Then came continued observation, experience, and by default, further inquiry, investigation and examination. Second came analyzing. Recognition first, analyzing second.
This is why, by default, all children, recognize, compare, contrast and question. Children critically analyze because it is a natural human automatic process that allows us to move beyond surface understandings to more-rounded understandings and beyond separate understandings to synthesis understanding.
Children seek understandings from all areas in their environment. Children do not even begin to slow down their questioning process until their sensibilities are satisfied.
Satisfying the sensibilities is not the same thing as today's version of “making sense.” Satisfying the sensibilities is the same as “making eco-sense.” This is why children learn quickly. They maintain the integrity of their merged sensing abilities which allows cooperation to continue unimpeded. Children do not rely solely on sight or hearing and then decide what to think or how to do something. Children put things in their mouths because they are also trying to understand via taste, touch and smell. This is why they will touch a stove or jump off things too high for them, try to climb things, turn plates upside down, throw things and blow spit bubbles. Whatever way they can get more information, they go for it. They are scientists.
Children are learning cause and effect. Something is happening, let me understand why or how. Something is there, what is it, what does it do, what can I do with this, what does it mean?
Children continuously need, want and expect information in multiple forms so all the senses can participate in synergistic understanding. As children learn, they revise previous understandings. They are not stuck on themselves (their human-taught identity). A child's initial identity is not as somebody's child, gender, race, nationality, etc, but rather it is as “a being, interacting.”
A child is genetic potential awakening.Because older people have learned some of the causes and effects that children have not, older people will tell children what will happen. “Don't touch that, it's hot. Don't eat that, it's dirty. Eat this, it's yummy. Even so, most children will still ask questions and check it out and verify for themselves. Children will listen to older people and try to understand if the explanation they are being given makes eco-sense with all the other information they have. This is why children will notice “something ain't logically right” and will bring it to older people's attention or to their teacher's attention. Just as the notion of “too much fun” does not compute in a child's computer brain, neither does the notion of there being such a thing as not analyzing. Why not?
Because both “fun” and “analyzing” is a being interacting and genetic potential awakening.
By default, a child will continue to critically analyze until they are numbed down on the way to being dumbed down for the purpose of holding self down to be more easily held down.At first, early humans recognized the powers and principles of Nature without, within, below and above, then they began to analyze and ask why, what, where, when, what about, how long, what conditions, etc. Early humans translated Nature's Sign-language into human Sign-language. The human version of Sign-language became varied and eventually led up to today where it is now, no longer a translation, but rather an interpretation. As said recently, this causes multiple problems in human relationships with self and all else because the Sign-language we are using to relay understandings is raggedy.
If the human use of Sign-language was as it should be, human communication would be as it should be and human relationships would be significantly improved. Humans would understand that the weakening degrading and downgrading of Sign-language to language has caused us to forget that language is supposed to be a continuous reminder of Nature, because language is supposed to be a metaphor of Nature. That's why language is supposed to equal the full perspective of Nature, but currently mainly reflects the human perspective.
The language we use to communicate is supposed to continuously remind us to continuously use all sensing abilities to recognize and analyze what is happening – with self, with other humans and with all else – and continuously merge that information so we can grow and develop healthily into our magnificence of spirit-soul-matter. Humans are supposed to be unifiers of the various aspects of self and unifiers of the rest of Nature. That is the first part of the process. The second part is for humans to mis-take variations as verification of separate origination, and as a result, become disconnectors of self and of all else, even as we make many combinations that are unsustainable due to being ill-informed in the first place.
After first comes second; after second comes first. Several years ago we began to identity and isolate “process” as something that must be better understood. Simply put, everything is process and is part of a process. This is a fundamental key to maturing and unifying consciousness. Nature is a supercomputer. Recognize this.
We are microprocessors and our cells are micro-microprocessors. Recognize further.
Our senses are continuously processing information subconsciously. The moment we again start to consciously analyze that same information, then we begin the process of optimizing our total potential, thus turning nonsense back into Nunsense, fluid like the waters we are. Early humans, children and the rest of Nature are Sign-language metaphors of self. We are them and they are us.
Everything in the Universe is communicating using Sign-language, even humans, on a lesser understood level.
We gotta get better at recognizing that Sign-language is everything. Then baby girl and baby boy gotta analyze everything so we can restore the sense of aliveness to being alive. Then the rest will follow.
