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Giving Teens and Young Adults Informative Insight for their Brains and their Futures






Which is how Einstein understood why things that seem separate or disconnected, are in fact connected – and connectivity is essentially, the most fundamental trait of Intuition. This is how Einstein was able to decipher and devise the grand General and Special Theories of Relativity. These theories opened up the worlds of Quantum Mechanics, which paved the way for String Theory and the more distinct fields of Astro-Biology & Particle-Physics. And by the definitions of e = mc2 — all of these fields are interconnected.  But, what’s most telling about these connections, is that our own unrequited inquiries into these fields of knowledge, makes them relative and essential to the development of our own human brains and unequivocally, our human Intuitions – which should help us connect everything we know, in addition to expediting what we still crave knowing about the universe, and our purpose in it. Okay, so that’s a mouthful – – or more like a mind-full. 

The question to present to all questions of knowledge is:  Are we connecting, or intuiting everything we need to know?  We might also ask if we are doing enough to emulate the genius of Einstein?!!  Particularly because, according to Einstein, we ought to be using our intuitions for everything, since “Intuition is everything”. Let’s explore and connect some factors about developing genius mindsets that, at least, imitate the intuitive genius of Einstein.  To start with, each of us possesses an intuition, as well as unique abilities  that are endowed by the genius of Nature, along with its universal partnership and original source of knowledge  — (i.e., the laws and language of the universe).

But first, it’s time to clear up a few distasteful narratives. Let’s be anything but opaque here. Einstein never said ‘consciousness is everything’, or that ‘arithmetic is everything’, he stated that, “intuition is everything”. Any scientific experts will humbly admit that there is little consensus among them to settle any descriptive agreement regarding “consciousness”, and for all their ramblings about Einstein’s intuitive genius, they rarely encourage open forums to discuss “intuition”. With all due respect to Nobel Prize laureates, such as Eugene Wigmore, who pondered on and on about Schrödinger’s cat and the traits of consciousness in determining the condition of the cat, in conjunction with the deliberate act of observation; for all the endless books and airy fairy discussions about “consciousness”, exactly what has “consciousness” done to resolve coherency in any information systems or solve any world problems? None! However, in all fairness, the one thing that consciousness does perform for us is its absence under the influence of anesthesia.

Well, that having been said, it’s connectivity time, i.e., defining the authentic traits of intuition:

Intuition is everything”. Children learn language intuitively; they never do it “consciously”. We use language for everything. Intuition is the universe’s naturally free internet service, interconnecting everything, and connecting us to every dimension of knowledge and information – if only we’d all become connected to our own genuine intuitions. Early intuitive language development is a necessary requirement for cognitive development. For instance, you should be able to learn another (bunch of) language(s) intuitively at a later stage in life because you’d originally learned a language intuitively during the foundational stages of cognition. But had you missed the opportunity to learn any speech and language skills intuitively at a very young age, you would be unable to learn language proficiently in the latter stages of life, including your “mother tongue”. One of the other most practical traits of intuition is the ability of transferring, and/or transposing information from one system of knowledge to another. Bottom line is, language is used for everything so everything you learn ought to be cohesively interconnected.

So, can we now begin to see how important it is to establish a theory of relativity between intuition, cognition, and language, which altogether, formulate the basic connecting computations for achieving “intuitive genius”? Benjamin Franklin – another genius – proposed the concept “become a jack of all trades and a master of one”. Unfortunately, a great many people are unaware of this original statement because we unconsciously follow the contorted pop trend non-genius version of describing someone as a ‘jack of all trades and a master of none’. Okay, enough digression.

What kind of mind is needed to define whether the following anecdote is idiocy or conspiracy? If intuition is everything, as Einstein declared, why do we keep disregarding this guidance if we are so bent on emulating his brilliant genius? Computer Scientists are confidently determined to make computers more intuitive. By the way, it is noteworthy to acknowledge that if computer scientists want to develop more intuitive computers, then they need to start working with the traits of intuition rather than fooling themselves into believing that intuitive-A.I. for computers can be coded on the traits and features of memory. Intuition is far superior to memory and even bypasses the mechanics of memory, just as we do for our general everyday language skills. For all of their exquisite coding efforts, they still need to become proficient in Intuition 101. Still waiting to see that happen!

Every field of knowledge is equally interchangeable with “Math”. Everything is built upon the fundamental principles of mathematics, or the language of the universe as defined by Physics – and these basic mathematical laws are what interconnect everything. That simply means that the mechanics of intuition are hiding in plain sight – everywhere. This should also mean that Physicists ought to discuss intuition more than they dabble with Arithmetic. But such is the literal meaning of cognitive dissonance and counter-intuitive thought processing that defines the limited range, or percentage of mind-brain potential that we’ve staggered around upon for thousands of years. It certainly defines how, unbeknownst to most folks, “Arithmetic” has never been a synonym for “Math”. “Everything” has never been all about the Arithmetic, but everything is all about the Math.

The variables required for equating human genius include the explicit connections between Language, Cognition, Intuition, The Fundamental Principles of Math, and Natural Science. All of these functions must be cultivated in accordance with the human brain’s hard wired capacity for Compassion, Optimism, Creativity and Decision-making – these are the properties that generate and incorporate intuitive genius and full human brain potential. A little margin note is in order here ~ let’s remove one concerning factor: ‘Evil Geniuses’ need never apply, meaning that true human genius can only be built on the elements of compassion and optimism. The human brain has never been equally hard-wired for good and evil, this is an historical falsehood. It also means that we can depart from the wasteful time consuming effort of trying to artificially affix morality and ethics into the ambiguous properties of “consciousness” – which as mentioned, is only worthy as when it’s absent under anesthesia.

So, here is the disconnecting tale wherein either idiocy, or conspiracy has been misguiding the process and progress of human intuitive intelligence – but it is a fate that can still be recovered, especially during the cross-roads of human civilization and globalization that we are currently engaged in.

More than a half century after Einstein’s final residency in Princeton, and after having adamantly proclaimed that “Intuition is Everything”, how is it that none of the grand universities on the planet, including Princeton itself, has missed conceiving of an MBA, or Ph.d program offering a credentialed degree in Intuitive Intelligence and how it is relative to everything. It seems so surreally discombobulating.

Going back about 20 years, a national early education board was at the height of mandating that all Early Educators must omit the specific negations no, not, don’t, can’t and shouldn’t for all teaching techniques, guidance skills and all functions of young children’s cognitive development. This issue was neglected by most Early Educators, and this widespread non-compliance, forced the board to discontinue issuing the mandate and its significance. Meanwhile, for all Neuro-science had uncovered about how the young human brain was unable to process, or hypothesize the literal inversion of a devalued verb by a negation, especially considering that verbs are the main part of speech in any language, the mandate’s significance still died without a tear shed. Notwithstanding that death, never did a single memorial arise in a published form, by an accredited MBA or Ph.d candidate documenting the connections between language, cognition and intuition. And what, with our relentless pursuits about the retentions and losses of “memory”? The point is that it is unnecessary to consciously remember everything. Intuition gives us the ability to recollect anything we’d ever need to know, because with intuition, everything we’d ever learned would be connected somehow, and transferable within our human neuro-nets – if only we’d been intuitively developed, yet we continually miss propagating the genius of intuition.

To date, only one set of books and resources addresses these connections, and to date, they have also remained unchallenged. They are unchallenged because the professional world still misunderstands the intuitive connections between Cognition, Language, Relationships, Emotions, Reasoning, Common Sense, Critical Thinking, Logical Hypothesizing, Doing the Math, and the whole authentic development of our human brains. If we want to really solve problems and innovate, we need Intuition!

That is the tale; the unrecognized, or unrecognized and unrequited depiction of our birthright and destiny to master intuitive intelligence. We are all either part of the problem, or part of the solution – part of the conspiracy, or part of the idiocy. Teens however, are in neither of these categories. As teens are navigating the final trimester of their intuitive-cognitive development, they have the opportunity to substantially alter the progress of human history by acquiring and practicing the interconnecting traits and mechanics of intuition that can still unleash their own genius – and everyone has an intuition. Only Cognitivology® is offering the means and information for that task. So, stay tuned and stay connected. Signing off for now, C. Woolf, principle author of Cognitivology® resources.


In the future, the most important credential your child will need is a “P.r.e-K” [the Preliminary Requirements for Every type of Knowledge]. Without it, even a “Ph.d” won’t land someone a secure “J.o.b.” Even potential love-mates will want to know if you hold a “P.r.e-K” ~ because everything you’ll need for emotionally healthy relationships will also be covered by this “degree”, which will simultaneously function as a decree for navigating all the aspects and prospects of life in general.
To establish the features, traits and parameters of this future decree and degree of life, we first need to contend with the “Marshmallow Man” – the imminently famous person who created the “marshmallow test” (Walter Mischel), PLUS we need to confront the author of the prominent resource of the “7 types of intelligence” (Frames of Mind, Multiple Intelligences by Howard Gardner). But first let’s give credit where credit is due.
Both of these brilliant pieces of work have opened people’s understandings of two general areas of human brain potential. The “Marshmallow Man” has distinctly identified the trait of “Delayed Gratification” as an essential asset for success both in careers and relationships. The “7 intelligences” author has presented us with a better understanding of how to navigate the world of learning.
The “7 types of intelligence” ought to have been titled; The 7 tools of knowledge development” These “tools” being defined as “intelligence quotients” are actually the various senses that work in various ways (depending on a child’s unique abilities) to explore, interact and transport knowledge and information to the brain. That’s what sensory tools do. “Intelligence Quotients” are “Emotional”, “Intellectual” and “Willful” — in other words “E.Q.” and “I.Q.” and “W.Q.” — these are the TYPES of intelligences that humans possess and capable of developing and operating. They ought to be more properly defined as “Emotional Intelligence Quotient”, “Intellectual Intelligence Quotient” and “Willful Intelligence Quotient”. These three ‘intelligence quotients constitute the full spectrum of brain potential, which all ought to be fully developed, and cohesively connected, for the sake of activating and utilizing 100% of our brain’s potential.
The first primordial and basic intelligence quotient is of course the emotional intelligence quotient. It is the basis for the other two intelligence quotients that are aided by the “7” tools of learning and knowledge development — although technically and effectively, there are really 60 of these sensory learning tools (but that is another subject we can get into another time).
The primordial intelligence quotient of emotional knowledge development brings us to the “Marshmallow test” and its creator. The Marshmallow test has properly identified children’s abilities to delay gratification, and be a better learner for a lifetime. However, the “Marshmallow Man” has failed to do the job of explaining to folks that the ability to “delay gratification” is based on experiencing “instant gratification” in the first three years of life. The “delayed gratification” feature does indeed first reveal itself during the preschool stage (hence, the famous marshmallow test), for a simple reason: the preschool stage is the first phase in life wherein we are capable of doing, or at least able to imitate and pretend performing all of the same capabilities that an adult can do.
The only ability a preschooler is incapable of is precognitive decision-making in the complex formats that adults are supposed to be able to do – but preschoolers are definitely capable of exploring and understanding all of the aspects that go into making decisions, and can indeed do so based on already acquired learning experiences.
Okay, maybe that’s starting to get too technical. The important thing to understand here is that “delayed gratification” had nothing to do with a “have” or “have-not” inborn genetic trait — in the same way that people tend to believe that ‘common sense’ is an inborn disposition or personality trait. Both “delayed gratification” and “common sense”, which are inextricably linked, are rooted in the emotional knowledge of “instant gratification” that would have been properly experienced during the first three years of life at the hands of parents and caretakers. In other words, if you are still wondering about letting your babies just cry themselves to sleep (as well as a few other aspects of infant care), stop wondering and worrying. Attending to your crying infant is NOT, I repeat NOT “spoiling” your child’s nature or behavior tendencies — it is ensuring the precursory “instant gratification” essentials that precede learning, practicing and mastering the qualities of “delayed gratification”.
Identifying the lack of “instant gratification” through the marshmallow test of “delayed gratification” is precisely why intervention methods work and stick for a lifetime, when they are remedied at the preschool stage. Nevertheless, the time taken to remedy this fundamental trait for a successful life would be better spent doing a whole lot of basic cognitive and intuitive development at the preschool stage – instead of fixing and therefore delaying other developments that can also ONLY take place during the preschool stage.
There are more than enough tests and pieces of evidence that support the realization that the “emotional intelligence quotient” is the rigorous basis for success in both work and relationships that will take place in the future and last a lifetime, most of which we spend as “adults”. Having an “MBA” or a “Ph.d” doesn’t magically turn back the clock and formidably re-constitute or establish “common sense” and “delayed gratification”. The core elemental structure of “instant gratification” preceding “delayed gratification” is needed to make sense of all the knowledge that can be competently applied with all the knowledge and information acquired through the degrees and credentials of education and lifetime learning.
Ultimately “delayed gratification” is an overall “knowledge app” that will be needed to execute sensible skills in everything. The “emotional intelligence quotient” of knowledge that ought to be fully nurtured during the infancy stage, will properly prepare babies and toddlers to learn the full spectrum of basic “intellectual intelligence” during the preschool stage. Together, as these “intelligence quotients” unite – intuitively – as one seamless function during the preschool phase of brain development, then the stage is set for instituting the core elements of the “willful intelligence quotient” that will take place predominantly during the “teen” years of brain development.
It is during these teen years that your children will have the proper head start to develop and master the traits of “willful intelligence” (or the fuller and final development of the frontal areas of the brain) that conduct and execute the real skills of “delayed gratification” — which manifest as; sensible-precognitive decision-making, intuitive reasoning, innovative thinking, computational-quantum processing, judgment, the ability to hypothesize and theorize, use advanced critical thinking in EVERYTHING they do, plan, intend, create, feel, and think.
Without the compassionate experiences of “instant gratification”, that line the memory banks of our minds during early infancy, thereby fully optimizing all of our emotions with a full value of emotionally intelligent predilections, then any wealth of accumulated knowledge is subject to deflate in an instant. In other words, we can retain what we’ve learned consciously, but unconsciously the sensibility of putting knowledge to use and connecting it with other useful points of knowledge and information just sets it somewhere between difficult-to-impossible. The point of accumulated knowledge and information is to make as many sensible “clicks” as we can between all points of acquired knowledge-experiences.
A proper preliminary “P.r.e-K” degree makes it possible to learn intuitively throughout a lifetime and retain knowledge imperviously so that any new field of knowledge can be imminently applied in unlimited innovative ways. Without this proper sequence of “intelligence development stages”, then the steps missed will indeed make life and continual learning a struggle. As much as we praise the virtues of “delayed gratification”, we must now begin to acknowledge the virtues of “instant gratification” as a required first step, and prerequisite of “delayed gratification”.

The Overall Brain Review – Why your brain matter matters in every matter of life. What is brain development – Really? What exactly is ‘higher brain development’?

The time has come in human history where EVERYTHING needs to be reviewed in the matters and terms of human brain development. EVERYTHING from education to social issues, technology, love, war, peace, trust, relationships, politics, etc.
All of these matters are directly linked to the processes of our brain matter, and these brain matter processes must go beyond just reviewing snippets or partial processes of our brains’ challenges. Understanding ourselves means understanding our brains and understanding our brains means more than just dealing with ‘this is what your brain is doing when you’re on drugs’, or ‘this is what your amygdala acts like when you’re excited’, or this is what is failing to happen in the frontal lobe and limbic systems of a serial killer’, or this is what duress the brain is suffering under the conditions of Alzheimer’s’, or this is what causes teens to act the way that they do’.
All issues of human development; health, economics, criminal activity, philanthropy, behavior, intelligence, decision-making, world progress and especially adult self-improvement as it is relative to the stages of cognitive development must be viewed, reviewed and overhauled in accordance with the total and full potential of the human brain.
In other words, how would we actually strive, thrive, survive, interact, think, feel, learn, lead, teach, share, work, help, invent, and contemplate within the context of a fully developed and 100% activated brain — as opposed to the historically typical model of using only about 20% of our brain’s potential ??? More specifically, how would a fully activated brain affect the way we process and apply free-will, creativity, intelligence, and behavior?
The simple answer to these questions point to the matter of why we’ve been unable to tap into latent brain potential. The short, straightforward answer is that we need to approach the matters of human development – i.e., the matters of human BRAIN development – from the standpoint of Intuitive Intelligence development. This is the central matter of all human brain matters that has been left unchartered and under-nurtured. What else could it possibly be? We have addressed practically every other facet of human development. Intuitive Intelligence makes up the whopping 80% of human brain potential that we have been missing for so long – and the most we’ve done is to dabble in intuitive intelligence as some mysterious mystical process. But it is a substantial process of our cognitive development. We learn language intuitively and language is used to learn everything else, so intuitive intelligence has to do with, well, literally EVERYTHING.
But the most unknown factor about exploring the possibilities of total human brain potential – which is the same as achieving total Intuitive Intelligence potential – means reconciling with the understanding that Intuitive Intelligence potential (are you ready for this shocking newsflash?) means understanding Preschool Brain development. Whoa – what do the issues of world hunger and climate change have to do with preschool development? – EVERYTHING!!!
We need to process solutions for EVERYTHING and the highest form of human intelligence and behavior – or higher brain development – means we are using our intuitive intelligence capabilities.
Unfortunately, this realization, indeed, this connection has gone totally unrecognized by virtually every field of science, even neuroscience – – and until we can reconcile with this connection – that is, Intuitive Intelligence as an interchangeable equivalent of Preschool brain development – then any attempts to produce ‘higher brain potential’ will continually evade us and suffocate all efforts of human development.
What is human progress?  What is Human Development? What is Consciousness or Global Awareness?  These sound like complex questions, which they are, but “complex” should never be confused with “complicated”. 

We might – as a hypothesis – say, “What is Animal Progress”? or “What is Animal Development or Animal Consciousness or What is an animal’s sense of Global Awareness?  So what is actually the difference between human development and animal development?  The development, behavior, intelligence and potential of any living species depends on what is fundamentally and naturally encoded in our brains and then carried out by our sensory tools and motor skills.   Animals are born with fully developed brains, or rather at least, they are born with all of their synapses and neurotransmitters already connected — which is why they are able to respond to the true nature of their abilities and also why their full development takes place within a particularly and comparatively much shorter time after birth than humans.  Humans are born with underdeveloped brains and we need a full 21 – 25 years for our brains to fully develop.  Simply put, without any complexities, human development IS human BRAIN development. But here are two key things to keep in mind.  One is that human brain development takes place during the CHILDHOOD  years and humans, historically and to date have only tapped into a small portion of our brains’ potential (approximately 20%).  So human BRAIN development IS in fact, CHILD BRAIN DEVELOPMENT.    Humans, or human progress has been plagued with problems – the solution is UN-COMPLEX – – the one problem behind all problems of human progress is the human development problem of human child brain development. We are the only species that have massive and sometimes incomprehensible and even reprehensible problems within our own species.  Animals never experience problems within their own species on such a scale and it’s probably fair to say that the only real problem that animals have is humans.  Our problems can be solved by simply solving the problem of Human Child Brain Development.  In the Neuroscientific world, the highest function of the brain’s potential is defined by the development and application of the Prefrontal Cortex that modifies and regulates emotions in conjunction with intelligence and reasoning skills.  Cognitivology stands by the idea that there is more to the Prefrontal Cortex than just that, but that the Prefrontal Cortex actually makes zero distinctions between the most altruistic of compassionate behavior and the ability to INTUITIVELY reason highly attuned creative intelligence skills.  The Cognitivology assumption is that these aptitudes are meant to be highly integrated and that there is an early cognitive development basis that predisposes the Prefrontal Cortex for this indistinctly integrated most advanced trait of human brain potential.  The key foundational building blocks for this adult feature of the highest function of our brains requires a certain intervention of care  during the childhood phases of brain development, in particular, the preschool stage.  The highest grade of human development, behavior, potential and devising solutions for our world problems will require the full development and use of our Prefrontal Cortexes to exercise highly compassionate and skillful reasoning solutions as an indistinctly inseparable aspect in our attempts to resolve conflicts and compounding problems.  Professionals are constantly speaking of early intervention, but rarely actually devise a comprehensive solution for the early intervention of anything when it comes to solving world problems.  The only solution to solving world problems is to solve the problem of human brain development and full human brain development depends on using the full capacity of that supreme Prefrontal Cortex, which depends on the full and appropriate development of the Preschool stage – THAT  is what the Preschool stage is for.  It is a misconception that the Preschool stage is meant for academic preparation, but it is understandable that people think that way, because academia is hardly set up to secure and ensure the full development of the Prefrontal Cortex that does most of its higher development during the teen and early adult years.  In essence education, and brain development should be thought of as one synonymous idea.  When we can begin doing that, then we can reform early childhood brain development, and all the years of brain development to be congruent with the goal of total brain potential. 

Praise for ‘Education Week’

Praise for “Education Week’s” article by Stephen Sawchuk regarding President Obama’s proposal on upgrading the importance of preschool education.
In particular, writes S. Sawchuk ~
“Research indicates that children’s cognitive and social development are linked to the quality of interaction with preschool teachers, regardless of their educational levels. Such findings have spawned interest in frameworks that describe effective practices in such interactions, and can serve as the basis for professional development and coaching”
This is the best information that could have been pointed out by anyone examining the quality of Early Education and the interactions that should be going on between Teachers-Parents-Aides and anyone else involved in the care and cognitive development of Preschoolers.
So, what qualifies quality interaction for social, cognitive and emotional development in preschoolers?
Many abide by certain philosophies, cultural influences and upbringing or parental styles, but the criteria for interactive qualities that ensure the best for preschoolers emotional, cognitive and social development must be drawn out, or derived by the brain’s natural requisites for preschool brain development.
So what is the brain doing during preschool and what is the brain ultimately preparing for? This is the question that needs to be raised for qualifying a framework for preschool development.
Preschool Teaching Expertise requires a simultaneous combination of:
-Open-ended instructions
-Guiding children’s freedom to Explore
-Natural Science as the basis of all classifications of Knowledge
-ALL of the Fundamental Principles of Mathematics – describing the basics of all classifications of knowledge and all interrelated functions of Early Cognitive Development
-Non-negated language/communication/guidance reflecting open-ended possibilities supporting the Brain’s developmental system to acquire infinite knowledge through Compassion and Optimism
-Foresight guidance and enforcing the knowledge of advantageous possibilities with a focus on eliminating hindsight guidance or reinforcing through consequences / consequential knowledge (Because the human brain is ultimately, by adulthood, designed to exercise foresight and intuition, and the intuitive inclination to use foresight is intuitively established during the preschool stage).
-HUGS must also be re-implemented into the order of appropriate preschool brain development – –
Preschool teachers can hardly do their job appropriately if they are banned from hugging their students. Affection is an extremely important part of human brain development, because the human brain is an emotionally developed brain. Also, if Preschool students are going to develop as they should through free exploratory learning, then Teachers are also going to need to have Creative Freedom in their Teaching Practices.
[This also means that any close-ended formats of “teaching” must go, and this specifically includes close-ended literacy development, homework, ditto sheets / following inside the lines and inside the box lessons and teaching practices at the preschool level.]
The name of the Educational Game for Preschool Brain development is Creativity as a cognitive process during this stage of natural intuitive development – the key words being ‘creative’, ‘cognitive’ and ‘intuitive’. These three aspects are as one aspect to the preschool brain and the only time in life when they will be merged and poised to function as one.
This united feature of preschool cognitive brain development ensures that the basic building blocks for quality critical thinking, common sense, out-of-the-box thinking and compassionate, interactive working relationships can meld together to produce innovative thinking in all areas of human existence.
This approach also solves problems, resolves issues and even dissolves unnecessary resolving of a variety of difficulties that would never arise because young brains are being cultivated or configured to operate more in accordance with natural potential.

President’s proposal on Preschool

I’ve written to the President on several occasions about the importance of preschool development. I’m unsure if he’s actually reviewed any of the information that I’ve sent him and his administrations, so I will write my newest letter to him right here ~

Dear Mr. President B. Obama,
Thanks for finally paying attention to Preschool. Notwithstanding the outstanding job that the Perry system has successfully implemented for young children, the deeper values of the first five years of brain development are still being sorely overlooked. We’re faced with a dual problem for educational and societal development that still must be addressed simultaneously, regarding early education.
It’s not just about education dollars and funding. It’s not about creating a Wall Street type equation for economic and market development, or monetary investments now that will project and yield a high rate of return in a productive workforce in the near and far off future. It’s much more than that. Do we need to prepare young students to have equal opportunities in our future workplace? Absolutely ! But what we also need, what professionals in all fields are begging to acquire, and what your administration keeps crying out about more than anything else is INNOVATION, INNOVATION, INNOVATION.
Innovation requires INTUITIVE development. Intuitive development must be, and can only be established in the early stages of intuitive learning. Our nation also needs more foresight and a lot less hindsight, this is something that can also only be fostered and fortified by early intuitive-cognitive development.
To achieve both a productive workforce in all communities and give all communities of children an opportunity to be innovators in society, plus dramatically reduce many of the problems that plague our communities, we need to ensure early intuitive-cognitive development with a creative emphasis on a Natural Science curriculum that is modified and diversified by the Fundamental Principles of Mathematics.
The A,B,C’s and 1,2,3’s can wait until first grade. Early literacy development implemented as a focus to prepare for elementary school is a quaintly prevalent concept but it is a gross misconception about “academic success” when we’re considering the variables of critical thinking, conscientious behavior and intuitive-creative-innovative progress. As a matter of record, all of the leading academic countries, such as Finland and Japan, wait until the end of age 5 or 6 to begin formal literacy skills.
Until we understand the exquisite, intrinsic and rigorous definition of Preschool brain development, we will continue to miss the WHOLE point. We need to implement an integrative approach – and by the way, integrative development is also useless without a basic intuitive-cognitive foundation that gives children a connecting sense of familiarity for all fields of knowledge, as well as healthy social skills.
Thanks for trying, I hope you will continue to be enlightened.
Sincerely, Carla A.M. Woolf

Neuroplasticity; challenging the synapse and neurotransmitter “pruning” theory in the early stages of development. PART 2

The logical explanation for the advent of neuroscience would mean, indeed conclude
that we are pioneering and embarking upon the process of unleashing the latent 80% of
brain potential. To initially understand how to unleash that 80%, we must understand the
preschool brain – rather we must understand the basic construction of our brain’s
information operating system, which is synonymous with the preschool brain.
There are a few cognitive and evolutionary assumptions, or rather presumptions that
need to be cleared up about neuroplasticity, and the brain in general. The first thing is
that, we humans are born with underdeveloped brains, meaning our synapses and
neurotransmitters are still mostly or entirely unconnected, whereas animals are born with
fully developed brains – meaning all or most of their neurotransmitters and synapses are
already connected, and they seem to use most or close to 100% of their brains’ potential –
compared with humans who acquire or use only about 20% of the brain’s potential.
Recently, some psychologists and neuroscientists have proposed the idea that we do
indeed actually use 100% of brain potential but that we are only using about 20% at a
time – at any given moment. That may sound relieving to many folks, however if we
look at all of the basic elements of brain potential, we realize that there are too many
disparities in human existence that fall short of functioning according to the properties of
compassion and optimism, which define the brain’s system for operating knowledge and
As mentioned, Neuroscientists are still baffled by the tug of war between the back of
the brain and the front of the brain, this conundrum hardly sums up or defines 100%
cooperation, let alone 100% of brain potential. The clues that would summarize the
cooperative properties and functions between the back of the brain and the front of the
brain are indeed there to be uncovered and discovered, but it depends on a matter of re-
defining what the common denominators are between these two areas of the brain. This
cooperation is rigorously defined by Cognitivology® and any Neuroscientist is welcome
to validate or invalidate these definitions.
The evolution of human cognitive brain development tells the story of how our
brains have evolved from the back to the front and Neuroscience does explain how each
individual brain develops from back to front during the years of brain development –
plus, how the brain is capable of continual learning, re-mapping and improving during
the adult years of life.
Neurons perform an important role in the brain’s ability to process and transmit
information within the brain’s network of neurotransmitters and synapses. We are born
with billions or even trillions of these and somewhere in early development after infancy,
but before the preschooler stage a massive trimming down, or “pruning” of these
neurotransmitters takes place. This happens because we only keep what we use, these
neurotransmitters become “specialized” and since nature naturally conserves, then our
brains dispense or dispose of those parts that we have missed using.
However, this “conservation” premise is a poor assumption, even from the
perspective of evolution or conservation or natural adaptability. The reason to debunk
this presumption is that most natural selection theories propose that natural processes are
modified in accordance with necessity, usage, and environmental influences. If the
principles of natural selection were applicable to the pruning of neurotransmitters, it
would seem more logical for the human brain to dispense with the over-production of
neurotransmitters generation after generation for each and every individual. The more
logical conclusion is that even though some of these neurotransmitters would actually be
pruned, it makes more sense that we are meant to use the majority of them.
The point is that a newer presumption for a new age of thinking would compel us to
consider that the massive pruning is consistent with the 20% scale, or ratio of brain
potential that we’ve become accustomed to activating and using. We might also consider
that if we were revising our definition of synapse and neurotransmitter pruning from the
perspective of Particle Physics and String Theory, we can presume that we are processing
knowledge and information predominantly from a physical-3-D standpoint and that other
inherent structures of the brain need the original bulk of neurotransmitters to process
knowledge and information beyond the physical-3-D realm of energy and matter.
The bottom line is that unless we give most of these neurotransmitters and synapses
a chance to connect to our extrasensory senses how will we know what more our minds
and brains are capable of doing?
So yes, neuroplasticity tosses out the old theory that adults are unable to produce
new neurons or learn new information, or that they are unable to break free from their old
ways of thinking. But the question still remains – why toss away all of those original
neurons and neurotransmitters if we are meant to continually produce neurons and be
capable of re-mapping older patterns of knowledge with newer patterns of knowledge?
Why dispose of billions of neurons in early development only to gain a few thousand or
million in adulthood?
Our free will is equally limited to processing choices, as our brain is limited to
processing knowledge and information. The more brain potential we unleash, the more
free will can be unleashed to also serve its function in conjunction with human
development, creativity, discipline, responsibility, optimism, behavior, compassion,
ethics, consciousness and intelligence. What this tells us is that we must begin asking
new and unasked questions if we are ever to figure out the mysteries of latent human
brain potential.