Latest / The Brain’s Body Podcast: The Brain Is the Body / Preparing Children for the Age of AI: Unraveling the Interplay of Brain, Body and Learning with Dr. Christopher Kevin Slaton

Transcript

Preparing Children for the Age of AI: Unraveling the Interplay of Brain, Body and Learning with Dr. Christopher Kevin Slaton · The Brain’s Body Podcast: The Brain Is the Body

• 0:18
  Dr. Slaton Live: Welcome to the brains body podcast.
• 0:21
  Dr. Slaton Live: I'm Dr Christopher Kevin Slaton, human learning consultant with the progressive invested institute of focus learning, author of education science.
• 0:32
  Dr. Slaton Live: The brains body help to improve brain, body and sense events, and we're talking about the brains body because we're really talking about mental health, and mental health is important as a subject matter because in today's culture, the learning crisis has impacted the brains of children who have been susceptible to the drug epidemics that we have been involved in over the last 40, 50 years, and so this is a generational problem, and we're facing mental health issues today that deal with a sensitivity to contact interaction, where many kids have difficulty processing the contact interaction, and I always talk about the social cognitive.
• 1:27
  Dr. Slaton Live: It's important because a child has to understand how the environment impacts their sense path.
• 1:35
  Dr. Slaton Live: But we talk about the brains body because, also, a child has to understand how the contact being transferred to them transforms their inner sense of feel neurologically, because the nervous system has to process that information into an experience of knowledge, a knowledge base.
• 2:00
  Dr. Slaton Live: But if you can't move through the contact because it's something that happened, and if you cannot transfer it to the interaction processing because of what is happening to you, then you're held back and then, when you try to communicate, you're communicating, but can you hear yourself communicating?
• 2:24
  Dr. Slaton Live: See, the brain talks back and many, many children get afraid because they think they're hearing voices.
• 2:31
  Dr. Slaton Live: Now ground yourself what I'm saying to you.
• 2:33
  Dr. Slaton Live: We're talking about a crisis that has lasted and persisted over enough years for us to understand that the brain talks because of social organ.
• 2:42
  Dr. Slaton Live: That's why I talked about social cognitive events.
• 2:44
  Dr. Slaton Live: It relates to contact, because contact with the brain lives through right, because you evolve and you grow.
• 2:51
  Dr. Slaton Live: So child development is a very serious issue, but so too is human intelligence, because that's what we expect children to do is get on the path to human intellect, where they can begin to understand the environment themselves, other people, right, and then begin to figure it out.
• 3:15
  Dr. Slaton Live: How do I survive amidst all this contact, interaction where I have to cooperate, even though I don't feel comfortable cooperating because what has happened or what is happening to my sense to receive past functions?
• 3:33
  Dr. Slaton Live: So today's discussion, we're going to continue with the brain's body.
• 3:38
  Dr. Slaton Live: I'm thinking we're on it.
• 3:44
  Sandra: Today's Talk to the Brain is about improving a child's capacity to stay ready for life in the age of artificial intelligence, amidst the learning crisis we lead with human development because the process of growth and change takes place through five major sense and receive path functions 1.
• 4:03
  Sandra: How the child senses and receives contact.
• 4:05
  Sandra: 2.
• 4:07
  Sandra: How the child chooses or decides to interact through feelings of self and the brain.
• 4:11
  Sandra: 3.
• 4:13
  Sandra: How the child can transfer the capacity to cooperate through the experiencing of emotion, thought and reflection.
• 4:19
  Sandra: 4.
• 4:21
  Sandra: How the child participates in forward and backward feed, which is the social cognitive flow and the neurological response to energy, action and feelings.
• 4:30
  Sandra: 5.
• 4:32
  Sandra: How the child performs through feelings of pain or pleasure to create an effective knowledge base between birth and maturity.
• 4:40
  Sandra: Human Intelligence, the ability to live in the body, the capacity to learn the brain and the knowledge to think through the applied use of sense and receive path functions.
• 4:50
  Sandra: To focus feelings of self, other people and the environment.
• 4:54
  Sandra: To exchange information, knowledge, experience and reflection.
• 4:58
  Sandra: Comprehension, the experience of social cognition and neurophysics.
• 5:04
  Sandra: To understand the differences between empirical and virtual intelligence through the study of self, other people and the environment.
• 5:11
  Sandra: Learning through a sense of feel for self, other people and the environment is the way to ground sense and receive path functions through the acts to comprehend the differences between human and artificial intelligence, using self research, self help and self discovery, under the context of learning the brain's body.
• 5:29
  Sandra: What is sense and receive path functions.
• 5:34
  Dr. Slaton Live: Because you can't be afraid.
• 5:36
  Dr. Slaton Live: You can't be afraid to tackle this crisis, because when you approach a child that has been hurt, or if you're assigned to teach a child that has been hurt by major life events, in the homeschool, neighborhood, workplace network, with this contact, interaction and necessary cooperation to participate takes place.
• 6:01
  Dr. Slaton Live: So what I'm saying, the mental health issue, is when the child doesn't know how to cooperate and so they can't process the information because of the resistance, the level of resistance which we associate with emotional disturbances, because the kid is upset and, in the process, variable, they withdraw their sense of feel for self, for the contact which makes it harder for them to move through the interaction, which is a cocktail processing of the experience.
• 6:36
  Dr. Slaton Live: And so what we're talking about is when you learn the brain it starts with, since you receive path functions.
• 6:44
  Dr. Slaton Live: So that which you're actually teaching this child is how to sense, when they sense is taught in relation to contact and information flow.
• 6:54
  Dr. Slaton Live: So the kid understands that that contact carries the information they need to build a knowledge base that's going to help them as they grow into trying to figure out the crises or what happened or what's happening.
• 7:13
  Dr. Slaton Live: And I'm saying this to say you lay the foundation.
• 7:17
  Dr. Slaton Live: I'm saying this to say that a child is a technology.
• 7:20
  Dr. Slaton Live: I'm saying to you that a child's human intelligence is based upon how you pair that child's sense and receive path functions going forward.
• 7:30
  Dr. Slaton Live: This is just as important as going to school.
• 7:33
  Dr. Slaton Live: But again, I'm saying it's from the social, cognitive side that we're working from, because we're we're doing it through a behaviorist system.
• 7:43
  Dr. Slaton Live: See, and we don't devalue the behavior system is just that the behavior system didn't include the function of the brain and so the brain's body says the brain is on the front and so you deal with the brain to change the behavior.
• 7:58
  Dr. Slaton Live: Because you're trying to get the kid to open up the sense path to interact and choose, choose to do these things because they understand they are helping themselves, process that contact in the information flow that leads to the experience of a knowledge base, and then thought reflection backward, forward feed kicks in and now the kid is on a framework between birth to age 25 where they evolved.
• 8:37
  Dr. Slaton Live: Their human intelligence is evolving because you're teaching them how to deal with the things that are happening inside of them.
• 8:45
  Dr. Slaton Live: Because inside of that sense receive path functioning is self research and inside self research is the most important variable to become a cooperative when you're confused and you're upset right, because you're looking at self to perform through the hurt long enough for that reflection to kick in through the knowledge base.
• 9:11
  Dr. Slaton Live: And so you keep going.
• 9:13
  Dr. Slaton Live: Because what does that do?
• 9:14
  Dr. Slaton Live: Self discovery, human intelligence, self discovery, awareness, self discovery, self actualization, Maslow, these things take place on a continuum and that's what child development is when you look at the brains, body, learning system.
• 9:33
  Dr. Slaton Live: So, what I'm saying to you is that teachers, health, human services professionals, I'm saying to you that you to understand,sense and receive path functions in the 21st century, because now the children have to deal with artificial intelligence.
• 9:49
  Dr. Slaton Live: But it's easier for them to prepare themselves not to get lost in artificial intelligence or the world of artificial intelligence.
• 9:57
  Dr. Slaton Live: In the lead of technology is when they understand their own technology and they have to be in the lead of it.
• 10:05
  Dr. Slaton Live: The human intelligence aspects of learning how to live in an environment that's constantly in flux because of the changes that are going on in the environment, and if they've been broken down, they can't make the contact, move to interact, cooperate, participate and perform through the hurt.
• 10:27
  Dr. Slaton Live: Then they fall further and further behind, isolate, withdraw, and so your performance suffers.
• 10:33
  Dr. Slaton Live: Why?
• 10:34
  Dr. Slaton Live: Because you don't understand how to manage the flow of energy, action and feelings, oxygen, blood, those chemical imbalances that you're dealing with on the front lines, when you're sending instruction to a kid and they are already upset, so the first thing you see out of them is anger.
• 10:54
  Dr. Slaton Live: It's not, how dare you?
• 10:56
  Dr. Slaton Live: It's okay, I'm afraid.
• 10:58
  Dr. Slaton Live: What are you trying to out me?
• 10:59
  Dr. Slaton Live: You're trying to prove?
• 11:00
  Dr. Slaton Live: I don't know what I'm supposed to know.
• 11:03
  Dr. Slaton Live: Wait a minute.
• 11:03
  Dr. Slaton Live: That's the mental health issue, because you've got to learn how to interact through the, through the hurt.
• 11:07
  Dr. Slaton Live: This is what we're talking about.
• 11:09
  Dr. Slaton Live: So the work and the practice on how do we get children to understand how to work through their brain's body.
• 11:15
  Dr. Slaton Live: Okay, and the first thing I try to say to this, this, this, this, this problem is that a child, a child, has to have a sense of feel for self and the brain, in the lead of the body, because we're afraid of is what the body's doing when the brain is upset and it's not as well managed, controlled and focused.
• 11:43
  Dr. Slaton Live: And what I'm saying to you is that's what you're teaching on the front, not just discipline, not and it's not physical discipline.
• 11:53
  Dr. Slaton Live: We're talking about dealing with the brain or front, talking to the brain or front.
• 11:56
  Dr. Slaton Live: So the as you, this kid grows and evolves and the parents and the teachers are talking to their brain to inform them on the choice and the decision they must make to keep up through their sense of feel for self.
• 12:12
  Dr. Slaton Live: Because the first thing you want to do is balance that sense of feel.
• 12:15
  Dr. Slaton Live: You want them to feel the contact.
• 12:17
  Dr. Slaton Live: You don't want them to ignore the contact, because that's where violence and aggression evolves.
• 12:23
  Dr. Slaton Live: When a child turns off their sense of feel and they act like they can't feel the interaction, that's fear and resistance.
• 12:32
  Dr. Slaton Live: And what I'm saying to you is we gotta get settled down to begin to understand these three variables that you teach in the brains-body learning system.
• 12:41
  Dr. Slaton Live: Right, stay cool, calm down, collect your sense of feel for self.
• 12:45
  Dr. Slaton Live: When you feel upset, calm down, collect that sense of feel for self.
• 12:51
  Dr. Slaton Live: Cool yourself off.
• 12:53
  Dr. Slaton Live: You understand that, right, because you're physical.
• 12:56
  Dr. Slaton Live: So the neuro-physical aspects of the brain's body you're teaching.
• 13:01
  Dr. Slaton Live: So the kid can look in the mirror and see themselves, understand.
• 13:05
  Dr. Slaton Live: Those are chemicals in my eyes and as I try to look at and study how I feel about me, because that's the crisis, right, kids turn on themselves.
• 13:15
  Dr. Slaton Live: Because when a kid tries to commit suicide, they're turning on themselves.
• 13:18
  Dr. Slaton Live: They're saying something inside of me don't feel right, okay, and when we're talking about, how do you balance that out?
• 13:25
  Dr. Slaton Live: How do you get that kid to do some positive reflection on that crisis learning problem?
• 13:32
  Dr. Slaton Live: Because the learning problem you learn how to move through your sense of feel for self.
• 13:38
  Dr. Slaton Live: See, and that reflection, that Knowledge Base kicks in.
• 13:42
  Dr. Slaton Live: Now the kid has support.
• 13:44
  Dr. Slaton Live: Why it's not theoretical, it's practical.
• 13:46
  Dr. Slaton Live: Why?
• 13:47
  Dr. Slaton Live: Because it's grounded in social-cognitive contact, interaction on the front.
• 13:52
  Dr. Slaton Live: So it's all pragmatic Through the practice of learning how to live, through contact, interaction and understanding.
• 14:01
  Dr. Slaton Live: The interaction is a processing variable.
• 14:04
  Dr. Slaton Live: So when you deal with the sense of feel for self, you are already interacting Because you remember I have to feel my way through this problem and on the front is me first, it's not somebody else.
• 14:18
  Dr. Slaton Live: So to self, other people and the environment, yes, but what do we care about Self, other people and then the environment.
• 14:25
  Dr. Slaton Live: So you're teaching them and, as this kid goes down to continuum and they continue to have action and interaction and reaction and response, the Knowledge Base is evolving and that's what you're talking about.
• 14:41
  Dr. Slaton Live: That's missing because of this drug epidemic that has affected the brains of parents, children and adults coming through these generations.
• 14:53
  Dr. Slaton Live: We talk about a gap in the Knowledge Base, a gap in character, a gap in attitude, a gap in personality right and definitely a gap in behavior, called a controller management.
• 15:09
  Dr. Slaton Live: There's a gap.
• 15:10
  Dr. Slaton Live: Now we can see it.
• 15:11
  Dr. Slaton Live: Just go back and look at the decades that I'm talking to you from.
• 15:16
  Dr. Slaton Live: So I'm Dr Christopher Kevin Slade, and this has been a brief, and what I'm trying to get you to understand is that the brain's body has been developed on the front lines.
• 15:27
  Dr. Slaton Live: I've interacted with assembly persons in California senators, congress, modi, senators, money companies, school districts, federal state, local governments and I have been bringing this data forward.
• 15:42
  Dr. Slaton Live: And so I took my sabbatical and that's where it just came and made sense.
• 15:46
  Dr. Slaton Live: That's why the brains.
• 15:47
  Dr. Slaton Live: But if you look at my literature, I've been talking about the brain's body since, let's say, 2008.
• 15:52
  Dr. Slaton Live: But when I took my sabbatical during the pandemic, everything just came together for me and I began to understand, when I even thought about my son, who had childhood schizophrenia, understanding the crises as a learning crisis, because when a kid is upset, the sense and receive path does not function as a unit, right?
• 16:21
  Dr. Slaton Live: So when you're thinking, you're talking and they're paying attention, and then you go look at them again.
• 16:28
  Dr. Slaton Live: They're laughing and not participating but we're drawing, isolating.
• 16:32
  Dr. Slaton Live: Then you're saying they're introverted.
• 16:35
  Dr. Slaton Live: So I'm saying to you what are we goanna do?
• 16:37
  Dr. Slaton Live: Because in the 21st century, our children are in crises?
• 16:41
  Dr. Slaton Live: I'm Dr Christopher Kevin Slaton.
• 16:43
  Dr. Slaton Live: I'm goanna keep having this conversation with you.
• 16:46
  Dr. Slaton Live: Hope you stay tuned.
• 16:48
  Dr. Slaton Live: This has been another segment.
• 16:49
  Dr. Slaton Live: Remember subscribe, subscribe, subscribe.
• 16:53
  Dr. Slaton Live: We're heading towards the brain's body showcase when I hope to show you, through children, youth and young adults participating in language arts curriculum from the regression investing curriculum, and it will be fascinating when you begin to see what I'm talking about in these podcasts in real terms the contact, the interaction, the cooperation, the participation right and the performance right Through reading, writing, acting, talking right and performing, dealing with the brain.
• 17:30
  Dr. Slaton Live: You have to learn the brain first.
• 17:31
  Dr. Slaton Live: Why?
• 17:32
  Dr. Slaton Live: Because we know about the body right.
• 17:34
  Dr. Slaton Live: Everybody pursues the body.
• 17:36
  Dr. Slaton Live: Okay, they pursue the body because they want your labor.
• 17:38
  Dr. Slaton Live: They don't pursue the brain because they don't want your intellect.
• 17:42
  Dr. Slaton Live: See, we live in a capitalist society.
• 17:44
  Dr. Slaton Live: They want your labor first.
• 17:46
  Dr. Slaton Live: Your intellect they'll build, because it's not the way they want.
• 17:49
  Dr. Slaton Live: They want to shape it.
• 17:49
  Dr. Slaton Live: So we have to teach children from the bottom up that you have to understand your own brain's work right, thank you.
• 17:57
  Dr. Slaton Live: Thank you for listening.
• 17:58
  Dr. Slaton Live: I'm just Dr.
• 18:00
  Dr. Slaton Live: Slaton, tune in out, tune in out.
• 18:02
  Dr. Slaton Live: Hope you come back.
• 18:06
  Dr. Slaton Live: Talk to your own brain.