Latest / The Brain’s Body Podcast: The Brain Is the Body / Demystifying the Art of Critical Thinking for Effective Decision Making with Dr. Christopher Kevin Slaton

Transcript

Demystifying the Art of Critical Thinking for Effective Decision Making with Dr. Christopher Kevin Slaton · The Brain’s Body Podcast: The Brain Is the Body

• 0:11
  Speaker 1: Hello and welcome to the Brain's Body podcast.
• 0:15
  Speaker 1: I am Dr Christopher Kevin Slaton, human Learning Consultant with the Reservist and Institute of Focus Learning and author of Education and Science.
• 0:24
  Speaker 1: The Brain's Body Help to Improve Brain, body and Sense Events.
• 0:28
  Speaker 1: Today's talk to the brain is about the practice of thinking things through, the way you feel things as they move through your sense and receive path functions.
• 0:45
  Speaker 2: This falls under the genre of health, the brain and wellness.
• 0:49
  Speaker 2: The body Sense and receive path functions represent the flow of information from external and internal worlds, such as the environment and self.
• 0:58
  Speaker 2: This means that, from the breath of life on, you must learn how to choose or decide to accept or to resist the flow of energy, action and feelings.
• 1:07
  Speaker 2: You may not want to arouse emotion, thought and reflection, but you have brain, body and sense systems that move energy, action and feelings through contact with the external environment and through interaction with your internal sense of feel for self.
• 1:22
  Speaker 2: It is through these process drives that you must learn how to practice learning to make choices and decisions through a growing awareness of the environment and the roles and functions of your sense of feel for self.
• 1:34
  Speaker 2: Three things about thinking through the things you feel.
• 1:37
  Speaker 2: You must learn to sense and feel the environment in connection with the body and emotion.
• 1:43
  Speaker 2: You want to inform your sense of feel for self in connection with the brain and thought.
• 1:48
  Speaker 2: You want to receive feelings of the environment and self in connection with emotion and thought, to experience reflection as experiences of your senses within the experiencing of self and the brain.
• 2:00
  Speaker 2: Emotion, thought and reflection are both products of the environment and creations of the brain.
• 2:06
  Speaker 2: When you choose to inform the brain through a sense of feel for self.
• 2:10
  Speaker 2: This is level one, critical thinking.
• 2:12
  Speaker 2: I call this self research.
• 2:15
  Speaker 2: You want to know what is happening in your sense and receive path functions when you contact the environment.
• 2:22
  Speaker 2: You are in the act or process of making a choice Do you want to live through contact or not?
• 2:27
  Speaker 2: If you choose to live through contact, then you must accept the way the environment feels in your sense.
• 2:33
  Speaker 2: Path this means that you must decide to learn how to interact through the way the environment feels in connection with feelings of self and the brain.
• 2:42
  Speaker 2: This is proof of thought, because you can feel yourself moving through feelings of emotion to experience how you reflect, to respond.
• 2:49
  Speaker 2: Through self analysis.
• 2:52
  Speaker 2: You can observe the external environment of self in connection with your inner sense of feel for self to assess what happened.
• 2:59
  Speaker 2: My argument is that the brain creates emotion and thought to focus the forward and backward flow of energy, action and feelings.
• 3:06
  Speaker 2: In this sense, to learn ways to gain control over the external environment of the body.
• 3:12
  Speaker 2: The brain sends emotion and thought backward to generate levels of reflection through your sense of feel for self and the drive to interact, to think through the way the body feels, rather than resists how the environment acts as a stimulus, you move to inform the brain, to learn through a sense of feel for self in the lead of the body, ways to respond.
• 3:31
  Speaker 2: Learn through the things you feel.
• 3:34
  Speaker 2: Sense and receive path functions are critical to the way you learn to think.
• 3:39
  Speaker 2: Through your feelings of emotion, for example, you can have a mood state that affects the way you sense and feel contact.
• 3:46
  Speaker 2: That means the way you choose to learn through how the contact feels may be the resistance to feelings of self and the brain.
• 3:53
  Speaker 2: You feel the contact to free the sense path to transfer external feelings through the received path, using your feelings for self as the process drive that connects the brain.
• 4:02
  Speaker 2: These steps form the pulling forces of reflection through which the brain responds as the synthesis of sense and receive path co-action, in other words, through self-help.
• 4:13
  Speaker 2: The choice to cooperate is an act to help move your sense of feel for self and the brain to interact between the interplay of sense and receive path functions.
• 4:23
  Speaker 2: The purpose of thinking through the things you feel is to discover what is happening from the inner to the outer worlds of self and the environment.
• 4:31
  Speaker 2: That is why you assess the contact, to learn through the way the body contacts the environment, to feel you way through, the way you interact with feelings of self and the brain in the lead.
• 4:40
  Speaker 2: When you reflect on what happened in the sense of what is happening, the way you choose to participate leads to the decision to perform sense and receive path functions through self-help.
• 4:50
  Speaker 2: A sense of feel for self is a hidden, intuitive act to reflect backward within the flow of energy, action and feelings to inform the brain.
• 5:00
  Speaker 2: In other words, your sense of feel for self is the event state, the body is the effect state and the brain is the goal state.
• 5:07
  Speaker 2: You want to practice sense and receive path functions to learn ways to live, learn, think and respond through a sense of feel for self and the brain in the lead of the body.
• 5:19
  Speaker 2: Self-discovery flows from the application of self-research to learn how to live in the body through a sense of feel for self-help.
• 5:25
  Speaker 2: You want to realize what you need to do to perform sense and receive path functions.
• 5:31
  Speaker 2: Then you must learn how to feel for self and the brain to experience the things you think you needed to do to respond.
• 5:38
  Speaker 2: Hence, learning why what happened is happening refers to the choices and decisions that move through your sense and receive path, functions whereby your sense of feel for self and the brain may refer to an effect, effect or influence the process of self-discovery.
• 5:54
  Speaker 2: The way you sense the ability to observe your strengths and weaknesses through contact and the way you receive the capacity to accept the way you interact is the study of self and your brain and how you feel things.
• 6:07
  Speaker 2: But as a series of brain, body and sense events.
• 6:09
  Speaker 2: You are moved to learn how to feel your way through the flow of contact and interaction within your sense of feel, for the choice to change or be changed in the pursuit of a knowledge base to inform your sense of feel for self and the brain and the lead of the body.
• 6:22
  Speaker 2: You want your sense of self to evolve, your attitude to change your character, to reflect strength and your behavior to respond through feelings of care for self, other people and the environment.
• 6:34
  Speaker 2: Learning how contact through the sense path and interaction through the receive path feels is thinking things through the way you feel.
• 6:42
  Speaker 2: You need to learn how to live or think, to respond, to discover your next experiences of intellect.
• 6:47
  Speaker 2: The choice to participate on level one moves the process, drives of self-discovery.
• 6:52
  Speaker 2: More to the point.
• 6:54
  Speaker 2: You create your knowledge base through your sense of feel for self and the brain, which reveal the potential you need to attain higher levels of performance.
• 7:03
  Speaker 1: Brain talk.
• 7:03
  Speaker 1: So when we're talking about child development, or if we're talking about children that have been hurt by our major life events of their home, school, their workplace networks, those are environments, and so what we're saying is that the contact with those environments are designed to take the child over, and when the child says to receive path is not balanced or set up for that interaction, then there's levels of resistance on the front, and even if the child is moving through the brain in the lead of the body, the residual response that they ascertain from other people places them at a higher risk because they can't find their sense of feel for self, because it's becoming confusing, because they're only trying to claim a path to control the experience through.
• 8:02
  Speaker 1: And so what I'm talking about is that emotion, that thought and that reflection that is in you when you make contact with that child and you try to lead that child through physicality or harsh words and not talk directly to the child's brain To let them know that you understand, as an external environment to them, that you're asking them for access to their sense of feel for self and the ability to help them understand how to ascertain, control, calm or states of engagement with you and the lead, because you're talking to the brain, right, and the child's sense of receive path is set up so that they are supposed to pursue the best path they believe will help them calm down and stay calm as they move through the situation to learn how to live through it the experience of self and others.
• 9:07
  Speaker 1: And so this is what we're talking about Okay, with the brains by learning system.
• 9:12
  Speaker 1: We're talking about how do we improve delivery learning support services to children that have been upset by major life events, because they weren't prepared for that contact and when they moved to interact, they did the way it was supposed to be done, except they lacked the capacity to reflect and pull that energy action backward, so that the brain then can respond to your emotion, thought and reflection that you're aiming at the child body, the child's brain, because if you aim at the child's brain, then your sensitivity, up to the fact that you have to tone it down, you have to sense and feel the child's brain and care to try to access it through their permission.
• 10:09
  Speaker 1: And so they're not just their human systems and their intellect is not all of what you see.
• 10:18
  Speaker 1: They are an amalgamation of parents, children, aunts, uncles and histories of people and anyone giving child has access to that energy because it's innate and so they are, and so you never know what you think you see, because a child is more than just a physicality.
• 10:44
  Speaker 1: They are a neurologic system that pulls from within, even if they don't even realize it, to deal with you, dr Christopher Kevin Slayton, this has been another brief.
• 10:57
  Speaker 1: I hope you stay tuned.
• 10:58
  Speaker 1: We're going to keep, keep at it, keep at it, keep at it, and we hope that you catch on Again.
• 11:04
  Speaker 1: Subscribe, subscribe, subscribe, dr Slayton.
• 11:09
  Speaker 1: Dr Christopher Kevin Slayton, tuning out, tuning out Next time.
• 11:15
  Speaker 1: Brain's body talking to the brain, you talk to yours and if you're still listening now, you have a better relationship with him or her as they move through the crisis.
• 11:28
  Speaker 1: Thank you.