal Of The Holy Spirit: Intelligence & Imagination
I argue, that IQ Intelligence Quotient- leaves little room for imagination. Where the mind includes the “seeing & hearing” trusting of God’s Higher Intelligence & Imagination. Imagination Quotient (IQ) would need for us to look “outside of the box” and magnitude of a specified characteristic or quality beyond typical/standard understanding!!! This is where most of the neurodiverse gain their “logic”.
REMEMBER: People are using their mental and emotional bodies to learn, not their etherical body (etheric). Also, as one of My Elbert trainers says, ‘it’s time to release the wisdom-filled strategies that God has given you…the hidden parts of yourself while at the same time learning to see, hear and recognize the greater content that is God.’
“Closing the science-policy gap…”analyzing the nature and severity of early stressful experiences helps us make better judgments about potential interventions that reduce the risk of troubling developmental outcomes.”” https://bit.ly/2S5t91n When faced with a potential stressor like a presentation, a recital, or an athletic competition that we expect to be anxiety provoking, we can call upon conscious techniques such as breathing, refocusing attention, and visualizing success. Teachers can help students become skillful in using these kinds of techniques to help them manage their emotional responses in stressful and fearful situations. Understanding how emotions can impact student learning can help. “Unfortunately, in today’s systems of education and academics, everything is determined by this. If you can make more things out of it, you are considered intelligent, which is not true – you only have a sharper buddhi. The buddhi will not take you beyond limits in any way, because it can only function based on the data that is already there. It is not capable of accessing anything beyond that.” Retrieved from https://isha.sadhguru.org/yoga/yoga-articles-mind-stress/parts-of-mind/?fbclid=IwAR39ETZ_mLEy6uz9JHBP3OfNjY9byLlQ3bl95HsN2o79oAf8mb8DwDIh-xY
(Holy-Self) Jesus, Holy Ghost, God (ARAS) – It’s the seal of perfection, where you are a growing seed of spiritual moral principles (pure) and sympathy (blameless). UNDERSTANDING
IQ- intellectual joined with in unity with Love and Honor
(Spirit) Will (Thymus aka “The Leb” – High Heart/Mind=Charity/Incentive/Motivation/Blameless) Ex. You are Power: You are Loving-Kindness (Faith, Green, Wisdom)
EQ- moral (EQ) joined with
(Soul) Emotions (PONS-Body/Mind= Choices/Imagination/DREAMS/DESIRES) Ex. You are Mercy: You are Strength (Charity, Purple, Understanding)
Imgination joined with
(Body) Mind (RAS-Body/Brain=Intellect/Thought/Meaning/Pure) Ex. You are Grace: You are Knowledge (Hope, White, Knowledge)
Retrieved from UDL- http://udltheorypractice.cast.org/reading?8&loc=chapter2.xml_l1969838
- ● ● GOD● ● ●Further Focus
Before we move onto the next section on how to help yourself and your child. Please ask yourself this question not from your brain, heart but from your mind these questions:
RAS ACC/HPA- Concrete Thought (conscious develops around age 2)Self-regulation:
Is s/he frequently irritable?
Does s/he overreact to small problems?
Does s/he have intense, angry outbursts?
Does s/he have outbursts for little or no apparent reason? (specify situations in which outbursts occur)?
Attention and Executive Function:
Is s/he easily distractible; does he act without thinking?
Is s/he restless, not able to sit still; is he overly active?
Does s/he have difficulty initiating or finishing tasks such as homework?
Does s/he have difficulty finding things in his/her room or desk?
Is his/her written work poorly organized, does s/he have difficulty planning ahead?
Does s/he forget to hand in homework?
PONS Abstract Thought (spiritual conscious begins develops around age 7, makes a jump at 12)
Oppositional and Aggressive behavior:
Is your child destructive to toys or other objects?
Does s/he say “no” or refuse to comply when asked to do something?
Does your child regularly argue with you (parents), teachers?
Does s/he tease or bully another child? Has s/he been teased or bullied?
Is s/he aggressive with siblings, peers or adults, e.g., hits or pushes?
Does s/he swear, call names or make threats?
Do you think your child worries more than other children?
What does s/he worry about?
Does s/he ever have problems falling asleep because she is worrying about something, can’t turn his/her mind off?
Does your child have many fears?
Is s/he easily scared?
Can s/he be easily comforted by reassurance?
THYMUS SuperConscious Thought Cont. (around age 21–24, makes a jump at 30)
What is your child’s mood like most of the time?
Is s/he often unhappy, sad or tearful?
Does your child’s mood change abruptly for no apparent reason?
Have you noticed a change in his/her interest in things s/he used to enjoy?
Have you noticed a change in his/her energy or activity level?
Is s/he more quiet than usual?
Have you noticed a change in his/her sleep patterns or appetite?
Questions By The Research Autism Group or online [Accessed 16 Dec. 2019].
READ MORE HERE
View Works Cited Here and Please Share Nurture Their Nature (using This Link): https://sway.office.com/1oVk0WumcYeOtVON?ref=Link
Part II READY NOW Nurture Their Nature: BY HEALING OUR VERY OWN [LEARNING] DIFFERENCE
Beloved, let us love one another: for love is of God; and every one that loveth is born of God, and knoweth God. 1 John 4:7 (KJV) There is no fear in love; but perfect love casteth out fear: because fear hath torment. He that feareth is not made perfect in love. 1 John 4:18 (KJV)
Affirmation of God: I am love. I have harmony.
Disclaimer: These checklists and questionnaires are not to be substituted for professional Medical advice. These are the opinions of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not a doctor.
41 – www.myelbert.com
This communication may contain privileged and/or confidential information. It is intended solely for the use of the addressee and viewer recipient. If you are not the intended recipient, you are strictly prohibited from disclosing, copying, distributing or using any of this information. If you received this communication in error, please contact the sender immediately and destroy the material in its entirety, whether electronic or hard copy. This evaluation, program, and suggestions are not to be substituted for professional medical advice. They should not be used to diagnose or prescribe. Tricia is not a doctor but the information could change your life!
Beloved, let us love one another: for love is of God; and every one that loveth is born of God, and knoweth God. 1 John 4:7 (KJV) There is no fear in love; but perfect love casteth out fear: because fear hath torment. He that feareth is not made perfect in love. 1 John 4:18 (KJV)
Speaking of the “whole child”- you need to examine every aspect of “the whole child” not just the end goal or result which is literacy and their appropriate learning behavior.
The program I developed is named My ELBERT which results include less passive student engagement, confidence, health and wellness including more pleasurable learning while participating in learning activities. Speaking of the “whole child”- you need to examine every aspect of “the whole child” not just the end goal or result which is literacy and their appropriate learning behavior. This program looks at the “whole child” and their unique neural development, complete learning differences including the nature and nurture of the neurodifference including their chakras, biofield (EM Field), and nervous systems.
I’m now making my expertise available to parents, teachers, administrators, stakeholders and other learning communities. I observe the student’s sensory acute response to stress and interview teachers, the child, and parents, observe input/output of motor, verbal, and written behaviors in response to a literacy activity such as a phonics inventory, word- sound knowledge, phonological awareness exercises, and working memory activities along with the student’s interest survey and overall behaviors based on executive, somatic and autonomic functioning. My program is named My ELBERT based on the triune brain which includes the following: Brainstem- I have a fight, flight and freeze sympathetic/parasympathetic observational checklist; Midbrain- a screening for vestibular, proprioceptive, somatic issues, along with speech/language development, auditory and visual processing; Limbic- My lesson plan template that includes the 4 F’s: Facts, Forms/Functions, Feelings & Future along with a progress monitoring tool; Cordial- holistic, alternative suggestions for taking care of the whole child’s individual, dynamic needs which includes over 200 exercises and activities.
Do you offer trainings for parents, teachers, tutors or other RSP? As you know, schools, organization, and families are desperately looking for an effective, alternative type of affordable multi-sensory, handshakes-on, and interesting instruction for learning differences. With my new program My ELBERT, I am searching to tell my story/testimony of dyslexia also for students to tutor, coaching, training and consulting opportunities. I’m interested in connecting with professionals all over the world with common interests related to alternative and holistic education such as: explicit instruction, neurodiversity awareness, epigenetics, neuropedagogy, literacy tutoring, learning differences, health & wellness, positive mindset and learning environments. As well as, I would like to share I little about myself and how I can help you by consulting and/or training! What I’m presenting to you guys with an ‘alternative perspective’ not a typical one, because I’ve definitely have a divergent mind not atypical one personally. I’m not your traditional academia type educator (even though my extensive resume says otherwise- see below) in the least due to my experiences with growing up neurodifference. So please do not hesitate to contact me. I’m willing to travel.
The goal of the ABC’s is Spiritual Mindsight w/Self-directed Neuroplasticity! Again, Neuroplasticity is the capacity of nerve cells to biologically adapt to circumstances, to change their connections and behaviour in response to new. Most importantly, the transformations of glia cells is something miraculous with gaining spiritual mind sight, hearing it even mindset!
Observe: information presented and environment, sensory stimulation, development, damage, or dysfunction.
Goal: mental calmness, composure, and evenness of temper, especially in a difficult situation (equanimity).
Reinforce: Spiritual Mindsight w/ Self Directed Neuroplasticity
Translates: To Positive Epigenetic Signatures
Yes- very important for learning!!
Again, spiritual disconnect happens in (intellectual)- what is right, (moral) what is good, and (imaginative) what is best, In His Divine Will for us in design and purpose! INTELLECTUAL-Humble Intention means to “stretch” the mind, in the direction or towards “one’s purpose” of “basic Spiritual Needs”; MORAL Wisdom, Intention for Good including Imagination = greater certainty of purpose, also Related to Lower (central) Personal Self: The Dreams; Imaginative- An unimaginable state of bliss and harmony of becoming Into His Will along with unity, with Hope which is an eager desire for Mercy (Victory) and Faith (Glory) Is related to Higher Transpersonal Self and Staying In Grace -Tricia Cook
Sympathetic State (Mental Bodies)- anger, fight and flight, hyperactive thymus (upper-heart chakra) resulting in hyperactive systems and senses.
Parasympathetic State (Emotional Bodies)- shame, freeze, hypoactive thymus (upper-heart chakra) resulting in hypoactive systems and senses.
GOAL: A Neutral State, calm or at “peace” and possibly bliss (with unity) when learning under stress, of equanimity of the structures and interacting areas of the limbic system are involved in learning such as motivation/meaning (Autonomy- Will), emotion (Attunement), and memory (Mind). The limbic system is where the subcortical structures meet the cerebral cortex. … The limbic system also interacts with the basal ganglia. Also, they need to avoid insensitivity. How unity? The Lord’s Prayer
RAS: Forgiveness: Thy Kingdom Come & Thy Will Br Done (Mercy)
Freedom: Give Us Our Daily Bread (Grace)
PONS: Forgiveness: Forgive Us Of Our Trespasses (Glory)
Freedom: Help Us To Forgive Those Who Have Trespassed Against Us (Victory)
THYMUS: Forgiveness: Lead Us Not Into Temptation (Hope)
Freedom: Deliver Us From Evil (Faith)
ARAS: Forgiveness: For God, You are The Power (Divine Love)
Freedom: And The Glory, Forever, Ever. Amen (Divine Honor)
Discernment of Meekness (Trust) and Justice (Peace) is a neutral state includes the thymus (vagus Nerve Chakra) as well as the crown chakra. See the Functional System Dominance (FSD) below as well information above with the Corpus Callosum including coronal suture; sagittal suture; pineal gland; hypothalamus; pituitary gland.  SEE BELOW
This brings you in union with Him (His Essence) and your own Spirit. Where your Spirit has all the answers as well as…https://sway.office.com/QtKSmuAsfgtVjj0O?ref=Link “Ephphatha, Prayer”: Long Version: Includes ARAS w/ PHB and ASN (Always Surely Need) In Unity With The Trinity HERE
Also READ MORE HERE
POWER (God)- IMAGINATIVE
AUTHORITY (Holy Ghost)- MORAL
For ever since the creation of the world His invisible attributes, His eternal power and divine nature [Essence-Power, Authority, Might, Peace, Joy, Strength], have been clearly seen, being understood through His workmanship [all His creation, the wonderful things that He has made], so that they [who fail to believe and trust in Him] are without excuse and without defense. Romans 1:20 AMP
Why 7 Natural Rays of Light SOLUTION ABC’s & PYAM DAILY:
- Revelation of Glory
- Clothed In Light & “The Truth”
- Radiating In The Truth Of God
7 Natural Rays of Light SOLUTION ABC’s & PYAM DAILY:
“The Why of the My ELBERT program: Holistic Alternatives for Learning…Specialized Coaching Model
Part I HERE
Part Ib HERE
Part II HERE
Part IIb HERE
Part III HERE
Part IIIb HERE
Part IV HERE
Part IVb HERE
Part V HERE
Part Vb HERE
Part Vb HERE
Part VI HERE
Part VII HERE
Part VIIb HERE
Part VIII HERE
Part VIIIb HERE
Part IX HERE
Part IXb HERE
Part X HERE
Part Xb HERE
Part XI HERE
Part XIb HERE
Part XII HERE
Part XIIb HERE
Cook’s Coaching Workbook HERE
The BRAIN BALANCING WITH THE BIBLE: HERE
Blameless Lives Workbook HERE
The Last Verse Part I HERE
Last Verse Part II HERE
ABC’s Workbook HERE
Learn More Here
MY ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING IS The first Specialized Online Coaching Curriculum. I’ve spent the last 25 years perfecting an alternative, holistic approach to correcting learning differences, including, but not limited to, Dyslexia and Neurodevelopmental differences (view the “why” behind My Elbert below …view program HERE, Learn More GOOGLE FORM FOR MORE INFORMATION: https://forms.gle/PB3sdzD7SC16Z8bTA).
LEARN MORE HERE
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