Latest / The Brain’s Body Podcast: The Brain Is the Body / Empowering Young Minds through Advanced Brain Communication Techniques

Transcript

Empowering Young Minds through Advanced Brain Communication Techniques · The Brain’s Body Podcast: The Brain Is the Body

• 0:02
  Speaker 1: Hello, I'm Dr Christopher Kevin Slayton, author of Brain Talk.
• 0:06
  Speaker 1: Learn the Brains by Dr Slayton Live Now.
• 0:09
  Speaker 1: I do a lot of talking about brain talk because I want to talk about the inner voice, and when you're dealing with children, it's fundamental because this is their play space.
• 0:21
  Speaker 1: But their play space has become academic.
• 0:25
  Speaker 1: So the transformation for you as a parent is understanding your inner voice and how it transforms to brain talk strategically.
• 0:36
  Speaker 1: When you read, write, talk, draw, act to perform.
• 0:40
  Speaker 1: But you have to talk to the brain, and so my channel is about learning the brain's body, learning the brain's body, because the brain has to be in the lead.
• 0:53
  Speaker 1: So you teach to the brain, not the body, because the brain is the body.
• 0:59
  Speaker 1: Now let's talk about the mind before I move into my discussion, because the mind is on the body.
• 1:07
  Speaker 1: So when you look at your child's face and they frown, you say that's their state of mind, because the mind is the body and the brain is the internal processing unit for the whole system.
• 1:23
  Speaker 1: That's why you talk to the brain, not the body.
• 1:25
  Speaker 1: When you're talking to the mind, you want to change the mind, not make the mind static.
• 1:30
  Speaker 1: So you whip the body to change the mind and it comes right back because you didn't talk to the brain.
• 1:37
  Speaker 1: Then communicate to the brain.
• 1:39
  Speaker 1: It's like thinking.
• 1:40
  Speaker 1: Teaching a child how to think involves showing them how to use their brain to sense, feel, to focus emotion and process it with thought.
• 1:51
  Speaker 1: What does it feel like to think?
• 1:52
  Speaker 1: You want your child to understand what it feels like to think.
• 1:55
  Speaker 1: So when they're in a classroom and that critical question comes to them because academic learning is emotional and you want them to experience that emotion, but understand how their thinking kicks in and what it feels like when their thinking is in the lead of their body the brain lead of the body.
• 2:15
  Speaker 1: So listen, welcome to Dr Slade, live Brain Body Learning Channel.
• 2:22
  Speaker 1: I'm the voice of brain talk learning channel.
• 2:26
  Speaker 1: I'm the voice of brain talk and so this is why you were born head first to learn how to sense contact, to learn how to receive interaction, to learn how to feel cooperation, learn how to process participation.
• 2:38
  Speaker 1: And I utilize those four process variables because when you're talking to a child and you want them to have an easier growth cycle from where they are to where you want them to be as adults, you're talking about contact and moving through contact to interact and understand that cooperation is a focus point.
• 3:02
  Speaker 1: They have to choose to cooperate.
• 3:05
  Speaker 1: The brain just doesn't cooperate because it is being influenced to process some type of external data.
• 3:13
  Speaker 1: So you have to, from a sense of feel for the brain, cooperate.
• 3:20
  Speaker 1: Learn the brain is what I'm saying to you.
• 3:23
  Speaker 1: Learn your brain so you can help your brain function.
• 3:27
  Speaker 1: As you get older, your inner voice translates into brain talk because you're understanding sense and receive path functioning, how sense data moves through contact, the interaction, and you're the cooperative variable.
• 3:42
  Speaker 1: You, your sense of feel for self kicks in the process variable.
• 3:45
  Speaker 1: Now you're ready to think it through because you know, you have evidence that your brains have lead the body and when you reflect, you can feel the body being controlled and managed.
• 3:58
  Speaker 1: This is brain talk.
• 4:00
  Speaker 1: This is what we're talking about.
• 4:01
  Speaker 1: This is what my literature is about.
• 4:03
  Speaker 1: This is what the science talking about.
• 4:05
  Speaker 1: This is what my literature is about.
• 4:06
  Speaker 1: This is what the science is about.
• 4:08
  Speaker 1: Humanism science.
• 4:08
  Speaker 1: You want to know why the brain has to be the leader of the body, because the senses are the neurotransmitters that allow you to communicate brain-body messaging.
• 4:19
  Speaker 1: That's what I'm talking about how you control and manage your brain-body communication systems Right.
• 4:29
  Speaker 1: And so what I'm saying to you is that you have the external, first process variable always talked through.
• 4:35
  Speaker 1: You.
• 4:36
  Speaker 1: Test this right now.
• 4:38
  Speaker 1: I will always talk through you.
• 4:40
  Speaker 1: Test this right now.
• 4:44
  Speaker 1: The social, cognitive event of your sense of self is to sense, to feel, to focus what the received path, the inner path, the internal path to the brain To receive, process and respond to that incoming influence, whether it's a teacher, law enforcement, whoever.
• 5:04
  Speaker 1: It's incoming influence that your child has to choose to cooperate with and when they do that, they're participating with their brain and lead of the body because they've taken a lead.
• 5:16
  Speaker 1: This is self-leadership.
• 5:17
  Speaker 1: Breaking it down for you Contact, interact, cooperate, participate.
• 5:22
  Speaker 1: Work on those four variables.
• 5:25
  Speaker 1: And look at it this way If your child goes to school and they know how to move through contact that's the teacher's voice To interact with the information flow from the teacher and that they have to cooperate with that emotional sense of fear that's in there, with thought and reflection, which sends them forward and backward, because they reflect on what they're learning in the past and they look forward to new information flow to help them make a better choice and decision each time they do.
• 6:03
  Speaker 1: Sensor received path research.
• 6:05
  Speaker 1: This is a short version of Dr Slayton Live.
• 6:08
  Speaker 1: Keeping it flowing.
• 6:09
  Speaker 1: I'll be back shortly.
• 6:11
  Speaker 2: Thank you very much.
• 6:13
  Speaker 1: Here we go.
• 6:13
  Speaker 1: Hello, I'm Dr Christopher Kevin Slayton.
• 6:16
  Speaker 1: Welcome to the Brain Body Podcast.
• 6:18
  Speaker 1: I'm Dr Christopher Kevin Slayton, welcome to the Brain Body Podcast.
• 6:22
  Speaker 1: And again, we're talking about the brain.
• 6:24
  Speaker 1: Is the body?
• 6:24
  Speaker 1: Because there's times in the past where you've learned to run everything through your states of mind.
• 6:30
  Speaker 1: Now I ask you again where is the mind?
• 6:33
  Speaker 1: Where is the brain?
• 6:34
  Speaker 1: You know where the brain is.
• 6:36
  Speaker 1: The brain is inside the body.
• 6:37
  Speaker 1: The brain wears the body.
• 6:41
  Speaker 1: Now, the mind is reflective state of the experience, of environmental influences that impact your ability to think and respond.
• 6:53
  Speaker 1: We're talking about it's programming rote memory.
• 6:57
  Speaker 1: So when you say in my mind, you're reflecting on a physical state of the body or the environment or other people, and what you're talking about is the experience.
• 7:09
  Speaker 1: When you say the brain's body, you're talking about the process loop from your sense of self to your sense of feel for self, and the brain in the lead of the body.
• 7:20
  Speaker 1: That's the key thing, because you see, when you're in crises, you're trying to figure out now, why can't I stop myself from doing this?
• 7:29
  Speaker 1: Because your body is in the lead of your brain.
• 7:32
  Speaker 1: Wait a minute, I'll say it again.
• 7:34
  Speaker 1: We're talking about transformation from a sense of self, the fix of the body as a reflective state in the experience to be transformed through the received path and your sense of feel for self and the brain in the lead of your body.
• 7:51
  Speaker 1: Because when you're thinking, you're thinking about management and control of your body.
• 7:58
  Speaker 1: About management and control of your body, you're saying I must have the capacity to create and allow my body to speak for me.
• 8:07
  Speaker 1: We're talking about your inner voice transformation to brain talk.
• 8:12
  Speaker 1: Now, what am I talking about?
• 8:14
  Speaker 2: I want you to listen.
• 8:15
  Speaker 2: This is why you were born to sense, feel and focus brain, body and sense messaging.
• 8:20
  Speaker 2: To learn how to receive, process and respond to your external sense of self and your internal sense of feel for self, with your brain in the lead of your body.
• 8:28
  Speaker 2: In other words, your brain wears your body.
• 8:30
  Speaker 2: This is why you can sense contact, you can receive interaction, you can feel cooperation, you can process participation, you can focus self, you can perform to respond.
• 8:42
  Speaker 2: Your brain is your body, your brain's body.
• 8:45
  Speaker 2: Your body wears your mind.
• 8:47
  Speaker 2: This is why you can appear more physical than you are mental.
• 8:50
  Speaker 2: You can experience yourself as an external environment.
• 8:53
  Speaker 2: You can try to live through a sense of self.
• 8:55
  Speaker 2: You can try to live through a sense of self.
• 8:56
  Speaker 2: You can try to live through experiences of your body language.
• 8:59
  Speaker 2: You can try to live through moods and states of mind that reflect on the physical use of the body.
• 9:03
  Speaker 2: Your body is your mind.
• 9:05
  Speaker 2: Your body-mind is the physics of your external self.
• 9:08
  Speaker 2: Your body-mind does not think.
• 9:10
  Speaker 2: Your body and mind represents the cause-and effect relationships of environmental influences on your brain's body.
• 9:17
  Speaker 1: And so what we're talking about is what happened, why did it happen and why is it that it continues to happen, even though I'm aware of my mistakes?
• 9:27
  Speaker 1: We're talking about the crisis of self, when you don't make that choice to participate.
• 9:33
  Speaker 1: No, you just had that contact with me.
• 9:36
  Speaker 1: Now you got a choice because your sense of feel is on the transformation from the physical you to the neural.
• 9:44
  Speaker 1: You is in the forefront and you must choose to interact, to process the interaction between me and the environment.
• 9:55
  Speaker 1: Now, when you're in a classroom, we talk about program, it's okay because the teacher has to send information that you're supposed to remember and call back through your states of mind.
• 10:07
  Speaker 1: That's a trained state so that when you're asked a question, you reflect, and you reflect on the experience of the teachers noises, sounds, signs and symbols.
• 10:20
  Speaker 1: So when I talk about programming and deprogramming, I'm talking about understanding the purpose of your sense of feel for self, because that's the talent that you have.
• 10:31
  Speaker 1: You have the sense of the environmental you and then the transformative aspects of your brain's body, taking the lead because you were born here first.
• 10:43
  Speaker 1: That means your brain was the first thing that entered this world and was supposed to be protected, from that point forward as being the leader of your body.
• 10:53
  Speaker 1: The focus of your body is not the body itself, but that's what you see, and that's why the mind and the body are one entity.
• 11:02
  Speaker 1: Because what are you trying to program?
• 11:04
  Speaker 1: The body in the states of mind.
• 11:07
  Speaker 1: So stop it and listen to what I'm saying, because you want to stop yourself from hurting, you want to stop yourself from spinning in the sadness that you just can't comprehend because you're not comfortable with what you become on the inside or what you see on the outside.
• 11:26
  Speaker 1: Now listen, this is Brain Talk.
• 11:29
  Speaker 1: I'm Dr Christopher Kevin Slayton, and what I'm trying to get you to understand is that no, get on the right formula.
• 11:35
  Speaker 1: The right formula is to understand how to learn self, become educatable.
• 11:42
  Speaker 1: I'm telling you, when you learn self, you become informed and knowledgeable about how your brain functions through your sense of feel for self as a technology.
• 11:54
  Speaker 1: So you're in the track field and you hear the gun go off.
• 11:59
  Speaker 1: Before the gunny went off, you felt it and in believing and trusting in your neural systems Neural systems Right, your sonar you were out of the block and you did a 99 versus 100 second run.
• 12:16
  Speaker 1: And there you go, and what are you saying I don't know how I done that, it just happened.
• 12:22
  Speaker 1: No, your sense of feel took over because the brain is in the body, it has telepathic dimensions.
• 12:31
  Speaker 1: So your sense of feel for self, meet the brain.
• 12:34
  Speaker 1: Now the brain, through your sense of feel for self, takes.
• 12:35
  Speaker 1: Meet the brain.
• 12:35
  Speaker 1: Now the brain, through your sense of feel for self, takes off.
• 12:37
  Speaker 1: Why?
• 12:37
  Speaker 1: Because unknown terrain.
• 12:39
  Speaker 1: What are we talking about?
• 12:40
  Speaker 1: We're not talking about sense perception, we're talking about neural technology.
• 12:45
  Speaker 1: And here we go.
• 12:46
  Speaker 1: Doc Slade, live, stay tuned, be back shortly.