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Educational goals - OECD Expert - 30-10-2006
It is the age-old question that remains disputed: What sort of minds should we be trying to develop in our children? According to Dr. Howard Gardner, there are at least five kinds of minds that we should be developing: http://news.bbc.co.uk/2/hi/uk_news/education/6048886.stm
Cheers,
Christina
Educational goals - John Nicholson - 30-10-2006
We have to grateful to Howard Gardner for identifying different aspects of intelligence
but within each of us the human brain works as one whole unit, in the main the brain can conceive very few things it is unaware of to some extent "what we call reason" is no more then using Knowledge we already have, to consider what may Be (The duke of Wellington using what we know too see over the hill)
THE HUMAN BRAIN is the most over engineered tool we will ever come across virtually every thing we see we remember, every thing we hear we can consider.
With this in mind education has to be aimed at providing the MIND with the tools it needs for living within a modern or any world perfect MATHS
And perfect READING ability.
AS A LATE IN LIFE CONVERT TO PERFECT EDUCATION
it is obvious to me we can not put the human brain into boxes we can develop education to deal with the problems of the future using Howard Gardner’s concepts as concepts for consideration but only as one aspect of education.
Educational goals - claudia - 31-10-2006
I was wondering if anyone could recommend books or software on preschool attention training
Educational goals - John Nicholson - 10-11-2006
THIS YOUNG MAN WILL HAVE BEEN TAUGHT ON AN ABACUS
http://www.gt-cybersource.org/Record.aspx?NavID=2_0&rid=11273
:tourist: EARLY READIN
Educational goals - John Nicholson - 11-11-2006
I discovered I could learn better and remember more if I taught my brothers what I had learned. So I taught one brother chess and the other music. My music has never been very good--in fact I hated it until I gave myself the motivation to teach Trevor. Now I actually quite enjoy playing duets with him. I spent a lot of my spare time working out interesting ways to teach them, and I probably learned more from teaching them than they did from me (T. Tao, 1985)!
IT IS UNLIKELY THAT ANY ONE ELSE IN THE WORLD HAS AN IQ BEYOND THE CLAIMED LEVEL OF THIS YOUNG MAN (220-230)
WHAT IS IMPORTANT ABOUT THIS YOUNG MAN (36)
THE WAY HE WAS TAUGHT
His parents were from Hong Kong well, educated Chinese with western experience.
HE WOULD NATURALLY HAVE BEEN INTRODUCED TO MATHEMATICS WITH A CHINESE ABACUS
But even more important is what he said about learning/memory.
Ten-year-old Terence Tao, or Adelaide, South Australia, is a prodigiously gifted young mathematician. Julian Stanley, Director of the Study of Mathematically Precocious Youth (SMPY) at Johns Hopkins University states that Terry has the greatest mathematical reasoning ability he has found in 14 years of intensive searching (Stanley, 1985).
ickly: THATS WHAT EDUCATION IS
Educational goals - John Nicholson - 13-11-2006
how to make a childs life misrable with an abacus
http://www.cc.toin.ac.jp/tech/bmed/ft28/AbacNumEn.html
Educational goals - John Nicholson - 13-11-2006
THIS GIVES ME A LITTLE HOPE
.....http://www.newscientist.com/article/dn9422-mother-tongue-may-determine-maths-skills.html
:blackadder:
about my favourite teacher
http://www.edvid.com/math.asp
Educational goals - OECD Expert - 13-11-2006
The following excerpt is taken from Nel Noddings' (2006) What Does It Mean to Educate the Whole Child, published in Educational Leadership (Volume 63):
"Every flourishing society has debated the aims of education. This debate cannot produce final answers, good for all times and all places, because the aims of education are tied to the nature and ideals of a particular society. But the aims promoted by No Child Left Behind (NCLB) are clearly far too narrow. Surely, we should demand more from our schools than to educate people to be proficient in reading and mathematics. Too many highly proficient people commit fraud, pursue paths to success marked by greed, and care little about how their actions affect the lives of others.
Some people argue that schools are best organized to accomplish academic goals and that we should charge other institutions with the task of pursuing the physical, moral, social, emotional, spiritual, and aesthetic aims that we associate with the whole child. The schools would do a better job, these people maintain, if they were freed to focus on the job for which they were established.
Those who make this argument have not considered the history of education. Public schools in the United States—as well as schools across different societies and historical eras—were established as much for moral and social reasons as for academic instruction. In his 1818 Report of the Commissioners for the University of Virginia, for example, Thomas Jefferson included in the “objects of primary education” such qualities as morals, understanding of duties to neighbors and country, knowledge of rights, and intelligence and faithfulness in social relations.
Periodically since then, education thinkers have described and analyzed the multiple aims of education. For example, the National Education Association listed seven aims in its 1918 report, Cardinal Principles of Secondary Education: (1) health; (2) command of the fundamental processes; (3) worthy home membership; (4) vocation; (5) citizenship; (6) worthy use of leisure; and (7) ethical character (Kliebard, 1995, p. 98). Later in the century, educators trying to revive the progressive tradition advocated open education, which aimed to encourage creativity, invention, cooperation, and democratic participation in the classroom and in lifelong learning (Silberman, 1973).
Recently, I have suggested another aim: happiness (Noddings, 2003). Great thinkers have associated happiness with such qualities as a rich intellectual life, rewarding human relationships, love of home and place, sound character, good parenting, spirituality, and a job that one loves. We incorporate this aim into education not only by helping our students understand the components of happiness but also by making classrooms genuinely happy places.
Few of these aims can be pursued directly, the way we attack behavioral objectives. Indeed, I dread the day when I will enter a classroom and find Happiness posted as an instructional objective. Although I may be able to state exactly what students should be able to do when it comes to adding fractions, I cannot make such specific statements about happiness, worthy home membership, use of leisure, or ethical character. These great aims are meant to guide our instructional decisions. They are meant to broaden our thinking—to remind us to ask why we have chosen certain curriculums, pedagogical methods, classroom arrangements, and learning objectives. They remind us, too, that students are whole persons—not mere collections of attributes, some to be addressed in one place and others to be addressed elsewhere.
In insisting that schools and other social institutions share responsibility for nurturing the whole child, I recognize that different institutions will have different emphases. Obviously, schools will take greater responsibility for teaching reading and arithmetic; medical clinics for health checkups and vaccinations; families for housing and clothing; and places of worship for spiritual instruction.
But needs cannot be rigidly compartmentalized. The massive human problems of society demand holistic treatment. For example, leading medical clinics are now working with lawyers and social workers to improve housing conditions for children and to enhance early childhood learning (Shipler, 2004). We know that healthy families do much more than feed and clothe their children. Similarly, schools must be concerned with the total development of children."
I believe this is an important reflection.
Cheers,
Christina
Educational goals - John Nicholson - 14-11-2006
THE FUTURE IN EDUCATION WILL HAVE MORE TO DO WITH BRAIN PREPARATION THEN THE TRANSFER OF KNOWLEDGE
QUOTES FROM EDWARD DE BONO
Starting with the most significant for the future.
You can analyse the past but you have to design the future.
Perception is real even when it is not reality.
If you do not design the future someone or something else will design
it for you.
We may need to solve problems not by removing the cause but by designing the way forward even if the cause remains in place.
Traditional thinking is all about "what is;" Future thinking will also need
to be about what can be.
Effectiveness without values is a tool without a purpose.
'Nothing' is the space for everything.
TEN YEARS A GO I BECAME INTERESTED IN THE HUMAN BRAIN
The simplicity of the abacus as a teaching tool of immense simplicity and effectiveness
intrigued me, I used and still use six words to guide me.
……………I start with WHAT and WHY moving on to the next three
…………….WHO………..WHERE………WHEN…….the five w`s
Identify the problem, tell us why there is a problem, identify who has the problem and when the problem occurs. So when I have identified the problem under those headings,
I only have one word left……… HOW……….my mind map is contained within words.
Just how are we to develop a situation where every one has access to all knowledge.
“I believe this is an important reflection. Cheers, Christinaâ€
FROM YOUR QUOTE
“ But needs cannot be rigidly compartmentalised. The massive human problems of society demand holistic treatment.â€
SO WHAT IS THE PROBLEM
Co-ordinating the affairs of seven billion people in over two hundred separate countries.
WHY IS THERE A PROBLEM
At least one third of those people have inadequate education food shelter and effective health care.
WHO HAS THIS PROBLEM
Various proportions of every country have some of these problems.
WHERE DO THESE PROBLEMS OCCUR
No country is without all of these problems to some extent within there own national borders but every country feels the effect of these problems they are global problems.
JUST “HOW†ARE WE TO SOLVE THESE PROBLEMS.
EDWARD DE BONO TELL US HOW
You can analyse the past but you have to design the future.
THE FUTURE LIES WITHIN UNIVERSAL EDUCATION AND COLLECTIVE DEMOCRATIC DESIGN
We already possess the ability to develop universal education.
The only thing that prevents it is the lack of political will.
The Essence of Education
“ The central purpose of education is to allow us to understand the world we live in and to think about our personal and collective actions in order to enhance them.â€
Say it, see it, do it, and remember it
A very bright child may see something once, do it once and remember it forever.
But, my child and most children, will need to see it 100 times and do it 1,000 times before they can remember it forever.
“ Yes I believe this is an important reflection. and I consider it every day Cheers and thankyou Christinaâ€
Educational goals - John Nicholson - 15-11-2006
Why?
Explain why - what is the rationale of repeatedly doing something a child can already do?
some douting thomas on another forum
then you demand that I use my own words you usually say I don’t understand what I have said which always seems a little bizarre to me just how is it possible for me to formulate sentence after sentence about something I do not understand.
.I have told you many times that I have always read large amounts of material on different subjects. I have no chance at my age to improve my spelling as I told you I have to consider which side of the road I am driving on to answer which is left or right, lately improved to automatically winking with my left eye,
Purely automatic motor neurons, as in the manner a child learns basic arithmetic on the abacus,
We are obviously capable of memory control of our actions almost as a separate neural circuit isolated from other parts of the brain
my view is that far the larger part of our brain is associated with vision and automatic memory storage, for instance how could we recall every image we see 16 hours a day seven days a week yet we recognize instantly a road we have traveled on years previously
Or a scene from a film we have seen only once
Many things we can remember instantly
I am typing this with one finger I realize that every child should be taught to type early in their school lives
Mostly I write stuff with dragon speech purely to understand and remember infinitely mall details I have observed about the brain,
You are extremely arrogant about your own abilities I am restraining myself from retaliating to your arrogant demands to give written explanation as to why I simply ask
You to try a small experiment on your own son, anything I post for anyone to look at as some relationship with brain function and for me is usually confirmation of something I have observed which I therefore regard as important to my personal efforts to understand the manner in which a child can be taught efficiently and easily as with the abacus.
Moving on to what I am particularly concerned with at this moment please excuse the caps
A SUM A SECOND
Virtually every one of all ages except the very young can imitate the patterns that are created easily, it reinforces the Childs concept of five the faithful five using runs of five on one hand as a constant and jumping around with the other hand building up the Childs visualization at the earliest possible opportunity, changing hands to demonstrate the opposite faithful five and alternating the format provides a very simple thinking exorcise at high speed.
A young child needs to count to ten some hundreds of times before it can establish a perception of ten, each group of numbers needs to be fully understood the abacus and a sum a second exorcise ensures that this happens,
A sum a second develops natural working speed and ensures perfect visualization of numbers in the range of one to ten my abacus ONE carries these visualization exercise on to create virtually perfect visualization of numbers one to a thousand, it will illustrate all principals in use involved in this number range, making it simple for every healthy child
(MENTAL HEALTH) to form a firm basis of mental arithmetic
The basis of all math’s it assists children through confidence and shear ability to read well, an untrained adult can master all teaching principals in a one day tutorial
Children naturally assist each other as they learn to work together.
just thinking :am:
Educational goals - John Nicholson - 18-11-2006
John4Nicholson - 03:55pm Nov 17, 2006 GMT (#236 of 237) | Delete
at three years old he is already following in his fathers footsteps . . . . . . .I
do not think woodentop
:choc:
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John4Nicholson - 11:07am Nov 18, 2006 GMT (#237 of 237) Edit | Delete
A LETTER FROM CANADA AND AN EXPLANATIVE REPLYDear John,
Thank You very much for your e-mail. Please don't feel like a naughty dog. I know how life gets in the way of doing things. I know your feelings are genuine. I just wanted to tell you about Lance teaching Lachlan the "counting fingers game". Lance was at the kitchen table and held up 1 finger and asked Lachlan how many. Lachlan replied without hesitation "one". Then Lance held up 2 fingers and again asked how many. Lachlan just as quickly replied "two". Then Lance held up 5 fingers and asked how many. Lachlan, not missing a beat replied "lots". I guess he wasn't wrong but he had Lance & I laughing about it for a while.
Lachlan is now recognizing words as I read to him so his "education" is coming along. I hope things turn out well for you with the Abucus. As I mentioned to you on the phone once there are instructions and I can learn it, I will see what I can do about expanding your business to Alberta.
Take care John and please mention a "Hello" to Ro. I look forward to meeting her. Perhaps you both can come for a visit to Canada next time.
All the best,
Tracy
Tracy I love you Thanks for being so kind I love your letter, I am having a massive argument with a prick of a teacher on the guardian website who has harassed me for two years, he has a son of three himself so I shall use your letter as a proof of my argument if you do not mind.
your letter has also made me think of networking through mothers with young children themselves, they are the target market and they will prove and correct any misconceptions within my system, my system follows naturally along after the baby signing which you did and wich is proving so popular everywhere.
It will be much easier to move into local schools where we have a group of enthusiastic mothers asking for their children to be taught in this manner, keep me informed with Lachlan’s progress with the fingers with the exception of this guardian (I hate John Nicholson guy) most people are reporting success with it.
How is your back, I thought when I was staying with you, you would make a fantastic teacher promoter of my simple education new old ideas, why not read through all the crap I have written just in order not to lose any valuable ideas which I might have stumbled across, New Zealand teachers are already interested in my system and I have a written dialog in place with the minister in charge of education there.
what I can do is send fifty abacus to you and you could start some networking situation based around these teaching methods which are really no more then following the findings of Maria Montessori but bringing in abacus one as a better starting product along with our effective low case cards they seem to have worked well for Lachlan especially with your devotion to teaching him.
As a small business while Lachlan is not in full time education, you would make a charge for teaching the individual mothers the system and sell them the products at the same time, you could charge a normal rate of Canadian hourly earnings but take on small groups of mothers at the same time forming some form of club, maybe expanding it into an easily followed farm "wives" learn and teach situation using farm buildings and forming a low cost system where the mothers can take part when they want to, putting in something like one hour for every two hours of child care, a model adapted on these lines would answer many young mothers need for childcare and company when the children are young where a mother needs to work granny can always substitute for the one for two hour system,
This would mean that no one would be directly employed at all, local infant schools would naturally take an interest in it, and the teaching methods are very family friendly.
So we have a model
Abacus & alphabet Maria Montessori principals Parents self teaching and child care
On a small farm or town as well this type of self help model will provide one enthusiastic organizer with a living and a usefull low cost community service with easily understood and open aims educating both mothers and children. (Imitating the model of human behavior best suited to our species, huddling round the camp fire sharing the knowledge and care that has allowed our tribe to survive and prosper)
Tracy we will be friends for ever, love to Lachlan and that kind man you live with. John I will post reading material separately
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Educational goals - John Nicholson - 22-11-2006
WHY Terence Tao is so bright
his parents are chinese brought up with abacus even if they never used one, their innate maths ability would be part of there own teaching style.
have been working with the abacus for ten years now and at last we have a clear indication of scientific proof coming from this guy
neuroscientist Barry Horwitz of the National Institute on Deafness
here is the relevant article
I shall rewrite the main point in CAPITALS
during my research i have found many teachers with a similar attitude naturally it goes together but the THICK comes first.
mummy tao is physicist, they have to think in no`s
Mother tongue may determine maths skills 17:55 27 June 2006 NewScientist.com news service Roxanne Khamsi
The native language you speak may determine how your brain solves mathematical puzzles, according to a new study. Brain scans have revealed that Chinese speakers rely more on visual regions than English speakers when comparing numbers and doing sums.
Our mother tongue may influence the way problem-solving circuits in our brains develop, suggest the researchers. But they add that different teaching methods across cultures, or genes, may also have primed the brains of Chinese and English speakers to solve equations differently.
The findings may help educators to identify the best way to teach young students maths. Leaders of North American engineering schools and technology companies worry that youngsters in the region lag behind those in China and Japan in terms of computational skills.
Research published in 2001 has fuelled their concerns: a study comparing Canadian and Chinese students found that the latter were better at complex maths (Journal of Experimental Psychology, vol 130, p 299). But experts have wanted basic information about how brain function differs between the groups.
College seniors In the latest study, researchers led by Yiyuan Tang at Dalian University of Technology, China, recruited 12 local college seniors in the northeastern city of Dalian, where Mandarin is spoken.
The team also recruited 12 native English speakers from the US, Australia, Canada and England to teach in Dalian. All participants were in their twenties, and both groups had equal numbers of women and men.
The volunteers lay in a magnetic resonance imaging (MRI) brain scanner while solving maths puzzles. They had to push a button, for example to indicate whether a third digit was equal to the sum of the first two numbers presented to them.
All tests were conducted using Arabic numerals, used by English-speaking cultures and taught to Chinese students at an early age.
The brain scans showed similar activity in the parietal cortex of both groups’ brains, a region thought to give a sense of quantity.
Additional areas “But native English speakers rely more on additional brain regions involved in the meaning of words, whereas native Chinese speakers rely more on additional brain regions involved in the visual appearance and physical manipulation of numbers,†says Eric Reiman of the Banner Good Samaritan Medical Center in Phoenix, Arizona, US, one of the team.
Specifically, Chinese speakers had more activity in the visual and spatial brain centre called the visuo-premotor association network. Native English speakers showed more activity in the language network known as perisylvian cortices in the left half of the brain.
Reiman and his colleagues suggest that the Chinese language’s simple way of describing numbers may make native speakers less reliant on language processing when doing maths. For example, “eleven†is “ten one†in Chinese “twenty-one†is “two ten oneâ€.
They also note that the use of the abacus in many Asian schools may encourage the brains of students in this region to think spatially and visually about numbers.
“The results do suggest that learning to read in a particular way - or more generally, the cultural differences associated with different language groups - may have an impact in other cognitive domains, in this case arithmetic processing,†comments neuroscientist Barry Horwitz of the National Institute on Deafness and other Communication Disorders in Bethesda, Maryland, US.
Reaction times Reiman and his colleagues found no significant difference in the reaction time and accuracy of the Chinese and English-speaking volunteers.
Still, experts believe the study opens doors to explore the causes and consequences of brain differences in mathematical processing across cultures.
“I think this study adds to a number of others that suggest that brain imaging may start to have an impact on education,†Horwitz says. “By determining that not everybody learns in the same way, it may allow us to develop educational methods that work more effectively.â€
Some experts say that the findings of the new study may convince US educators to try introducing the abacus into more maths lessons.
Journal reference: Proceedings of the National Academy of Sciences (DOI: 10.1073/pnas.0604416103)
SOME EXPERTS SAY THAT THE FINDINGS OF THE NEW STUDY MAY CONVINCE U S EDUCATORS TO TRY INTRODUCING THE ABACUS INTO MORE MATHS LESSONS
so I REST MY CASE
:autumn: --------------------SO MAY BE THE FIRST STEP HAS ALREADY
BEEN TAKEN
NOT THE END OF THE BEGINING
BUT THE BEGINING OF UNIVERSAL AWARENESS ABOUT SIMPLE BRAIN FUNCTION
Educational goals - John Nicholson - 26-11-2006
ABACUS ONE AND THE PERCEPTION OF NUMBERS
BUILDING A CHILD'S PERCEPTION OF NUMBERS
USING THE BODY `S NATURAL COUNTERS
A series of hand exercises that can be copied instantly by every child as they develop language ability enables very young children to visualise the true meaning of numbers.
The first count is naturally one to five. Tap the fingers of left hand on any hard surface, counting in rhythm continue with the right hand six to ten developing the natural rhythm of the count, continue this as a first step in the series of hand exorcises developed in association with Abacus One.
These practical hand exercises are the first steps in building neural pathways at the earliest possible opportunity, this educational process is based on the latest international brain research where neurological development has been identified through the latest brain scanning techniques.
Early mathematics comprehension has been identified within numerous studies into brain function as playing a vital part in building the neural pathways associated with reading; we identify this process as the mathematical road to reading.
Tapping Ten is a valuable starting point for any child in mathematics.
Numerals can be written across the top off a sheet of paper ringed around to give the child a tapping point. Small temporary tabs can be stuck to the child's nails, the child can copy the numerals writing under each number so they are writing thinking saying and seeing the number establishing a permanent memory/neural link with the symbol and the meaning of the number. Establishing a neural link between finger symbol and meaning.
Once having established the “meaning/symbol/finger†combination in a horizontal manner, a vertical/column format can be introduced in preparation to using Abacus One, exercises need to be continued for some time after the child can clearly achieve a perfect hand display of the,
TAPPING TEN HANDS AND FINGERS ROUTINE
QUITE A LOT OF TWO YEAR OLDS CAN ACHIEVE THIS
MOST THREE YEAR OLDS CAN DO THIS
ALL FOUR YEAR OLDS CAN DO THIS
EVERY FIVE YEAR OLD SHOULD DO THIS
These are follow on exorcises for very young children and older children
Being introduced to mathematics for the first time,
GIVE ME FIVE FOR FISH ALIVE
Display the left hand with five open fingers
And hold up the right hand showing two fingers
Singing/chanting give me two give me four and just one more.
Holding up the appropriate number of fingers.
THIS IS THE TIME BEST SUITED TO ILLUSTRATE JUST HOW FIVE CAN BE ACHIEVED
SO THE CHILD NEEDS TO COPY THE TEACHER
Five separate fingers, two fingers on one hand three on another, we have already shown 2+2+1 so we move on to show 4+1 and 1+1 +1+2 finally
We move on to 1+1+3 from here we move on to use both hands to reinforce every possible formula to illustrate five.
FROM HERE WE MOVE ONTO THE SUM A SECOND ROUTINE
Exercises always need to be continued for some time after the child can clearly achieve a perfect hand display.
HERE IS A PERFECT EXAMPLE AS TO THE VALUE OF ROTE LEARNING
ROTE LEARNING IS USED CONTINUALLY IN MATHEMATICS
We count to ten along time before we understand ten as we do to one hundred, so having learnt what ten is we can count to one hundred expressing ten open fingers representing ten, so we comprehend ten times ten as our easiest formula for understanding one hundred.
ABACUS ONE CONFIRMS OUR CONCEPT OF TEN
Rote learning comes to our aid again in counting to one hundred in five's,
Five ten fifteen twenty, rote learning establishes the order of twenty numbers
And allows us to understand how five's relate to tens and tens to one hundred
ABACUS ONE CONFIRMS OUR CONCEPT OF ONE HUNDRED IN FIVE'S AND TENS
Rote learning comes to our aid again in ESTABLISHING THE PERMANENT MEMORY of our times tables, singing and chanting our times tables establishes the ability to give an instant answer
An instant answer that we can both prove and understand from counting through all the times tables ON ABACUS ONE.
An instant answer available for a life time of multiplication sum answers.
THE TIMES TABLE IN ROTE IS FOREVER PERFECT
Imagine a Chinese Child having to learn five thousand pictures by rote before it can read.
Rhythmic learning is something that will never disappear from education. It is the natural forerunner of understanding, sometimes permanent always first.
USING THE HANDS TO REINFORCE THE TIMES TABLES
Take either hand or both hands together touch the thumb with the smallest finger, count one two three and four fingers then with thumb up count five,
Smash the fist of one hand into palm of another holding it up to display the fingers transferred into it, five, transfer five by magic to both feet so we have twenty, count five again and screw five into one finger continue till twenty five are established as an idea for one hand, double it twice and we have the perception of one hundred. All numbers can be counted in this manner from one to a million.
IMAGINE HOLDING TWENTY FIVE MILLION IN EACH HAND
:autumn:
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Educational goals - John Nicholson - 26-11-2006
Gardner has already had a huge influence on educators with his theory of the multiple intelligences that exist among different children.
This underpins theories such as "personalised learning" that are rooted in the belief that different children learn best in different ways
IT IS EASIER FOR ME TO COMMENT ON HOWARD GARDNER SECTION BY SECTION
OF COURSE HOWARD IS CORRECT
BUT WITH MY PRIORITY OF UNIVERSAL EDUCATION WE HAVE TO DEVELOP A ONE SIZE FITS ALL IN ORDER TO GAURANTEE THAT ALL CHILDREN ARE TAUGHT TO READ AND COUNT (basic skills for every child)
A LIST OF REASONS
1ST WE HAVE TO USE THE BEST METHODS AVAILABLE
2ND WE ALL HAVE TO BECOME AWARE OF WHAT CHILDREN NEED TO DO TO ENSURE THEY CAN TEACH THERE OWN CHIDREN AND OTHERS
I AM GOING TO BED JUST NOW
SEE YOU IN THE MORNING
This week, in a lecture at the Royal Society of Arts in London, he outlined the five minds that he believes future generations will need if society is to flourish. The lecture was based on a book, Five Minds For the Future, due out next year.
Internet age
When applied to education policy and practice, his theory raises some difficult questions.
To oversimplify his thesis, the five minds are characterised as: disciplined, synthesising, creating, respectful, and ethical.
The "disciplined mind" covers the conventional approach of developing an ability to master an academic subject, a craft, or a profession as well as, in the other sense of "discipline", the ability to apply oneself to the business of learning.
The "synthesising mind" is the ability to absorb, sift, select, and make sense of the vast and indigestible amounts of data that surround us in the internet age. This could be the most important of the five minds for survival in everyday and working life as we flounder in ever-higher tides of data.
The "creating mind" is Gardner's third category. This is the mind that "forges new ground" and discovers new ways of doing things.
This raises the question: "can creativity be taught?" Is creativity inhibited, rather than encouraged, by traditional education with its focus on learning the best of what has been thought and said in the past?
Gardner says he now believes that personality and temperament, not education, are perhaps the most important factors in developing the would-be creator.
This is a challenge to teachers who like to think their role is about encouraging creativity.
Policy difficulties
If Gardner is right, it may be counter-productive for schools to try to develop creative minds.
Moreover, he argues, the creative mind needs repeatedly to come up against obstacles and to experience failures. Are schools willing to put children, quite deliberately, through the experience of repeated failure?
The fourth category is the "respectful mind". This is about recognising the "otherness" of people different from ourselves and respecting the differences of, for example, traditions, religion, and ethnicity.
Schools clearly do believe in developing respectful minds, even though they cannot be measured or included in league table performances.
But how easy is it to develop the "respectful mind" if children rarely meet peers from other religions, ethnic groups, or social classes?
Educational goals - papertalker - 27-11-2006
With all due respect to Howard Gardner, I lean towards a picture of the brain that is based on nature. I don't think Mr. Gardner's view of the brain offers tools to transfer what are essentially categories or boxes that contain names of minds. While MI may be a neat package for educators to reach for, ultimately the application of Mr. Gardner's Intelligences depends on teachers who do not have the luxury or creative room to escape the conventional trappings to shape these intelligences in their students. I subscribe to Paul MacLean's research which focused, in part, on the emergence of play in the brain. Play makes room for all kinds of possible intelligences to take shape, as part of its preparatory and path-making quality. Play is as much a way of being as a way of thinking and relating to information. Through play almost any positive quality you would ever want in the young mind, as well as in the relationship between young and adult, resides in this behavior which, oddly, has been all but banned from formal learning environments.
So I offer this working definition of Education, for within this definition is a picture of Education's goals. Flowers do not grow because they have a goal. They grow because nature gave them what they needed to evolve and bloom. If there is a goal for Education it is to make the classroom a place where such growth can occur in the young.
Here is my working definition of Education.
The evolutionary roots of formal Education reside in the soil of play. Thus, classroom teaching and learning should emulate a thriving habitat in the which the participants, adult and young alike, grounded and guided in play, feel safe to share, explore, fail, and express their curious and inquiring natures in relationship with the world at large (inner and outer—macro and micro), and to discover aspects within themselves that challenge and drive them to grow and to reach beyond in pursuit of their dreams and in touch with their intentionality. Play, an invention of the brain and the evolutionary springboard of human exploration and discovery, is the scientific foundation of education, a birthright of the young and the cornerstone of the individual right to the pursuit of happiness as written in the U.S. Constitution.
Educational goals - John Nicholson - 27-11-2006
:choc: well said our new friend
regards john :yes:
Thankyou for this http://www.puppetools.com/kids_workshop/?p=paul
your mentor
Educational goals - John Nicholson - 06-12-2006
THE IMPORTANCE OF THIS MAN
In view of the prominence of play among mammals and its civilizing influence in human evolution, it is curious that it has received so little attention in neurobehavioral research. In one handbook of experimental psychology, for example, the subject of play is dealt with in less than a page, and in a three-volume handbook of neurophysiology, there is no reference to play.
-Paul D. MacLean
Meet a Scientist
Paul D. MacLean and The Science of Play
Formerly Chief of the Laboratory of Brain Evolution and Behavior (1971-1985)
Currently Senior Research Scientist, Emeritus, in the Department of Neurophysiology, at the National Institutes of Mental Health, in Bethesda, MD.
Best known for his formulation and elaboration of the concept of the limbic system, which is the seat of memory, Identity, emotions, nursing, speech, and play.
During his highly distinguished career in brain science, Dr. MacLean has continually been drawn to play behavior-the illusive but powerful birthright unique to mammals. "Play is very hard to pin down, is easily affected by outside factors, and is so easy to switch on and off. Play is very fragile," says Dr. MacLean.
"Play was one of the nicest things that nature ever did for us," says Dr. MacLean. Even though play is a form of behavior that we should study more closely, the subject of play has been largely ignored in the field of brain science.
http://www.puppetools.com/forums/index.phpt
this is the main event website for paper talker he should shout more about it.
Doctor Maclean has some very intresting things to say.
FOR ME AND I SUSPECT MOST HUMANS I FIND THAT THE STORY
PROVIDES THE MIND WITH THE MENTAL MAP FOR THE CONCEPT
WHERE ELSE CAN WE HANG IDEAS WITHIN THE BRAIN
I see no hooks
Educational goals - John Nicholson - 09-12-2006
BUT WHAT DO THEY DO FOR THE REST OF THE DAY
For only as we ourselves, as adults, actually move and have our being in the state of love, can we be appropriate models and guides for our children. What we are teaches the child far more than what we say, so we must be what we want our children to become.
Joseph Chilton Pearce
Play is the only way the highest intelligence of humankind can unfold.
Joseph Chilton Pearce
To live a creative life, we must lose our fear of being wrong.
Joseph Chilton Pearce
We are shaped by each other. We adjust not to the reality of a world, but to the reality of other thinkers.
Joseph Chilton Pearce
We live in a web of ideas, a fabric of our own making.
Joseph Chilton Pearce
:tourist: :tent: :hols:
I MUST CONFESS TO BEING A VERY SLOW LEARNER
ten years ago i realised in ten minutes that using an abacus created a mental map of mathematics in any child SO IN THE END I PERFECTED A PERFECT TEACHING ABACUS
BUT ONLY LAST WEEK I ARRIVED WHERE WE SHOULD ALL START
MATHS IN A MINUTE
IT HAS TAKEN ME TEN YEARS TO WRITE THIS; SUNDAY 3rd of December2006
Ten years research has enabled me to conceive and write this explanation.
Only late last week did I really establish the importance of teaching every child to identify their own fingers from left to right as the formal first lesson in anything.
Giving a written explanation as to just how we go about teaching any child to do this, led me to concentrate on exactly how a child can do this simply, obviously the child recognises the first and last symbol in every vertical row of symbols, this has relevance when teaching a child to read by my techniques in early reading, moving on to utilise the Russian example of the abacus giving clear example of using the symbolism of two thumbs to simplify counting on the abacus, I could then see that following the thumbs the next easiest was the second and the second to last number, from there I had a EURIKA moment, only this morning when I looked at my own closed hands, did the penny finally drop.
Natural finger length gives us instant ability to identify each finger separately and retain that memory instantly.
JUST HOW DO WE DO THIS
Looking at the back of the hands hold them flat slightly apart and touch a wall then count to see which fingers are touching the wall first, I doubt that you will be able ever to forget nor will any child.
THE CAT AND KITTENS
This is a visual representation of ten by showing two clenched fists together with the little fingers representing the cats ears, clearly ask what each finger represents. One & Ten
Hold the fists separately showing a large and small ear the left hand twin kitten is called five after its right ear and the right hand kitten is called six after its left ear.
WHICH FINGER IS WHICH
TAPPING TEN
A SUM A SECOND
COUNTING TO A HUNDRED MILLION
MAGIC NUMBER MOVEMENT
My maths trained daughter has created a one page tutorial for instant understand of these simple finger concepts
i need to show it so just where can i hang it here
Educational goals - John Nicholson - 10-12-2006
C:\Documents and Settings\john nicholson\Local Settings\Temporary Internet Files\Content.MSO\PubWebPagePreview\pub2840.0\index.htm
Educational goals - John Nicholson - 11-12-2006
Education? THE REASON WE NEED TO START WHEN THE CHILD STARTS TO SPEAK
:tourist:
Why are we teaching maths early, why do we need to introduce mathematic/arithmetic concepts as the child develops when it appears to learn arithmetic principals as a normal part of formal education.
It is quite clear from both brain scanning and practical observation that a child is mentally empowered by understanding the simple principals of arithmetic from the earliest point possible, simple repetitive and rhythmic exorcises are clearly easy for the child to both understand and accomplish as it develops its vocabulary and comprehension.
Arithmetic involves the brain understanding the principals of number value, nothing is clearer then understanding numbers on the hands, one finger clearly represents one, two fingers are twice one, the child builds vocabulary and clear understanding of numbers at the same time.
Every normal child can achieve number awareness from the hands.
They are our natural guide to the meaning of the words we use to measure numbers, simplicity in number awareness is inbuilt within each of us, but we need to clearly identify the meaning of five and the extended value of ten in its multifarious formats. Every child needs to be aware of each and every pattern to produce ten, the fingers are our starting point.
So it is
FINGERS FIRST
WHAT happens, the brain develops its natural ability to convert the symbols to sounds and meaning, this is the natural development of neural pathways, the eyes see the symbols and the brains neural pathways enable the child to convert those symbols to sound, this can be in spoken or unspoken form.
WE SIMPLY CALL THIS LANGUAGE
The ability of any child to convert the worlds first symbol into meaningful sound starts usually with that first symbol 1
Which has the same meaning as a word and as a numeral the simple picture of 1 ; those parts of the brain that convert these pictures into sound are exactly the same for numbers or words, modern texting gives us further examples where single letters and numerals are converted to sound which has then instantaneous meaning for us.
SO CONVERTING SIMPLE SYMBOLS BECOMES AS NATURAL AS LANGUAGE ITSELF.
The meaning of those first ten symbols is consistently reinforced in the brain once we have taught the child the link between the meaning of the symbol and the number it represents, by using their own hands.
SO BY USING ONLY TEN SYMBOLS AND FORM WE ARE EXERCISING THE BRAIN
BUILDING THE NEURAL PATHWAYS NEEDED
TO READ HUNDREDS OF THOUSANDS OF WORDS
To read the English language we only need to recognise twenty six different symbols, in our systematic teaching order, vital steps are concentrated on until the child is perfect, there is no other way of achieving a perfect education so for abacus & alphabet we concentrate on teaching the child to recognise the alphabet sounds in low case letters, our alphabet is in the rhythmic chant of our six row representation,
Learning the alphabet in this manner is as essential to simplicity in reading, as is learning to identify the symbol the sound and the meaning of numbers in mathematics.
We need to recognise only twenty six symbols and all their appropriate sounds. TO READ PERFECTLY
SO IN ORDER TO READ
Simple arithmetic is a valuable pre requisite for acquiring brain function associated with early reading ability.
The low case alphabet is the most essential symbol sound relationship we shall ever learn, at the very heart of perfect education.
The sound of………..o………….n………….e………..bares no
resemblance to 1 or one but the meaning of 1 is already established in the Childs brain, automatic alternative sounds are attributed to the individual letters slowly but clearly by reading practise. Abacus One
provides every child with a natural starting point in symbol and word recognition.
Giving every child the confidence to read by association.
At the same time the child starts to use the abacus it can start to learn the alphabet; “abacus & alphabet†are the only vital recourses
A parent an older child a relation or friend needs to guarantee,
Perfect reading and arithmetic ability. Most of the techniques are
Capable of being adapted to formal or informal pre school or entry level primary school, the value of such a simple method has stood the test of time for over three thousand years.
Abacus & Alphabet standard teaching practise adopted nationally and internationally will create the possibility and opportunity to guarantee universal primary education should it be adopted first by families and nursery schools.
The Children of The Third World Can All Become Numerate and Literate with a Little Help From HSBC and Unilever.
EACH WORD WE USE IS CONVERTED NATURALLY INTO MEANING
THE SYMBOLS CREATE A SOUND, THE SOUND CREATES THE MEANING
Language is the human communication of MEANING / IDEAS
SYMBOLS ARE the CODE used TO EXPRESS SOUND
Before it is INSTANTANEOUSLY converted to MEANING.
Final ability in mathematics and reading are in the main simply achieved by private practise determination and will power.
Developing the brains abilities by simple arithmetic ensure the building of neural pathways which finally decode symbols in the form of words and numbers however complex those words maybe.
Early ability in mental arithmetic through the appreciation of the natural abilities, contained within the hands and developed as a clear part of early language development, when combined with regular practise and demonstration on Abacus One, turn complex mental processing into easily understood mechanical process which itself
builds into natural arithmetic ability.
The brain works at the speed of light, each word we use creates an image in action, the visual processing of numbers on Abacus One is committed to the brain as images, which become instantaneously available as part and parcel of the complex mental processing used within mental arithmetic, much of which becomes automatic as in immediate answers given from well drilled times tables.
USING AN ABACUS PROVIDES EVERY CHILD WITH EASILY UNDERSTOOD MOVEMENT BY WHICH IT REINFORCES MEMORY OF MATHEMATICAL PROCESS
What I want for my child and every child Perfect teaching
Perfect arithmetic
Perfect reading
Let every child learn easily and naturally
Let every child develop their full potential
John Nicholson
Take control of your own child’s education no one cares more.:yes:
Educational goals - John Nicholson - 13-12-2006
:dazed:
The work of Dr. Paul MacLean at the National Institute of Mental Health gives us further insights into the value of music education. His triune brain theory suggests that the human brain is really three brains in one. The smallest part, about 5% of the brain, the reticular formation, is the gateway for most sensory input and is devoted to maintaining the operation of automatic body process, such as respiration and heartbeat. It is also the seat of habitual or automatic behavior. The second part, the limbic system, is another 10% of the brain and is the seat of the emotions, certain kinds of memory, and glandular control. The largest part, the cerebral cortex, which is about 85% of the brain, is devoted to higher order thinking processes.
MacLean points out that the limbic system is so powerful that it can literally facilitate or inhibit learning and higher order thinking. It appears that positive emotions, such as love, tenderness, and humor, can facilitate higher order thinking skil ls; whereas negative emotions, such as anger, hostility, and fear, can literally downshift the brain to basic survival thinking.
The relationship to music education is clear when we observe students joyfully making music together and when we gather information about their academic achievement in other areas. A study by Bloom on gifted musicians reveals that most had very posit ive early learning experiences with teachers who were patient, supportive, and loving. Task-masters came later in their lives.
Further research from the cognitive sciences by Dr. Marian Diamond, Berkeley neurophysiologist, offers information that the brain changes physiologically in relation to learning and experience--for better or worse. She has found that positive, nurtur ing, stimulating learning experiences that offer opportunities for interaction and response can result in richer neural networks, which are the “hardware†of intelligence. The dynamic quality of making music can be one of those kinds of experience.
I believe that it is essential that music must be taught throughout the curriculum, and not just in separate areas such as orchestra and choir. That is one way we can assure sufficient future participants in those classes, and a way we can offer oppo rtunities for all students to develop their capacities more fully.
How is this possible at a time when many teachers are graduating from schools of education without any background in music? It is important for everyone committed to the importance of music education to join together to convince those schools of the need for that background. Meanwhile, much of the new technology now available can be implemented by any teacher. For example, Amanda Amend, music educator at Grinnell College, has developed a series of videotapes called Your Musical Heritage. Th ese tapes utilize accelerated learning techniques to communicate the content in dynamic, imaginative ways.
Kathy Carroll, Washington D.C. science teacher, has developed a cassette tape called Sing a Song of Science, which was produced by the students at Duke Ellington School of the Arts. That tape is useful in itself, and can also stimulate student s to create songs of their own to learn or review material.
For older students, the Warner Audio Notes computer programs that run on a CD-ROM, currently include Beethoven’s String Quartet #14, Mozart’s The Magic Flute, and Brahms’ German Requiem. The Voyager Company has produced Stravinsk y’s Rite of Spring and Beethoven’s Symphony #9. These programs allow the viewer to follow the score as the music plays, make it possible to listen to any instrument alone, analyze the score, and learn about the composer and more about the composition using pictures, text, spoken commentary, and various interpretations of the music.
There are many ways to incorporate music in the curriculum of any subject, whether it is to provide a rich background for literature and writing courses, concrete ways to learn fractions and other mathematical concepts, understanding of other cultures , and accelerated ways of learning foreign languages and other subjects.
Dr. Georgi Lozonov, Bulgarian founder of accelerated learning techniques, has researched the most effective music to use in his system. He has found the Baroque and Romantic music offer the ideal background for enhancing the learning of any subject. In using this system, corporate training programs and schools often cut learning time in half.
All teachers today are challenged by the increasing diversity of their students, and they all need more effective ways to work with these differences. Music is a language that everyone speaks and understands. We are all born rhythmical people--we li ved with our mother’s heartbeat for nine months before we were born. We all live with the rhythms of our respiration and heartbeat. The human body and voice has surely been used in early artistic self-expression not only by ancient humans, but by every child today.
unny:
Educational goals - John Nicholson - 27-12-2006
:am: i learning Kids learn to count on their fingers, because they're so, well, handy! And it makes sense--most number systems originally developed as people counted using their fingers.The counting system of native Greenlanders not only uses all ten fingers, but all ten toes as well!
Here's how it works. The Greenlandic word for the number seven translates as, "second hand, two." That means you count five on the first hand and add two from the second, to make seven. After you run out of fingers, go for the toes. Thirteen translates as "first foot, three." That means you add all ten fingers plus three toes.
The counting system we use has a base of ten. Larger numbers are simply multiples of ten. For example, ten tens make one hundred. We're so used to our base ten system that it may seem like the only possibility. But the Greenlandic number system has a base of twenty, and others have a base of five. Of all the number systems ever invented, five, ten, and twenty are the most common bases.
It's no coincidence that these bases match the number of fingers on one hand, or two hands, or all of our fingers and toes. The connection between fingers and counting is so close that several languages have just one word that means both "hand" and the number five. Even in English, the word digit describes either a number or a finger. So if anyone teases you for counting on your fingers, just tell them you find your digits quite handy!
Educational goals - elpida - 29-12-2006
Greetings!
It has been a while since I have posted .... I am teaching an undergraduate course in special education next quarter at a local university and am seeking a video on brain structure/function so that the students are introduced to just how important understanding the brain at its basic level (areas of the brain, role of synapses, neurotransmitters) is to learning. Is anyone familiar with a good 30-45 minute video that provides such information?
Thank you in advance ...
Vicki :-)
Educational goals - John Nicholson - 09-01-2007
MY VIEW IS THAT ONLY BIG BUSINESS CAN REALLY SHARPEN UP UNIVERSAL EDUCATION
AND THIS BANK SHOULD LEAD THE WORLD IN PROVIDING PRIMARY EDUCATION FACILITIES THEY HAVE FINANCIAL
AND TECHNICAL EXPERTISE
1. HSBC Holdings plc
With some 9,500 offices in 79 countries and territories and assets of US$983 billion at 30 June 2003, the HSBC Group is one of the world’s largest banking and financial services organisations.
2. HSBC Education Trust
The HSBC Education Trust, led by Dame Mary Richardson, was established in January 2001 to provide a focus for the Group’s educational projects in the UK, seeking to open doors of opportunity for children by raising standards of education and focuses on:
Primary and secondary education programmes for underprivileged children or for schools in economically deprived areas
Language programmes (particularly Mandarin)
Programmes to promote international understanding among young people
Programmes that encourage greater understanding of business and finance
Attitudinal education
Educational goals - John Nicholson - 11-01-2007
The value of the story as regards the child or adult memory.
Just take hold of your imagination through a few minutes, I would like you too use your imagination constructively, you are stood on the highest mountain in the world, but it is not cold it is warm the top of the mountain is flat, that area is exactly the same size as an English football pitch from the sides of the pitch the land slopes steeply down for 25,000 feet, standing in the middle of the pitch are two trees, they are 50 yards apart, stood at the side of the pitch our two young men in their prime, each of them holds an axe in his hands, they look across at the trees, never in their life before have they ever seen such large trees, the branches of the trees grow profusely the trees themselves are over a mile high, they have been given two special axes, they have also been given lessons in learning to sharpen their axe, but those lessons had to be carried out on their own, and only one of these two young men have spent the time learning to sharpen his axe, they had been told that they had to walk over to those trees and using their axe they had to chop them down, they had to eat all the leaves on the tree to keep themselves alive, they had to use all the walled from the tree to build a ladder taking them down 25,000 feet so they would be stood eventually in the flat playing of the real world,
But remember this only one of them knew how to sharpen his axe, the axis themselves had been made from the finest steel and although the edges of the axe had been constructed with a very blunt edge for safety, eventually use of the axe would sharpen the cutting edge of the axe.
The young man who had never learnt to sharpen his axe, started cutting his tree down immediately, every blow he made on the strong and tough bark of the tree left of the tree left no impression whatsoever, but he had not been trained to sharpen his axe, he still spent days on end banging at the base of the tree with a blunt axe, how will he ever be able to build a 25,000 ft ladder and feed himself from the leaves of the tree of knowledge unless he can get his axe sharp, the young man who had spent hours of time learning to sharpen his axe, knew exactly what to do, he had to wander around the football pitch looking for special stones, he had been told that every time he counted to 10 he would find a stone that would sharpen his axe, the football pitch was covered in stones, each time he used the stone to sharpen his axe, he knew exactly that when he started to count again he would find another sharpening stone when he counted exactly to 10.
Gently they worked together on this football pitch chopping their trees down, the young man who had never learnt to sharpen his axe to watching what his friend was doing he could see him walking around the football pitch turning all the numerous stones but he had never been taught the formula of counting from one to 10, so it was difficult for him to see the principal by which his friend was relying to find the sharpening stone, gradually however his magic axe was becoming a little sharper by constant use, but many times he looked held at his friend walking slowly run race pitch in the sunlight turning all the stone, once his friend found a stone, it seemed to take only 10 minutes to sharpen his axe, but when he tried to find the sharpening stone he had no knowledge of the magic formula to obtain his stone easily, within a few months the young man with the knowledge on how to sharpen his axe kept himself alive easily eating the leaves from the tree of knowledge he was preparing his monstrous ladder building it every day, simply by counting to 10 he was able to keep his axe sharp, his friend spent months watching what he was doing but it was not until he learned to count that he realised what his friend was doing in order to sharpen his axe, the moral of this story is twofold it illustrates the value of the magic 10 and it illustrates the value in the story terms of sharpening the tools you need to use in life,
Do you think that it will be possible for you to forget this story, I say that it will be impossible for you to forget this story, just as a child can be told the story of geography by relating to the eskimo child with a flying kayak called zigzag who visits every country in the world with his friend in his flying magical kayak..
Now here is another story, you been taken into a large room in that room there are 100 computers you can see all the different computers are laid out in the rows of 10, you are told that the computers get stronger and stronger the higher the number you count to so in order to get to the best computer you would go to immediately to the one that you consider to be one hundred, now just how are you to establish which number is one and which number is 100, looking at the outside of these computers is seen to be getting bigger and bigger, so without understanding anything of the inside of the computer, you choose the biggest computer to be the one that is a hundred, once you start to use that computer you begin to realise that there is no software of any value inside it, although it is a big computer very few people have been working with it to improve its internal software, you have made the first mistake of your life you have chosen something purely by looking at it to be the one that will be of the highest value, but you made a mistake the computer you went to was number one, in this particular case number one held the largest amounts of computer chips and internal connections of any other computers in the room, but was without the outside factors that no one had ever worked on that computer to provide the software knowledge to use it properly, so you had chosen a number based on one observation size alone, although your computer had the biggest brain, it had not been fitted with the pathways to make use of that brain, the people who invented it, knew how it worked and were able to use it, they were extremely clever people, but as the numbers went up, and the computers went down in size, the number of people working on the brain grew exponentially.
By the time you had counted to 100, the computer itself had become the smallest, the pathways inside the computer, had been designed by one million brains, to reach the perfection that the humblest and smallest computer had.
The moral of this story is twofold do not take everything for granted, the biggest is not always the best, and even if it is the best, what good is it to you if you cannot see the pathways around it.
Now you have two stories the first one tells you about the problems of cutting down trees without a sharp tool. The second one tells you how you can mistakenly choose something purely because you lack knowledge.
The human brain is better than any computer ever designed by a man, it as eye sight, it is carried everywhere, it is the ultimate, PC why should one go anywhere without it, but if you are carrying about the ultimate computer, and you'll have not even bothered to fit it with the best software in the world then you are a fool, and all those around you are fools as well.
Thinking is perfectly natural, every child born can think, thinking uses the information we gather from our daily lives, and naturally sorts itself into ideas, those ideas are conceived at the speed of light, we consider them naturally as image in action within our brain, the development of the human brain, is one where the story took a significant importance, with the story we have a concept, and around the story we can provide the places to store the information that makes the story complete, the mind is full of files, which store the stories of our life, in an instant we can open that file, and visually run through everything within it, we need no knowledge of numbers to think with, every one of us is equipped with natural ability to think based on our daily experience, and the stored experiences of our lives,
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