Everything nobody ever told you...

...about your four year old brain, and it's stage as the most informative resource for unlocking the mysteries  of full human brain potential.

Transcript

SPEAKER_01 0:00

And hello.

SPEAKER_00 0:04

Hello. Welcome back, everyone.

SPEAKER_01 0:09

We we apologize for missing a week. I hope everybody. Yes, we did. We missed a week. I hope everybody uh stayed with us through the week, you know, without missing us too much. Um, we've had some technical difficulties that uh hopefully we will have overcome uh for at least the next and never do that again. And never do that again, exactly.

SPEAKER_00 0:35

Right. So, yes, so I want to say then welcome back everyone to the place where you uh learn everything nobody ever told you about your four-year-old's brain, which should also be known as the most informative resource for understanding full human brain potential. So when people say, Where's the instruction booklet? The four-year-old brain is the instruction booklet because it gives all of the precepts and conditions and elements that you need, even regarding the first three years of life, because the first three years of life you're preparing for the development of the four to five-year-old stage, which is really significant, and the peak of um neuronal connectivity development. Because, of course, you know, the neurons are doing all this other severe activity in the first three years, but the most prominent connectivity features that make for advanced reasoning and a whole bunch of other really wonderful stuff that the brain is capable of doing that happens during the four-year-old stage, and that's generally still a blank field of knowledge in the whole world. And this is where we come in. Hallelujah. Who would have guessed? All right.

SPEAKER_01 2:17

So um I also want to put in that this is the place where it's okay to be confused about what we're saying. We we welcome any questions uh to help you navigate this information. Um however, if you continue to listen to us, uh ultimately we do make things uh rather clear.

SPEAKER_00 2:45

Right, makes sense. So another way of putting all that that I said previously was um this is the place where um we are debunking all of the excuses about the human brain as a mystery and making obsolete the idea that children come without instruction booklets. Because cognitivology is about the instruction booklet. And there again, I have to reiterate uh something that we have covered a lot in the past few months, um, where I had been on several occasions mentioning uh a lot of trending platforms that are offering more and more distinctive and uh really exciting uh information, coaching, advice about emotional intelligence. Of course, we have uh issues with some of the ways people are dealing with that because it's inconsistent with the way the brain really works. Of course, the whole unconditional love and um accepting your child and being there for them, being 100% present, paying attention to them, paying attention to what they're paying attention to. Uh and some of the things to say, those uh we're seeing more and more viable information that relates to the first three years of life. But in a lot of these same platforms, they are discussing how important the first five years are. And what you and I keep seeing over and over again is as they're saying the importance of the first five years, all the information we keep hearing is really about this the first three years. And because people are unfamiliar about what to look for regarding the four and five-year-old stage, then they never even question it. So, what I find the situation I find myself in a lot, even when I'm out and about in public, is watching some parents talk to their four or five-year-old as though they're still three years old. And I have said something to some people now and then, why are you talking to your four-year-old as though he's still three? And they look at me, of course, like I've got two heads or I've come from an alien planet because people are clueless. Um so uh I think that while some people are starting to understand what we're saying, it might seem repetitious to them because we are reiterating over and over and over again. And and I hate the idea of reiterating because I usually tell people when you're reiterating a concept or a notion that people are supposed to find viable and true, right? Um, then there's something usually wrong with that. Because if you have to keep saying again it again, if it's true, then why is it having problems just sticking, clicking and sticking, right? Right. Like, well, you have to, you know uh be logical and and and and stop being emotional when you're making a decision or when you get angry or you need to think about something that you're gonna do.

SPEAKER_01 6:17

Right.

SPEAKER_00 6:17

And but you know, if if the brain actually worked that way, if you if being purely logical was just going to help you put your emotions aside, then you know why in the reiterating it of it, it fails to actually create a viable application. But I think what I wanted to get into and go over again um was where we keep using the excuse about the human brain during the teen years of life um being uh the prefrontal cortex area being underdeveloped and this being the reason or what I like to call the excuse for teenagers making poor decisions. But in actuality, during the teen years, teens should be able to make good decisions most of the time about what they want to do. The teen years are really for the purpose of gaining more and more diversified um experiences in life so that they have more opportunities to see uh to gain knowledge and see where good decisions work in their favor for learning more, you know, a lot for self-learning. And it's true that they're lacking experience in the world, so to speak, but um but we're we're sort we're sort of uh missing, we're missing how that really, really works. They should be able to make decent decisions already. Um because the implication has been that teens make um inadequate decisions because the prefrontal cortex of their brain is underdeveloped. But in implying that, that would have to note that by the time somebody gets to the age of 22 or 25 when the prefrontal cortical regions are fully biologically developed, then according to the excuses that people use that say that teens make inadequate or rash decisions because the frontal part of their brains underdevelop, then it should automatically imply that by the time they get to age 25 and the prefrontal regions are fully developed, then they should just magically and automatically make really smart decisions as opposed to rash decisions. But the fact is that adults keep making the same kind of rash decisions that they did in teenagehood. You know, the motives and intentions and calculations and computations are all operating in the same vein. The only thing that's really changed is that by the time people get to 25, their agenda in life is different. So the kind of decisions they make is a little bit different, but they're hardly different than the ones they made in the teen years. They may have had some experience in the teen years where they did something rash and they went, well, I should maybe wait to do that, or I should make sure that instead of doing it like that that time, you know, the next time I want to jump off a three-story building, I should probably wear a pack with a parachute. Right. You know, but it's still because you actually decided to put a parachute on, does it really make the decision of jumping off a three-story building any more logical than you know, jumping off the building without it? You know, you would certainly be less injured if you were using a parachute, but is that a good way to spend your time? Is that a good way to make decisions? You know, you have some experience there, but what kind of decisions are the quality of your decisions? Are they really different? Are you just adding a little bit of experience and some new computations to the decision if you are having illegitimacies, we should say, in any of your relationships? Are you still doing those? Do you automatically become reasonable in every situation, or are you just a little bit more cautionary and doing the same thing? So while we become an adult and the way we use our prefrontal cortex is going to reflect the way we use it in the teen years, the teen years are going to reflect the combination of emotional intelligence and fundamental intuitive intelligence from the preschool stage, especially where physical knowledge is um required and where language has to, or what a lot of people like to call neuro-lingistic programming, or I like to say cognitively correct neuro-linguistic semantics that represent the true laws of love, the true nature of invisible information processes, um, multidimensional senses, and the fundamental laws of physics. Now that sounds really too sophisticated and complicated for some people. It is complex, but that's how diversified language is. So language and intuition and cognition and diversification have to become one process in the preschool stage. And that also includes proper emotional intelligence development from the first three years. But I think what we've tended to see is that people do the emotional intelligence the first three years, people are getting it more and more correct, but then they drop the ball at the four-year-old stage. So it has to now match how the world of fundamental physics works, how spatial reasoning works. And we've mentioned this also, but we wanted to take time to highlight that just because the prefrontal cortex becomes biologically developed by the time you're 25, does that mean you're really making automatic, altruistic, compassionate, optimistic decisions that really represent the basic laws of physics and spatial reasoning and emotional intelligence and even spiritual intelligence? So that is the purpose of the four-year-old stage. We want these things to become integrated, and the way to integrate that is to for language to code for that, for the interconnectivity of those things with pure consistency and interconnectivity potential. And that is what allows the teen brain to make to gain experience. The point of the teen years is to gain experience making good decisions. That's what the teen years are for. Right. Um, so that when by the time your prefrontal cortex is developed, what when you're 25 or so, then you've also gained a heck of a lot more of knowledge and intellect and other experiences and more relationships, so that you are now uh intuitively diversified enough to learn from every minute of your day, and where all your decisions are based on the brain's hardwired system for compassion and optimism and communication, relationships.

SPEAKER_01 14:38

So I do want to a little though, um, because uh it's important that we uh that we preface the coding of the teen brain and the cement, you know, the the neuralist neuralistic coding of you know a truly cognitively correct human being um would uh have compassion and optimist optimism uh intact. So if they're reading, and I I apologize, but this is all from personal experience with my current 25-year-old, if they're reading Tumblr or if they're reading um Facebook comments, or if they're reading whatever social media sites that they read, that they can um uh look at the information that is now being fed to them through compassion and optimistical uh um viewpoints as opposed to jaded and scarred and uh judgmental uh because uh that's how uh unfortunately our social media posts are um and information is uh being fed to our teens and pre-teens and adults. Um and I I f again this is a personal comment, um, but I feel as if those if we could keep compassion and optimism intact, uh adulting would be a little less difficult for our current 20 somethings. Be a lot less difficult.

SPEAKER_00 16:44

Adulting would have a whole new yeah. Well, yes, it would be it would be different. It would be very different. So so anyway, we'll stay so long for now and we will um we will let this be sort of be piggybacked in our next session with a whole different topic that's probably gonna shock people really badly. But we want you to be pleasantly shocked because we want you to hear new information that makes you question what people have believed a lot for so long. Okay. Okay. I'm gonna say so long for now. There you go. All right. Take care, everybody. Yep. Bye. Thanks for being here.