Latest / The Brain’s Body Podcast: The Brain Is the Body / Deciphering the Brain-Body Connection: The Power of Self-Intelligence in Personal Growth and Overcoming Feelings of Hurt

Transcript

Deciphering the Brain-Body Connection: The Power of Self-Intelligence in Personal Growth and Overcoming Feelings of Hurt · The Brain’s Body Podcast: The Brain Is the Body

• 0:06
  Speaker 1: Hello, welcome to the Brain's Body podcast.
• 0:11
  Speaker 1: I am Dr Christopher Kevin Slaton, human learning consultant with the Rest Invested Institute of Focus Learning and author of Education and Science.
• 0:22
  Speaker 1: The Brain's Body Help to Improve Brain, body and Sense Events.
• 0:27
  Speaker 1: And today's discussion is still on self-intelligence, but that's because I'm talking to people that are in crises or who are moving through crises and they're looking for ways to pull themselves out of those stages of hurt and anxiety.
• 0:48
  Speaker 1: And so when I talk to you about the self, that's why I'm unwrapping it where I unwrap it, to let you know that the physical side of self is the image of the body and the inner side of self is a neurologic process, systems that we're talking through in information processing.
• 1:10
  Speaker 1: So when I say a sense of feel, I mean that the sense of feel for self connects the brain to the body through the senses, but it does it in such a way that now the brain is in the lead, and that's what you want and that's what you can measure.
• 1:27
  Speaker 1: When you study the body, You're studying the content of the action or the behavior, and what you're looking for in that behavior is a response pattern that shows signs of brain work.
• 1:42
  Speaker 1: Right, because your sense of feel for self and when it happens it's measurable, because then you have personal growth, because you're going to understand how your brain's body functions, to improve the way you sense and receive information and process that information through stages of awareness as you continue to make contact.
• 2:09
  Speaker 1: You understand my sense of feel for self is in the lead.
• 2:12
  Speaker 1: And what does that mean?
• 2:15
  Speaker 1: That means that as you move through emotion, thought, reflection, you're looking for the brain's feedback response systems to be in the lead of your behavior through the body.
• 2:29
  Speaker 1: Your body is not out of control.
• 2:32
  Speaker 1: Your body is flowing with you in the lead through your sense of feel for self.
• 2:38
  Speaker 1: And that's easier to realize because it's a fact.
• 2:42
  Speaker 1: You have the spiritual you and the spiritual you is relative to the sense of feel for self.
• 2:50
  Speaker 1: And so when I talk to my brain, I'm talking through that sense of feel for self.
• 2:55
  Speaker 1: And when I'm trying to correct the way I feel, if I feel dry, if I feel drowsy, I'm trying to assess the way my energy is flowing within me through a sense of feel for self, to make sense of what's happening right and how what is happening is associated with what may have happened, because we're always trying to figure out now.
• 3:23
  Speaker 1: Why is that taking place?
• 3:25
  Speaker 1: So that's why I talk about self-intelligence, because it's not.
• 3:30
  Speaker 1: It's not connected to the personal self.
• 3:33
  Speaker 1: It's to be connected through a sense of feel for what's taking place between the body and the senses and the brain.
• 3:45
  Speaker 1: Okay, and then the outcome is either personal growth or personal decline.
• 3:49
  Speaker 1: Right, because yourself, yourself still exists, but you're evolving to learn how to measure it, how to measure the self-development aspects of you becoming more informed or acting out, and that's to control methodology, because you want to know is it me or is it them?
• 4:15
  Speaker 1: What is the cause and effect?
• 4:18
  Speaker 1: What's the relativity?
• 4:20
  Speaker 1: Well, the relativity is that when you can measure how you make contact and how you interact and interact means transfer content to other stages of experience.
• 4:34
  Speaker 1: Experiencing experiences this is what we're talking about, right?
• 4:39
  Speaker 1: So realizing the sense of feel for self and the brain in the lead of the body is for personal growth, and that's what I've been saying.
• 4:48
  Speaker 1: So you begin to realize that your intelligence comes from the way you evolve as a person dealing with the things you experience.
• 4:59
  Speaker 1: So when you're hurt and you fall behind and experiencing things, because you become more resistant to the contact that interacts with other people and the environment, you slow down, you withdraw, you isolate maybe not intentionally, but you are because you're trying to figure out how to stop those feelings of hurt, anxiety, fear, anger keep going, and you do it at a consequence to self.
• 5:35
  Speaker 1: And what I've learned is in working with children and families, and crises is like human systems research, the study of self, other people in the environment.
• 5:46
  Speaker 1: Well, self has to get out of the way.
• 5:48
  Speaker 1: And self gets out of the way when you say I have to forgive me, not that you've done something wrong, but you clear your sense path so you can forgive others.
• 5:59
  Speaker 1: Because if you can forgive you and you know what you do, then you allow yourself to truly forgive other people because you know you've removed you, you've taken care of you, you set the record straight for you and now you're squaring up trying to deal with what is, and you know what is is how you may have impacted other person.
• 6:23
  Speaker 1: And so you're moving through the crises of self and you begin to understand how it feels to help.
• 6:30
  Speaker 1: You begin to understand what self research is.
• 6:33
  Speaker 1: You're beginning to understand what it means to discover other elements within your Constitution that allow you to perform where yesterday you were less able because you were restricted by your own emotional effects on your thinking and on your reflecting.
• 6:58
  Speaker 1: And then, whether you like it or not, I go back to the mood, the emotional attitude and then the state of mind, okay.
• 7:08
  Speaker 1: So when I say these things, I'm not just saying them.
• 7:12
  Speaker 1: I'm saying, if you read the literature, you talk to a psychologist.
• 7:16
  Speaker 1: That's what they're talking about, right.
• 7:19
  Speaker 1: But if you understand human system science, you're studying brain, body sense events, not body brain events, brain, body sense events, because in order for you to evolve, you have to be able to move information through levels of awareness for how your brain is responding to that contact, interaction, okay.
• 7:46
  Speaker 1: And then you have to have ways to verify and repeat for validity, to understand and comprehend why I am doing that work.
• 7:59
  Speaker 1: And you're growing as a person, you're evolving through your system field for self, the brain and the lead of the body, and so what I'm saying to you is this is not only a strategy, this comes from hands on work with children.
• 8:18
  Speaker 1: I don't teach children the way I'm talking to you, but I teach them indirectly through my words, the way I use words.
• 8:25
  Speaker 1: So if I'm just telling the child to think about how to develop a sense of self, I'm saying let's take it step by step because first a kid needs to know who they are.
• 8:38
  Speaker 1: They have to go through identity formation, which can be a crisis.
• 8:42
  Speaker 1: When I say sense of feel for self, I'm going to a deeper level.
• 8:47
  Speaker 1: I don't want to talk to a kid about a deeper level.
• 8:49
  Speaker 1: If you're an adult, I want you to understand that you have to reach within yourself for a feel for the experience of you in the crisis to be lifted up by you through self-help.
• 9:03
  Speaker 1: Right Now, if you're talking to a kid, how do you talk to a kid about all that?
• 9:07
  Speaker 1: No, you have to teach them step by step.
• 9:11
  Speaker 1: So when you say help self, they're helping self through you.
• 9:14
  Speaker 1: Help the helper, help.
• 9:16
  Speaker 1: They're helping through you.
• 9:17
  Speaker 1: And it's easier for them because they don't have to carry the full load of lifting their sense of feel for self and then realizing personal growth.
• 9:29
  Speaker 1: The personal growth happens because you're talking about identity formation is within the information processing of the receive path.
• 9:37
  Speaker 1: As they're learning how to receive your information, they can learn to look at their behavior as action.
• 9:46
  Speaker 1: Right that you can tell them your action means good.
• 9:50
  Speaker 1: Your behavior that static means you're not willing to change.
• 9:56
  Speaker 1: So that may not be so good.
• 9:58
  Speaker 1: That's the same thing.
• 9:59
  Speaker 1: What I'm talking about.
• 10:00
  Speaker 1: When you say a sense of feel for self, you're trying to lift the person, to lift themselves up so they can begin to process that information that they're denying access to their brain.
• 10:13
  Speaker 1: Right, so that's why I talk about the brain and not the mind, because the mind is a reflective state.
• 10:20
  Speaker 1: I keep saying that.
• 10:21
  Speaker 1: Right, but if you want to process the experience beyond reflection, you have to know that you're using your brain and you're entering stages of informing and aware.
• 10:33
  Speaker 1: Make yourself more aware, okay.
• 10:36
  Speaker 1: So I say it like this Inform the brain to discipline the body so you become more aware, because that's what you're going to look at how the body responds to the brain work.
• 10:47
  Speaker 1: Okay, it is easier to teach a person that that it is to get into the neurologics and all that type of talk and language, because words are scientific, the brain is a scientific word, self is a scientific word, it's a designation, and then you build from there.
• 11:09
  Speaker 1: So in my work, my practice, when I say brain, body and sense events, it allows me to study all that Neuroscience, cognition, all those things that I'm looking at the brain from a human science perspective.
• 11:23
  Speaker 1: Right, so I have to acknowledge what's happening on the inside of the body in relation to the experience of self, other people and the environment.
• 11:35
  Speaker 1: And then I have to, I have to acknowledge, well, what's happened, what happened and what's happening when you make contact, when you move to interact, when you refuse to interact, what is happening, what happens?
• 11:50
  Speaker 1: We're talking about brain, body and sense events.
• 11:53
  Speaker 1: So you have to be able to understand that the research act starts with self and understanding of the brain, body and sense events.
• 12:04
  Speaker 1: To change a mood state comes with you beginning to understand, to become more aware of what you really have to do through your sense path to correct the way you're receiving information.
• 12:17
  Speaker 1: You see, and that's what we talk about, that's what we're talking around, that's what we're talking about.
• 12:23
  Speaker 1: So it's a brain's body learning system, because that's what you're learning how to manage you, how to lift you up and move you through the hurt and pain that surrounds your sense of receipt path functioning because of what happened, what's happening.
• 12:43
  Speaker 1: See those things.
• 12:46
  Speaker 1: So when I say to you, realize your sense of feel for self in the front, because that's what you're doing when you receive that contact, you want self and the brain on it from the beginning and then you want to support that by knowing that it's going to hurt or could hurt as you interact with that system.
• 13:12
  Speaker 1: But you got to accept it because it's the experience of becoming informed.
• 13:19
  Speaker 1: It's like you know you're depressed, you don't want to watch this specific type of movie, so when you see it on the TV, you change the channel because you know how it's going to lead you to feel.
• 13:31
  Speaker 1: Well, that's what I'm saying.
• 13:32
  Speaker 1: You have to accept that experience, to move through it and store the information I'm not seeing.
• 13:37
  Speaker 1: It's the same thing as that, because a movie is a movie telling a real life, right?
• 13:42
  Speaker 1: So when you move through the experience of self and the brain, that's what lifts you up, because your feedback cycle will show you the strength and the courage through your response pattern.
• 13:57
  Speaker 1: See, and then that's how self evolution, self confidence, trust, all worth, value, all that stuff kicks in, because you're working through a sense of feel for self and the brain and the leader of the body, and you always looking to study the body response for the content of the brain, the mental thinking, thinking, reflecting and emotional control.
• 14:24
  Speaker 1: That's in the language of the body.
• 14:27
  Speaker 1: Okay, so that's what I'm talking about today and I just wanted to come out and continue to add clarity to the brain's body learning system, as well as the literature that comes from hands on experience with children and families and crises.
• 14:44
  Speaker 1: And then the shift because, like I said, when you're on, when you're on the front lines, you may be practicing science and research and whatnot, but you're not trying to administer that to children.
• 14:57
  Speaker 1: You are collecting the data, organizing the data and developing a curriculum.
• 15:02
  Speaker 1: I'm talking through the curriculum when I'm talking to you.
• 15:06
  Speaker 1: I'm talking to you and I'm saying that if you came to me for help, you would not be treated as a specimen.
• 15:12
  Speaker 1: You'd be treated as a participant, because you must learn how to participate in your own help, in your own aid, in your own support.
• 15:22
  Speaker 1: Self research, self healing because you're involved in leading yourself through the hurt but evidence based practices that allow you to realize in the moment your full potential.
• 15:39
  Speaker 1: If you continue to practice, sense and receive path functioning through process cycles that help you make better choice decisions or learn how to recognize the bad choice decisions you've already made, to stop what is happening from continuing to happen.
• 16:01
  Speaker 1: Continuing to happen, continuing to happen.
• 16:04
  Speaker 1: You know what that feels like.
• 16:06
  Speaker 1: It's been, doc Slate, live tuning out, tuning out.
• 16:09
  Speaker 1: Thank you for listening.
• 16:10
  Speaker 1: Have a wonderful day.
• 16:12
  Speaker 1: Doc Slate Live.