Chapter Thirty-Eight
Educating Geniuses
Upon entering first grade at six years of
age, the natural motivational drive in the
child is gradually lost. You see, the
premise of public schools today is:
Prepare children to effectively integrate
into society. Now, imagine that the
eager child dreams about growing up and
becoming a famous person who does wonderful
things…a great value creator. “I’ll do great
things for the world and become a
millionaire!” But those dreams gradually
dissipate as the child blends into today’s
suppressed civilization.
In my Ninth Vision, I witnessed the premise
of Twelve-Visions-World schools: Prepare
children to create values that many people
need and are excited to buy. My Vision
showed me that on the child’s first day of
school, the teacher would walk in and say,
“I’m going to prepare you to create great
things for the world, and as a result you
will become famous and rich!” Wow, the child
sat up and took notice — his dreams
confirmed! His motivation grew with
compounding momentum as he steadily gained
the ability to achieve his dreams throughout
his Twelve-Visions-World education.
The Old School
In today’s suppressed civilization, children
have little chance to grow up and become
rich with a public education. Consider the
trend in public schools today concerning the
three fundamentals of education. (The three
fundamentals of structure, motivation, and
thinking as identified by renown educator,
Professor Leonard Peikoff):
Structure:
Increasing trend toward class discussions,
free-flowing thoughts from kids and
teachers, random facts about events and
dates pragmatically “structured” to bring
the child into “what’s happening in today’s
social environment”. The child hears all
those unintegrated points (i.e., percepts),
but later he forgets much of what he saw and
heard in school.
Thinking:
The child is not taught to integrate.
He is not taught to integrate the many
random percepts into common denominators —
into a few timeless, unforgettable concepts.
He never knows the power of his mind to
integrate random percepts into structured
concepts for everlasting knowledge.
Knowledge is power, but he retains little
knowledge. Instead, he absorbs then forgets
unintegrated, pragmatic percepts, many
regarding what’s germane to the politically
correct times. When he graduates, his mind
is quite impotent as he settles into our
suppressed society.
Motivation:
He has little certainty, just a
go-with-the-flow “education”. The child
learns to “fit in”. He is trapped, at the
mercy of our society, economy, national
standard of living. There is nothing to be
motivated over, for the child implicitly
feels less and less power to rise above the
suppressed state of things, above the burden
of life he sees in his parents, to create
new values for society and enjoy the
emotional and financial rewards as an adult.
Dreams become blurry and fade.
The New School
In tomorrow’s Twelve-Visions World, by
comparison, dreams not only came true for
schoolchildren and for adults, too, but
those initial dreams were just the
beginning. I saw it all in my Ninth Vision:
Structure:
Twelve-Visions-World schools had a highly
ordered presentation of knowledge, via class
lectures, starting with bare percepts and
integrating those many percepts by common
denominators into a few timeless concepts
for rapid absorption and permanent retention
of knowledge. Knowledge was power. Through
building timeless concepts, the child
retained all that he learned in school.
Moreover, he observed and learned how to
integrate to build, piece by piece, onto
his base of concepts — to build more and
more knowledge and power throughout his life
in order to someday create great values
for society.
Thinking:
The child was taught to integrate. He
discovered why his mind was infinitely
superior to all other animals. He integrated
knowledge through common denominators from
random percepts into structured concepts. He
learned to form a few large concepts, not
memorize many specific percepts. Thus, that
child retained magnitudes more knowledge
through integrated thinking. Soon, he
learned how to snap a few of those concepts
together into simple puzzles. Integrated,
puzzle-building thinking sent thrills
through the child, and it would eventually
take him to great heights. The child quickly
rose beyond the reach of all stagnation
traps. Instead of heading toward a routine
rut, he was heading toward exhilarating
value creation…and a creation-driven life.
Motivation:
The child knew with certainty that he could
make a difference, for knowledge was power.
The child felt certainty and power. He
naturally became motivated for more, for
superchild would now grow up to become
superman or superwoman. The child felt like
dynamite! The thrill for life, for expanding
awareness and control, gained momentum. He
felt more and more power to someday do great
things for society and make great wealth for
himself — every child’s dream. Dreams became
focussed and closer. The child became highly
motivated.
Our Children Lifted the World
In today’s civilization, our education does
not properly teach children how to think,
to integrate and build mental puzzles of
new knowledge. In the Twelve-Visions World,
education and children’s minds will exist at
a whole different level.
The Ninth Vision showed me that toddlers’
rapid learning curves did not slow down.
With the same thrill for life and expanding
awareness nurtured by proper education, our
children and grandchildren evolved straight
into Neothink and soared beyond even the
smartest and richest people alive today.
Tomorrow’s superchild became a genius of
society who, with his peers, made us all
rich through brilliant technological
breakthroughs that drove prices toward zero
and buying power toward infinity, a similar
phenomenon to what we have already seen in
the computer industry. For the most part,
our children and grandchildren lifted the
world after the collapse of the ruling
class.
On the Prosperous Path in the Twelve-Visions
World
Obviously, tomorrow’s superchild needed a
lot of knowledge. The discussion method that
dominated public schools in the late
twentieth century and early twenty-first
century vanished. The original idea behind
that popular discussion method was that
children taught each other in order to help
develop their social and communication
skills — to better integrate into society.
However, tomorrow’s superchild needed
knowledge. Twelve-Visions-World
education used the old-fashioned lecture
method in which the teacher did the teaching
and filled the child with knowledge.
Now, the superchild rapidly built upon that
base of knowledge as he grew up. Unlike us,
he was taught conceptual thinking and
integrated thinking. To perceive
surroundings — see, hear, feel, smell, taste
— was automatic and present in most animals.
Man’s superiority came from his ability
to integrate. Tomorrow, our children and
grandchildren integrated percepts by common
denominators into concepts to generate
reason and knowledge. That process was
called conceptual thinking. Soon thereafter,
their minds could build concept upon concept
into puzzles of knowledge. That process was
called integrated thinking. Tomorrow,
without today’s education blocking our
children’s integrated thinking, they reached
out more and more widely and onto Neothink.
Leaving Behind the Old Way
As researched by renowned Professor Leonard
Peikoff and detailed in his Philosophy of
Education, public schools (and most
private schools) in the latter twentieth
century and early twenty-first century did
not teach children how to integrate the
endless percepts into a few simplified
concepts. For example, instead of teaching
children the simple concepts of phonetics
(e.g., a “p” makes a “pa” sound), public
schools in the late twentieth century taught
the look-say or whole-language method.
Phonetics required understanding 44 simple
concepts (i.e., sounds); look-say required
memorizing how to read every single word
the child ever saw (i.e., perceived) with no
simplifying common denominators such as
phonics (i.e., no concepts).
Indeed, children in all subjects —
history, math, science, literature — were
taught impotent perceptual thinking and not
potent conceptual thinking. History, for
example, was taught by unintegrated specific
events (i.e., by percepts) and not grouped
together by common denominators into
concepts. For example, the wrath of human
destruction over the centuries was touched
on fact by fact (i.e., percept by percept)
but not grouped into the basic underlying
concept of tyranny, of rule of man — a
ruling class. Thus, children did not make
connections of logic and, instead, lived
their lives in a somewhat helpless “airhead
state”. They retained very little knowledge
since they never learned how to integrate
percepts by common denominators into
interlocked concepts of logic — the very
capacity that separated man from the other
animals. In short, children never learned
to think. …Was it not to be expected
that essentially all children in the
anticivilization grew up to a life of
stagnation? Was it any surprise that smart
politicians ran things the way they
wanted to?
In the Twelve-Visions World, as I saw in my
Ninth Vision, children grew up to be
geniuses with powerful motivational drives.
They were intensely happy, for they did not
experience the tragedy of their dreams
fading as we did. Moreover, as those
children tomorrow grew up, they used
Neothink to not only make their own dreams
come true, but ours as well.
To get a metaphorical sense of the power of
integrated thinking, imagine, for a moment,
a large boulder sits near the edge of a
cliff. We find the strongest man in the
world and ask him to push that boulder over
the cliff. He braces his shoulder against
the boulder and pushes with all his might.
The boulder does not even budge. Well, we
could find the next thousand strongest men
in the world, line them up, and watch them
one by one push the boulder with all their
might. But the boulder never budges. …That
is a metaphor for how we are taught to use
our minds in school, thus later at work — to
helplessly push our thoughts one by one
against the big boulder to success. The big
boulder to success never budges.
Now, imagine this: you and I and ten average
guys brace our shoulders against the big
boulder and, all together, give it one big
heave. That boulder would roll right over
the cliff! …That is a metaphor for how our
children’s minds will work tomorrow with a
Twelve-Visions-World education — continually
bringing together many thoughts into one
powerful force to easily push over the big
boulder to success. With this powerful
integrated thinking tomorrow, our
children grew up to push through all the
money-making barriers that even the thousand
smartest men today could never move through.
More Creative Than Today’s Smartest People
My Ninth Vision clearly showed me that
integrated thinking gave our children more
creative power tomorrow than the smartest
men and women in the world today. That was
why our children and grandchildren actually
became creative geniuses, even with average
IQs!
Our education today in our suppressed
civilization gives us powerless perceptual
or specialized thinking that leaves us
stranded as adults in routine-rut jobs with
specialized tasks. Even if someone today is
very good at what he does, he is usually
powerless at fulfilling his deepest dreams,
sort of like those world’s strongest men
powerless at pushing over the big boulder.
In tomorrow’s Twelve-Visions World, however,
our children grew up learning how to snap
thoughts together into an integrated force
that easily pushed over the big boulder to
major success.
In today’s civilization, the same forces
that hold back super entrepreneurs and super
technologies also hold back our children’s
development. You see, career politicians and
regulatory bureaucrats increasingly control
our educational system. The ordinary person
graduates from our public schools with
severe short circuits; he or she cannot put
together the connections needed to be
creative. He or she, in short, cannot
integrate.
Make A Change
Knock out of your mind the passive
acceptance of your children and
grandchildren settling into a specialized
routine rut. They can escape the
stagnation-trap you perhaps endured.
Imagine their most ambitious dreams, and
daydream about them for a few minutes. In
your mind’s eye, block out the obstacles
that will hold them down in a stagnant
routine rut. Instead, see your children and
grandchildren leading the way to
exhilarating success.
With all that you know now, that daydream
strikingly demonstrates to you (as it did
for me) that, in today’s suppressed
civilization, they will grow up, trapped in
a terminal rut. As simple as it may seem,
that striking snapshot of their lifelong
stagnation-trap can set off an act of
self-preservation: as happened to me, you
might start seeking the Twelve-Visions-Party
agenda.
With a Twelve-Visions-World education, as
seen in my Ninth Vision, our children and
grandchildren frequently came up with major
marketing ideas, for marketing ideas were
simply an exercise of the mind: of finding
common denominators that served a lot of
people’s needs. They then built success upon
those structured concepts, say those great
marketing ideas, through forward-movement
integrated thinking.
Their creativity and energy went toward
identifying then servicing society’s needs.
Indeed, those geniuses — our children and
grandchildren — solved people’s problems and
needs. As a result, enormous creativity and
energy rushed into society. Prosperity
reigned throughout America, then across our
planet. Exhilaration and wealth filled our
children’s and grandchildren’s lives.
Knowledge is power. But creating new
knowledge is super power. The
richest people today created
something new. Through forward-movement
integrated thinking, they integrated lots of
existing knowledge. While steadily putting
together existing knowledge, they hit
critical points that broke through into new
knowledge. While steadily building their
success-puzzles piece by piece, they reached
a point when they had snapped together a
creative new puzzle-picture. At that point,
they experienced Neothink. Tomorrow, our
children evolved into the Neothink
mentality.
Realize, our graduating geniuses were not
necessarily gifted with creativity. Not
until they built a certain size
success-puzzle did they begin springing into
creativity. You see, as they built their
success-puzzles piece by piece, they began
to see puzzle-pictures gradually forming. As
they saw their puzzle-pictures coming
together, they broke into new knowledge
while seeing how their unique pictures and
their missing pieces must look like. Then
they began creating by completing
those unique puzzle-pictures.
Forming The Bridge to Money and Power
Sometimes we wonder how a money/power giant
got from point A in school to point B on top
of the world. Building success-puzzles,
piece by piece, formed his bridges to money
and power. To build those success-puzzles,
piece by piece, though, requires integrated
thinking. Tomorrow, under the new code of
education, that happened automatically to
ordinary people. Today, under the old code
of education, that seldom happens to even
extraordinary people.
I observed in my Ninth Vision that it was
integrated thinking that eventually enabled
the entire human race to mentally cross the
bridges to a whole new way of orchestrating
our minds in the Twelve-Visions World,
something we called the Neothink
Mentality. Neothink was so superior that
once it got started, its natural advantages
quickly engaged people everywhere.
Neothink comes from compilations of complex
concepts that, when pulled together, reveal
startling, synergistic advancements of human
knowledge. (Twelve Visions, a Mark
Hamilton Publication, is an example of
Neothink.)
Very rare today, Neothink became our
children’s and grandchildren’s normal
mentality in tomorrow’s Twelve-Visions
World. We, too, eventually evolved into
Neothink. With Neothink, ordinary people
routinely contributed life-lifting values to
mankind. Ordinary people became
extraordinary.
Becoming Geniuses
When that happened, we discovered our
unknown selves: our buried genius within.
The measurement for mental power changed
from intelligence tests for IQ to the
efficacy of one’s integrated thinking. IQ no
longer mattered (save for subnormal, mental
retardation, of course). In time, the
superior Neothink mentality swept across our
planet. Babies naturally grew into and
children naturally stayed in the Neothink
mentality.
Tomorrow’s schools, as seen in my Ninth
Vision, taught our children and
grandchildren how to Neothink. As they grew
up, they joined the geniuses. Indeed, living
exhilarating creation-driven lives instead
of boring routine ruts, they joined the
entrepreneurial geniuses and created
wonderful values for the world.
Your children and grandchildren built larger
and larger puzzles of knowledge through
integrated thinking. With that integrated,
puzzle-building thinking, surpassing their
best dreams became natural and fun. They
lived the way man is supposed to live.
Highly motivated and making more and more
conceptual advancements, they learned how to
pull the integration string. That was when
they saw their first puzzle-pictures.
Pulling together their conceptual
advancements into one interlocked,
synergistic advancement of knowledge, one
clear puzzle-picture of new knowledge, they
experienced the euphoria of Neothink. Soon,
they crossed over to the Neothink mentality
and continued to pull together those
synergistic advancements of knowledge in
their lines of work or interests. Of course,
they were greatly rewarded with prestige,
wealth, happiness, and love.
My Ninth Vision showed me that sometime in
the twenty-first century, snapping together
synergistic advancements of knowledge became
the norm for ordinary people graduating in
the Twelve-Visions World. |
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