Debunking the Teen Brain

How the pre-frontal cortex needs the proper ingredients from the beginning

Transcript

SPEAKER_00 2:36

There we go. Hello. Hello, we're back again. And we are we're we're gonna talk fast and short today, right? Yes, we have a we have to have a shortened session today. Because I've gone from my transition to thinking about the weather as I used to do, because I was very interested in that sort of thing, to now thinking about time and timing. And a lot of it has to do with the fact that I've been thinking about time lately, which makes me also think about space. Because as you know, space and time are inextricably linked and inseparable.

SPEAKER_01 3:15

Right.

SPEAKER_00 3:15

Um, just like energy and matter and the other forces of the universe. So uh the the main campaign that I think we're going for at this point is to give several rigorous and analytical uh flavors to what cognitivology's main premise is, and which is intuitive intelligence, which is one and the same as full human brain potential, and where that uh link, that initiation, that activation, that holy grail, where does that arise from? What what makes it converge? How is it conjured? And um how is it produced and and where where it is that we are debunking what most people think, because what we're explaining, if people stop and think about it as if they have zero other notions about what critical thinking is, then it's easy to understand. But most of what we're saying falls on what uh I would call triggered ears or triggered senses because people are so um acclimated to understanding things such as well, teens act the way that they do because their prefrontal cortices are underdeveloped. And this is what I like to call an excuse in the neuroscience and psychology fields, because to say that they behave without a full deck of reasoning skills uh is a falsified concept. Um biologically, yes, the prefrontal cortical regions are still developing, but to say that they uh fail to make informative decisions or make silly decisions or dangerous decisions because their prefrontal cortex is underdeveloped is one of the things that's contributing to what it is, number one, that our prefrontal cortices actually do. And the other thing uh about that whole concept implies the idea that um when the teen years are over and the commencement of adulthood begins, whether it's by some neuroscience standards at 30 or your brain keeps developing, I think there's a lot of misconceptions put into that because the idea behind that is that you're always able to learn. But the reason why you're always able to learn is because you have critical thinking, and you have critical thinking because you have intuitive intelligence abilities. But the the one debunking theme that I want to get at at this moment is that to imply that and or infer in any way that teens are uh inexperienced in making informative decisions or reasonable uh uh conclusions, or that they make a lot of mistaken ideas and fail to think through what they're doing. Um we we we are inadvertently um being proposed to assume that when the teen years are over and adulthood begins, that we are just suddenly, magically going to think the way that everyone proposes that our prefrontal cortices work, that we're just gonna suddenly all think logically and that we're gonna make properly informed decisions because now biologically our prefrontal cortices are developed. And obviously, that is nothing to do with what's been happening with humanity for so long, because we still have to struggle with constantly incorporating ideas about reasoning skills and that reasoning has to rule over emotioning, which I have blathered on about. So the point is that if if the excuses that teens are just really experiencing the development of the frontal part of their brains, then why is it then when that time is over, they're still making similar decisions or they're still they may be more mature emotionally, they may have more experience, but the scale or quality or code of reasoning has remained uh unchanged unless certain life experiences compel people to be more integral in terms of having um integrity itself. But the the real fashion of the brain is for that kind of integrity to be built on unconditional love or emotional intelligence, which is predominantly built in the three first three years of life. But we live we're emotional and spiritual beings having a physical experience. So while it might seem like uh it's a good thing to get it spiritual intelligence and spiritual knowledge and and be spiritual and then refactor our whole emotional intelligence process, but you still have that third factor of the physical world. So, where is your knowledge of fundamental physics that has to be there too? Because if you're if you're one of those abstract beings having this physique experience, then where is your knowledge of physics? And a lot of people have the excuse, well, you know, I dislike physics and science and math and all that kind of stuff, but it is a requirement as much as it is for those other things that you think. So if we just reduce it down to everybody agreeing that we are emotional beings having a physical experience, then it can never be only emotional intelligence that we work on. So in the first five years, when we speak about the importance of that, most people, as I've mentioned in a few sessions, are focusing on the first three years in the emotional intelligence. But how many people are really speaking about um the intuitive intelligence development of physical knowledge in general? So we're living a physical experience in the space, time, energy, matter realm. So we need to have a proper understanding of that. And so that means that in the first five years, we have to get the ingredients for the emotional stuff and the spiritual stuff, or the multidimensional senses and the basic physical stuff, right? Um and so again, I have my cake analogy. It's like you put the all the right ingredients in the mixing bowl and you mix them together and then you bake the oven. Bake it in the oven. You don't bake the oven, you never bake the oven, you bake the cake in the oven. Right. Okay, so um, if you're missing ingredients, then it's it's hardly going to be a cake. I mean, we can actually do all kinds of things if it we made a mistake in the baking to make it imitate a cake as much as possible, but right for it to come out as it was intended to be. And it's it's hardly as if you can just add those ingredients after and then throw it in the oven again. The mixing process was was missing its its proper rendition of processes, and so the thing is that when uh children get into the teen years, they should be already able to make informative decisions based on what their experiences already have been, right? Right, yep, and the the quality of decisions that they make still should be based on those fundamental properties of emotional intelligence and physical intelligence. Then all the right ingredients have to go into the mixing bowl or slash aka the preschool brain when everything wants to be connected together, right? So that the all the ingredients is are there for the prefrontal cortex to develop in conjunction with all the necessary ingredients needed. Because the experience of the teen years, a lot of people will say that's the time to make all the mistakes. That's the time for trial and error and limited experience, but that hardly means that your experience of trial and error and the things that you've done so far in life have to be defined by mistakes. That was never the order or the blueprint of the brain. It's you're already beginning to practice informative decisions so that by the time the end of the teen years, beginning of adulthood comes, you're prepared to make those informative decisions integrally and properly and um and logically, and they include all of your emotions. So uh, and then with the biological development of the prefrontal cortex, you now have all the of the other uh invisible or abstract ingredients that support um an alignment or consistency, and that you move forward, and that's where you really begin to master more of intuitive intelligence, which I think is going to be the topic of our next session. Okay, I think we're gonna say short and sweet for today, unless there's something you want to say, but and of course we always welcome that, but um yeah, so uh as we come up with more and more uh analogies or rigorous explanations uh that are much needed to debunk the misconceptions in psychology and neuroscience, we hope that many others will start grasping this understanding. And of course, I think I need to just start talking to a lot more teens so that they can join forces with this understanding because it makes sense to them.

SPEAKER_01 15:19

Right, you know, right, yes, and and teens are very aware of how um the information that they're getting right now from everybody else um is flawed. You know, parts parts are definitely being left out, um conclusions that have been drawn uh over the past, you know, hundred, two hundred years, however many um were based on again flawed information. And so when you start an experiment with flawed ingredients, you get flawed results. You still get results.

SPEAKER_00 16:05

There's still gonna be results, but but you know, they're going to be um the consequential results, which is what everybody thinks that knowledge is based on, right? But when people constantly reiterate those types of concepts, you know, I'm always compelled to say, well, you know, if the human brain really worked that way, then that idea would really work. But we've been working that idea for thousands of years and it's still failing to work. So, you know, it's failing to work, and yet you want to hold your trust and faith in failure, and yet is failing to do what it is that you're putting your trust in it to do. Right if that makes sense, right? So I know it makes sense because if there's a couple of teens standing around me now, they would all be cracking up laughing.

SPEAKER_01 16:56

Right.

SPEAKER_00 16:58

Because I have said that to teens and they do crack up laughing, right? Um, so uh yes, I think we will say so long for now, and we will look forward to um finding something else to debunk because that is at the core of what it is that we really need to do.

SPEAKER_01 17:20

Uh yes, yes and no. Yes and no, sorry, but I'm going to I'm going to elaborate just a little because we are more about spreading the truisms of you know brain development rather than having to continually debunk yes things.

SPEAKER_00 17:42

In this sense, you are 100% right, and then I would be 100% wrong. I guess the struggle has been that to just lay out the truth of how the brain really works goes against the grain, and so it's there's a constant pull to uh or or commands to debunk what people think, which becomes a very triggering point because then people feel personally affronted or criticized, sure, and um, and that's understandable. Yes, but that's usually people who are over the teen uh uh over and above the teen years of development. Yeah, okay. Well, I will leave it at that for now.

SPEAKER_01 18:30

Very good. So if you'd like to ask us questions about what you've just heard, please email us at uh godbrainpodcast at gmail.com. Um and of course, buy me a coffee. Um any contribution would be is very welcome. Yes. Take care though.

SPEAKER_00 18:56

Okay, so long for now. Uh stop recording.

unknown 19:05

Okay.