Developing activities for children with a sound vector. Part 2. School curriculum against young geniuses
In school, the sound child has certain difficulties. A small sound engineer often tries to avoid contact with classmates, does not want to communicate with peers that are unequal in mind, which teachers confuse with shyness …
Part 1. How not to miss out on genius?
System-vector psychology of Yuri Burlan says that there are eight different types (sets) of innate properties, desires, and abilities that determine human thinking. System-vector psychology calls these types of innate mental characteristics of a person vectors. Four of them belong to the lower vectors: urethral anal cutaneous, muscular; and four to the upper ones: visual, sound, oral, olfactory. In this article, we will look at the features of teaching children with a sound vector.
In school, the sound child has certain difficulties. A small sound person often tries to avoid contact with classmates, does not want to communicate with peers that are unequal in mind, which teachers confuse with shyness. If such a child shows comparatively high talents for mastering the material in the classroom, then the isolation is “forgiven”. And if not, then the teacher strongly advises parents to contact a psychologist. Rarely will a sound child in school not be labeled with these extremes: either genius or retarded.
The child's contact can be easily developed by directing him to where he will meet other sound children: a music school, a literature club, or other children's interest groups that are in tune with the aspirations of the sound engineer. There it will be easier for him to learn how to contact other children, discussing what is interesting to a group of peers.
Teaching children at home: inclusive parenting or social deprivation?
Often, parents, noticing the outstanding abilities of sound children, try to "help" in their development. First of all (some starting from the age of three) fill all the time, in addition to sleeping and eating, with educational leisure, protecting the child from the "negative influence of the street" and "bad" communication with "genius" peers. Up to the point that schooling is reduced to an external study, and all the time until the age of 18 is devoted to the accelerated development of knowledge alone.
For sound professionals, this approach is dangerous because it overlooks basic adaptation skills in society. Congenital egocentrism does not allow the sound engineer, already initially closed in himself and his thoughts, to create a connection with the world around him. And then the child is left alone with a false sense of his own genius. Subsequently, this leads to teenage depression.
Sound child and school. Features of preferences
System-vector psychology of Yuri Burlan says that it is possible to help a child develop innate qualities only if he receives socialization skills among peers on time. No matter how the child treats his noisy classmates, he should go to school, while not missing from the school curriculum what will help develop his innate qualities. In the course of literature and language, the main thing for him is classical literature, which is the basis of the school curriculum.
Even at school, little sound students can unconsciously feel that there is no sense in their native language, in search of which their mental is. Then they will look for meaning in foreign languages (often mastering not one language, but several at once). After all, "how many languages you know - so many times you are a person." That is, the sound engineer is looking for meanings common to humanity in the words of different languages.
Usually those who are actively engaged in philology and foreign languages are distinguished by mathematical carelessness. They are not that they do not understand "logic", they do not want to apply it, trying to limit themselves to deciphering the meanings behind the letter signs. In mathematical disciplines, such children lag behind, but achieve a lot in philology. But those who are actively engaged in physics, become "lyricists", passing by mastering poetry and music.
Teaching children with sound vector exact sciences
Logic games, so developing the abilities of skin children, quickly become boring to sound specialists. Jumping in their minds several moves of the solution, they instantly find the answer, after which they are frankly bored. Their signal must be understood correctly: they are not arrogant in front of their peers, but are really capable of more and need a load adequate to their mind.
Arithmetic is considered by the sound engineer not only as an account, where for each digit there is a certain number of "apples and pears", but also as a certain code. It is the sound children - the first and only ones - who solve school problems of increased complexity with numbers, that is, those where both positive and negative values of numbers are taken into account.
Sound intelligence is able to perceive the surrounding world in an abstract manner, taking into account all its changes and transformations. That is, the sound engineer does not care what numbers he uses - two-digit or five-digit, the action remains important for him: multiplication, division, etc. It is these children who easily multiply large numbers in their minds, striking those around them. For sound scientists, this is not a problem; with the normal development of intelligence, it is not difficult for them to master all 10 mathematical actions of the school curriculum.
It is easiest for a sound child to pass from quantitative images to special designations, replacing real "2 tourists walking 3 hours" with abstract 2x at t = 3. The ability to quickly assimilate transformations over abstract categories makes the child the “mathematical genius” of the class, and it is better for him to continue his further education in a physics and mathematics class or lyceum.
Mathematics, physics, programming
Probability theory is the pinnacle of the school curriculum for audio professionals. No one except them understands and understands it. Abstract intelligence allows us to approach the issue of probability and relativity of events in a completely different way than others, implying by probabilities the multivariance of the consequences of one root cause, that is, reality.
Probability in mathematics and relativity in physics occupy and develop many sound minds within the inanimate level of development. It is not difficult to make sure of the special predisposition of sound intelligence to the theory of probability - let the child try to solve the Einstein problem for children. A child can acquire the first skills in understanding the existence of many possible variants of a sound even before school - playing, for example, chess.
Physics is a direct initiation for the manifestation and development of the innate abilities of the sound child. Cognition of the world around at the most elementary level allows the child to master basic skills while embracing new abstract areas of knowledge. Today, from physics, little sound scientists almost immediately "jump" into comprehension of the virtual world in the field of programming, networking and other Internet spheres. And if the current generation did this after puberty, then today's preschoolers are interested in programming languages earlier than physics.
Problems in adolescence
When it is impossible to be in solitude and silence, the sound child often begins to lag behind the school curriculum. Constant noise, screams, and in the worst case and insults of the child lead to the fact that he withdraws into himself, fenced off from the outside world. This has a detrimental effect on the ability to perceive information, there are "freezes", often - withdrawal into the virtual world. But before the age of 16, the situation is fixable. The silence in the house will immediately ease the child's condition. Knowing the mental characteristics of a small sound person, it is quite possible to consciously push him to concentration.
Among the qualities of each vector, there are those that, with the wrong approach, limit human development. For sound professionals, this "Achilles' heel" is self-centeredness. The inner feeling of the peculiarity of one's mind is deliberately inflated to unthinkable proportions. Feeling like a genius, the sonic teenager simply does not want to learn and understand anymore, since he is already “above everyone else”.
It is to self-centeredness that one should turn to in order to push such a teenager to focus. The fact that in some ways he is not the smartest will force him to delve into the subject and think about it. Such discoveries should start small, because they are uncomfortable for the audible egotism. It is important that this discomfort is manageable for a teenager.
The sound vector is also influenced by the state of the lower vectors - they determine our ability to move. So, for example, due to grievances in the anal vector or underdevelopment in the skin vector, a person cannot fully realize the potential of sound intelligence. In this case, you should take care of the state of the lower vectors, otherwise any attempts to promote the work of the mind will turn into a closure and depression.
Teaching children. How to develop abstract intelligence?
The modern school curriculum is not capable of unleashing the full potential of the abstract intelligence of the sound child. Courses of disciplines built on assumptions that are subsequently violated inhibit the development of the sound engineer.
Simplifications (less is not divisible by more - 2nd grade, you cannot divide by zero - 5th grade, there is no root of a negative number - 7th grade, transfer by syllables is impossible, etc.) for children of the remaining seven vectors make the material more accessible, but it's not about the sound baby. For example, it is easier for skin children to go from the opposite in a logical way, and it is easier for anal children when a specific course of action is indicated to them. But such "rungs of the educational ladder" limit sound children.
Abstract intelligence is able to find many options for solving a given problem, like a branched tree, which, relying on one root (cause), grows in many branches (results). The more developed the ability of concentration in a sound child, the more ways of solving the proposed problem he can cover. The scope is sharply narrowed if it is pointed out with limitations that do not really exist. Associated with this are anecdotal situations with school teachers, whom sound children who have overtaken the program are often considered not smart enough.
Training: the correct presentation of information is the key to success
The best way to present the material for an audio professional is what is considered the most uneducated approach in middle and high school: write an assignment on the blackboard and leave the child to reflect on it for a while. You can supplement the task with similar simpler solutions, but not completely analogous (otherwise it will be too easy to cope with the task).
Such methods are often preferred by sound professors in university classrooms, building from their own experience with the group. Specialized mathematical schools also use this approach, abstractly describing the basic properties of certain functions and immediately moving on to practice. This principle can be taken as a basis in other disciplines, and at home: no need to chew on simple truths to a sound child, it is enough to designate them in general terms. To speculate further is his task, but the result needs to be double-checked.
Sound thought encompasses a large volume of connections between certain events; it is energy-consuming and requires a lot of concentration. It is not surprising that, concentrating on their thoughts, these children forget to eat, tie their shoelaces, and may not even immediately notice the red light of the traffic light. But thanks to this intelligence, sound scientists are becoming global economic models and quantum physicists. Quantum physics and genetic engineering of development today are the last branches that have not yet been fully studied and are of interest to the inquisitive mind of sound engineers. But not for long.
Virtual reality. How to avoid addiction
There are many dangers in the development of a sound engineer, especially in the modern world. Only a sonic child can fully devote his life to computer games. The gamer "gets used" into virtual reality, which completely replaces the real one. A high level of noise, negative emotions from communication with the mother and other people cause the sonic child to want to escape to another “life” where he will not be so painful.
The sound engineer unconsciously guesses that it is only possible to drown out one sound wave with another, and quickly blocks the painful noise with music in the headphones. The more painful a sound person is from words, the more intense the music. The same substitution occurs with reality - the child goes headlong into computer games. The danger of this flight is that the special perception of the virtual world, where there are no moral or moral restrictions, is transferred to the surrounding reality. People are beginning to be perceived as virtual dolls, which cost nothing to remove, like in a "shooter".
It is difficult to get the sound engineer out of this state, but it is possible. Provide your child with sound comfort - silence and understanding, change the daily routine, push him to other virtual opportunities. Of course, parents want the child to immediately stop playing for 8-10 hours a day, but at one point this habit does not go away.
Having provided the developmental leisure "here", at first it is necessary to offer an adequate replacement "there". Instead of "shooters" for boys and "family life simulations" for girls, you can switch to entertaining historical and detective quests with no less good graphics and, most importantly, the expected ending without violence.
Sound baby. Prevention of child and adolescent learning problems
The school curriculum provides many of the necessary knowledge and skills at the most important and suitable period in a child's life. Here learning and parenting go hand in hand, but the information offered in the school is not enough to meet the needs of the sound child.
A child with an adult look and adult questions already from 4-5 years old follows an unconscious desire to search for meaning, which, in the favorable cases described above, will push him into science, but even there he may not find what he is looking for. Listening to himself, observing the life of other people, the child involuntarily asks questions about the person, about his thoughts, about the reasons for certain actions and events. Often, not finding answers, the sound engineer already feels in advance the meaninglessness and doom of his existence. And this lack of knowledge about the world is not filled at school or institute.
A sound teenager can go far with his questions. Sometimes it is so far away that the parent will no longer be able to return him to a normal, adequate life. To prevent this from happening, he should know about where certain human desires come from, why people act so differently and what drives them. A teenager can understand his need in this world and his task among those around him with his parents at the free online training on Systemic Vector Psychology by Yuri Burlan.
The information obtained in the classroom will provide the teenager with answers that often baffle parents: "why am I here", "why is this happening" and "what to do next." Familiarity with the basic concepts of systemic vector psychology is a prevention for teenage depression and suicide.
Relatives do not need to doubt that the sound child is a potential genius. This is given to him by nature. But whether he will become such, whether he will be able to develop and realize innate properties largely depends on you.
