Latest / The Brain’s Body Podcast: The Brain Is the Body / The Inner Voice Meets Brain Talk: Understanding Your Human System

Transcript

The Inner Voice Meets Brain Talk: Understanding Your Human System · The Brain’s Body Podcast: The Brain Is the Body

• 0:19
  Speaker 1: Hello and welcome to Doc Slayton.
• 0:22
  Speaker 1: Live the brain's body ultimate experience.
• 0:23
  Speaker 1: I'm Dr Christopher Kevin Slayton.
• 0:25
  Speaker 1: Live the brain's body ultimate experience.
• 0:26
  Speaker 1: I'm Dr Christopher Kevin Slayton, your host.
• 0:29
  Speaker 1: And so we're talking about human systems science and I want you to remember to subscribe and like the video because we're bringing it to you and you won't get it anywhere else.
• 0:41
  Speaker 1: I try to keep it simple as possible because we're talking about how the brain learns, how the body lives and how to sense this field thing, and so I I'm taught, I'm tuning in to human systems science because it's a problem solvingsolving tool technology.
• 1:04
  Speaker 1: You may not see yourself as a technology, but from the day you were born, you were born into an environmental situation between yourself, other people, the doctor, the hospital, the environment and the contact.
• 1:21
  Speaker 1: And the contact.
• 1:24
  Speaker 1: You may not experience the sense, contact because you are brand new, but you felt the environment because your eyes, ears and so forth were functional but they were adjusting to the environment.
• 1:39
  Speaker 1: And so I'm saying to you that you were very emotional because everything, everything, everything was hurting, irritating.
• 1:52
  Speaker 1: That emotion was just clear and present and it didn't just happen because you got spanked on the butt To make sure that you were acclimated into the man-made systems.
• 2:08
  Speaker 1: I talk about that a lot and I don't want you to get conservative.
• 2:12
  Speaker 1: What I'm saying is is that the environmental influences can impact you in such a way that you never regain who and what you are or supposed to be becoming, because you couldn't move through that contact, the interaction.
• 2:29
  Speaker 1: That's why I talk about home, because when you went home, the contact in the home had to be nurturing.
• 2:37
  Speaker 1: Why?
• 2:38
  Speaker 1: Because you were learning how to live in environments, new environments, and the noise and sounds had to be caring, because you were being shaped from the inside out.
• 2:52
  Speaker 1: They didn't understand that, but you were on, your brain was in the lead and it was taking in all of that.
• 3:00
  Speaker 1: So the negative energy in the room can impact you because you were on trying to learn how to live through it.
• 3:11
  Speaker 1: The crises because when you're born, you have no clue as to what these experiences are right and that's what you're trying to learn how to live in this environment.
• 3:23
  Speaker 1: That's brand new, along with you being brand new, and you need the people around you to recognize that they have to use signs of care to get you online.
• 3:36
  Speaker 1: Not program you, train you, but get you online.
• 3:39
  Speaker 1: So the crisis itself I said that key word training.
• 3:43
  Speaker 1: It's okay to be trained because that's your state of mind.
• 3:46
  Speaker 1: What I'm saying, though, when you're trained before you're cared for, then the training offsets the sense of receive path, because you have natural processing that takes place.
• 3:59
  Speaker 1: But when someone trains you at birth in how to live and respond to contact, the brain has to process that.
• 4:10
  Speaker 1: And how does the brain process that?
• 4:13
  Speaker 1: As an infant, well, you're being programmed to reprogram your inner sense of feel for self, because your inner sense of feel for self is already trying to read and interpret the environment, naturally.
• 4:27
  Speaker 1: That's why you signs of care, you talk to the child's brain, not the child's body.
• 4:32
  Speaker 1: So is that something that you're familiar with?
• 4:34
  Speaker 1: Is that what happened to you?
• 4:35
  Speaker 1: Did you, did your parents, talk to your brain?
• 4:38
  Speaker 1: Because that's what the science and human systems is all about.
• 4:42
  Speaker 1: It's about how do you recover when you're hurt, when you're upset, when you're not happy, because and you can't figure it out right away you just know that there's something just don't click right for you, and what I'm saying is you learn self, you learn how to be you.
• 5:05
  Speaker 1: Okay, what does that mean?
• 5:07
  Speaker 1: That means that you have to be grounded in action, learning so that you begin to understand that the external environment is natural and you learn how to live through it, because that backward feed that's going to your brain is informing your sense of feel for self Care.
• 5:27
  Speaker 1: Okay, because that's what you want to get back to.
• 5:30
  Speaker 1: Because you were born to care.
• 5:32
  Speaker 1: That's why you cried.
• 5:33
  Speaker 1: You were born to care.
• 5:34
  Speaker 1: I'm alive.
• 5:35
  Speaker 1: You were born to care not to ignore who and what you are, and you struggle because that's what you want to maintain.
• 5:46
  Speaker 1: As you move through infancy, childhood, look at your children, Look at how they struggle to maintain what they feel is their identity and they will allow you to see them physically, emotionally and mentally upset because they're trying to hold on to what they believe is their comfort, who they think and feel they are I said it backwards who they feel and think they are Because the crisis self.
• 6:23
  Speaker 1: You try to think your way out of the situation versus feel your way out of the situation, so that you're communicating with the brain, the brain's communicating back your sense of feel, to focus the flow of information contact, interaction.
• 6:39
  Speaker 1: Contact doesn't say things interaction.
• 6:41
  Speaker 1: So when you pick up literature, it says contact and they say that the contact is like that's the same thing as interaction.
• 6:49
  Speaker 1: So when you pick up literature, it says contact, and they say that the contact is like interaction.
• 6:55
  Speaker 1: No, it isn't.
• 6:56
  Speaker 1: Contact is when you first got on the show and you saw me.
• 6:58
  Speaker 1: The interaction is everything that happens afterward.
• 7:01
  Speaker 1: And do you transfer it.
• 7:02
  Speaker 1: That's interaction.
• 7:03
  Speaker 1: When you transfer it to.
• 7:06
  Speaker 1: I'm going to watch this show and the brains and the leaf net point forward.
• 7:10
  Speaker 1: Why?
• 7:11
  Speaker 1: Because now you're accepting the flow of information.
• 7:15
  Speaker 1: So what I'm talking about is that the breath of life, that's what you were naturally doing.
• 7:20
  Speaker 1: You were naturally moving through the contact, okay, guardedly, and you accepted the sense of feel because you were feeling everything.
• 7:32
  Speaker 1: Now, emotion, feelings, thought, reflection, that's what we're talking about because you're emotional and the brain sends forward feet Right Through your sense of feel for self, see, self-care.
• 7:48
  Speaker 1: That's what it's doing.
• 7:51
  Speaker 1: And so when I talk to you about human sense of science, I'm saying self-learning is first because it's brain learning.
• 7:57
  Speaker 1: So what is self, self is your brain, body and senses, right.
• 8:02
  Speaker 1: And so if you understand what your brain, body and senses are doing collectively, you now begin to understand your human system and how to move through the crisis itself, because you got to understand what's in the lead of me.
• 8:18
  Speaker 1: Because if you're disorganized, then how do you learn how to learn?
• 8:22
  Speaker 1: What do you learn with the learn?
• 8:24
  Speaker 1: What do you learn with the brain?
• 8:27
  Speaker 1: What do you live with the body?
• 8:29
  Speaker 1: And how do you know Through the senses?
• 8:33
  Speaker 1: Okay, so what I'm saying to you?
• 8:35
  Speaker 1: I'm saying to you that you have to organize your sense of feel for self, your identity, because you're technology, you're not what people say you are, you're who and what you're evolving into as you begin to process information with the brain and lead of the body, because that requires discipline and control.
• 9:01
  Speaker 1: You've got to manage that information flow, that emotion.
• 9:04
  Speaker 1: You've got to manage that information flow, that emotion.
• 9:05
  Speaker 1: You've got to manage it.
• 9:07
  Speaker 1: You don't get rid of it.
• 9:08
  Speaker 1: It's a lifelong experience.
• 9:09
  Speaker 1: You've got to learn how to manage the flow of emotion as it's moving through you.
• 9:14
  Speaker 1: As it's moving through you, you can physically examine the body and the body is either living or it's misbehaving, but it's doing something that you can understand and comprehend because it is being transferred through your sense of feel for self, because you're open to the processing of awareness and you want to know how do I Reach my full potential, how do I get from where I was, where I wasn't able to perform at the highest level reading, writing, acting, drawing, basics.
• 9:57
  Speaker 1: How do I get there where I can take my computer and write literature, write reports, write Excel reports?
• 10:08
  Speaker 1: How do you get there?
• 10:09
  Speaker 1: The brain does that, not the body, not your state of mind.
• 10:14
  Speaker 1: Your state of mind blocks that.
• 10:16
  Speaker 1: Your state of mind is a channel through the experience of self.
• 10:20
  Speaker 1: It's channeled through the experience of self is channeled, and that's what you want to understand is that you have this mental capacity to change your states of mind when you organize and understand the information flow process.
• 10:33
  Speaker 1: Now, this is from 30 years of just constantly working with children and parents in crises, and normal children and parents as well.
• 10:41
  Speaker 1: But my folks always been on crisis intervention, because there are too many people I've come in contact with that sought out drugs because they couldn't understand what they were going through internally.
• 10:57
  Speaker 1: The inner voice meets brain talk.
• 10:59
  Speaker 1: Pick up the book, because that's the crisis itself.
• 11:03
  Speaker 1: The inner voice meets brain talk.
• 11:06
  Speaker 1: And what are you talking about?
• 11:07
  Speaker 1: Is that hard to understand?
• 11:09
  Speaker 1: The noise and sounds that move through you Environmentally?
• 11:13
  Speaker 1: You experience your inner voice backwards, internally as you begin to realize that the brain was being leaded by that brain talk, because your brain is responding to that inner voice and what's impacting you because of what happened?
• 11:31
  Speaker 1: Because of what happened, are you still working with me?
• 11:36
  Speaker 1: As we're talking about the brain's body as a technology from human system science.
• 11:41
  Speaker 1: So so, when you study the brain, you study the body, you study the senses, because you want to calibrate your messaging system, because the brain talks back to the body and the senses.
• 11:57
  Speaker 1: That's why you're able to perform.
• 11:58
  Speaker 1: That's why, when I'm talking about athletes and they get in that zone, when they come out of that zone, when they come out of their zone, that reflection, it comes back and they're amazed because the brain took them over, not the mind, the brain, the technology of the brain.
• 12:15
  Speaker 1: They're practicing this all the time.
• 12:17
  Speaker 1: But if they're open to the realization that the brain is in the lead of the body, then as they go through it, they're recognizing the energy flow.
• 12:27
  Speaker 1: They can feel that, they can feel all that energy that allows them to do these things that everybody's all about, because the brain has taken over the body physically and everybody can see it, and they're like wow, wow, and you know it because, look, the person never acts out, they just move through and you're like wow, and they're all emotional.
• 12:53
  Speaker 1: But it's controlled, it's managed.
• 12:54
  Speaker 1: That's what we're talking about the brain's in the lead.
• 12:57
  Speaker 1: And how do you know it?
• 12:58
  Speaker 1: Because the physics is physiological and you can feel yourself moving through the energy, action, feelings, and so what I'm talking about is emotional control.
• 13:11
  Speaker 1: But you got to understand your brain's body, then you got to understand brain talk and you got to understand reflective storytelling, because that's the next step is understanding that your brain's forward feed is brain talk and it's telling you just calm down.
• 13:30
  Speaker 1: You call it hey, he's crazy, he's hearing voices.
• 13:34
  Speaker 1: No, that's not what we're talking about.
• 13:36
  Speaker 1: We're talking about structuring the way you sense and feel information, inner voice, and how you respond.
• 13:45
  Speaker 1: Brain talk, okay, practice brain talk.
• 13:49
  Speaker 1: Brain talk is a social, academic, energy flow because you must inform self and you must.
• 13:57
  Speaker 1: When I talk about mind, states of mind, I'm not saying that programming is terrible.
• 14:02
  Speaker 1: I'm saying that training is a part of what we experience.
• 14:06
  Speaker 1: But when you're an infant, there should be a period where you just allow to evolve before people start training you to do this and do that because your brain is formulating its connections and if you start training the infant too soon, they're upset because who are, they know that they're what you want them to be and not what they're supposed to be, through naturally breathing, taking oxygen, experiencing the environment, other people's self.
• 14:39
  Speaker 1: Okay, because self has to come to the forefront.
• 14:43
  Speaker 1: We always say can you find yourself?
• 14:45
  Speaker 1: No, you can't find yourself if you're over-trained from the breath of life forward.
• 14:51
  Speaker 1: And life is about training.
• 14:53
  Speaker 1: Training what?
• 14:54
  Speaker 1: The body, the state of mind, because what are we measuring your response?
• 14:59
  Speaker 1: Physically, not mentally.
• 15:02
  Speaker 1: Emotionally, yes, but not neurologically.
• 15:06
  Speaker 1: I should say it that way.
• 15:08
  Speaker 1: See the neural figures of self.
• 15:10
  Speaker 1: And so what I'm saying to you is the brain and the body transforms from sensing to feeling.
• 15:18
  Speaker 1: Okay, because that feeling is that neurologic network kicking in, that's the brain's nervous system involved.
• 15:27
  Speaker 1: And I'm saying that to say that you don't want to be just physical and psychotic.
• 15:34
  Speaker 1: Psychotic because you have a state of mind that's upset and so when you have the contact you just it's irritating to you.
• 15:44
  Speaker 1: So you begin to block the flow of information because you don't want to experience that hurt again.
• 15:50
  Speaker 1: Right, that's why you learn self.
• 15:55
  Speaker 1: And when you learn self, it's the brain, body and senses you begin to navigate through and begin to understand how does your brain work with your body, how does your body and brain work with your senses and the receive path very confusingly.
• 16:11
  Speaker 1: When I talk about sense and receive path functioning, many, many students get upset because they think well, what would receive path?
• 16:20
  Speaker 1: I mean, what is that?
• 16:21
  Speaker 1: Sensory reception?
• 16:23
  Speaker 1: Same thing Sense, receive process.
• 16:29
  Speaker 1: Okay, but strategically you want the brain to lead the body and not the body to lead the brain.
• 16:35
  Speaker 1: Because sense is first, the body is first.
• 16:38
  Speaker 1: When you look at the breath of life, experience, your body comes out.
• 16:43
  Speaker 1: They don't see the brain.
• 16:44
  Speaker 1: We don't see the brain until years after you've evolved.
• 16:48
  Speaker 1: I'm talking about physically, begin to see how you feel from the inside to the outside, because we have to experience that.
• 16:56
  Speaker 1: Okay, what I'm saying to you is that in human science you begin to realize that the brain, that the breath of life, comes out trying to take the lead.
• 17:08
  Speaker 1: And that's why I say you got to give that infant time to evolve naturally.
• 17:13
  Speaker 1: And I'm not saying you don't tell them not to cry.
• 17:19
  Speaker 1: I'm saying you talk to their brain and persuade them through signs of care for their human system, organizational structuring naturally.
• 17:34
  Speaker 1: So when you begin to train them, their brain is interacting with you and you're interacting with their brain, body, right, and the senses are now open to contact the interaction through you, other people in the environment, because it's problem solving, baby is problem solving and you are in the lead because you're the mentor and they are thinking through feelings of your leadership.
• 18:04
  Speaker 1: Now, that's natural.
• 18:05
  Speaker 1: That's natural leadership between a parent and a child, because you had to work through the worst of that infant.
• 18:12
  Speaker 1: You had to let that infant cry, you had to let that infant make mistakes and you just kept nurturing them through the mistakes, focusing on building connections between the brain, the body and the senses.
• 18:27
  Speaker 1: For example, when you're scolding a kid, you're scolding what?
• 18:31
  Speaker 1: Because the senses are there, the body is there and the brain is there.
• 18:35
  Speaker 1: So what are you going to talk to first?
• 18:37
  Speaker 1: Physically, that's the senses in the body.
• 18:40
  Speaker 1: Physically, that's the senses in the body.
• 18:47
  Speaker 1: Okay, brain wise, that's how you logically plan how you're going to respond.
• 18:51
  Speaker 1: So, for example, pause, take a breath, now respond because Wilson lead, you allow yourself to think through those feelings of that infant, child, youth, so that the experience of you is in the front, the reflection.
• 19:07
  Speaker 1: I don't want to hurt my child.
• 19:10
  Speaker 1: So this is how I'm going to respond.
• 19:13
  Speaker 1: That's forward feet, that's brain talk.
• 19:16
  Speaker 1: Why?
• 19:16
  Speaker 1: Because it's process.
• 19:17
  Speaker 1: That means that you moved it from contact to interaction through a sense of feel for self and it's processed.
• 19:28
  Speaker 1: The experience of the negative flow coming from your child is being processed.
• 19:32
  Speaker 1: So, when you respond, that's brain talk.
• 19:36
  Speaker 1: Why?
• 19:37
  Speaker 1: Because the brain's responding to the issue.
• 19:39
  Speaker 1: The brain's responding to the issue.
• 19:41
  Speaker 1: Brain's responding to the crises.
• 19:42
  Speaker 1: Brain's responding and it's catching up because if you already made the mistake, well, the brain got that too.
• 19:48
  Speaker 1: That's what that reflection is.
• 19:50
  Speaker 1: That reflection is a synthesis of what took place in the environment and what happened in terms of the body's response.
• 20:01
  Speaker 1: Right, and that collected sense of feel produces forward feed, and that forward feed is what calms you down, because you got to be accustomed to receiving it.
• 20:17
  Speaker 1: See, that received path forward and backward, the sense path.
• 20:21
  Speaker 1: Now forward, because that sense path, the energy from the environment.
• 20:25
  Speaker 1: You're watching your kid, you're watching whoever, and they're responding.
• 20:30
  Speaker 1: So that's coming back to the brain Forward, backward feed.
• 20:33
  Speaker 1: Now you have a loop.
• 20:35
  Speaker 1: Now you can measure the brain's content.
• 20:38
  Speaker 1: Why?
• 20:38
  Speaker 1: Because it's being sent forward and backward in a message system that you clearly can understand.
• 20:45
  Speaker 1: Because, well, the child or whoever is talking back to you.
• 20:49
  Speaker 1: No, because this is brain talking.
• 20:51
  Speaker 1: Now, how are you raising your kid to talk to your brain?
• 20:54
  Speaker 1: How is your kid being raised To receive your messages to the brain, not the body.
• 21:01
  Speaker 1: And so what are you trying to do?
• 21:02
  Speaker 1: Messages to the brain, not the body.
• 21:05
  Speaker 1: And so what are you trying to do?
• 21:06
  Speaker 1: Get them to appreciate who they are, from the inside to the outside, and understand why they want to protect themselves.
• 21:10
  Speaker 1: That's what we're talking about today the brain's body, humanism, science.
• 21:16
  Speaker 1: And I've talked through three books, and I can also go back to a fourth book if you pick up this one, the crises is in it.
• 21:25
  Speaker 1: I have one right here, for example, over there.
• 21:29
  Speaker 1: It's called Education Science and the Best Interest of a Child education science in the best interest of the child.
• 21:41
  Speaker 1: And in that book I went and I studied parents, teachers, schools, the assembly, senate, all of that.
• 21:46
  Speaker 1: I went through all those interviews called a building human asset meetings and I talked to them about the brain and the lead of the body, and many of them scoffed at me, but they accepted the information, because it's hard to refuse to do or hear something that you're supposed to already be experiencing, because you're a human system too, and so if I'm talking about a child's mental, physical, emotional experiences, you should be able to relate to that.
• 22:16
  Speaker 1: Why?
• 22:17
  Speaker 1: Because you have the same issues and concerns, no matter who you are, where you are in life.
• 22:25
  Speaker 1: That's what I'm trying to tell you is that human systems, science is a problem-solving tool that improves your performance.
• 22:32
  Speaker 1: Because if you're rock bottom, how do you regain that trust, that confidence that, yes, you can overcome the worst of you?
• 22:45
  Speaker 1: You have to organize, and I put these words together just for you.
• 22:51
  Speaker 1: You have to learn how to learn you Two times.
• 22:55
  Speaker 1: You learn the how to learn you Two times.
• 22:57
  Speaker 1: You learn the brain to learn you.
• 22:59
  Speaker 1: But now you're acknowledging that your brain is doing the work.
• 23:03
  Speaker 1: No, because that's messaging.
• 23:06
  Speaker 1: That's you messaging.
• 23:08
  Speaker 1: And wait a minute, it's not a joke.
• 23:11
  Speaker 1: Why?
• 23:11
  Speaker 1: Because you write it down.
• 23:13
  Speaker 1: That's what reflective storytelling is.
• 23:15
  Speaker 1: Your brain talks back Write it down, check me out.
• 23:16
  Speaker 1: Why?
• 23:16
  Speaker 1: Because you write it down.
• 23:16
  Speaker 1: That's what reflective storytelling is.
• 23:17
  Speaker 1: Your brain talks back Write it down, check me out.
• 23:19
  Speaker 1: Okay, so you learn how to learn self.
• 23:24
  Speaker 1: As you begin to understand that, you learn how to live with self.
• 23:29
  Speaker 1: Now, what is self?
• 23:30
  Speaker 1: I told you the brain and the body.
• 23:31
  Speaker 1: The brain and the body okay, because your neurophysical systems emerge from contact, interaction.
• 23:40
  Speaker 1: That means that the information flow from the environment goes internal into you and you are neurophysical a transformation of the outer you to the inner.
• 23:50
  Speaker 1: You right, and that's where a processing takes place.
• 23:59
  Speaker 1: So when you begin to understand how to organize the capacity to learn from the inside to the outside, to live with you in the lead of your brain, that inner voice now the inner voice is transforming to brain talk.
• 24:15
  Speaker 1: That's what you want to do.
• 24:17
  Speaker 1: You want those inner voices to become brain talk because you're processing that and when you're processing that, that's the brain-body conflict.
• 24:31
  Speaker 1: You're processing the information flow from the environmental influences to your brain's capacity to respond.
• 24:37
  Speaker 1: Right, calm down, be cool.
• 24:42
  Speaker 1: Collect your sense, feel for the experience of self.
• 24:46
  Speaker 1: You know what I'm saying, because I'm not talking about the external, I'm talking about you.
• 24:50
  Speaker 1: Collect your sense of feel for self, calm you down, stop it.
• 24:55
  Speaker 1: No, you hear it, you feel it.
• 24:57
  Speaker 1: Stop it.
• 24:58
  Speaker 1: Next test, then I'll close when I say write things down, write to the brain, try it.
• 25:05
  Speaker 1: You're typing, you're writing, you're reading, and what do you feel?
• 25:09
  Speaker 1: Brain talk or your inner voice?
• 25:13
  Speaker 1: Which one is louder, your inner voice or your brain's response?
• 25:18
  Speaker 1: Because you see you, if your brain responds to your inner voice, you know it because it's like a conversation.
• 25:25
  Speaker 1: But what I'm saying is you have to work through the crisis itself, the issues, the fear, the anger, the anxiety, the emotion.
• 25:36
  Speaker 1: And on the other side, is what?
• 25:39
  Speaker 1: Understanding comprehension, self-analysis, evaluation?
• 25:47
  Speaker 1: You're not losing your brain.
• 25:49
  Speaker 1: You're changing your mind and that's what you want to do.
• 25:53
  Speaker 1: You want to change your states of mind.
• 25:55
  Speaker 1: You begin to understand.
• 25:56
  Speaker 1: It's natural to have an inner voice and it's natural for your brain to respond Two signs of care For who you.
• 26:08
  Speaker 1: Well, if you ignore that, that's why you do the things you do, because you don't want to listen.
• 26:14
  Speaker 1: Listen to who brain talk.
• 26:16
  Speaker 1: Your brain sending you forward feed, telling you right from wrong, like, hey, I don't want to hear this, I don't know.
• 26:24
  Speaker 1: Literally, I have worked with children that have have worked through this crisis with me, okay, with me.
• 26:32
  Speaker 1: But that's why I do action learning, so I don't have to talk to them.
• 26:36
  Speaker 1: I can put them on an action learning continuum of events and activities, doing showcases, for example, where they are in workshops, learning how to assess how they make contact, how they interact, how they cooperate, how they participate, since they received past research.
• 26:57
  Speaker 1: When I'm teaching them and I'm teaching them this, they begin to understand.
• 27:02
  Speaker 1: Calm down, it's okay, you're not going crazy, you just got to calm down and understand.
• 27:09
  Speaker 1: The natural flow of information is conflictual because you're external and you're internal and it has a balance out and it can balance out when you organize the brain because you gotta, you gotta understand what you're working through.
• 27:24
  Speaker 1: You're working through the body, you're living through the body, you're learning through the brain and self, self, your sense of feel for self, brain, body, right, because it's a sense of feel.
• 27:38
  Speaker 1: So the senses, right, transfer the feel and the brain's in there.
• 27:45
  Speaker 1: Why?
• 27:46
  Speaker 1: Because it has a process variable.
• 27:48
  Speaker 1: You want to break that training down so that process variable is the feel.
• 27:53
  Speaker 1: And if you understand feel, it means experience, awareness.
• 27:58
  Speaker 1: Okay, now you're in the game and that training is being processed.
• 28:03
  Speaker 1: Right, I go back to the infant, because that's how you recover.
• 28:07
  Speaker 1: You begin to understand.
• 28:08
  Speaker 1: Training is okay, but I got to process that training so that I can move beyond my states of mind, that training so that I can move beyond my states of mind.
• 28:20
  Speaker 1: Because when I go to work I feel terrible because you were trained.
• 28:24
  Speaker 1: And if you were taught how to process the training, you would be developing your own practice because the brain would solve the problem.
• 28:33
  Speaker 1: But you know because you were taught how the process working on the front, and so you say, well, wow, where's he coming up with all this stuff?
• 28:45
  Speaker 1: He was the same Work with children, getting kids who may have been straight-ass students when I got them, got through, went to college and now they're doing things out in the world.
• 28:59
  Speaker 1: I never say their names because if you know children and adults, they don't want you to tell their story.
• 29:07
  Speaker 1: So that's reflective.
• 29:08
  Speaker 1: Storytelling is without saying this child, that child, that parent, that school, you see, but if you go to the best of the child, I give names.
• 29:18
  Speaker 1: So the context of the research is inside the best of the child.
• 29:23
  Speaker 1: But what I'm talking about right now is self-experiential.
• 29:29
  Speaker 1: As I'm talking to you, you're experiencing it because you're a human system.
• 29:32
  Speaker 1: You're sitting there.
• 29:33
  Speaker 1: If you're still there with me, you're saying, oh, that makes sense, that don't make sense.
• 29:37
  Speaker 1: I can understand that because I'm talking through human science and I'm advancing it when I say systems dynamics.
• 29:48
  Speaker 1: So you have a better understanding of what I mean.
• 29:53
  Speaker 1: When I say learn, live, think, respond.
• 29:57
  Speaker 1: That's a feedback loop, it's a system, a congregate of information flow, how you learn to live, to learn to think, to respond.
• 30:11
  Speaker 1: And that's relative to home, school, neighborhood, workplace.
• 30:12
  Speaker 1: It's relative to family, education, government, business systems.
• 30:17
  Speaker 1: Don't forget to subscribe.
• 30:18
  Speaker 1: Human Systems, science coming at you live.
• 30:22
  Speaker 1: This is Dr Slayton.
• 30:23
  Speaker 1: I'm going to tune out.
• 30:24
  Speaker 1: Don't forget to subscribe.
• 30:26
  Speaker 1: Don't forget to subscribe and like the video, even though you may not feel like it, but it's good for you, because what are we talking about?
• 30:34
  Speaker 1: Healing time.
• 30:35
  Speaker 1: So if you're in crazies and you've been looking for a natural solution, we're not talking about pharmaceutical drugs.
• 30:42
  Speaker 1: But I understand.
• 30:43
  Speaker 1: The difficulty is understand.
• 30:45
  Speaker 1: This guy is talking to you about the brain and the body and the senses and correcting yourself.
• 30:51
  Speaker 1: But what am I saying to you when you leave this show is it starts with you believing and becoming more aware of your sense of fear for self here in the brain.
• 31:08
  Speaker 1: I'll stay live tuning out.
• 31:11
  Speaker 1: Thank you very much.