Every previous generation cognitively outperformed its parents since we began recording in the late 1800s. That stopped with Gen Z, and Gen Alpha is looking even worse. So, what happened?
It’s deliberate. The uber wealthy don’t send their kids to public school or daycare…..that’s for the peasants who must both work to exhaustion to buy food and pay a mortgage. The elite hire highly qualified nannies to care for and teach the youngest while the older children attend competitive, difficult private schools where "screens" of all types are forbidden and the material taught follows a rigorous classical approach….
The problem is also the PARENTS' screens. I stood in line at a coffee shop today for 5 minutes behind a young mother and her ~2-month-old baby in a stroller. The baby was awake, making faces, looking around, and she stood there staring at her stupid phone. She looked at him once - literally. Mothers used to make eye contact with their children, talk to them, sing, whatever. Now they just stare at phones and destroy the opportunity to form their children's brains in a positive manner. Then when the child can hold a screen, they hand them their own. It makes me sick to see this younger generation of parents. They're so totally clueless.
Of course, nothing about God and His importance in the development of children, as if He "doesn't exist" and/or is "unimportant". Children are supposed to be immersed in God, not screens, and not play either. God is THE *MOST* IMPORTANT factor in children's development; but, also of course, God has pretty much been removed from being presented to children the way(s) He should be presented to them; and, if there is any "education about God" at all, it is taught to kids in baby talk, as if God is "fantasy" or nothing but a "pretty story", giving children the impression(s) that yes, God is important, but not very important, and something that one should go through the rest of their day(s) forgetting. In other words, to the WORST detriment of children, God is put in the back seat, and almost everything else is put in the front seat. So, we not only need to give children REAL secular education, we need to put God in the driver's seat.
God's Word(s) is/are where the power is, not in some "Sunday or Sabbath School" children's books "about God". God's Word(s) is/are all-powerful, able to impart that power and ENTIRELY transform children into NOTHING BUT the children of God they were created and designed to be. But we underestimate children when they're "sponges", soaking up mostly what is most-prevalently presented to them. They were DESIGNED to soak up God, not for "secularness" and the absence of God to be what they primarily soak up. Putting worldliness and fitting into worldliness first (Satan's counterfeit of God's world), is why most children grow up Godless and/or without God's power. The foundational influences of God are not there, so they either immerse themselves in the world and Godlessness more so, or they "check out" of this world. No God, no transformation, no influence by the MOST IMPORTANT education that they can receive.
Hmmm... yes unschooling of the life-led learning type...
But my question is why do the screen-haters --while wailing about the slipping abilities of genZ or whichever v past gens-- FAIL to mention that those GENIUSES of PAST GENS are the ones who poisoned their kids' BRAINS with FLUORIDE in the drinking water AND VAXXED the hell out of them... PAST GENS needed more screen-time.....
No. The decline in cognition appears dangerously and intentionally obscured, while its degradation ominously continues, which this article studiously omit and the following clearly highlights: The Camouflaged Tools of War? The Great BigPharma 'Bake-Off'
An international psychometric instrument “approved” by UNICEF and the WHO, Ages and Stages Questionnaire® (ASQ®)-3 2014, 2017, claims to assess the neuro-developmental (ND) characteristics of neonates and young children, namely, gross motor, fine motor, communication, personal social, and problem solving abilities.
Concealed by an apparent absence of controlled studies that establish the reliability, sensitivity and specificity of this psychometric instrument to detect ND consequences in vaccinated neonates and children compared against unvaccinated neonatal and childhood populations, the Ages and Stages Questionnaire® (ASQ®)-3 appears blind to the ND consequences of vaccination with the arguable exception of catastrophic outliers, and notably, in the face of an established escalation in the incidence of autism.
Furthermore, the apparent absence of a gold standard (unvaccinated neonates and children) serves not only to conceal but to ‘bake-in’ the potentially detrimental ND consequences of scheduled vaccinations, while it also confounds the utility of a scientifically and ethically impoverished instrument in its evaluation of these cognitive variables in other areas, such as investigating electromagnetic radiation (EMR).
And while they're at it they force kids to ingest fluoride to cut IQ and promote compliance. Here's the page from Nursery Water: https://nurserywater.com/products/#flouride
While the points discussed in the article are valid and are extremely detrimental to our children there is another process that we subject our children to which is much more destructive to their minds, it’s called conditioning.
There is conditioning where we teach the children to become an integral and contributing part of their environment and then there is conditioning where we teach the children beliefs, and that the beliefs are truth, so that we can control their reactions in certain situations.
We teach this to our children because this is what was taught to us.
We are all the totality of all the experiences of our lives, including our conditioning, and it is all stored in our memory.
When we habitually run our perceptions of our environment through our memory, our perceptions pick up our memories that most closely match the perceptions.
When this combination of perception and memory reaches our consciousness, it is accepted as a singularity.
We are not aware that our memory adds emotion, judgment, opinion etc. to our perception. Our consciousness accepts emotions, judgements, etc., as part of the perceptions.
The memories we add to our perceptions have an influence on our reactions, the strength of which depends on the intensity of the memories.
Our teachers know that this is the way we are taught to process information, which is why they teach us beliefs. They know that we will send our perceptions through our memory and that our beliefs will attach to our perceptions and influence our reactions.
This is the way we work, and this is how we teach our children to work, but working this way has dire consequences.
Firstly, we are reacting to our memory which means that we react to the past because all memory is old.
We are basically reacting to ourselves and our opinion of our perceptions, instead of reacting to our perceptions alone.
Secondly, we are reacting to the memories of our beliefs, but there is no truth to belief, meaning that we are reacting to that which is not truth.
Truth only exists in the present, truth does not exist in the past.
Thirdly, and most importantly, we are paying more attention to our memories that we added to our perceptions, than to our perceptions, we only give enough attention to our perceptions to guide us through our environment.
Where our attention is directed is what our consciousness is seeing.
Most of our attention is directed toward our thoughts about our perceptions, or our thoughts about whatever.
Our perceptions of our environment are sight, sound, touch, taste and smell and all our perceptions are pure without any emotion, judgement, or any thoughts whatsoever.
This is the perception of the present.
The present is where all the action is.
The present is the movie of our lives with us in the starring role.
The present is where our actions determine the future.
Our perception of the present is the awareness of the miracle of life as life is being created.
Our perception of our present is the awareness of seeing the miracle of our life as we are creating it.
Our conditioning of our children prevents them from being consciously aware of their perceptions of the present, causing them to miss the greatest part of their existence.
Because of that, our children will grow up, get old, and eventually die, without ever being consciously aware that they ever lived.
And that is the worst thing we can do for our child’s brain.
The greatest contribution we can make toward the health of our children is to stop conditioning them.
When they brought out the "new" phones that played games ,connected to anywhere ,with anybody ,I said then and now ,it is the worst invention for humans, especially kids, the addiction is really sad,kids don't know how to play or think for themselves any more, and these young mums give their phones to babies to get hooked ..
It's not just the screens, but what screens are replacing - the use of hands. Motor development evolves with brain and speech development. Humans became smarter with tool use and vice versa. As kids use their hands less and less and taking all input via eyes, brains are probably shrinking literally with intelligence decreasing as well.
I'm reading "The Hand: How it uses and shapes the Brain, Language, and Human Culture" by Frank R. Wilson which was written in 1998 b/4 smart devices, and can definitely see how the influx of screen use is interfering with normal human development on a very deep physiological level where there is no turning back.
My now 17 year old daughter and I used to visit the Melbourne Zoo, AUS. regularly when she was about 3-4 years old. One early morning moving through a bamboo forrest watching small animals, another mother with two children in the double story pusher walked between us as we sat looking into the bamboo maze. The pusher's lower level had a young child, who's dexterity was barely capable of hand manipulation. Jammed into the lower level with the infant was an iPad, large enough that its size prevented it falling out of the confined space. The infant was overwhelmed by the screen, and with less than nimble hands manipulating the video image on the 12 inch light source. The Zoo was of course now irrelevant to the infant in the pusher. The mother was looking at her own phone as she walked.
It’s deliberate. The uber wealthy don’t send their kids to public school or daycare…..that’s for the peasants who must both work to exhaustion to buy food and pay a mortgage. The elite hire highly qualified nannies to care for and teach the youngest while the older children attend competitive, difficult private schools where "screens" of all types are forbidden and the material taught follows a rigorous classical approach….
Sending them to a public school seems like a good start to total destruction!
The problem is also the PARENTS' screens. I stood in line at a coffee shop today for 5 minutes behind a young mother and her ~2-month-old baby in a stroller. The baby was awake, making faces, looking around, and she stood there staring at her stupid phone. She looked at him once - literally. Mothers used to make eye contact with their children, talk to them, sing, whatever. Now they just stare at phones and destroy the opportunity to form their children's brains in a positive manner. Then when the child can hold a screen, they hand them their own. It makes me sick to see this younger generation of parents. They're so totally clueless.
A mentally disabled society is easier to control so they can be lead to where you want them to go.
All about controlling us like farm animals.
Maybe that’s why they are called Sheepeople ???
Augmentation = Atrophy = Dependency
Of course, nothing about God and His importance in the development of children, as if He "doesn't exist" and/or is "unimportant". Children are supposed to be immersed in God, not screens, and not play either. God is THE *MOST* IMPORTANT factor in children's development; but, also of course, God has pretty much been removed from being presented to children the way(s) He should be presented to them; and, if there is any "education about God" at all, it is taught to kids in baby talk, as if God is "fantasy" or nothing but a "pretty story", giving children the impression(s) that yes, God is important, but not very important, and something that one should go through the rest of their day(s) forgetting. In other words, to the WORST detriment of children, God is put in the back seat, and almost everything else is put in the front seat. So, we not only need to give children REAL secular education, we need to put God in the driver's seat.
God's Word(s) is/are where the power is, not in some "Sunday or Sabbath School" children's books "about God". God's Word(s) is/are all-powerful, able to impart that power and ENTIRELY transform children into NOTHING BUT the children of God they were created and designed to be. But we underestimate children when they're "sponges", soaking up mostly what is most-prevalently presented to them. They were DESIGNED to soak up God, not for "secularness" and the absence of God to be what they primarily soak up. Putting worldliness and fitting into worldliness first (Satan's counterfeit of God's world), is why most children grow up Godless and/or without God's power. The foundational influences of God are not there, so they either immerse themselves in the world and Godlessness more so, or they "check out" of this world. No God, no transformation, no influence by the MOST IMPORTANT education that they can receive.
Bill Gates & Steve Jobs never gave their children phones or tablets...
https://romanshapoval.substack.com/p/children
Hmmm... yes unschooling of the life-led learning type...
But my question is why do the screen-haters --while wailing about the slipping abilities of genZ or whichever v past gens-- FAIL to mention that those GENIUSES of PAST GENS are the ones who poisoned their kids' BRAINS with FLUORIDE in the drinking water AND VAXXED the hell out of them... PAST GENS needed more screen-time.....
ttyl
No. The decline in cognition appears dangerously and intentionally obscured, while its degradation ominously continues, which this article studiously omit and the following clearly highlights: The Camouflaged Tools of War? The Great BigPharma 'Bake-Off'
https://drlatusdextro.substack.com/p/the-camouflaged-tools-of-war
An international psychometric instrument “approved” by UNICEF and the WHO, Ages and Stages Questionnaire® (ASQ®)-3 2014, 2017, claims to assess the neuro-developmental (ND) characteristics of neonates and young children, namely, gross motor, fine motor, communication, personal social, and problem solving abilities.
Concealed by an apparent absence of controlled studies that establish the reliability, sensitivity and specificity of this psychometric instrument to detect ND consequences in vaccinated neonates and children compared against unvaccinated neonatal and childhood populations, the Ages and Stages Questionnaire® (ASQ®)-3 appears blind to the ND consequences of vaccination with the arguable exception of catastrophic outliers, and notably, in the face of an established escalation in the incidence of autism.
Furthermore, the apparent absence of a gold standard (unvaccinated neonates and children) serves not only to conceal but to ‘bake-in’ the potentially detrimental ND consequences of scheduled vaccinations, while it also confounds the utility of a scientifically and ethically impoverished instrument in its evaluation of these cognitive variables in other areas, such as investigating electromagnetic radiation (EMR).
Dumbing down is, as dumbing down does.
And while they're at it they force kids to ingest fluoride to cut IQ and promote compliance. Here's the page from Nursery Water: https://nurserywater.com/products/#flouride
While the points discussed in the article are valid and are extremely detrimental to our children there is another process that we subject our children to which is much more destructive to their minds, it’s called conditioning.
There is conditioning where we teach the children to become an integral and contributing part of their environment and then there is conditioning where we teach the children beliefs, and that the beliefs are truth, so that we can control their reactions in certain situations.
We teach this to our children because this is what was taught to us.
We are all the totality of all the experiences of our lives, including our conditioning, and it is all stored in our memory.
When we habitually run our perceptions of our environment through our memory, our perceptions pick up our memories that most closely match the perceptions.
When this combination of perception and memory reaches our consciousness, it is accepted as a singularity.
We are not aware that our memory adds emotion, judgment, opinion etc. to our perception. Our consciousness accepts emotions, judgements, etc., as part of the perceptions.
The memories we add to our perceptions have an influence on our reactions, the strength of which depends on the intensity of the memories.
Our teachers know that this is the way we are taught to process information, which is why they teach us beliefs. They know that we will send our perceptions through our memory and that our beliefs will attach to our perceptions and influence our reactions.
This is the way we work, and this is how we teach our children to work, but working this way has dire consequences.
Firstly, we are reacting to our memory which means that we react to the past because all memory is old.
We are basically reacting to ourselves and our opinion of our perceptions, instead of reacting to our perceptions alone.
Secondly, we are reacting to the memories of our beliefs, but there is no truth to belief, meaning that we are reacting to that which is not truth.
Truth only exists in the present, truth does not exist in the past.
Thirdly, and most importantly, we are paying more attention to our memories that we added to our perceptions, than to our perceptions, we only give enough attention to our perceptions to guide us through our environment.
Where our attention is directed is what our consciousness is seeing.
Most of our attention is directed toward our thoughts about our perceptions, or our thoughts about whatever.
Our perceptions of our environment are sight, sound, touch, taste and smell and all our perceptions are pure without any emotion, judgement, or any thoughts whatsoever.
This is the perception of the present.
The present is where all the action is.
The present is the movie of our lives with us in the starring role.
The present is where our actions determine the future.
Our perception of the present is the awareness of the miracle of life as life is being created.
Our perception of our present is the awareness of seeing the miracle of our life as we are creating it.
Our conditioning of our children prevents them from being consciously aware of their perceptions of the present, causing them to miss the greatest part of their existence.
Because of that, our children will grow up, get old, and eventually die, without ever being consciously aware that they ever lived.
And that is the worst thing we can do for our child’s brain.
The greatest contribution we can make toward the health of our children is to stop conditioning them.
JamesSarafin.Substack.com
When they brought out the "new" phones that played games ,connected to anywhere ,with anybody ,I said then and now ,it is the worst invention for humans, especially kids, the addiction is really sad,kids don't know how to play or think for themselves any more, and these young mums give their phones to babies to get hooked ..
It's not just the screens, but what screens are replacing - the use of hands. Motor development evolves with brain and speech development. Humans became smarter with tool use and vice versa. As kids use their hands less and less and taking all input via eyes, brains are probably shrinking literally with intelligence decreasing as well.
I'm reading "The Hand: How it uses and shapes the Brain, Language, and Human Culture" by Frank R. Wilson which was written in 1998 b/4 smart devices, and can definitely see how the influx of screen use is interfering with normal human development on a very deep physiological level where there is no turning back.
My now 17 year old daughter and I used to visit the Melbourne Zoo, AUS. regularly when she was about 3-4 years old. One early morning moving through a bamboo forrest watching small animals, another mother with two children in the double story pusher walked between us as we sat looking into the bamboo maze. The pusher's lower level had a young child, who's dexterity was barely capable of hand manipulation. Jammed into the lower level with the infant was an iPad, large enough that its size prevented it falling out of the confined space. The infant was overwhelmed by the screen, and with less than nimble hands manipulating the video image on the 12 inch light source. The Zoo was of course now irrelevant to the infant in the pusher. The mother was looking at her own phone as she walked.
Excellent!!