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Exploring Environmental Intelligence: The Key to Enhancing Human Intelligence and Healing Time for Children in Crisis · The Brain’s Body Podcast: The Brain Is the Body

• 0:02
  Dr. Slaton Live: Music, Brain, talk, human systems, research, the study of self, other people and the environment.
• 0:19
  Dr. Slaton Live: Those are critical designations because we're still talking about science, and when we talk about science I'm breaking it down so it's simplified, so that you understand that we're talking high level, but through simplicity, because we're talking on one level about the environment and on the other level about being human and we're correlating the two because we're talking about intelligence environmental intelligence and human intelligence Through a sense of feel for self, other people and the environment.
• 1:01
  Dr. Slaton Live: So, let's go forward Home, school, neighborhood, workplaces Places that some call the killing fields and to a parent and child in crises Places, they must learn how to move through while being hurt, because the hurt just keeps happening and it happens on a continuum.
• 1:29
  Dr. Slaton Live: But so too must that child develop and evolve out of the crises.
• 1:37
  Dr. Slaton Live: But the thing is they have to learn how to live Inside that home, where the contact and the interaction may not be, where it needs to be progressively for this child to evolve intellectually with the environment and then a sense of feel for self in relation to other people, especially when the environment is abusive.
• 2:07
  Dr. Slaton Live: Let's not focus there.
• 2:09
  Dr. Slaton Live: Let's take the next step, because we're talking about a learning system.
• 2:12
  Dr. Slaton Live: So, the child's at a disadvantage because they leave home upset, and they get to school.
• 2:18
  Dr. Slaton Live: It's not that they got to learn the teacher as much as they have to learn the environment.
• 2:22
  Dr. Slaton Live: The teasing, the bullying, the peer pressure all those things are environmental conditions that this child must move through while being hurt.
• 2:32
  Dr. Slaton Live: So, we're talking about his environmental intelligence at the same time.
• 2:40
  Dr. Slaton Live: In relation to Human Intelligence, how do you evolve through these two isometrical events that are happening simultaneously, that you must prepare your sense and receive past functions for because it is driving that emotion, it is driving the confusion of thought, it is blockading the response patterns of self, because those reflections are endless and you have to figure out.
• 3:18
  Dr. Slaton Live: How do I settle down three things how do I cool down, calm down and collect my sense of feel for self to understand these experiences?
• 3:30
  Dr. Slaton Live: The environmental experience and then the experience of self, the neurologic self, the sense of feel for self, because we are talking about intelligence.
• 3:43
  Dr. Slaton Live: Every time we are becoming an effective citizen See how challenging it is.
• 3:51
  Dr. Slaton Live: We look at criminal justice records, we understand why so many of us are imprisoned because we have to learn how to live inside the home first, but not just first, but in relation to the experience of the school as another environment, an environment where you already may be upset and the teasing, the bullying and the peer pressure is there before you walk in the door, right.
• 4:20
  Dr. Slaton Live: So we are going to start this discussion today.
• 4:25
  Sandra: Human Learning Consultant.
• 4:26
  Sandra: Progressive Investing Institute of Focus Learning.
• 4:30
  Sandra: Author of Education and Science.
• 4:33
  Sandra: The Brain's Body Help to Improve Brain, body and Sense Events.
• 4:37
  Sandra: Today's talk to the brain is about environmental intelligence.
• 4:41
  Sandra: Throughout my practice as a human learning consultant, the study of how the body lives, the brain learns and the senses feel things is what has led me to do human systems research.
• 4:52
  Sandra: Human systems research refers to environmental intelligence.
• 4:56
  Sandra: As to the study of the way we make choices and decisions to learn through feelings of self and other people as they move through home, school, neighborhood and workplace networks, the learning crisis continued.
• 5:09
  Sandra: When a child's sense path has been damaged, he or she must learn how to choose to comprehend the need to act smart and be smarter through a sense of feel for the moment.
• 5:19
  Sandra: The process starts with a sense of feel for self, to focus.
• 5:23
  Sandra: The choice to learn your strengths and weaknesses, to manage those feelings In other words, the way the brain feels in the moment slows down or speeds up the flow of emotion, thought or reflection.
• 5:35
  Sandra: The capacity to choose to move through feelings of self-awareness is what helps you learn and make sense of what you are feeling In the sense path.
• 5:44
  Sandra: You can feel outer feelings of the environment In the received path, you may feel neural feelings of brain and body events.
• 5:52
  Sandra: I am connecting a brain and body learning system, using the senses to help children that are more prone to poor choice and decision making come to terms with the way they feel things in the moment.
• 6:03
  Sandra: You want him or her to choose the need to change the way.
• 6:07
  Sandra: Contact affects the sense path and interaction affects the received path.
• 6:11
  Sandra: Brain's body learning can help to identify the way you move through the environment and act through feelings of self, as neural functions, sense and receive path co-action mean that the change in the flow can result in the brain acting in the lead of the body, hence enabling him or her to make smarter choices and decisions.
• 6:32
  Sandra: This is why you talk to a child, youth or young adult about environmental intelligence 1.
• 6:38
  Sandra: Making smarter choices in the home to make it easier to move through the people who share the environment.
• 6:43
  Sandra: 2.
• 6:45
  Sandra: Making smarter decisions in the school to make it easier to move through the people in the environment you must interact through to succeed.
• 6:51
  Sandra: 3.
• 6:53
  Sandra: Making smarter decisions in the neighborhood to make it easier to practice using the environment and the people to think things through about self and others, the contact, the interaction, the cooperation and the states of participating must move through a sense of feel for self, other people and the environment to be more eagerly cognized as sense and receive path acts.
• 7:14
  Sandra: That is what a child, youth or young adult in crisis must have environmental intelligence, a knowledge base that forms through self-research and explored to address, sense and receive path needs to learn how to live in a home, learn in a school, think in a neighborhood and respond in a workplace.
• 7:32
  Sandra: This is why environmental learning includes brain and body goals that focus the search for feelings of self through sense path acts for signs of when better choices for contact and better decisions to interact marks the moment you inform the received path to discipline, the sense path.
• 7:49
  Sandra: This makes brain and body learning a solution being set up to feel things, make sense of the affects of emotion, the effects of thought and the influences of reflection.
• 7:59
  Sandra: I am saying the signs of smartness emerge through self-research acts in which evidence about the distinct brain, body and sense events help to explore the benefits of using home, school, neighborhood and workplace environments as test sites.
• 8:15
  Sandra: Add to this the roles I have identified within the context of contact with people who share in the experience of self to change the things they can learn to feel their way through Environmental intelligence, when you make smart choices and smarter decisions that reflect on acts to experience, experiences experiencing the pain or hurt within feelings, of becoming more informed through self-learning and others.
• 8:41
  Sandra: This is the sense through which self-learning you study the brain.
• 8:44
  Sandra: You receive a sense of feel for other people through the study of their body.
• 8:48
  Sandra: The way he or she comports a sense of feel is his or her way of using brain and body sense and receive path functions to share and inform the received path, such as identity, ego, superego.
• 9:02
  Sandra: Self-learning through the way you make sense of the other people's signs of contact, interaction, cooperation and participation in home, school, neighborhood and workplace dynamics.
• 9:12
  Sandra: The brain's body-learning system is set up to help you organize a sense of feel for self, monitor disruptive feelings, to improve the capacity to learn how to recognize the drives to become more than what you can see or imagine in the moment.
• 9:27
  Sandra: Who am I?
• 9:28
  Sandra: What am I?
• 9:29
  Sandra: Why am I?
• 9:29
  Sandra: How am I?
• 9:30
  Sandra: When am I and where am I?
• 9:32
  Sandra: Related to feelings of self, other people and the environment.
• 9:35
  Sandra: How you choose to live, how you decide to learn, how you decide to think and how you decide to respond shapes your sense of feel for self, other people and the environment.
• 9:46
  Sandra: And if he or she is learning along this action continuum, then integration of brain, body and sense events connect through self-research, self-help and self-discovery with human system science.
• 10:00
  Dr. Slaton Live: I am Dr Christopher Kevin Slaton, and so we're talking brain talk, and what we're saying is that human intelligence is developed between that parent-child bond, from the breath of life forward, and if you lack the adequate skills.
• 10:22
  Dr. Slaton Live: That's why you want to understand the brains by learning system, environmentally and then neurologically, because those two variables have to come together along that action learning continuum that we're talking through, where the capacity to learn how to live coincides with the ability to inform the brain through your action, the ability to act through feelings of hurt, because now the body is easier to discipline, with the emotion moving through you, with the thought moving through you and with the reflection moving through you, because you have a sense of feel for the experience that is being built up, so you can cool, calm, collect a sense of feel for self within those two separate paradigms where they're taught sociologically, but I'm putting them in the same text because you have to move through them both simultaneously.
• 11:33
  Dr. Slaton Live: So here we go, because the environmental intelligence is a social cognitive integration of the sense of feel for self, such as living through the contact in the home, and then the neural interaction is a separate variable, like I'm talking, that's connected so we don't separate it.
• 11:53
  Dr. Slaton Live: It is a synthesis of the interaction between self, other people, the environment in the home, for a natural knowledge base which coincides with the concept of environmental intelligence.
• 12:11
  Dr. Slaton Live: Now, parents, life inside the home involves where you make contact and when you're dealing with the learning system, you yourself is learning about your own interaction.
• 12:24
  Dr. Slaton Live: So, if you are over using your physics to work with your child, you know it because you're assessing the contact, and the child is looking back at you through the interaction and now you understand how it feels when you interact with that child.
• 12:42
  Dr. Slaton Live: So now you understand what that child is going to school feeling like and what they're most likely to be doing interactively when it's time to sit still or when it's time to pay attention or when it's time to express their knowledge base.
• 13:01
  Dr. Slaton Live: It could be very confusing, but we're not stopping there, because we're going to the next house.
• 13:06
  Dr. Slaton Live: The next house, the school.
• 13:08
  Dr. Slaton Live: Learning inside the school, a teacher, the same, your contact with the child, the interaction with the child when you begin to send that instruction.
• 13:19
  Dr. Slaton Live: That child's contact is based upon the way that interaction feels, and do they receive it or not?
• 13:27
  Dr. Slaton Live: That's the choice box, the sensor received path, and so that's what we're talking about and so we have to deal with this reality.
• 13:36
  Dr. Slaton Live: The reality is that a child has to have a learning system that equips them with the skills to move through the people Parents, teachers, coaches, law enforcement, all those things because they're tied to the environment.
• 13:55
  Dr. Slaton Live: And so when a child hates a sensor field for self, they hate the environment, they fight the environment and they're homeless at the end of the day because they never learned these environments.
• 14:06
  Dr. Slaton Live: So how do they send their children through it?
• 14:07
  Dr. Slaton Live: So we're talking about family clients, school failure, delinquency, lack of level, skill sets and poverty because of the consequences of not learning how to move without emotion in the moment, that confusion of thought in the moment, that constant, endless reflection in the moment, because you didn't understand how discipline the body through your awareness of the environment and through understanding that when you look at your sensor field for self, it is to inform your brain.
• 14:50
  Dr. Slaton Live: This is Dr Slaton.
• 14:51
  Dr. Slaton Live: This has been another brief.
• 14:53
  Dr. Slaton Live: I hope you stay with us, hope you enjoyed yourself.
• 14:55
  Dr. Slaton Live: I hope you come back.
• 14:57
  Dr. Slaton Live: Stay tuned.
• 14:58
  Dr. Slaton Live: Brain's body learning system.
• 15:01
  Dr. Slaton Live: But one thing you got to realize the brain's body showcase is coming.
• 15:05
  Dr. Slaton Live: We're going to put all this stuff in front of you and let you look at it analytically, brain's body showcase is coming.
• 15:12
  Dr. Slaton Live: Okay, one, two, three, I'm out.