Latest / Talk to Prince Show - Solving World's Problems / Prince Israel Zaar on: Thankful Are Those Who Appreciate Their Parents

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Prince Israel Zaar on: Thankful Are Those Who Appreciate Their Parents · Talk to Prince Show - Solving World's Problems

• 0:02
  Speaker 1: For what the human being is is that which we
• 0:06
  Speaker 1: all will be. That the being of the being is
• 0:12
  Speaker 1: a life that is lived in the future of things.
• 0:19
  Speaker 1: Humans live in the present, but gaging themselves into the future,
• 0:32
  Speaker 1: hoping for life to do the fulfilling things that this
• 0:39
  Speaker 1: life can give to them. And human beings is born
• 0:49
  Speaker 1: within a time capsule, the timing itself its infinity, but
• 0:58
  Speaker 1: a constraint of that life, the infinity life. It's the
• 1:06
  Speaker 1: limitation of the physicality of being, the biological formation of
• 1:10
  Speaker 1: the being itself, that physical, massive being. It lives within
• 1:17
  Speaker 1: the capsule of time. It ages, it fails, it gets sick,
• 1:28
  Speaker 1: and that body gives up to Earth to be that
• 1:36
  Speaker 1: which it was supposed to be. Beyond the senses except
• 1:43
  Speaker 1: thrue scientific explanation or through the wise understanding of the
• 1:52
  Speaker 1: evolution of nature and ecological composites or deposits. So the
• 2:06
  Speaker 1: life that the human being therefore lives is a life
• 2:10
  Speaker 1: of activity, of contribution, of work, of problem solving, a
• 2:22
  Speaker 1: life of anticipation, hopes and dreams and wishes, a life
• 2:33
  Speaker 1: of good will and good intentions. A life driven sometimes
• 2:41
  Speaker 1: by accident, the causality a coincidence. The erroni is and
• 2:55
  Speaker 1: most of it by unpredictabilities. But a will to be
• 3:02
  Speaker 1: and a will to live is that sometimes in the
• 3:07
  Speaker 1: infancy of that being, and is that of the processes
• 3:12
  Speaker 1: of learning. And the child comes with glory, love and happiness.
• 3:22
  Speaker 1: And the parents or guardians they do that which he texts,
• 3:31
  Speaker 1: and they put into that mind shaft of that being
• 3:34
  Speaker 1: that kid the concept of survivor. They re ignite that,
• 3:45
  Speaker 1: and that they they drill in that little kid replay, responsibility, consequences,
• 3:56
  Speaker 1: reward and punishment, triers forgiveness, acceptance or rejection. And the
• 4:09
  Speaker 1: kids start to grow in that ecological space that we
• 4:15
  Speaker 1: call humanity at the human community and society. And the
• 4:23
  Speaker 1: kids start to separate fiction from non fiction, words from action,
• 4:30
  Speaker 1: dates from omission. The kids start to learn at the
• 4:37
  Speaker 1: cheat how to lie. They start to learn things they
• 4:42
  Speaker 1: can get away with and things they cannot get away with,
• 4:48
  Speaker 1: and that kids start to adapt itself to his own
• 4:52
  Speaker 1: role play and its own self minds that will soon
• 4:57
  Speaker 1: shape the life of that kid. The kid picks up
• 5:02
  Speaker 1: good behavior, bad behavior, good examples, bad examples, and depending
• 5:10
  Speaker 1: on the will of the mind, on the education or
• 5:15
  Speaker 1: the church and the family or the mentor, the kids
• 5:22
  Speaker 1: start to branch out itself to be the thing that
• 5:27
  Speaker 1: shall be what humans need, or to be the thing
• 5:31
  Speaker 1: that shall be what humans doesn't want. The kids start
• 5:38
  Speaker 1: to understand society that is not all about the kid itself,
• 5:45
  Speaker 1: but that we share this universe. And the kid gets
• 5:50
  Speaker 1: to know sometimes by compromise and engagement and contracts and
• 6:00
  Speaker 1: decision making, and the happiness to be seen to be
• 6:10
  Speaker 1: validated like and love, the validation seeking to be like
• 6:17
  Speaker 1: and unpleased. That's the domain of the child, and the
• 6:23
  Speaker 1: child gradually grows out of that to start to know
• 6:27
  Speaker 1: what is right from wrong, and that right and wrong
• 6:32
  Speaker 1: is drilled into the kid. God is the kid. No,
• 6:35
  Speaker 1: it's not just home anymore. The kids is in school.
• 6:41
  Speaker 1: The kids start to be taught the ways of society,
• 6:45
  Speaker 1: the histories of society. The kids start to be reminded
• 6:50
  Speaker 1: to education that before the kid came to this universe,
• 6:58
  Speaker 1: some people were already here and they contributed and they
• 7:03
  Speaker 1: left their mark, and some people were here that did
• 7:09
  Speaker 1: everything to build the beautiful world that we live in.
• 7:15
  Speaker 1: And the same time the kids are taught that some
• 7:17
  Speaker 1: people came here to destroy it. The kids start to
• 7:22
  Speaker 1: know and learn something about positive for role models and
• 7:26
  Speaker 1: negative role models. The kids start to learn to know
• 7:31
  Speaker 1: the things that people appreciate and the things that people dislike.
• 7:36
  Speaker 1: All right, and the gravitational forces start to pull their
• 7:41
  Speaker 1: kid to be that which everybody wants or that which
• 7:47
  Speaker 1: nobody wants. The choice becomes not in the teenage he
• 7:51
  Speaker 1: is because the kids, the kid has customized himself with distractions,
• 7:58
  Speaker 1: with slave laziness and entitlement. The choice become that teenage
• 8:05
  Speaker 1: kid now to the guardians of good parents, but now
• 8:11
  Speaker 1: with the power of the kid to listen, to play
• 8:13
  Speaker 1: attention and take that which she said seriously to make
• 8:19
  Speaker 1: itself to be that which everybody wants or that which
• 8:21
  Speaker 1: nobody wants. And so be it that. From the childhood
• 8:28
  Speaker 1: to that teenage hurt and to college or universities mm
• 8:33
  Speaker 1: HM and professional trainings, our kid becomes a working adult
• 8:42
  Speaker 1: with the mind of itself, with responsibility, expectations, commitments, obligation,
• 8:56
  Speaker 1: and potentials of investments. And the kidnap has a life
• 9:03
  Speaker 1: to live and that freedom of self determination and liberty
• 9:13
  Speaker 1: of choice of free will. That's the stage a life
• 9:20
  Speaker 1: actually begins. An other hurd when responsibility kicks in and
• 9:32
  Speaker 1: that urge to contribute to take care of others while
• 9:35
  Speaker 1: taking care of her. To be part of something bigger
• 9:39
  Speaker 1: than yourself. To be a contributory member of society. To
• 9:48
  Speaker 1: be a positive room murder, to be the nine one
• 9:53
  Speaker 1: one car to be the shoulder to leave on, to
• 10:00
  Speaker 1: be the bridge, to be the soldier, To be the
• 10:05
  Speaker 1: doctor of the lawyer, and the imprint of the entrepreneur
• 10:09
  Speaker 1: or the engineer. Or to be the technocrat of the
• 10:14
  Speaker 1: pastor of pastors, of father, a priest of mother, and
• 10:24
  Speaker 1: mentor or guardian as that state of other heard, the
• 10:34
  Speaker 1: life is lived, the impactfulness of life, the positive indelibility
• 10:42
  Speaker 1: of life, starts when the human being as responsible for itself,
• 10:52
  Speaker 1: it can take care of itself and therefore can take
• 10:57
  Speaker 1: care of others. To live a life of purpose and
• 11:04
  Speaker 1: a life of many. When you see a child, remember
• 11:12
  Speaker 1: an adult, Remember a grandfather, a grandfather or grandmother. Because
• 11:23
  Speaker 1: life is much about a cycle of aging. It's always
• 11:28
  Speaker 1: very beautiful when you see one's kids. People who are
• 11:37
  Speaker 1: one's kids crawling are not aged. I need to be
• 11:45
  Speaker 1: supported to stand or supported to work. We'll have something
• 11:52
  Speaker 1: with them. There is a war of mind, of experiences,
• 12:01
  Speaker 1: of activities, of things done, of positive contribution, not mine
• 12:17
  Speaker 1: their ages physically, it is enriched wi them. That's a
• 12:28
  Speaker 1: happiness that takes the human being out of this earth,
• 12:36
  Speaker 1: not a life of regret, and a life well lived.
• 12:42
  Speaker 1: Their grandchildren. All children want their gather to look at
• 12:47
  Speaker 1: mom and dad to celebrate the anniversary of marriage, and
• 12:53
  Speaker 1: to bring to them their grandkids and great grandkids, to
• 12:58
  Speaker 1: turn them for always being there for them, always be
• 13:04
  Speaker 1: there for them. And the kids are growing up and
• 13:10
  Speaker 1: settled in life, come back to appreciate them, appreciate their
• 13:15
  Speaker 1: parents much better for always teaching them right from raw,
• 13:24
  Speaker 1: and being straightforward with them and frank with them, pragmatic
• 13:29
  Speaker 1: and realistic, making sure that good counsel is always given,
• 13:37
  Speaker 1: making sure that a bad habit is always discouraged or punished,
• 13:41
  Speaker 1: and a good habit is always encouraged and rewarded and reinforced.
• 13:49
  Speaker 1: For what is society then, or that good parenting. The
• 13:55
  Speaker 1: reward of good parenting is enormous, that the world of
• 14:02
  Speaker 1: good parenting its exponential, its outstanding. It becomes the duty
• 14:13
  Speaker 1: of every human that chooses to bear a kid or
• 14:21
  Speaker 1: have a child to always remember the responsibility of parenting.
• 14:35
  Speaker 1: It takes good parents to one they create good leaders
• 14:42
  Speaker 1: that lead the world. It takes good parenting to one
• 14:49
  Speaker 1: day produce the engineers, inventors and innovators and creators and
• 14:57
  Speaker 1: movers and shakers of society m It takes good parenting
• 15:04
  Speaker 1: to have children and one day become the law enforcement
• 15:08
  Speaker 1: officers or do medics, are a firefighter, or a doctor
• 15:19
  Speaker 1: or nurse or teacher. It takes good parenting to teach
• 15:29
  Speaker 1: a child to teach itself, to appreciate itself and appreciate others,
• 15:37
  Speaker 1: and to want to be the thing that society needs,
• 15:41
  Speaker 1: another thing that society doesn't want. It takes good parenting.
• 15:49
  Speaker 1: It takes mom and dad to be home. It takes
• 15:54
  Speaker 1: mom and dad to have a child to help the
• 16:00
  Speaker 1: child overcome their bad habits, the flowers in their character,
• 16:07
  Speaker 1: and the challenges that they are facing. Because every child
• 16:16
  Speaker 1: it is either a leader or sumption us. We need leaders.
• 16:24
  Speaker 1: We need parents to groom the future leaders of tomorrow.
• 16:33
  Speaker 1: We need parents to teach a child to teach itself
• 16:36
  Speaker 1: to be responsible, to be accountable. We needs parents to
• 16:41
  Speaker 1: teach a child to teach itself to do its work,
• 16:43
  Speaker 1: to do its work well. When needs parents to teach
• 16:48
  Speaker 1: a child to teach itself to be responsible and respectable,
• 16:53
  Speaker 1: to be of dignity and integrity and of character. We
• 16:59
  Speaker 1: need the parents to teach a child to teach itself
• 17:04
  Speaker 1: the concept of a reply, the concept of teamwork. We
• 17:13
  Speaker 1: need a parent to teach a child how to take
• 17:17
  Speaker 1: off itself, are to be accountable, responsible to itself, and
• 17:25
  Speaker 1: how to contribute. Good parenting create good societies. Bad parenting
• 17:38
  Speaker 1: create bad societies. Poor parenting create poor societies, and enriching
• 17:48
  Speaker 1: parenting creating enriching societies. Positive parenting create a positive child,
• 18:00
  Speaker 1: and that positive child creates a positive society. The role
• 18:10
  Speaker 1: of parenting in the global scheme of things in the
• 18:16
  Speaker 1: life of a child can never be underestimated. Some people
• 18:25
  Speaker 1: will make it in society and some people when not.
• 18:33
  Speaker 1: And you cannot exempt the role that parenting play in
• 18:41
  Speaker 1: the life of that child. When in parents, When in
• 18:50
  Speaker 1: parents that are always there for the children, no matter
• 18:54
  Speaker 1: the circumstances, no matter the trials, no matter the disagreements
• 19:00
  Speaker 1: or the incompatibility between mom and dad. The incompatibility better
• 19:08
  Speaker 1: mom and dad sometimes happens at the expense of the child.
• 19:17
  Speaker 1: Parents will come together, parents will separate, and parents were divorced.
• 19:25
  Speaker 1: And that which is true is that those parents cannot
• 19:29
  Speaker 1: divorce or separate themselves from the human being that they
• 19:35
  Speaker 1: have created or the humans that they have created. They
• 19:41
  Speaker 1: can therefore not compromise the interests of those children at
• 19:54
  Speaker 1: the expense of their selfishness. We need parents to be
• 20:06
  Speaker 1: there for children. Hm when your parents to take care
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  Speaker 1: of the responsibility when you bring forth a child, or
• 20:20
  Speaker 1: when you bring a child into this world, it's a
• 20:24
  Speaker 1: gift and a responsibility. When you bring for the child
• 20:32
  Speaker 1: into this world, it's a blessing and an expectation and obligation.
• 20:45
  Speaker 1: When you bring for the child into this world, it's
• 20:50
  Speaker 1: your duty and service to make sure that a child's
• 21:00
  Speaker 1: raised in a way that that child becomes something productive
• 21:10
  Speaker 1: with positive utility value to itself and to society. So
• 21:17
  Speaker 1: parents to always teach kids the positive optimization of the
• 21:32
  Speaker 1: acts and dates omissions of positive causality. He must teach
• 21:39
  Speaker 1: a child causality, negative causality and positive causality. You must
• 21:47
  Speaker 1: teach a child to know that the action has consequences,
• 21:52
  Speaker 1: exponential consequences and exponentia consequences. Is the role of the
• 22:04
  Speaker 1: parent to teach the child to teach itself. Let me
• 22:10
  Speaker 1: say it again, the role of a parent is to
• 22:15
  Speaker 1: teach a child to teach itself. Why do you teach
• 22:20
  Speaker 1: a child to teach itself? Because the parent or the
• 22:25
  Speaker 1: parents will not always be there. We teach children to
• 22:30
  Speaker 1: be independent but one day independent humans. We teach children
• 22:38
  Speaker 1: the power of self reliance, of self determination, of independence,
• 22:47
  Speaker 1: freedom and free will. With free will comes consequences. You
• 22:57
  Speaker 1: teach a child that parents are teachers. Parents are mentors.
• 23:07
  Speaker 1: Parents are doctors, parents are lawyers or judges. Parents sometimes punishes,
• 23:18
  Speaker 1: parents sometimes are enforcers. That's the rule of a parent.
• 23:26
  Speaker 1: And the parent is nothing more than a motivational, inspirational, loving,
• 23:36
  Speaker 1: and tender being. The parent becomes the role model for
• 23:43
  Speaker 1: the kid. And it's not about human perfection, it's about
• 23:55
  Speaker 1: human inability to self correct. Parenting is not tart in school,
• 24:03
  Speaker 1: so the parents learn along the way what goes wrong,
• 24:08
  Speaker 1: what goes right, what went wrong, what went right. They
• 24:16
  Speaker 1: learn from their own mistakes as they go. There is
• 24:24
  Speaker 1: no perfect parent. There is no perfect human being. It's
• 24:30
  Speaker 1: not about the imperfection or perfection. It's about the inability
• 24:38
  Speaker 1: to do the bare minimum, the bare minimum taking care
• 24:46
  Speaker 1: of your responsibility or cleaning your mess. In the capitalist society, capitalism, begrudges, delinquency, incompetency, irresponsibility, dependency, slough, entitlement,
• 25:17
  Speaker 1: and victim victim heard. The parents must teach the kid
• 25:28
  Speaker 1: hard work. The parents must drill in the kid the
• 25:35
  Speaker 1: value of work that without work nothing was made, and
• 25:43
  Speaker 1: would work everything is possible. The parents must drilled in
• 25:52
  Speaker 1: that kid. Not giving the kid house choices, giving the
• 25:58
  Speaker 1: kids extracolorical activity is and making the kid to be
• 26:04
  Speaker 1: happy with itself for being responsible and accountable to itself
• 26:08
  Speaker 1: and to otherists. That the role apply, that teamwork, that responsibility.
• 26:18
  Speaker 1: It must be taught to each child by the parents.
• 26:23
  Speaker 1: The parents are the first teachers emotional wellbeing, psychological webbeing,
• 26:29
  Speaker 1: physiological webbing, ecological webbing, spiritual webbeing. The parents must venture
• 26:39
  Speaker 1: in this. It's the pride of a parent to raise
• 26:46
  Speaker 1: a perfect humor that might not be but based on averages.
• 26:59
  Speaker 1: The happy to bring fourth a child that turns out
• 27:08
  Speaker 1: to be the thing itself that which society likes. Is
• 27:16
  Speaker 1: the happiness of a parent when they age with their kid,
• 27:23
  Speaker 1: to come back with their own kids or grandkids to
• 27:26
  Speaker 1: come and say thank you that and the case you
• 27:30
  Speaker 1: say thank you, Comma, thank your grandpa for the kids.
• 27:34
  Speaker 1: You say thank you mom, and when the kids come
• 27:39
  Speaker 1: back with their grandkids to say thank you mom and dad,
• 27:45
  Speaker 1: but thank you grandpa, grandma. It means the parents. The
• 27:50
  Speaker 1: parents succeeded in their diary and they are patriotic. Theory
• 27:59
  Speaker 1: of the can care for a child and miss that
• 28:03
  Speaker 1: kid's life is successful. Turns to the teachings, and that
• 28:10
  Speaker 1: kid's life is successful and miss. The family is successful,
• 28:17
  Speaker 1: the community is successful, the society is successful, the country
• 28:22
  Speaker 1: is successful, and the world is successful. Failed. Parenting fails
• 28:32
  Speaker 1: the war I said, Oh, the failure in parenting can
• 28:41
  Speaker 1: be deadly to the life of a child, a giant crime.
• 28:47
  Speaker 1: It's a China were taught. Now we're mentored. No, we're nurtured.
• 28:53
  Speaker 1: Now we're raised and well educated. Now we're more moralized
• 29:00
  Speaker 1: and we are trained. It's the theory of the parent.
• 29:08
  Speaker 1: We give birth to children, and those children become our job,
• 29:12
  Speaker 1: of our responsibility to be there for them. We must
• 29:18
  Speaker 1: be there for the children, no matter how those children
• 29:23
  Speaker 1: turn out to be. And to those who succeed, the
• 29:28
  Speaker 1: parents are happy. And to those who fail, the parents
• 29:34
  Speaker 1: are not guilt that regret asking themselves what went wrong?
• 29:42
  Speaker 1: What didn't I tell if given a second chance, when
• 29:49
  Speaker 1: I act differently, not by us remorse sometimes hump hunt parents.
• 30:00
  Speaker 1: Parents are actually and constantly evaluating themselves based on the
• 30:06
  Speaker 1: successes of the achievements and failures of their children. When
• 30:10
  Speaker 1: a child fails and when ch I grow to be delinquent,
• 30:18
  Speaker 1: to be a criminal, to be lazy, or to be
• 30:26
  Speaker 1: unwilling to come to be to take care of itself,
• 30:30
  Speaker 1: which I grow to be that way? Society doesn't want that.
• 30:33
  Speaker 1: I come from a root, from a seat, from a womb,
• 30:37
  Speaker 1: from a home. And those parents start to take responsibility,
• 30:42
  Speaker 1: they start to feel the guilt, the remorse, that regret
• 30:49
  Speaker 1: that I should have done it better. But to the
• 30:57
  Speaker 1: parents of today, you have that chance down or to
• 31:03
  Speaker 1: live a life of regret. You need to be there
• 31:06
  Speaker 1: for the children, not just being there, being actively actively
• 31:13
  Speaker 1: involved in the life of that child in the mental state,
• 31:17
  Speaker 1: the physiological state, the moral state, the ecological state, and spacious.
• 31:26
  Speaker 1: The parent needs to be there with the child as
• 31:29
  Speaker 1: the child cross, making sure the child is fed, is
• 31:33
  Speaker 1: taken care of, exploded, the child took a shower, the
• 31:39
  Speaker 1: child dresses well, it's a health okay, it's a child
• 31:45
  Speaker 1: studying well, it's a child having activity, having fun. You
• 31:52
  Speaker 1: see the child laughing over the time, happy, not jumping around.
• 31:56
  Speaker 1: Are the case having a good time? Are you with
• 31:59
  Speaker 1: the parent having a good time? That time that we
• 32:08
  Speaker 1: spend with the kids. It is once and for all.
• 32:14
  Speaker 1: It happens only once. You cannot turn the clock. It's
• 32:21
  Speaker 1: time now you have now that is it on live
• 32:27
  Speaker 1: your life of regret. Make sure you take kill the children,
• 32:37
  Speaker 1: take hell the children. You must make sure the kids
• 32:43
  Speaker 1: are educated, well dicated. You must make sure that the
• 32:48
  Speaker 1: kids of today are studying what is needed for the
• 32:51
  Speaker 1: markets of tomorrow. Going to school is one thing. Studying
• 32:57
  Speaker 1: is another, But studying the which matters is the most important.
• 33:06
  Speaker 1: You don't go to school for a trophy. You go
• 33:12
  Speaker 1: to school for a life. You go to school to
• 33:16
  Speaker 1: one they make a life for yourself, to contribute to
• 33:20
  Speaker 1: yourself and contribute to society so that parents that parent
• 33:25
  Speaker 1: or parents must take education seriously. Education in school is one.
• 33:34
  Speaker 1: Education at home is another education. The extracurricular activities is another.
• 33:42
  Speaker 1: Education in creativity in another is another. Teach Try to
• 33:49
  Speaker 1: teach itself to create, to invent, to start something, to
• 33:53
  Speaker 1: take care of something, to wake up something, to finish something,
• 33:59
  Speaker 1: and take up a different task. That responsibility to serve
• 34:05
  Speaker 1: and the others is very important and the parents need
• 34:11
  Speaker 1: to be there to mow and shape the character, the manalism,
• 34:19
  Speaker 1: and the attitude of the child. That the human being
• 34:25
  Speaker 1: has a potential to be sad, to be angry, to
• 34:29
  Speaker 1: be negative. The parents needs to enlighten the kids on
• 34:33
  Speaker 1: those things and do their best to let the kids
• 34:37
  Speaker 1: know the happiness start from you. Trust that from you.
• 34:41
  Speaker 1: Love start from you, Kindness start from you, Hope start
• 34:45
  Speaker 1: from you. Everything that you wish and hopeful mut start
• 34:51
  Speaker 1: from you. The parents will start to teach the kids
• 34:55
  Speaker 1: that you cannot give for you don't have, you cannot
• 35:01
  Speaker 1: expect and be sad for, but to do what you
• 35:03
  Speaker 1: cannot do for yourself. The parents start to teach their
• 35:06
  Speaker 1: kids how to appreciate, how to say thank you, teach
• 35:12
  Speaker 1: the kids how to explain themselves and to be responsible
• 35:18
  Speaker 1: to what they do. They teach the kids had to
• 35:23
  Speaker 1: learn to appreciate themselves and appreciate others, how to talk,
• 35:29
  Speaker 1: how to communicate at the network, how to be with friends,
• 35:41
  Speaker 1: and how to pray. Play a role in the lives
• 35:43
  Speaker 1: of others. Of the life of things. The parents start
• 35:48
  Speaker 1: to teach their kids how to care. I took care
• 35:51
  Speaker 1: for an egg. I took care for a plant, a flower,
• 35:57
  Speaker 1: or a pet, a bird, a cat, a dog, or something.
• 36:06
  Speaker 1: Had to have that feeling for something, that empathy. That's empathy.
• 36:16
  Speaker 1: The parents started to teach their kids the disadvantages of arrogance,
• 36:22
  Speaker 1: of ignorance, of narcissism, a negative selfishness. The parents start
• 36:32
  Speaker 1: to teach their kids are not to love, are not
• 36:35
  Speaker 1: to waste time and waste life. Had to use their
• 36:39
  Speaker 1: time productively, efficiently, responsibly, and accountably. Parents to teach their
• 36:48
  Speaker 1: kids how to spend time with themselves usefully, not wastefully.
• 36:54
  Speaker 1: The parents must not be dealt with the kid if
• 36:57
  Speaker 1: the parent is constantly supervising the kid, telling the kid
• 37:01
  Speaker 1: what to do twenty four seven, and mister parent is
• 37:05
  Speaker 1: feeling in their responsibility and miss a parent. The parents
• 37:09
  Speaker 1: failed to teach a kid to teach itself. The role
• 37:13
  Speaker 1: of their fathers to teach a kid to take itself.
• 37:16
  Speaker 1: The role of the mother is to teach a kid
• 37:18
  Speaker 1: to teach itself, because once the human being become the
• 37:23
  Speaker 1: teacher to itself. In the role of the parent, it's over.
• 37:31
  Speaker 1: The role of a parent is to teach a child
• 37:33
  Speaker 1: to teach itself because that parent has just that time
• 37:38
  Speaker 1: to be with the child. For the child will spend
• 37:42
  Speaker 1: his or her life without the parents. HU must have
• 37:46
  Speaker 1: bound to spend their lives with themselves and with those
• 37:50
  Speaker 1: that choose to be or firsd to be with the other.
• 37:54
  Speaker 1: Role of what the parent does is to teach that
• 37:56
  Speaker 1: child to teach itself, to have dominion, gone to all
• 38:02
  Speaker 1: itself and to be responsible for its actions and omissions.
• 38:08
  Speaker 1: That's all the parents does. To teach the kid to
• 38:13
  Speaker 1: take itself, to take care of itself, they were responsible
• 38:19
  Speaker 1: itself and others to play through real well. The parents
• 38:25
  Speaker 1: teach the kid's capital, the mind capital and the hand
• 38:32
  Speaker 1: the work the parents tried to shape the mind, the
• 38:37
  Speaker 1: thinking process, the doubting process, and the questioning process of
• 38:41
  Speaker 1: the kids. I mean the parents are actively actively involved
• 38:47
  Speaker 1: in the life, in the lives and wellbeing of the kids,
• 38:54
  Speaker 1: making sure they go to bed and the wake up,
• 38:58
  Speaker 1: making sure the kids the pross go to bed, and
• 39:01
  Speaker 1: the putting the nightgown. The parents are by their side
• 39:04
  Speaker 1: to make sure the temperature is okay, to make sure
• 39:07
  Speaker 1: the kids goes to bed happy, happy, to free their
• 39:14
  Speaker 1: minds in their dreams. The kiss on the forehead of
• 39:19
  Speaker 1: a child, which in the child good night, and never
• 39:26
  Speaker 1: let their car without telling the kid you love them,
• 39:30
  Speaker 1: that you really love them. You do the kid must
• 39:34
  Speaker 1: remember the parents sad to the kid all the time,
• 39:38
  Speaker 1: I love you. Most humans who don't go with that
• 39:44
  Speaker 1: love of a parent, they end up not being able
• 39:48
  Speaker 1: to find it in society, or we stir the kid
• 39:53
  Speaker 1: that the kid is important. The kid is the lie
• 39:57
  Speaker 1: to the kid. Tell the kid kid is important because
• 40:01
  Speaker 1: they're doing something important. Their kid is better than others
• 40:05
  Speaker 1: because the kid is doing something better. Always let the
• 40:11
  Speaker 1: kid now when the kid does something wrong. Don't lie
• 40:18
  Speaker 1: to the kid. Don't pluck it the kid. Don't pretend
• 40:22
  Speaker 1: to the child when the child's doing what it's not right.
• 40:25
  Speaker 1: Because society will only punish their kids socid you do
• 40:28
  Speaker 1: not lie to the kid, will pluck it the kid.
• 40:31
  Speaker 1: All what society does to the human being is reward
• 40:34
  Speaker 1: and punishment. It must teach a kid how to avoid
• 40:39
  Speaker 1: punishment of punishment is painful. Teach the kid to be right,
• 40:46
  Speaker 1: trill in the kid to teach itself to be right,
• 40:50
  Speaker 1: to do that which is right. It must teach the
• 40:54
  Speaker 1: kid to have conscience, good conscience. It must teach the
• 41:00
  Speaker 1: kid to have guilt when they do something wrong. They
• 41:05
  Speaker 1: must teach their kid to be a mussel and therefore
• 41:09
  Speaker 1: teach them to ask for forgiveness and teach them to
• 41:13
  Speaker 1: learn how to let go, how to move forward, how
• 41:15
  Speaker 1: to move on. They must teach this kid's dire. The
• 41:21
  Speaker 1: parents to learn to cook at home. Sometimes the kids
• 41:29
  Speaker 1: need to see both parents in the kitchen cooking and
• 41:33
  Speaker 1: their own recipes and their own spices, and their own food,
• 41:37
  Speaker 1: their own invention and creativity. For the kid to smell
• 41:41
  Speaker 1: Mom and smell that and their food, taste their happiness.
• 41:48
  Speaker 1: Sitting on the table as a family says a lot
• 41:52
  Speaker 1: in the life of that kid, and that table chow
• 41:56
  Speaker 1: us how fruits and seeds and nuts and water for
• 42:04
  Speaker 1: the kids to see that. The parents teach their kids
• 42:07
  Speaker 1: to trink a lot of water, to eat their vegetables.
• 42:12
  Speaker 1: I eat the fruits, and the parents must tell them why.
• 42:17
  Speaker 1: The parents must educate them themselves to tell to teach
• 42:20
  Speaker 1: their kids good habits, the habits of eating and table manners,
• 42:28
  Speaker 1: and take on and respect for themselves and dignity for themselves.
• 42:35
  Speaker 1: The parents must teach their kids how to clean themselves,
• 42:38
  Speaker 1: had to be healthy, how to look good and neat
• 42:41
  Speaker 1: and clean and attractive. Had to take care of their
• 42:45
  Speaker 1: own laundry, take care of their rooms, had to make
• 42:48
  Speaker 1: their own bed, how to be with themselves. The parents
• 42:58
  Speaker 1: must be able to buy the kid a compute of
• 43:00
  Speaker 1: the laptop and the laptop that the parents must down
• 43:05
  Speaker 1: where download the software is that are the help to
• 43:12
  Speaker 1: the mentor development of that kid. The parents must be
• 43:17
  Speaker 1: careful with distructive software. The computer can be app app
• 43:23
  Speaker 1: based computer download only the apps unnecessary. If the kids
• 43:30
  Speaker 1: want to search something, you can choose to give them
• 43:34
  Speaker 1: language models charge GBT, clock, Metai, Germini, diepsick, many language
• 43:50
  Speaker 1: models you can't name it. They teach their kid to
• 43:54
  Speaker 1: be creative. You teach their kids to teach yourself to
• 43:56
  Speaker 1: invent itself. Instead of playing video games, you teach your
• 43:59
  Speaker 1: kids how to make stuff. They do it yourself parented.
• 44:03
  Speaker 1: If the kids want to play video games, you teach
• 44:06
  Speaker 1: the kids to make their own video games. The kids
• 44:09
  Speaker 1: want to watch a movie, you teach the kids how
• 44:11
  Speaker 1: to make a movie. You use movies, teaching the kids
• 44:15
  Speaker 1: how to make movies. Teach the kids how to follow
• 44:20
  Speaker 1: their nails to know what is going on, to know
• 44:24
  Speaker 1: the wrongs of society. They take the kids places to
• 44:31
  Speaker 1: learn how to do stuff, how to think for it self.
• 44:39
  Speaker 1: You teach a being to think for itself, a thinking being.
• 44:45
  Speaker 1: It's a responsible bee, an accountable bee. The kids need
• 44:50
  Speaker 1: the computer. The kids to do they need to be
• 44:53
  Speaker 1: the hardware and the software. The computer is not the problem.
• 45:00
  Speaker 1: The internet is not a problem. The cell phone is
• 45:03
  Speaker 1: not a problem. What's the problem. It's what the child
• 45:08
  Speaker 1: is doing on the cell phone, on the internet, on
• 45:11
  Speaker 1: the computer. Everything should be a learning moment and a
• 45:18
  Speaker 1: teaching moment, and after work, the kid must entertain itself entertainment,
• 45:29
  Speaker 1: having fun and activity. It's very necessary in the life
• 45:34
  Speaker 1: of a child. Abiding games, buy them building blocks, buy
• 45:42
  Speaker 1: them engineering pieces, whethery're to fix things themselves. Teach the
• 45:50
  Speaker 1: kids to teach itself how to make stuff. You don't
• 45:56
  Speaker 1: just buy stuff with your kids all the time. You
• 45:59
  Speaker 1: teach the kids to make stuff. Are to put things together.
• 46:04
  Speaker 1: The best games for the children are games that help
• 46:07
  Speaker 1: the kids put things together. Are to put pieces together.
• 46:11
  Speaker 1: It's very important. Don't buy ready made twice for the kid.
• 46:18
  Speaker 1: It's okay if you like it. It's okay. By building blocks,
• 46:25
  Speaker 1: buy the things that the kids put themselves. It involves
• 46:29
  Speaker 1: their kids. It engages the kids. It teaches the kids creativity, invention,
• 46:35
  Speaker 1: inn vision. It makes the kids to be productive and
• 46:38
  Speaker 1: to be happy with itself. It make the kids safe.
• 46:41
  Speaker 1: Evaluate is Onlind test the mind of the child. Wcrease
• 46:47
  Speaker 1: the mind of the child. Teach the child to do things.
• 46:55
  Speaker 1: Always help the kid to solve your problems. Sometimes create
• 46:59
  Speaker 1: your own problems like a role model and see other
• 47:03
  Speaker 1: kids solve your problems. The best time is happened asking
• 47:07
  Speaker 1: the kid to turn the computer on for you, to
• 47:10
  Speaker 1: trouble shoot for you, and you assume like I don't
• 47:14
  Speaker 1: know what you're doing, and let the kids kid learn.
• 47:20
  Speaker 1: The constantly making their kids to learn stuff. It's not
• 47:26
  Speaker 1: good when you occupy, when you let the when you
• 47:29
  Speaker 1: occupy the mind of a child, it's not good. You
• 47:33
  Speaker 1: don't occupy the mind of a human being. When you
• 47:36
  Speaker 1: occupy a mind, you're wasting that mind. Engage with the mind,
• 47:42
  Speaker 1: not occupying mind. When kids mind can occupied, they occupy
• 47:47
  Speaker 1: their minds with wastefulness. That's when kids plan. That's as
• 47:51
  Speaker 1: you video games or the kids go to websites that
• 47:56
  Speaker 1: are supposed to go and gravitates towards fantasies that are
• 48:01
  Speaker 1: not healthy for the kid, and the kids soon become
• 48:05
  Speaker 1: addicted to the negative things of life. Now the mind
• 48:14
  Speaker 1: of the kid by occupying it with things of empty futilities,
• 48:21
  Speaker 1: engage the mind of a child, make their mind work
• 48:25
  Speaker 1: for the child. You teach a child that your mind
• 48:28
  Speaker 1: is supposed to work for you, and you are in
• 48:31
  Speaker 1: control of that mind. Tell your mind what to tell.
• 48:37
  Speaker 1: Teach your mind to teach itself to optimize its intelligence
• 48:41
  Speaker 1: and exponentiate its positive causalities. Parenting, our parents are constantly
• 48:51
  Speaker 1: evaluating the child their growth mentally, physiologically, spiritually or morally,
• 49:02
  Speaker 1: or characterize and ecologically. You're seeing the improvement in the
• 49:09
  Speaker 1: life of a child, and you reinforces. You reinforce the
• 49:15
  Speaker 1: positive and sick too, to make the kid learn how
• 49:22
  Speaker 1: to get rid of their negatives. Always there the kid
• 49:28
  Speaker 1: when the kid is wrong. I always there the kid
• 49:31
  Speaker 1: when the kid is right. You don't need to beg
• 49:35
  Speaker 1: a child to be the father or the mother. When
• 49:41
  Speaker 1: you find yourself begging the child, not only are you
• 49:44
  Speaker 1: spoiling that child or having the future of that child,
• 49:48
  Speaker 1: you are lacking in your responsibility. When the teacher is
• 49:53
  Speaker 1: begging the child is the problem, and the parent is
• 49:58
  Speaker 1: begging the child, it's a problem, and the child end
• 50:05
  Speaker 1: up begging others to leave the child end up in
• 50:11
  Speaker 1: the street. You appreciate a kid. You don't beg a kid.
• 50:20
  Speaker 1: You appreciate the kid for what they are doing, the
• 50:22
  Speaker 1: little steps they are making, and be the parents that
• 50:28
  Speaker 1: is there. We want a kid to learn something, you
• 50:31
  Speaker 1: need to learn it with a child. You need to
• 50:34
  Speaker 1: see the kid learning. They can need to know that
• 50:38
  Speaker 1: you're interested in what the kid is doing. Once a
• 50:42
  Speaker 1: kid gets to realize that the parent it's not interested,
• 50:48
  Speaker 1: I can't lose his team, and the kid therefore engages
• 50:53
  Speaker 1: in things that soon destroy the kid. But once the
• 50:57
  Speaker 1: kids doing their parents are interested in what they are doing.
• 51:01
  Speaker 1: That's the motivation of force right there. You motivate a
• 51:06
  Speaker 1: child by letting the john know that you have interested
• 51:10
  Speaker 1: in what the child is doing. When by the kids
• 51:15
  Speaker 1: toys or those building blogs or that lego, be there
• 51:22
  Speaker 1: with the kid, do it together, and if you ca're not,
• 51:26
  Speaker 1: do it with them. Constantly check on the kids to
• 51:30
  Speaker 1: let them know or see what they're doing. That constantly
• 51:34
  Speaker 1: checking on the kids says a lot to that kid.
• 51:40
  Speaker 1: You don't tell the kid you're important. You make the
• 51:43
  Speaker 1: kid to be important. You make the kid to figure
• 51:52
  Speaker 1: about itself. The human is born with that class. Society
• 52:03
  Speaker 1: is classless, supposed to be classless, where humans soon find
• 52:09
  Speaker 1: themselves in a class based society. And that class that
• 52:16
  Speaker 1: a kid end up being starts from the parenting. There
• 52:25
  Speaker 1: are things of the law society. There are things of
• 52:29
  Speaker 1: the average society, and there are things of the high society,
• 52:34
  Speaker 1: high society, high self estate, excellence, extra ordonists, the A society.
• 52:48
  Speaker 1: Those to the societies, the law society and the people
• 52:55
  Speaker 1: that they create problems they cannot solve. The middle society
• 52:59
  Speaker 1: and the societ the people that solve the problems that
• 53:02
  Speaker 1: they create, and the high society and the people that
• 53:06
  Speaker 1: solve problems they didn't create. Those are the legos and
• 53:10
  Speaker 1: the toys that it ta is the kids to create
• 53:12
  Speaker 1: those stuff to solve problems, and those kids are not
• 53:17
  Speaker 1: solving the problems of others. By'm making money, I'm making
• 53:23
  Speaker 1: a living. The IP mind, the intellectual property mind, the
• 53:30
  Speaker 1: entrepreneurial mind, the wealthy mind are the same mind. Now
• 53:39
  Speaker 1: were taught to start solving problems that They didn't create
• 53:45
  Speaker 1: the legos, the pazzles, those engineering pieces, putting things together,
• 53:51
  Speaker 1: taking care of a plant, taking care of a part,
• 53:59
  Speaker 1: being there for some thing, being responsible to something, being accountable.
• 54:08
  Speaker 1: These are the things that lead the kid to high society.
• 54:13
  Speaker 1: I have a kid and not teach the kid to
• 54:15
  Speaker 1: be of high society. To be a good character, good monaralism.
• 54:22
  Speaker 1: Teach the kid to do their job where it don't
• 54:26
  Speaker 1: just it. Don't just teach a kid to work. You
• 54:30
  Speaker 1: teach a kid to work well, don't know you don't
• 54:34
  Speaker 1: just teach a kid to do their job. That's a
• 54:37
  Speaker 1: basic minimum. Expects from the kids to do their work.
• 54:41
  Speaker 1: Wire excellent ingenuity, the nerdity, and a geniusness start start
• 54:54
  Speaker 1: from parent. It must make a child to feel important.
• 55:01
  Speaker 1: Always let the yall know that tomorrow will be a
• 55:03
  Speaker 1: ministered by you. Always let the try know that the
• 55:06
  Speaker 1: child is the future. You're not raising the child, you're
• 55:12
  Speaker 1: raising future leaders. Always let the child know that you're
• 55:17
  Speaker 1: raising a leader that's expected to do things well. And
• 55:22
  Speaker 1: when they make mistakes, there are no mistakes but just
• 55:27
  Speaker 1: a learning learning per process. Learn learning curves. Teach a
• 55:36
  Speaker 1: chry to teach itself and that child will soon teach
• 55:39
  Speaker 1: others to teach themselves, and through that regarding responsible society,
• 55:46
  Speaker 1: society free from laziness entitlement, are victive society, free from dependency,
• 55:57
  Speaker 1: society free from crime and dirtiness and uncleanliness. That's a
• 56:09
  Speaker 1: job of parenting. And when kids gather to bring their
• 56:17
  Speaker 1: grand kids the tongue mom and dad and to tank
• 56:25
  Speaker 1: grandma and grandpa grandpa, that family union coming together to
• 56:32
  Speaker 1: tonkue their parents. It is a testament of a job
• 56:37
  Speaker 1: we're done for the parent and his gratitude and timfulness,
• 56:43
  Speaker 1: dumbfulness to those parents from raising kids to be to
• 56:55
  Speaker 1: be the things that society need succeed when their children
• 57:04
  Speaker 1: becomes the thing that society needs, not the thing that
• 57:08
  Speaker 1: society doesn't need. Every parent has an opportunity to help
• 57:19
  Speaker 1: a child help itself, to teach a child to teach itself.
• 57:26
  Speaker 1: We call upon as patriots to be there for the children,
• 57:35
  Speaker 1: hoping that one day they will bring their grandkids to tankers.
• 57:43
  Speaker 1: The job well done. Philosopher, Prince they are intelligence is
• 57:51
  Speaker 1: philosopher Prince Israel Zar they pray fourteenth, twenty twenty five
• 58:03
  Speaker 1: from the Great City of Las Vegas, Thanking parents were
• 58:14
  Speaker 1: there for their children, and dunking children will go back
• 58:22
  Speaker 1: with their own kids to appreciate their parents of taking
• 58:31
  Speaker 1: good care of them. Society needs that thank you