Latest / The Brain’s Body Podcast: The Brain Is the Body / Brain's Body Connection

Transcript

Brain's Body Connection · The Brain’s Body Podcast: The Brain Is the Body

• 0:01
  Speaker 1: what is human systems science?
• 0:06
  Speaker 1: It's the natural study of brain, body and sense event, because I've had many, many students who are moving through life and didn't have a sense of feel for their brain.
• 0:18
  Speaker 1: So you can ask them, I would ask what is the brain?
• 0:22
  Speaker 1: And they would go to the mind.
• 0:25
  Speaker 1: But what is the mind?
• 0:27
  Speaker 1: That's why I approached humanism science as a study of self in relation to brain, body and sense events, because we wanted to know how do you reach a person who's in crisis and get them to begin to study self in relation to their brain, their body and their senses?
• 0:49
  Speaker 1: Because if they want to recover or if you're trying to help someone recover, they have to have a sense of feel or the experience of self.
• 0:59
  Speaker 1: Because who are you talking to?
• 1:00
  Speaker 1: Who are you interacting with?
• 1:02
  Speaker 1: Who are you talking to?
• 1:04
  Speaker 1: Who are you interacting with?
• 1:06
  Speaker 1: Within the context of self, there's brain, body and sense transactions taking place and that information flow that you're moving through you want them to understand.
• 1:16
  Speaker 1: And what I call this a neurophysics, neurophysical self, the brain, the body, the senses traversing the neurologic pathways.
• 1:28
  Speaker 1: That's a real discussion about the brain, that involves the body and the way the senses transfer information.
• 1:38
  Speaker 1: No, because you're trying to help a person problem solve on their own.
• 1:43
  Speaker 1: When you're in crises, sometimes you just say I don't want no help.
• 1:48
  Speaker 1: And when a person refuses to accept help, you have to figure out ways to inform the brain and that's that sense of feel for self.
• 1:58
  Speaker 1: That's what you're trying to get them to do care for self.
• 2:03
  Speaker 1: But it's not that simple.
• 2:04
  Speaker 1: So when I approach humanism science, I'm going through a methodical process cycle.
• 2:12
  Speaker 1: The first step I want my student to do is to understand what it means to sense contact and feel my interaction and allow themselves to focus negatively or positively through the experience long enough to reach the other side of reflection.
• 2:37
  Speaker 1: You have memory on the front which is meaningless unless it's processed.
• 2:43
  Speaker 1: And if it's processed, that's thought with reflection, forward feed.
• 2:49
  Speaker 1: Now, what is the mind?
• 2:50
  Speaker 1: The mind is the body.
• 2:52
  Speaker 1: No, I go all the way back to Plato, Socrates and the literature that I was reading at that time, and there was no such thing as the brain.
• 3:03
  Speaker 1: But the mind was the program.
• 3:06
  Speaker 1: You program the person's labor through the creation of mind states.
• 3:12
  Speaker 1: So when I think about the mind, I'm thinking about trained ways of responding to contact and when you interact, the response is predetermined because the negative influences, the environmental influences, are making your behavior patterns more predictable, to be managed and control.
• 3:39
  Speaker 1: Your labor.
• 3:39
  Speaker 1: We don't have a problem with that.
• 3:42
  Speaker 1: But when you're in crises you must know how to think through a sense of feel for self.
• 3:48
  Speaker 1: But when you're trained, you don't feel, because the feel is abnormal, because that means you have to experience that pain, hurt and sadness like never before because you have not been prepared to process that experience.
• 4:06
  Speaker 1: So when I talk about humanism, science, I'm talking about how do you process that negative energy so that your brain can relax, calm, cool, collect a sense, a feel for self and the brain moving through the body, two sides of the question Is the mind or is the brain?
• 4:25
  Speaker 1: Which are you working through?
• 4:27
  Speaker 1: Program or process?
• 4:28
  Speaker 1: When I'm talking about is the brain as a processing organ, and I'm saying the body is a programming or organ, because the physical body is what everybody trains like an animal.
• 4:41
  Speaker 1: You train the body, ignore, ignore the brain.
• 4:45
  Speaker 1: So when you're raising a child and you're dealing with their body and not their brain, you don't care, and I'm talking about care for the brain.
• 4:55
  Speaker 1: You care for the body, because the body is what you're getting your data from, your information flow from and you don't want them thinking through the experience, because then the information flow changes, because they are human beings and they change through the experience of a sense of feel for self-care.
• 5:18
  Speaker 1: They want to solve the problem.
• 5:21
  Speaker 1: Human beings want to solve the problem.
• 5:23
  Speaker 1: So human science, human science, human cognitive behavior systems, now how do you do that?
• 5:35
  Speaker 1: Because we're human beings and we're natural living organisms, and so I say that to say what is the energy, action and feeling doing to you when it's moving through you?
• 5:45
  Speaker 1: How does it feel when that emotion is typified by static thought?
• 5:54
  Speaker 1: I'm talking about when you're not supposed to think, but that emotion is real.
• 5:58
  Speaker 1: So where is it going if you're not thinking through feelings of emotion?
• 6:03
  Speaker 1: Where is it going?
• 6:04
  Speaker 1: Is it going if you're not thinking through feelings of emotion?
• 6:07
  Speaker 1: Where is it going?
• 6:08
  Speaker 1: It's creating the mind state in a static form, so you're in crisis and you can't get out of it because you're not supposed to be thinking through the way you feel.
• 6:16
  Speaker 1: See, when you think, you have to feel because the feel part is the brain transferring or transforming into a processing unit when that experience is changed and changed, and changed Because reflection kicks in and reflection is the collection of experiencing experiences.
• 6:43
  Speaker 1: And so what are you doing?
• 6:47
  Speaker 1: You're trying to come to understand your brain, because that's the key when you're in crisis is understanding your brain.
• 6:54
  Speaker 1: But listen here, because there's a method, and the method is you study the sense to feel, to focus cycle, to learn about your senses, and then you study the receive process and respond cycle to understand your brain.
• 7:15
  Speaker 1: Now, if you want to understand your mind, you look at how you detect, select the effect, because that's the program, so you accept the effect.
• 7:25
  Speaker 1: And what?
• 7:25
  Speaker 1: Select the effect, because that's the program.
• 7:26
  Speaker 1: So you accept the effect.
• 7:27
  Speaker 1: And what is the effect?
• 7:29
  Speaker 1: The effect and what is the effect.
• 7:32
  Speaker 1: The effect is the predetermined influences while you're in crisis because you can't solve the problem of how to handle information flow.
• 7:43
  Speaker 1: So you're in a classroom and it's an all-day experience, but you're so full in hour one because you're resisting the flow of information you won't accept the help because you don't trust your sense of feel, because it's abnormal to feel the experience of the academics moving through you, because when it happens, your brain kicks in and it changes the dynamics of your responses.
• 8:10
  Speaker 1: So the teacher may want you to say 2 plus 2 equals 4, and you may say 8 minus 4 equals 4 too, but you got the right answer, but in a different equation.
• 8:26
  Speaker 1: But that's how the brain functions.
• 8:28
  Speaker 1: The brain is a forward mechanism.
• 8:30
  Speaker 1: It resists boredom and if you don't have disciplined self-control, which comes from a sense to feel, to focus, process cycle, then you can feel lost, lost.
• 8:43
  Speaker 1: So education and science is very much a part of what I'm talking about.
• 8:48
  Speaker 1: So now, when I talk about contact, interaction, cooperation and participation, those are levels of performance that you move through.
• 8:56
  Speaker 1: You wake up.
• 8:58
  Speaker 1: Contact.
• 8:58
  Speaker 1: The next step, you interact.
• 9:01
  Speaker 1: You choose to cooperate or not, but if you cooperate, it's through signs of care.
• 9:07
  Speaker 1: So the information flow is moving Sense, receive, process, respond.
• 9:13
  Speaker 1: And what are you responding to?
• 9:15
  Speaker 1: The breath of life and what else?
• 9:18
  Speaker 1: The experience of living, learning, thinking and responding.
• 9:23
  Speaker 1: See, we can do this all day because it's a natural learning system.
• 9:27
  Speaker 1: And what I'm talking about is the brain's body as a processing unit, a performance mechanism from the breath of life forward.
• 9:37
  Speaker 1: It was.
• 9:38
  Speaker 1: The science is the way that you break it down so that you, a lay person, can understand how to reduce the effect of feeling so bad on the inside because things seem so overwhelming.
• 9:53
  Speaker 1: Because program is not about thinking, it's about doing what you're told to do, you're told to do, whereas processing requires framework methodics I mean structure but it's structured in such a way that you're actually processing contact into interaction, into stage of cooperation, into participation.
• 10:24
  Speaker 1: Now the crisis itself is resolved because you're learning how to move that information flow and measure it simultaneously.
• 10:27
  Speaker 1: So you can handle that emotion, you can handle that static thinking, because when the received path, the brain receives it, it's already being processed through your sense of feel.
• 10:41
  Speaker 1: So your forward feed is already coming.
• 10:45
  Speaker 1: But you have to practice long enough to begin to understand your brain's body.
• 10:51
  Speaker 1: Your brain must be in the lead of the body.
• 10:55
  Speaker 1: When you're picking up the literature, it's about calm down, breathe, exhale Now wait a minute.
• 11:05
  Speaker 1: Three things, now wait a minute.
• 11:06
  Speaker 1: Three things Sense to feel, to focus self.
• 11:10
  Speaker 1: That's the brain, because the brain is the body, the senses right, and the way they work together.
• 11:18
  Speaker 1: When we're talking about information processing, the brain processes physical, sensory data.
• 11:28
  Speaker 1: And what does it do with it?
• 11:30
  Speaker 1: Only through your sense of feel for self can you become aware.
• 11:35
  Speaker 1: You cannot become aware of the experience without a sense of feel for self, because that's what's processing the data the brain, body sense systems of self.
• 11:48
  Speaker 1: So when you pick up the literature, it's trying to tell you that your performance is based upon how well you move out of a sense of, because a sense of is only the identity.
• 11:59
  Speaker 1: But what about the whole person you are?
• 12:04
  Speaker 1: Well, that's a sense of fear, because it includes your sense of.
• 12:09
  Speaker 1: But you're much more than that, because you are a processor and in processing you expand the dimensions of your intelligence.
• 12:18
  Speaker 1: So you may have been at this age like this, but now you're 21 and you're able to do so much more because you have advanced intelligences that you have moved through.
• 12:35
  Speaker 1: But when you resist cooperating in these different ways, I'm saying that you may not like school, so you resist school, you don't go to school.
• 12:44
  Speaker 1: But if you go to school and you don't like school, but you move through school anyway, your brain is able to problem solve and understand.
• 12:51
  Speaker 1: Because as you age, the brain helps you make sense of those choices that you are making, because you have measurable data continuously being processed and it's called self-esteem, confidence in who and what you're becoming, because you're learning how to cooperate with yourself.
• 13:11
  Speaker 1: Your brain needs to process that information so that, as you move forward, you make better and better choices and decisions going forward.
• 13:20
  Speaker 1: So I'm talking about the brain's body.
• 13:23
  Speaker 1: I haven't even got the brain talk, but this is about the brain.
• 13:27
  Speaker 1: That's what we're talking about, of self evolving into whatever those dynamics end up being, and it's all predicated upon how well you learn to sense, feel and focus your brain's body to receive, process, respond to contact, interaction, cooperation, participation, to perform at the highest level of awareness.
• 13:57
  Speaker 1: So your mental health is based upon how well you can move through home, school, neighborhood, workplace, network, family, education, government, business systems and respond each time to the people, to the environment, to the technology.
• 14:14
  Speaker 1: This is Dr Slade.
• 14:16
  Speaker 1: Live here.
• 14:17
  Speaker 1: Humanism, science, brain's Body Podcast.
• 14:19
  Speaker 1: Be right back shortly.