Education and Science: The Brain’s Body Help to Improve Brain, Body, and Sense Events

By Christopher K. Slaton Ed.D.

The Brain’s Body Help to Improve Brain, Body, and Sense Events is one of those self-improvement books that help readers understand how action research can lead to a more integrated and advanced life. Paraphrasing Wikipedia, action research is a method of transformative change while simultaneously acting and doing research. This self-improvement book guides readers through the benefits of action research to help them live more effectively as they decide how to respond to different circumstances. The author provides examples of action research and elaborates on how human-centered systems thinking can impact the neurological operation of the brain. It might be one of the best books about self-improvement that connects several interrelated elements that affect our lives, including self-examination, studying those around us, the environment, and our sense of being or Self. In the book, he connects these interrelated elements and their impact on our behaviors to help readers overcome hurt and pain.

• Language: English
• Publisher: Xlibris US
• Release date: Apr 26, 2022
• ISBN: 9781669815433

Christopher K. Slaton Ed.D.

Christopher K. Slaton, EdD, developed the Progressive Investing Institute of Focused Learning in 2000 to study child development through the application of action research, systems thinking, and human science. The applied use of action research with children and parents in crisis led to human systems research as the study of self, other people, and the environment. The applied use of systems thinking led to human systems science as the study of brain, body, and sense events. Hence, the applied use of human science led to the study of human, cognitive, and behavior sciences. As a practitioner of human systems science, his interest has always been focused on the study of human contact, human cognition, and human behavior.

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Copyright © 2022 by Christopher K. Slaton, Ed.D.

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Rev. date: 05/02/2022

Xlibris

844-714-8691

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Without my son’s life, I would not be the man I am. He taught me

how to walk in my own shoes. God blessed me with the honor to

be with him his whole life. Through his life, we found purpose.

CONTENTS

About the Author

About This Version of Education and Science

The Human System and the Brain’s Body Context

Problem Identification

Self-Research

This Self-Help Book

Education and Science and the Brains’ Body

Part 1   Introduction to The Brains’ Body

Motivation

Human Systems Thinking

A Paradigm of the Brain’s Body

Your Sense of Self and the Brain’s Body

Sense-and-Receive Spectrum

Mechanics of the Mind’s Eye

Synthesis

Why Human Systems Science

Environmental Intelligence

Human Systems Research

The Study of Self and the Process of Information

Part 2   Brain, Body, and Sense Chemistry

Language Use

Think for Yourself

Experience the Experiences of Experiencing Self

Focus Brain, Body, and Sense Events

Focus Your Clock

Unlock Your Eyes

Hurt and Pain

Act through Feelings of Hurt

Cut Out the Noise!

Time Distance v. Goal

Learning How to Learn while Growing Up Hurt

Education and Science

Glossary of Terms

Selected References

ABOUT THE AUTHOR

C HRISTOPHER K. SLATON, EdD, developed the Progressive Investing Institute of Focused Learning in 2000 to study child development through the application of action research, systems thinking, and human science. The applied use of action research with children and parents in crisis led to human systems research, as the study of self, other people, and the environment. The applied use of systems thinking led to human systems science, as the study of brain, body, and sense events. Hence, the applied use of human science led to the study of human, cognitive, and behavior sciences. As a practitioner of human systems science, my interest has always been focused on the study of human contact, human cognition, and human behavior.

The study of human contact in the home, school, neighborhood, and workplace networks of parents and children in crisis produced empirical evidence for the primacy of sense-and-receive path functions. The study of human cognition in connection with sense-and-receive path functions, caused me to question the use of computer science and behaviorism, as leading work to explain how humans learn. This is why the study of human behavior became the context for shaping my thoughts on how Humans Act to respond to external and internal contact. In this sense, how humans behave to respond as opposed to how humans act to live grew to be my focus through the study of human, cognitive, and behavior science.

When a child with a damaged sense-and-receive path has been upset by major life events in the her or his home, school, neighborhood, or workplace network, this can cause it to be more difficult to live in a home, learn in a school, think in a neighborhood, and respond in a workplace. Or how do you help a parent in crisis because of not being able to figure out why her or his child has a problem receiving and accepting information? In each case, I had to study the capacity of the child and the parent to assess their physical, mental, emotional, and social character, through observations of brain, body, and sense events. And what happens to an investigation that reveals how a child has been exposed to street drugs while in utero? How she or he (they) sense and receive contact has to be included to develop ways to help move them to act through their contact to sense and feel how they interact to process feelings that have been upset by a lack of cooperation.

This is also why I grew to become a human learning consultant. How the brain learns is complex, and the complexity is naturally connected to how the body lives and, hence, how the senses feel things. Each of these events may pertain to the transfer of energy, action, and feelings, which may be under the influence of external or internal physical, emotional, mental, and social affects or effects, which can block brain and body connections. Taking action as a human learning consult has led to the production of research-based literature under the subject title: Education and Science. This book seeks to synthesize the experience of analysis, the experiencing of designing interventions, and the experiences of developing evidence-based practices with children and parents in crisis.

ABOUT THIS VERSION OF

EDUCATION AND SCIENCE

W HY YOU MAY need to read this book? All you do in life may need to be figured out. Hence, the guiding themes of this book: you may need to figure out how you live, to discover how you learn, to decide how you think, and to choose how you respond. These may be levels or stages you need to figure out each day, to become more informed to advance how you live, learn, think, and respond to the things you do. This is why I connect the things you need to do, to the things you need to act through, to gain a sense of how you are, and what you may become. I mean the way you move through a home in relation to school, your neighborhood, and workplace may need to be resolved or made more sense of.

When I think about the endless effects of the drug epidemic, I cannot think without a sense of feel for the number of brains that have been damaged. For over three decades, I have been studying this crisis using education and science. The effects of America’s endless drug epidemics can be defined by the numbers of children that have experienced family decline, school failure, juvenile delinquency, and lack of employable skill sets and poverty in its spread. How do you live with a brain that has been damaged by major life events and not know you have grown up hurt? I think you need a good sense of self to make it easier to accept the fact you may have this need to recover from a brain the has been upset. This is why it helps to do some self-research.

The goal is to learn your brain. Figure out the brain, not the mind. In this version of education and science, I focus on the brain, not the mind. The brain is the part of the whole body that functions to live, learn, think, and respond through the use of the central nervous system and mental processes. The mind is the part of the body that replicates the experiences of the body with the external environment to project a behavior response as though it may be a pattern of thought. I approach learning your brain from a human systems science perspective and learning your mind from a behavior science point of view. I will explain in depth why on some level or stage of contact or interaction the brain is related to process events and the body is related to program events.

Figuring out how those events affect brain, body, and sense events is what your brain’s body seeks to do all the time. This is why the brain’s body is being introduced to help you to understand that the brain never stops working to resolve or make sense of brain/body or body/mind challenges. In other words, you have to figure out your role through a sense of self on the inside of the body. And sense and feel for this role in relation to ways of learning how you may sense and feel other people on the outside of your body. Then there is the environment that self and other people may experience alone or with other people as process variable or physical events, such as how you live, learn, think, and respond in home, school, neighborhood, or workplace sites.

All these events relate to how you live in a family, learn through education, think through the use of government, or respond through business systems. You do this work to learn ways to come to terms with the effects that drug epidemics has had on your family, education, government, and business systems to help save yourself from further harm, hurt, or injury. You need an edge, to build up your sense of self: confidence, care, and cooperation. Imagine yourself as a family leader that has grown through the experiences of self to become a more competent child developer. You may be more set up to take part in social networks that can help to make it easier to live, learn, think, and respond to self, other people, and the environment. This is how you can make change happen.

Hence, everything that you do in life has to be figured out by you. I have applied human systems science throughout this book. The goal is to help you study the brain, body, and senses as systems that are being figured out through self-research. The next step is to learn to the best of your powers how the brain’s body may work through a higher sense of self in the same processes and programs that may damage sense-and-receive path functions. In other words, you may discover what happened to you. How the brain may sense contact that has to be transferred as interaction through levels and stages that may be upset by major life events in many ways tells the story. This may be an affect you have to feel your way through as a social cognitive influence that effects cognitive experience. This is what I will explain.

How will you figure out ways to compete? The way I encourage you to learn your brain’s body presents the tools of human systems science on the right path to build process skills and grow to be more set up to take action through self-research. Whether you are healthy or growing up hurt, you may need to figure out your brain’s body to compete to become more managed, controlled, and focused. When you grow or develop the right process skills to fit your unique need to become more competitive within that goal to grow or develop the right process skills is your niche. Your niche comes from the way you find out how to use your brain, body, and sense systems better than or on a level that allows you to excel in your home, school, neighborhood, or workplace networks; and that may turn out to be family, education, government, and business goals that connect with the things you do to figure out your niche in the world.

THE HUMAN SYSTEM AND THE

BRAIN’S BODY CONTEXT

Problem Identification

H OW AMERICA’S DRUG epidemics have affected the brains of parents and their children may be the chief cause for this self-help book. According to the National History Center, The history of drug addictions and epidemics in American history dates back to the Civil War, when morphine was introduced to soldiers as a painkiller. By the 1880s, cocaine was introduced in the United States for medicinal and anecdotal purposes, primarily to counter morphine addiction. Cocaine was sold in a variety of ways—in the form of cigarettes, tablets, powder, and even soda. By the 1910s, cocaine had become increasingly associated with criminality and race; more specifically, cocaine was reputed as a drug used by prostitutes and black workers.

I reviewed this video from the Congressional Briefing on America Drug Policy and Drug Addiction Epidemics from a Historical Perspective on May 16, 2016, and I felt the need to cite it here. According to the National Institute of Minority Health and Health Disparities, America’s drug epidemics have affected all communities in the United States. This may mean from more than a hundred-year retrospective that substance use and abuse has been marking the brains of adults and children of all racial and ethnic groups. This helped to focus the feelings and thoughts I was experiencing on forms of brain damage. It feels like there has been no end to the rise of family decline, school failure, delinquency, lack of employable skill sets, and poverty that does not connect back to the parent and child crisis. Hence, the number of brains that have been upset by major life events in our home, school, and neighborhood, and workplace networks by substance misuse and drug-related disorders may have no count.

Through my research with parents and children in crisis, I have learned more about the importance of human physics in the sense that many of the school officials I have met with acted as though, or pretended, they were not real. Hence, you could sense and feel the affect. That is how I came to study human physics as a problem that involves the senseless act to ignore or to misunderstand another person’s sense of feel. A parent and child in crisis can feel when they are not being cared for in the sense of being helped. The act of being helped relates to another person’s sense of her or his body and the person inside, who is physical in nature. To deny a parent and child in crisis signs of care, to me, is like saying you do not feel for them. So why, why give her or him mental respect? I thought this lack of will to openly interact needed to be more focused, which is why I was led to be a parent and child advocate. After all, I have met many people that have tried to treat me as through I was not human.

Self-Research

Being human is a physical experience, and the study of how you make contact and interact forms a way to learn who and what you may become. When you add other people and the use of talk to communicate, the basis through which other people may use language to assess your capacity to experience words has no end. Learning to sense and feel words is a human act to structure the way you make contact and interact with other people to grow a mental state. Hence, the structure of the words we use to make contact and to interact with parents, children, and school officials are rooted in human experience and plain lexis for this very reason. You need to talk like you walk to walk like you talk. The way you walk may be a mien of the way you learned to use words.

Because I have lived much of my life as a black African American, I learned early on from the musical lyrics of James Brown, I am black and I am proud, the force of words. The way James Brown used words to describe the problem of human physics moved energy, action, and feelings straight through me. I could have sworn that there was air beneath my feet that was leading me to feel a sense of pride as an expressive attitude or personality, lifting my sense of being real. However, it was not until my adult years that his true influence took hold of my sense of feel for self that I realized what the message meant to me. I was set up to learn how to communicate using simple words rooted in the everyday experiences of life itself. Not about being black, but about the experiencing of being human and bearing the physics of an outer state.

You cannot hide your outer state, but you do not have to let other people define for you what you may not yet fully comprehend. The inner state of your brain, I think, is what Martin Luther King meant when he spoke about the character in him. This was a call to learn the physics of self. Hence, I believe you cannot judge a person by what may be revealed to you through her or his outer body. I have an imperious look that people react to based on my human physics and then go on to think I may be more of a threat to her or his attitude or personality. When in reality, I am just focused on ways to protect the inner state of my brain’s body. What she or he may be looking at is my work ethic to learn through the experience of her or his contact, ways to interact to grow a more mental state. This is like when I look in the mirror to study my sense of self, I physically think about how I feel on the inside of my body. As I reflect, this can give me a sense of feel for how other people might be feeling, thinking, or responding to what they may feel or think, I mean.

This is why I use words to think to myself, which means that I may study words to talk to my brain. That can be like when someone puts up their hand in your face as a signal. The message may mean Have you tried that on yourself? This is why talking to the brain grew to be the basic method through which to connect the language system I use to study the act of growing more mentally as opposed to just being physical. This is because, in many of these situations, everything is physical and rarely mental. That means you are just talking to my body to make sense of what you may think is my inner state of mind. Again, I draw strength from Dr. Kings words: it is my signs of character that you may be feeling. The word character is a human trait. This is one of many words I may use that connects to the inner state of the brain.

This Self-Help Book

Race is not the issue here. I have yet to meet a child in crisis who did not suffer from self-identity issues. So I want to make this point clear: all children, youths, young adults, and parents moving through issues of family decline, school failure, delinquency, lack of employable skill sets, and poverty may have this need to learn what her or his life is or is not, because of who they are or because of who they may not be. That is because this format allows me to consider how a child in crisis may need to be set up to learn what it means to be physical as opposed to what it means to grow mentally. In my opinion, she or he lives in search of a brain state as opposed to a state of mind. I am asking you to take in both these two points: how do you use a state of mind as opposed to how you use a brain state? What you look like is the issue.

This has led me to think: The child inside the body has this need to learn what it may mean to him or her to use a language system that is more cognitive than it is a social experience of an affect. Words do have an effect on the body, but they have a greater effect on the brain with the use of special words to be learned through the study of his or her physics. Knowing how the brain becomes mental as a social and cognitive experience relates to the child’s need to learn through a sense of self, as in contact, and a sense of other people, as in interaction, this is a practical way to learn how the brain may act. As a cognitive function of experiencing physical (body) and social (energy) processes, as words that connect with how you live and learn inspire the experience of mental (brain) processing, how you think and respond has the greatest chance to be experienced in memory.

It stands to reason, if a child knows that becoming cognitive involves remembering, she or he may work harder to grow more mentally to think. Hence, the child may grow to understand that to be physical and grow to be more social than cognitive may not be in his or her best interest over time. This is why talking to a person’s brain is a process skill. Hence, I do not relate becoming mental to the mind. The mind has been related to the body so much that an intellectual response to where is the mind can create more confusion. When a child thinks of the mind, I do not want them to reflect on the body as the source of one’s mental powers. Hence, the body is related to the brain. The body being physical is why many people may think that the mind represents the state of the brain, but it does not. The brain is related to the acts to grow and become mental. The brain is related to the body to describe physical states of disciplining and mental states of self-control.

The mind is related to the body to label the physical signs of personality and attitude. This led me to study why a parent and child in crisis need to learn about being human in the sense of physics and becoming mental in the sense of thinking things through our use of words.

For this reason, the special words we used needed to connect her or him to the home, school, neighborhood, and workplace networks that affect and influence how they may live, learn, think, and respond socially and mentally. The environment of being human is related to the social places built by human beings to structure physical contact and mental interaction. Holistically, the term progressive investing is designed to lead a parent and child in crisis to experiences of the act to experience contact in the process of experiencing interaction as a way to practice moving through feelings of discomfort or anxiety. This, of course, gave more reason as to why home, school, neighborhood, and workplace networks became their test sites. The environmental translation—how to live in a home, how to learn in a school, how to think in a neighborhood, and how to respond in a workplace—is a motivation to cooperate that shifts to the long-term goal to become more informed.

The human physics of a parent and child in crisis would express or reflect on the emotional responses that pertain to the way they make contact, choose to interact, cooperate, or participate. Just the fact that they would need to be able to express through some degree of clarity, their feelings was an ardent conflict. But the words live and home, learn and school, think and neighborhood, respond and workplace connected as real-time experiences. The child in crisis, being less stable, and the parent in crisis, having a difficult experience in the workplace, are what motivated these cognitive structures that connect to the use of talk and special words. Hence, the first step was to talk through our use of human physics to move through the inner feelings of emotion using simple words that they have experienced or are experiencing. A body reflecting on the emotional states of his or her brain is why this process needed to be set up to learn if signs of discipline would remove feelings of coldness or if signs of self-control could change to expressions of coolness and passion.

This is what I use human systems science for: to set up the physical, language, cognitive, mental, social, environmental, and emotional experiences of parents and children in crisis. In Education and Science: The Information Processing Age, the Learning Parent and Child in Crisis (2010), I expressed in great depth how to use this information processing system. Understanding what it means to be physical relates to the sense-and-receive path and language used to talk to the brain. To open the sense-and-receive path of a parent and child in crisis, the way you choose to talk to him or her is a decisive factor in the access you will receive to their social and cognitive experiences of your social and physical state. The state of his or her emotions can derail the way she or he might receive the