A Future as an Heirloom

By Andre Michaud

(A Guide for Parents)

Awakening of Intelligence in Young Children.

Parents can play a key role in the intellectual development of their children.

****

The determining period is from 0 to 7 years of age.

This book is meant for parents and explains quite simply how to easily and efficiently help along the awakening of intelligence in their children.

Why write a book about intelligence meant for parents? Simply because parents, often without being aware of it, play a principal role in the development of the intellectual abilities of their children.

Are they solely responsible for this development? Of course not.

How many parents have felt helpless when confronted with a persistent, less than satisfactory school performance of their children?

How many have questioned the fact that their child, so talkative before reaching school age, has progressively grown rather silent and thoughtful, sometimes to the point of experiencing difficulty in expressing himself clearly, and whose general behavior they find more and more disconcerting?

Are we dealing here with what is generally referred to as 'the teenage crisis'? Or is something else the matter?

From school age on, the educational system takes almost complete control of the educational aspects of our children's rearing and thus takes on a very heavy responsibility.

To what degree is the system assuming full responsibility?

• Language: English
• Publisher: Andre Michaud
• Release date: May 10, 2012
• ISBN: 9780988052734

Andre Michaud

President of SRP Inc. Involved since 1982 in manufacturing a popular physics demonstration laboratory Air Table to help teaching classical mechanics (http://www.srpinc.org/airtable.htm). Born in 1944. Initial professional areas: Computer sciences, systems analysis, data processing, computer languages, electronics and equipment-computer interface. Areas of scientific interest: early literacy in children, fundamental physics. Knowledge of electromagnetic theory and particle physics leading to understanding the electromagnetic mechanics of scatterable particles. Knowledge in neurophysiology and neural networks leading to understanding the need for early literacy in children for them to reach optimal intellectual development. Member of the IALFI (International Association for Literacy from Infancy). Current administrator of the General Science Journal (http://www.gsjournal.net/). ------------------------------------------- Published papers: 1 – "On an Expanded Maxwellian Geometry of Space", presented at the International Congress on Physics CONGRESS-2000 Held at St.-Petersburg State University in St.-Petersburg, Russia, from July 3 to 8 of year 2000. (pages 291 to 310 of the Proceedings). 2 - "Field Equations for Localized Photons and Relativistic Field Equations for Localized Moving Massive Particles". International IFNA-ANS Journal. No. 2 (28), Vol. 13, 2007, p. 123-140. Kazan State University, Kazan, Russia. (http://www.gsjournal.net/Science-Journals/Essays/View/2257). ===> по-русски: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/6049). ===> en français: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/6650). ===> En español: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/6672). ===> auf Deutsch: (http://www.gsjournal.net/Science-Journals/%7B$cat_name%7D/View/6689). 3 - "From Classical to Relativistic Mechanics via Maxwell", International Journal of Engineering Research and Development, e-ISSN: 2278-067X, p-ISSN: 2278-800X, www.ijerd.com. Volume 6, Issue 4 (March 2013), PP. 01-10. (http://www.gsjournal.net/Science-Journals/Essays/View/3197). ===> en français: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/6591). ===> En español: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/6610). ===> Auf Deutsch: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/6621). 4 - "Unifying All Classical Force Equations", International Journal of Engineering Research and Development, e-ISSN: 2278-067X, p-ISSN: 2278-800X, www.ijerd.com. Volume 6, Issue 6 (March 2013), PP. 27-34. (http://www.gsjournal.net/Science-Journals/Essays/View/2256). ===> En français: (http://www.gsjournal.net/Science-Journals/Essays/View/3354). ===> En español: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/6626). ===> Auf Deutsch: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/6636). 5 - "The Expanded Maxwellian Space Geometry and the Photon Fundamental LC Equation", International Journal of Engineering Research and Development, e-ISSN: 2278-067X, p-ISSN: 2278-800X, www.ijerd.com, Volume 6, Issue 8 (April 2013), PP. 31-45. (http://ijerd.com/paper/vol6-issue8/G06083145.pdf). ===> En français: (http://www.gsjournal.net/Science-Journals/Essays/View/2265) 6 - "The Mechanics of Electron-Positron Pair Creation in the 3-Spaces Model". International Journal of Engineering Research and Development, e-ISSN: 2278-067X, p-ISSN: 2278-800X, www.ijerd.com Volume 6, Issue 10 (April 2013), PP. 36-49. (http://ijerd.com/paper/vol6-issue10/F06103649.pdf). 7 - "On the Einstein-de Haas and Barnett Effects". International Journal of Engineering Research and Development. e-ISSN: 2278-067X, p-ISSN: 2278-800X, www.ijerd.com Volume 6, Issue 12 (May 2013), PP. 07-11. (http://ijerd.com/paper/vol6-issue12/B06120711.pdf). 8 - "On the Electron Magnetic Moment Anomaly". International Journal of Engineering Research and Development. e-ISSN: 2278-067X, p-ISSN: 2278-800X, www.ijerd.com. Volume 7, Issue 3 (May 2013), PP. 21-25. (http://ijerd.com/paper/vol7-issue3/E0703021025.pdf). 9 - "Deriving eps0 and mu0 from First Principles and Defining the Fundamental Electromagnetic Equations Set". International Journal of Engineering Research and Development. e-ISSN: 2278-067X, p-ISSN: 2278-800X, www.ijerd.com. Volume 7, Issue 4 (May 2013), PP. 32-39. (http://ijerd.com/paper/vol7-issue4/G0704032039.pdf). 10 - "On The Magnetostatic Inverse Cube Law and Magnetic Monopoles". International Journal of Engineering Research and Development e-ISSN: 2278-067X, p-ISSN: 2278-800X, www.ijerd.com. Volume 7, Issue 5 (June 2013), PP.50-66. (http://www.ijerd.com/paper/vol7-issue5/H0705050066.pdf). 11 - "The Mechanics of Neutrinos Creation in the 3-Spaces Model". International Journal of Engineering Research and Development. e-ISSN: 2278-067X, p-ISSN: 2278-800X, www.ijerd.com. Volume 7, Issue 7 (June 2013), PP.01-08. (http://www.ijerd.com/paper/vol7-issue7/A07070108.pdf). 12- "The Mechanics of Neutron and Proton Creation in the 3-Spaces Model". International Journal of Engineering Research and Development. e-ISSN: 2278-067X, p-ISSN : 2278-800X, www.ijerd.com. Volume 7, Issue 9 (July 2013), PP.29-53. (http://ijerd.com/paper/vol7-issue9/E0709029053.pdf). 13- "The Corona Effect". International Journal of Engineering Research and Development. e-ISSN: 2278-067X, p-ISSN: 2278-800X, www.ijerd.com. Volume 7, Issue 11 (July 2013), PP. 01-09. (http://www.ijerd.com/paper/vol7-issue11/A07110109.pdf). ===> En français: (http://www.gsjournal.net/Science-Journals/Research Papers/View/3630). 14- "Inside Planets and Stars Masses". International Journal of Engineering Research and Development. e-ISSN: 2278-067X, p-ISSN: 2278-800X, www.ijerd.com. Volume 8, Issue 1 (July 2013), PP. 10-33. (http://ijerd.com/paper/vol8-issue1/B08011033.pdf). ===> En français: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/3630) 15- "The Last Challenge of Modern Physics". General Science Journal. (September 25, 2011). (http://www.gsjournal.net/Science-Journals/Essays/View/3650). ===> En français: (http://www.gsjournal.net/Science-Journals/Essays/View/3353). ===> En español: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/5566). ===> Auf Deutsch: (http://www.gsjournal.net/Science-Journals/Essays/View/5645). 16- "The Birth of the Universe and the Time Dimension in the 3-Spaces Model". American Journal of Modern Physics. (July 2016) doi: 10.11648/j.ajmp.s.2016050401.17. (http://article.sciencepublishinggroup.com/html/10.11648.j.ajmp.s.2016050401.17.html). 17- "On de Broglie's Double-Particle Photon Hypothesis". Phys Math 7: 153. doi:10.4172/2090-0902.1000153. (http://www.omicsonline.com/open-access/on-de-broglies-doubleparticle-photon-hypothesis-2090-0902-1000153.php?aid=70373). ===> En français: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/5834). ===> En español: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/5905). ===> Auf Deutsch: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/6026). 18- "On Adiabatic Processes at the Elementary Particle Level". J Phys Math 2016, 7:2. doi:10.4172/2090-0902.1000177. (http://www.omicsonline.com/open-access/on-adiabatic-processes-at-the-elementary-particle-level-2090-0902-1000177.pdf). 19- "Comprehension Process Overview" (November 2016). J Biom Biostat 7: 317. doi:10.4172/2155-6180.1000317. (https://www.omicsonline.org/open-access/comprehension-process-overview-2155-6180-1000317.php?aid=81693). ===> En français: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/6146). 20- "General Neurolinguistics". General Science Journal. (July 26, 2015). (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/6144). ===> En français: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/6149). 21- "Electromagnetic Mechanics of Elementary Particles" (2016). Scholar's Press. Saarbrücken, Germany. 2016. ISBN: 978-3-659-84420-1. (https://www.morebooks.de/store/fr/book/electromagnetic-mechanics-of-elementary-particles/isbn/978-3-659-84420-1). 22- "Intelligence and Early Mastery of the Reading Skill" (December 2016). J Biom Biostat 7: 327. doi:10.4172/2155-6180.1000327. (https://www.omicsonline.org/open-access/intelligence-and-early-mastery-of-the-reading-skill-2155-6180-1000327.php?aid=84128). ===> En français: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/6742). 23- "Critical Analysis of a Field Research Report on ADD and ADHD". (January 2017) Int J Swarm Intel Evol Comput 5: 142. doi: 10.4172/2090-4908.1000142. (http://www.omicsonline.com/open-access/critical-analysis-of-a-field-research-report-on-add-and-adhd-2090-4908-1000142.pdf) ===> En français: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/6750) 24- "On the Relation Between the Comprehension Ability and the Neocortex Verbal Areas". (January 2017). J Biom Biostat 8: 331. doi:10.4172/2155-6180.1000331. (https://www.omicsonline.org/open-access/on-the-relation-between-the-comprehension-ability-and-the-neocortexverbal-areas-2155-6180-1000331.pdf) ===> En français: (http://www.gsjournal.net/Science-Journals/Research%20Papers/View/6825)

Book preview

A Future as an Heirloom

André Michaud

Published by SRP Books at Smashwords

Copyright 2012 Andre Michaud

Smashwords Edition, Licence Note

This ebook is licensed for your personal enjoyment only. This ebook may not be re-sold or given away to other people. If you would like to share this book with another person, please purchase an additional copy for each recipient. If you are reading this book and did not purchase it, or it was not purchased for your use only, then please return to Smashwords.com and purchase your own copy. Thank you for respecting the hard work of this author.

Abstract

(A Guide for Parents)

Awakening of Intelligence in Young Children.

Parents can play a key role in the intellectual development of their children.

****

The determining period is from 0 to 7 years of age.

This book is meant for parents and explains quite simply how to easily and efficiently help along the awakening of intelligence in their children.

Why write a book about intelligence meant for parents? Simply because parents, often without being aware of it, play a principal role in the development of the intellectual abilities of their children.

Are they solely responsible for this development? Of course not.

How many parents have felt helpless when confronted with a persistent, less than satisfactory school performance of their children?

How many have questioned the fact that their child, so talkative before reaching school age, has bradually grown rather silent and thoughtful, sometimes to the point of experiencing difficulty in expressing himself clearly, and whose general behavior they find more and more disconcerting?

Are we dealing here with what is generally referred to as 'the teenage crisis'? Or is something else the matter?

From school age on, the educational system takes almost complete control of the educational aspects of our children's rearing and thus takes on a very heavy responsibility.

To what degree is the system assuming full responsibility?

Table of contents

FOREWORD

PART 1 - The Awakening of Intelligence in Young Children

WHAT IS INTELLIGENCE

Correlation between Thinking, Language and Intelligence

Development of Tastes and Aptitudes

Mastery of Language

Comparison Camera-Details vs Language-Details

Relationship between Intelligence and Ease of Expression

The Level of Intelligence Can Be Controlled

THE ROLE OF THE FAMILY CIRCLE

All Children Can Become Very Intelligent

Intelligence Is Not Inborn But Must Be Acquired

What a Normal Child Is

Auto-structuring Through Verbal Stimulation

The Critical Age of 7

A Privileged Period to Develop Intelligence

The Importance of Play

Protection Against the influence of the School Environment

Parents are Left to Themselves

Never too Late to Recuperate a Child

The Primordial Role of Parents

Parents Are Up to the Task

DEVELOPMENT BEFORE SCHOOL AGE

From Birth to the First Words

The First Significant Words

The Appearance of the Generalization Ability

Budding Awareness of the First Complex Coherences

The Current State of Affairs

Parents Have Not Been Informed

Many Parents Proceed Intuitively Well

All Children Have Maximum Potential

How to Awaken His Intelligence

Practice Causes Ease of Use

The Meaningless Certainty of Having Understood

In reality, we understand what we can explain

The Key to Intelligence: Encouraging Children to Speak

How to Read Tales to Children

Making the Child Talk about the Tale

Patience and Method

How to Question the Child

Asking Precise Questions

Have the Child Tell of His Adventures

Regression is possible

How to Protect the Acquired Level of Proficiency

The Words Mill Stage

Protective Habit

Daily Life

Frustrations

Pseudo-Frustrations

Real Frustrations

Encouraging the Child to Explain

Strong Emotional Charge

A Privileged Tool

How to Answer His Questions

The Notion of Doubt

Children Do Not Naturally Doubt

Increase of his Adaptation Ability

Self Confidence

Consequences of Insufficient Use of Language

Consequences of Unfavorable Family Circle

Build up of Unresolved Frustrations

Drawing Conclusions to Help Our Children

Frustrations Increases if not expressed

Frustrations Decreases if the Child Explains

Putting Things into Proper Perspective

The Feeling of Helplessness Tends to Fade

Comparing Is Not Automatic

Practice Develops Skill

Unresolved Frustrations

Potentially Violent Reactions

Consequences in the School Environment

The Language of Everyday Needs

Children are not responsible for the Situation

The Educational System is the Major Culprit

Feeble Practice in the Classroom

Strong Practice during Recreations

Decrease in the Ability to Understand

Consequences not Obvious in Elementary School

Major Consequences in High School

Exploding Dropout Rate - Non-existent 40 Years Ago

Resuming Use of Language

Parents Are Left Alone to Face the Problem

Consequences at the Personal Level

An Intellectually Debilitating Silence

Full Time Pre-School

Problems Appearing at a Younger Age

The Future Looks Gloomy

Insufficient Use of the Necessary Vocabulary

They Do Not Become Users

Weak Integration of the New Vocabulary

Post Secondary Studies Needlessly Difficult

Diminishing Verbal Ability

Children Eventually Stop Talking

Few Children Totally Escape This Tendency

DEVELOPMENT FROM SCHOOL AGE ON

The Teaching Methods

Asking a Child whether he understands is Insufficient

The Concern of Specialists or Everyone's Concern?

In the Meantime, Parents Must Fend for Themselves

The State of Affairs at the Elementary School Level

Logistical Problem

Silence in the Classroom

Little Efficient Questioning

Little Efficient Reading

Little Efficient Writing

The Situation in High School

Preventing Your Child's Mind from Going into a Slumber

When a Child Has Had a Good Start

School is Boring

When the Damage is done

Game Unfair for Parents

HOW SHOULD TEACHING BE STRUCTURED?

Improvements on the Horizon?

Children Are Demeaned Through Categorization

The Unlimited Potential of our Children

Elementary Level

Learning To Read and Write

The Teaching Methods

Education and Money

The Limit is 7 Years of Age. Take Action if You Must

High School

Formal Logic Teaching

Comparatively Deplorable Level of Schooling

Clear Regression in All Respects

University Level

University Education Rendered Needlessly Difficult

Abandoned Research

Hyper-Specialization vs Abandoned Research

Inadequate General Education

No Solution in Sight

Severe Degradation in the Educational Sciences

Inadequate Supervision of Accumulated Knowledge

Fruitless Attempts at Re-sensitizing

Surveillance Network

HOW TO GUIDE CURIOUS STUDENTS?

THE SHIP IS ADRIFT

Verification

PART 2 Perception of Reality

REAL LIFE AND ITS PROBLEMS

OBJECTIVE REALITY

What Is Reality

The Flow of Time

The Present Moment or Objective Time

Memories

Reality versus Model of Reality

Subjective Time

COHERENT REPRESENTATION OF OBJECTIVE REALITY

Are we Perceiving Reality Clearly?

Passive Observation

A Puzzle?

Real Pieces and False Pieces

Let us Define Observation

Let us Define Subjective

Let us Define Objective

Active Progression Towards Objectivity

Cultural Similarities?

Genetic Similarities?

Interconnection of the Neocortex Cells

Intersubjective Model

Objective Model

How to Proceed

The Certainty of Having Understood

Logic

Objective Criteria

Common Sense

Verifying the Foundations

Defining the Reference Frame

Confidence in One's Own Judgment

The Emergence of Great Thinkers

Discredit on Euclidean Geometry

Riemann's Geometry

The Logic of Gödel and his Followers

What about Reality!

The New Flat Earth of Our Scientists

Teaching of Euclid's Geometry Abandoned

Was the Goose That Laid the Golden Eggs Killed?

Irrational Behavior

Loss of Confidence in One's Own Judgment

The Driving Force behind Fundamental Research

Private Preserve or Unawareness

What is Logic?

What is Intuition

How to Use Formal Logic

Generalized Procedure

HOW SHOULD WE COGITATE?

Socrates' Message

The Sistine Chapel

The Allegory of the Cave

Turning Our Head in the Right Direction

The Wall of the Shadows

The Cave

The World Outside

The Same Message to Two Different Groups?

Understanding is Within Everyone's Reach

Conclusions Confirmed by Real Life

The Legacy of Socrates

Descartes Doubt

Mandatory Logical Approach

The Major Handicap of Certainty

The Doors of the Sistine Chapel

PART 3 - The Fundamental Structure of Language

GENETIC PREDISPOSITION TO LANGUAGE

STRUCTURE OF LANGUAGE IN THE NEOCORTEX

Artificial Neural Networks

The Human Neocortex

Hierarchical Indexation Infrastructure Associative by Inclusion

The Generalization Ability

The Functioning of the Thinking Process

The Two Thinking Modes

The Smallest Objective Set of Characteristics

The Generalization Ability

The Working of the Understanding Process

The Correlation Process

Perception of Coherences

The Understanding Process

IQ Testing

Automatic Activation of Associated Non-verbal Imprints

The Origins of Logical Reasoning

The Notion of Impossibility

Integration of New Non-verbal Impressions

Impediments to Objective Perception of Reality

The Auto-Questioning Process

Monitoring Superstructure

First Level of Coherence

The Danger of Irrationality

Second Level of Coherence

HOW TO REFINE OUR COMPREHENSION OF OBJECTIVE REALITY

Objects and Their Characteristics

Static Characteristics

Dynamic Characteristics

Non-verbal Representation of Objects

Verbal Representation of Objects

What is an Adjective?

Adjectival Locutions

What is a Name?

No Nomial Locutions?!

What is a Verb?

State Verbs

Verbs That Indicate Changes of State

Verbs Indicating Intrinsic Motion

Verbs Indicating Relative Motion

Verbal Locutions

What is an Adverb

Adverbial Locutions

The Primordial Role of Locutions

COMMUNICATION BETWEEN HUMANS

Direct Communication, Oral or Written

Communication through Third Parties

The Hypothetical Thinking Mode

The Point of View of the Observer

Who is Right? vs What is True?

Hypothetical Description

Language Structure - Comparison between Languages

Russian

German

French

English

The Other Languages

Should we Learn Many Languages?

CONCLUSION

REFERENCES

Foreword

Thinking is a symphony whose notes are words

The causes of our youth's difficulties are many. But, with proper input, parents will be able to become clearly aware of at least one of them, and take full control of possibly the most important aspect of their child's education. They will find here, a set of guidelines meant to help them define a clear avenue of coherent intervention.

This book is divided into three main parts:

Part 1 - Awakening of intelligence in young children

The period of life between birth and school age is of utmost importance and directly determines the intellectual future of the child.

The rate of awakening of the child's intelligence that takes place before school age and normally continues during the schooling years, can however be put at risk by some teaching methods that may not be ideally suited. The child's mind can be numbed by these methods in a manner that could be difficult to recuperate afterwards.

Parents must be watchful, and we will see that it is possible to protect the intellectual gains of the child against the negative effects of these methods.

Part 2 - Perception of reality

The more successful we become at clearly understanding the real circumstances that confront us in life, the easier it appears to become, and with good reason, to find proper solutions for the issues we are faced with.

Isn't it obvious that if we deceive ourselves about our actual situation, issues that may be half understood or not understood at all, stand little chance of being resolved in a satisfactory manner?

Therefore, it would appear important for everyone of us to identify a trustworthy method that would allow understand objective reality as clearly as possible, that is, the external reality that exists irrespective of whether we believe in it or not, whether we understand it or not, that is, the only reality that exits!

Part 3- Fundamental structure of language

In this section, we will discover in detail the relationships between language and thinking. We will explore the part of the brain that allows us to think, and we will understand the importance of extensive use of language as the child is learning to speak, and why it is so important for him (or her) to extensively use language skills all through his growth.

We will explore, finally, the fundamental structure common to all languages and that allows human beings, if they proceed correctly, to perceive objectively the world in which we live.

Part 1 - The awakening of intelligence in young children

[Back to TOC]

What is intelligence

A common belief is that thinking is something abstract that will forever escape our understanding.

Nothing is further from the truth. In fact, the first groundbreaking understanding of the human thinking process was accomplished by Ivan Pavlov in the 1920's, when he became aware of the direct relationship between thinking and language.

Correlation between thinking, language and intelligence

Doctor Paul Chauchard, renowned neurophysiologist, who was the director of research at l'École des hautes études in France in the 1950's, understood and continued this research until he became aware of the direct connection between thinking, language and intelligence.

This connection is much more direct than we would tend to think. In fact, it appears that the degree of awakening of intelligence is a direct function of the degree of mastery of language.

It would seem that we are unable to understand the subtle nuances of the situations with which we are confronted, more clearly than the degree of refinement with which we control the language that we have learned to speak about them will allow.

Development of tastes and aptitudes

The tastes that children develop depend on the things that come to their attention, and for which they develop an interest.

The talents that children develop depend on the intensity of the efforts they exercise to become proficient in the activities for which they have developed an interest.

Mastery of language

When we speak of mastery of language, we do not specifically refer here to the extent of the vocabulary, or to the fact that a person can write without spelling errors.

Of course, a well developed vocabulary and correct spelling can only help, and they should be aspired to. But at the risk of annoying the purists, mastery of language means something else in the present context.

It is rather a question of the degree of ease that an individual will develop in expressing as precisely as he wishes, the slightest nuances of what he is trying to express, taking into account the context within which it is being expressed.

Optimal mastery should allow total ease of expression through strict use of language itself, as when we write, and also through simpler oral language typically associated with complementary gestures as when we are speaking with another person.

We will further explore the method that must be used to attain this degree of mastery in "How To Refine Our Understanding Of Objective Reality".

Comparison camera-details vs language-details

[Back to TOC]

To really understand the situation, let's take an example that will build a clear image in our minds. Just about everyone is familiar with the idea of satellites that are capable of photographing the surface of the Earth from space.

It would appear that the smallest identifiable object in these photos, in 1997, was the size of an automobile. Since these photographs are digital assemblies of dots, just like the images on a TV-screen, any object smaller than an automobile was not visible, due to the simple fact that they are smaller than one of the dots (pixels) used to record pictures.

This, however, doesn't prevent us from knowing that objects smaller than automobiles do exist. In this comparison, when considering our capacity of comprehension, the degree of sensitivity of the camera (the size of the dots it can produce) stands for the degree of proficiency that we attain in the use of language. The shades and hues of what we are trying to understand are the shades and hues of the details of the surface of the Earth that often are smaller than automobiles.

For all intents and purposes, it seems impossible for us to think about things more clearly than the degree to which we master the instrument that we use to think about them, that is, the language we use.

Relationship between intelligence and ease of expression

The belief that each individual is endowed with a fixed and genetically determined degree of intelligence is totally false. It is a fact that the ease with which people understand things does vary, sometimes considerably, among individuals, but this condition is neither fixed nor hereditary.

In reality, it is only the end result of the degree of ease in verbal expression that each individual will have developed, in conjunction with the ease with which the individual will accept to reconsider his own conclusions.

This ease in verbal expression and the readiness with which a person will accept to reconsider any of his or her conclusions can vary, that is, increase or decrease during the course of a person's life in relation with the type of intellectual activities that the person engages in. In other words, the degree of an individual's intelligence can vary, with highs and lows, throughout his or her life.

An individual who constantly struggles to understand situations or to resolve issues of