Fundamental Requirements for Healthy Intellectual and Emotional Development
Human Intellectual and Emotional Development are inextricably linked. We always feel first and then apply our higher human intellect through correctly developed reasoning skills to align our guiding intution with the best course of action. This is an active process, not a passive one.
The conceptual separation of these two essential human components, is itself a function of the arrested human intellectual and emotional development of our misguided collective belief system.
Our primary Human Nature is to discern meaning, and to create employing our unique gifts, and in this way gain confidence, competence and contribute. “We Know, To Grow, Then Show”.
Absent any external abstractions, we learn through our guiding emotions experientially. Our emotions and feelings prompt us to act, like the feeling of thirst motivates us to drink, hunger to eat, and our heart to love.
It is only the misguided ambitions of men, that have caused us to deviate from our natural functioning. Industry, Innovation and technology are all normal consequences of our human nature, but only of secondary importance not primary. Our over emphasis on economic growth and financial gain and security have led us away from what we most naturally desire and yearn for.
Emotionally Hardware Wired
We are born with no white matter laid over our naked brain cells (grey matter), that will create our memory banks and thought circuits in our higher human neocortex. We are wired to feel first, as we can not yet think in our neocortex which has no circuitry or mental construct. We always feel first and then think as adults, as we are wired in such a way.
Myelin (white matter) is laid over our brain cells (neurons) as we learn emotionally and experientially. The more emotions we feel (unconsciously as we have no set psyche) the more indelible the memory and the neural circuit will be set in our brain. Subsequent more emotionally charged experiences will automatically override existing neural circuits going forward.
Unconsciously Selected Behavioral Strategy (Personality) and Software Installed (Psyche Construct)
By around age 5 or 6 most of our grey matter is covered with white matter and our basic personality and mental-emotional construct has been set. We have adapted neurologically, and emotionally to our specific environment, through experiences attached to emotions as related to us by our primary care-giver(s).
We now also learn through our hearing after the first few years of our lives.
We Learn to Analyze and Generalize
(Left Brain Developed)
From age 6-12 our Left Brain Hemisphere is developed. We learn to use language, to define, to parse out the particulars, to measure, classify, rank, and separate. Our left hemisphere allows us to notice differences and changes in our environment. By enhancing our analytical abilities, we learn in a specific concrete way to relate and think about objects, situations and problems. Our left brain affords us the ability to reason inductively, we expand the particulars into generalities. The left brain is particulary suited for creating looped circuits that allow us to act habitually without thinking about what we are doing (automatic unconscious behavior), once we have learned a strategy to manage a concrete task.
We Learn How to Think Abstractly and Discern Truth From Untruth
(Right Brain Developed)
The final stage required for we humans to effectively and healthfully manage our daily lives, provides us the ability to entertain new and non-concrete, or unknown entities or to imaginatively create novel concepts in our minds. We also learn deductive reasonings skills, which allows us to discern truth from untruth, in our day to day activities. These are functions of the Right Hemisphere of the brain that creates automatic circuits that synthesize and integrate our beliefs, memories, knowledge-base and new learning. We can now proceed as adults with the ability to naturally intuit and confidently make our own decisions.
Going forward we can learn more advanced subjects and intuitively integrate them with existing knowledge much easier. We enjoy learning when it makes sense as it stimulates our minds and sets us up for becoming life long learners. When we get frustrated by abstract subjects, we tend to turn off and let our left brain go on automatic pilot, then we are ripe to conform and adopt the beliefs of our peers and society without employing our own critical thinking skills. Instead of benefitting from the potency of intrinsically held self-confident learning, we assume the beliefs of the crowd and sacrifice our creativity and natural curiosity of the new and the novel.
How we Work:
As mentioned previously our brains are functionally asymmetrical.
The Left Hemisphere is primarily verbal and processes single data streams that allow us to focus on a particular aspects of an object, a situation or a problem. It allows us to analyze the parts of the whole.
The Right Brain Hemisphere is primarily intuitive and processes multiple streams of information at once, and then connects them together and integrates them.
Through our natural intellectual and emotional developmental processes, these two halves must integrate into one fully functional whole, so that we can enjoy a healthy life as adults.
The left side analyzing the parts and the right side synthesizing them together so that we can effectively and correctly discern where our creative efforts should be most wisely invested for ourselves individually and as a collective.
Based upon childhood intellectual and emotional developmental observation and study, by age 12 humans are capable of the essential growth process of “Decentration”. That is, we are capable of thinking abstractly and may now apply hypothetical-deductive reasoning in our daily lives.
The ability to think about hypothetical and abstract concepts deductively, without the emotional frustrations that plague us before the process of decentration, allows us to accurately and confidently discern truth from untruth in an emotionally stable fashion.
The developmental stage prior to Decentration is the Concrete and Inductive stage of Intellectual and Emotional development. At this earlier stage, we think in terms of things, problems and situations, as concrete generalities. We develop our Left Hemispheres analytical ability to focus on the parts of things, not the integrated whole. We cannot yet accurately determine where to best direct our energies, focus and intention, leading to internal upset and frustration.
If we do not progress beyond this earlier concrete inductive developmental stage, our intellectual and emotional thought processes become stuck, our development is arrested.
Unfortunately, because our educational system was largely modeled on the 13th century scholastic didactic method as conceived by Thomas Aquinas, we instruct our youth in separated subject matter without teaching them how to critically and creatively think.
Additionally, we encourage children to assume values and virtues through the use of language, which has little effect on changing existing memory, thought and belief circuitry. We learn emotionally and experientially, and only a more emotionally charged experience can overcome an existing one.
To stimulate kids to effectively learn in such an environment, we must scare them with punishments for failure and coax them with rewards of happiness and riches should they achieve.
And here we are……