Epigenetics & Neurodiversity
MY ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING IS The first Specialized Online Coaching Curriculum. I’ve spent the last 20 years perfecting an alternative, holistic approach to correcting learning differences, including, but not limited to, Dyslexia and Neurodevelopmental differences (My ELBERT…view program HERE).
The Problem: We are seeing children/adults digress with gulf-sized disconnect and low self-esteem. Each child/adult is multidimensional and ALL our faculties, systems, and senses need to function equalized, activated, and balanced for learning to take place. The triune brain which is the neomammalian complex (RAS- aka neocortex), midbrain (pons- aka limbic system), and forebrain (thymus aka reptilian) is working on a downward function, which makes learning chaotic in the mind. People are using their mental and emotional bodies to learn, not their etherical body (etheric).
The Solution: When using the etherical body, ALL our faculties, systems, and senses will function equalized, activated, and balanced. The triune brain needs to be working in an upward function (no longer perform in a protective function). With a functional upward system, the child [or adult] can trust themselves and their gifts and learning uniquenesses through spiritual mindset with self-directed neuroplasticity through ABC’s and gain God awareness (eventually unity) through PYAM Daily. They’re offered the freedom arising from conditions within the brain, senses, or sense organs and not directly caused not by external stimuli but the knowing with themselves which is a trust in their subjective, divergent mind.
In my experience, everyone Who Excels In Learning Has Developed A Unique Sense Of Trust In Themselves, Their Gifts, & How They Process Information!!
Again, speaking of the “whole person”- you need to examine every aspect of their learning, not just the end goal or result which is literacy and their appropriate learning behavior. Now, we know epigenetics relating to learning influences of generational anger and shame have the ability of being healed and determines which genes will be expressed and how their own systems will function. The main goal is to heal our very own DNA holistically through exercises and activities which block or ease the production of specific inflammatory proteins (toxicity) excreted by the gut-brain axis, decreasing biochemical reactions that happen between the Pineal, Pituitary, Adrenal & Carotid Glands along with by activating and aligning the Thymus (via vagus nerve chakra) and Pons, RAS & ACC/HPA (alta major and soma chakras) causing decrease in deficiencies while regulating our own biofields (including electromagnetic fields). This is the divine stamp where you are regulated and experiencing harmony, honor, wisdom, and becoming devoted to your purpose including but not limited to: love, joy, peace, forbearance, kindness, goodness, faithfulness, gentleness, and self-control. Against such things there is no law. ‘ Galatians 5:22–23 https://www2.bible.com/bible/111/GAL.5.22-23 You need to, again, speaking of the “whole child”- you need to examine every aspect of their learning, not just the end goal or result which is literacy and their appropriate learning behavior.
Ways to look at neurodifferences holistically: observe and take observational notes on the child…50% Nature- 50% Nurture (focus on epigenetics and spiritual mindset along with self-directed neuroplasticity): What Is Epigenetics? [Retrieved from The Answer to the Nature vs. Nurture Debate.” Center on the Developing Child at Harvard University, 30 Oct. 2020, developingchild.harvard.edu/resources/what-is-epigenetics-and-how-does-it-relate-to-child-development/.]
The GUT- The SECOND Brain
Microbiome refers to the collective genomes of the micro-organisms in a particular environment, and microbiota is the community of micro-organisms themselves (box 1). Approximately 100 trillion micro-organisms (most of them bacteria, but also viruses, fungi, and protozoa) exist in the human gastrointestinal tract12 — the microbiome is now best thought of as a virtual organ of the body. The human genome consists of about 23 000 genes, whereas the microbiome encodes over three million genes producing thousands of metabolites, which replace many of the functions of the host,13 consequently influencing the host’s fitness, phenotype, and health.2
• Microbiome — the collective genomes of the microorganisms in a particular environment
• Microbiota — the community of microorganisms themselves
• Microbiota diversity — a measure of how many species and, dependent on the diverse indices, how evenly distributed they are in the community. Lower diversity is considered a marker of dysbiosis (microbial imbalance) in the gut and has been found in autoimmune diseases and obesity and cardio metabolic conditions, as well as in elderly people
• Operational taxonomic unit — a definition used to classify groups of closely related organisms. DNA sequences can be clustered according to their similarity to one another, and operational taxonomic units are defined based on the similarity threshold (usually 97% similarity) set by the researcher
• Colonocytes — epithelial cells of the colon
• Germ-free animals — animals that have no microorganisms living in or on them
• Short chain fatty acids — fatty acids with two to six carbon atoms that are produced by bacterial fermentation of dietary fibres
Retrieved from https://www.bmj.com/content/361/bmj.k2179
What is Genetic Treatment?
Epigenetics comes to Life: Anonymous author, “DNA works by way of the same principles as the mind and neurons of the brain and body.” “Journal Nature Neuroscience”: Intelligence ‘Networks’ Discovered In Brain For The First Time, 2015. NOTE: “Remarkably, they found that some of the same genes [M1 & M3] HERE that influence human intelligence in healthy people were also the same genes that cause impaired cognitive ability and epilepsy when mutated.” “Also, studies show that autistic people have a 20% risk of having epilepsy and that people with epilepsy have a 20% chance of being autistic. The reason for this may be that the effects of epilepsy and ASD on brain structure and function overlap.” Retrieved from https://www.medicalnewstoday.com/articles/260649#link; — https://ww.eurekalert.org/news-releases/675909#.YTTkWdpAnSc.twitterhttps://medcraveonline.com/MOJPB/dna-the-phantom-effect-quantum-hologram-and-the-etheric-body;html?fbclid=IwAR199BUqYjWCvNGq2GCgdzl3d0n_lVzu_6na4KVVcYVuBzk-JeiM-CgRyDQ;
GenBank Overview
What is GenBank? GenBank
GenBank ® is the NIH genetic sequence database, an annotated collection of all publicly available DNA sequences:
Learning Disabilities (SEE COMT # 22 FOR ADDICTIONS ALSO): https://www.ncbi.nlm.nih.gov/gene/?term=Homo+sapies+learning+disabilities
Note: Catechol-O-methyltransferase catalyzes the transfer of a methyl group from S-adenosylmethionine to catecholamines, including the neurotransmitters’ dopamine, epinephrine, and norepinephrine. Furthermore, Catechol-O-methyltransferase (COMT), an enzyme that is involved in the degradation of catecholamine neurotransmitters (e.g., dopamine, epinephrine, and norepinephrine), can affect executive functions involved in cognitive flexibility, impulse control, abstract thought, and the ability to follow instructions (1, 2, 3).
Note: 17- This gene product appears to function as a negative regulator of the RAS signal transduction pathway (Read About RAS BELOW).
Can we turn off this production with Epigentics?? Holistic, Alternative, Natural means? I say…YES
Dyslexia: https://www.ncbi.nlm.nih.gov/gene/?term=Homo+sapiens+dyslexia+susceptibility+1
Note: This gene encodes a tetratricopeptide [The tetratricopeptide repeat (TPR) is a structural motif. It consists of a degenerate 34 amino acid tandem repeat identified in a wide variety of proteins] repeat domain-containing protein. The encoded protein interacts with estrogen receptors and the heat shock proteins, Hsp70 and Hsp90. An homologous protein in rat has been shown to function in neuronal migration in the developing neocortex [read more below]. A chromosomal translocation involving this gene is associated with a susceptibility to developmental dyslexia. Mutations in this gene are associated with deficits in reading and spelling.
Can we turn off developmental dyslexia with Epigentics?? Holistic, Alternative, Natural means? I say…YES
Autism: https://www.ncbi.nlm.nih.gov/gene/?term=Homo+sapies+autism
Note: This gene has been implicated in neurodevelopment and as a candidate gene for numerous neurological disorders, including autism spectrum disorders, intellectual disability, and developmental delay. Mutations in this gene have also been associated with non-neurological disorders, such as acute lymphoblastic leukemia, aging of the skin, early-onset androgenetic alopecia, and certain cancers [see thymus below].
Can we turn off Neurodevelopmental disorders with Epigentics?? Holistic, Alternative, Natural means? I say…YES
Depression: https://www.ncbi.nlm.nih.gov/gene/?term=Homo+sapies+depression
Note: This gene encodes a multifunctional proinflammatory cytokine that belongs to the tumor necrosis factor (TNF) superfamily. This cytokine is mainly secreted by macrophages. It can bind to, and thus functions through, its receptors TNFRSF1A/TNFR1 and TNFRSF1B/TNFBR. This cytokine is involved in the regulation of a wide spectrum of biological processes including cell proliferation, differentiation, apoptosis, lipid metabolism, and coagulation. This cytokine has been implicated in a variety of diseases, including autoimmune diseases, insulin resistance, psoriasis, rheumatoid arthritis ankylosing spondylitis, tuberculosis, autosomal dominant polycystic kidney disease, and cancer. Mutations in this gene affect susceptibility to cerebral malaria, septic shock, and Alzheimer disease [see RAS/pons/thymus, hippocamp and insensitivity and depression below].
Can we turn off (DOC) Disorders of Conscious with Epigentics?? Holistic, Alternative, Natural means? I say…YES
ADHD: https://www.ncbi.nlm.nih.gov/gene/?term=Homo+sapies+adhd
Note: brain, adrenal, thyroid below
Eliminating Negative Thoughts
In the field of psychology, emotions are not just our feelings, as some may think. Emotions are our feelings, thoughts, ideas, perceptions, physical sensations and involve the senses and their faculties and systems, all of which start in the mind. They create what we call mindset- needing a calm mindset for equanimity is key. Our God- spiritual mindset regulates every love or fear experience we have and our very purpose of being here on earth. The emotions need to be honored, especially anger and shame. Emotional agility is to move quickly and easily from anger to strength and shame to empathy. For this to happen, you need self-directed neuroplasticity. Retrieved from https://doi.org/10.1155/2017/9634501.
The ‘theory of mind’ is an assessment of an individual human’s degree of capacity for empathy and strength; as well as our understanding of ourselves and others have a mind, too. Where the mind is located has been a continuous debate- I propose that the mind at least begin in our very own thymus. The thymus is the center of both our higher and lower self. It is the epicenter of a vagus nerve highway including the interchanges from our gut-brain axis, to our Pons, RAS including CAN: ACC and HPA (both housed with-in the brain) which all control every system, sense, and function; basically, every aspect of the human being. The thymus aka “leb” can be overtaken by love or fear- it’s where our consciousness and super consciousness (consciousness and subconscious conjoin in unity) begins and ends.
In the field of child-psychology, “Every attitude has three components that are represented in what is called the ABC model of attitudes: A for affective, B for behavioral, and C for cognitive. Although every attitude has these three components, any particular attitude can be based on one component more than another (Study.com 2020).” The naming of the word attitude as it relates to students learning can give someone a negative perception; parents ask me all the time, “can you help me with my child’s attitude”. The attitude one has for learning makes for a make or break type learning. I observe kids all the time with Responsive System Dysfunction (RSD) which means it is hard to find meaning and motivation for learning. When your child is learning under stress, fear, and having RDS, they are learning from their mental or emotional bodies, primarily with a Sympathetic (anger) Functional System which is a hyper-processing dysfunction and Parasympathetic (shame) Functional System Dysfunction which is a hypo-processing dysfunction or both anger/shame which is a Total Functional Dominance System which is a varied hyper-, hypo- dysfunction of the RAS (Rectangular Activation System). This hyper-, hypo- and varied dominance affects the “whole child”.
Affective differences clearly exert powerful effects on learners’ ability to learn. Affect can influence a learner very positively — as shown in Rosalie Fink’s work on reading instruction of individuals with dyslexia — or, as is more commonly noted, negatively. 31 Students with severe affective disorders, such as schizophrenia or a history of abuse, are highly vulnerable to reading failure, in part because strong affective influences derail the work of recognition and strategic networks. More prevalent issues, such as learning disabilities, can also produce strong affective responses over time. We have talked to college students with learning disabilities who vividly describe the palpable dread with which they pick up and open new textbooks. Naturally, some effects are commonplace for everyone — anxiety before a test or a presentation is not only typical of most people but also beneficial. A certain amount of stress or anxiety can prepare us to pay close attention and to perform at our best. Understanding these differences can help teachers support learners appropriately.
Retrieved from: http://udltheorypractice.cast.org/reading?10&loc=chapter2.xml_l1969839; Fink, R. P., 2020. Gender, Self-Concept, and Reading Disabilities. Available at: https://eric.ed.gov/?id=ED441951.
Perceiving with Interpersonal Victimhood Outside of Conscious Awareness
Another Recent Study uncovers the “Tendency for Interpersonal Victimhood”: A new personality construct has been defined that describes people who persistently see themselves as victims within interpersonal conflicts.
The research was published in Personality and Individual Differences:
Research has suggested, for example, that middle school students with learning disabilities often view academic situations as threatening, even exhibiting physiological stress responses upon entering a room where they will be asked to read. While more successful readers tend to show mild anxiety when asked to read aloud, students with a history of reading difficulties show elevated heart rates and other indicators of stress even before being given instructions.25
Murphy and Zajonc (1993) affirmed a previous finding that positive and negative affective responses “can be evoked with minimal stimulus input and virtually no cognitive processing” (p. 723). They further found that when affective network response is elicited outside of conscious awareness, brain response is diffuse and a specific location cannot be specified.
Retrieved from: http://udltheorypractice.cast.org/reading?5&loc=chapter2.xml_l1969929
THE BODY INCLUDES: High HEART, BRAIN & MIND
Section 2 — A Blameless and Pure Life Via Trusting The Thymus (Mind)
ALL NEED TO BE JOINED: BY HEALING OUR VERY OWN [LEARNING] DIFFERENCE. By Daily belief and greater certainty in exaggerated or hyperbolical expression of praise upward towards God:
(Body) Mind (RAS-Body/Brain=Intellect/Thought/Meaning/Pure) Ex. You are Grace: You are Knowledge (Hope, White, Knowledge)
joined with
(Soul) Emotions (PONS-Body/Mind= Choices/Imagination/DREAMS/DESIRES) Ex. You are Mercy: You are Strength (Charity, Purple, Understanding)
joined with
(Spirit) Will (Thymus aka “The Leb” — High Heart/Mind=Charity/Incentive/Motivation/Blameless) Ex. You are Power: You are Loving-Kindness (Faith, Green, Memory)
joined with in unity with Love and Honor
(Holy-Self) Jesus, Holy Ghost, God (ARAS) — It’s the seal of perfection, where you are a growing seed of spiritual moral principles (pure) and sympathy (blameless).
Acknowledge: God is Alive (Life), Infinite (Eternal), Complete (Perfect)
In your relationships with one another, have the same mindset as Christ Jesus. Phillippians 2:5
Mind You Again: The Heart
Specifically, the mental body is anger brain dominant and perceives in the heart everything related to learning with anger. The emotional body is shame brain dominant and perceives in the heart everything related to learning with shame. According to my good friend, Tom Heintz (An Emotional Code Practitioner-Creator of The Body Code) references Christine H., MS, LMHC (Hammond 2018), ‘Anxiety [anger and shame] is one emotion that can be passed down from one generation to the next. Also, there are 10 emotions that can also be inherited through family trauma, parental modeling, and/or abusive behaviors.’ For those who struggle with sensory triggers and learning stressors, like when experiencing reading or writing, these negatively perceived and filtered experiences with anger and shame, can cause a trauma type of developmental anxiety and sometimes even depression. Heintz (2020) also refers to this following excerpt from Christine Hammond, MS, LMHC (2018):
1. Anger — There are three main types of unhealthy anger: aggressive anger, passive-aggressive anger [shame], and suppressive anger [hatred- not kids usually] — all of which can negatively affect a child. For example, if a parent is aggressively angry by yelling, their child might grow up to mimic the same behavior or learn to redirect it into their own manifestation of anger.
2. Shame — Hearing words from parents such as, “You will never be good enough,” or “You are stupid,” attack the heart of who a person is. Sadly enough, shaming tactics are pervasive in hyper-religious homes where a child is told that they have to live up to some unrealistic standard and very frequently are practiced by the child on others once they have been exposed to such treatment” [Generational Healing: tom@thebodyemotions.com; accessed on 2/19/20 “10 Emotions That Can Be Inherited.” The Body Emotions, 21 Apr. 2020, thebodyemotions.com/10-emotions-that-can-be-inherited/].
In 2018, I created My ELBERT Responsive System Dysfunction (RSD) Checklist, which is a Functional System Dominance Checklist. I have found in over 4 dozen students what I always knew; that they develop anger first, if not given a healthy, safe, and supportive environment for their anger. Also, anger can develop into shame. Then, the shame will be more dominant. ELBERT™ sysm/para checklist and resources are important for those working with neurodifferences because shame is harder to address than anger. Shame is the defense for anger and survival of some people. Some people though are less susceptible to shame and remain in anger. I have found more times than not where just anger has been marked; especially in younger students. Note: if anger and shame are not addressed at a young age, it can turn into hatred and grief. Also, anger appears anxiously (hyperactivity) and shame appears sadly depressed (hypo activity). Together with both anger and shame, someone can appear anxious and sad. With shame being the hardest, their body may appear calm but internally their mind can be ruminating on negative thoughts, feelings, ideas, and emotions which can be hard to know unless your child shares them with someone. This is why the checklist and interview is so important. I interview the students and their parents (teachers too preferably) where an [x] means most of the time in their learning environment and a [/] means some time in their learning environment (see image 1.0).
3 Section 1.0 The ELBERT Functional System Dominance Checklist illustration
“Neuroplasticity allows the neurons (nerve cells) in the brain to compensate for injury and disease and to adjust their activities in response to new situations or to changes in their environment” (Definition of Neuroplasticity, 2020). Also, I’m needing to mention developmental trauma and learning something new, switing content and context frequently!!
When a child with neurodifferences is learning something new or stressful, if mindset is perceived with anger (SFD), we can observe lessened neuroplasticity of the midbrain (right lobe) and constant speed shifting (accelerated or and varied) of the prefrontal cortex, frontal lobe along with midbrain (left lobe) and emotional disorders with long term memory problems. Likewise, if the mindset is perceived with shame (PFD), we can observe lessened neuroplasticity of the prefrontal cortex, frontal lobe along with midbrain (left lobe) and constant speed shifting (slow or and varied) of the midbrain (right lobe) along with more executive functioning issues and short term memory problems or midbrain. We can attribute this constant speed shifting to the common problems of poor neuroplasticity. Likewise, the lacking a self-directed neuroplasticity such as positive mindset such as mind trusting qualities of belief: I AM worthy (autonomy) and I AM enough (attunement), feeling safe and secure in their environment.
There are several other factors for successfully expelling learning apathy such as with gaining resilience (meaning), and motivation such as: sleep, diet, health and wellness, physical activity (body), regulation of vagus nerve (soul- body connection), sometimes even the spirit-soul-body connection (much older teens), gratitude including love of self and others (heart-connection). Also, the environment that most of us live in today causing sensory overload along consistently multi-tasking and/or context-switching (handling 2 or more tasks at the same time) especially in this complex, non-connected (yet, connected), neurotoxic and EMF toxic infused environment- ALL decreasing our very own electromagnetism and vagal tone.
Mind You Again: The Brain
NOTE: (ACC) Anterior Cingulate Cortex (ACC) and Vibrating the Alta Major Chakra & Shame
Specifically, if the vagal system is compromised, including the following areas of the brain:
Anterior Cingulate Cortex (ACC) and Vibrating the Alta Major Chakra
The Cinguate Gyrus (CAN)- is a large arch-like lobe in the center of the inner brain that is a part of the limbic system; it houses the organs and their interactions constitute the Anterior Cingulate Cortex (ACC-shame) and the main function of this area of the brain functions to process conscious emotional experience and the parasympathetic nervous system (right side). The ACC plays an important part of conscious reappraisal of emotions such as shame/empathy and anger/strength for the ARAS). Note: The amygdala, bulb at bottom not shown in pic.., is where The Cinguate Gyrus (CAN) first receives perceptions from the mind via the thymus, via the peripheral cranial/CNS nerves, then onto the ACC. A hyper-, hypo- amygdala works harder and the VACC can get dysregulated (shame mainly).
See Auditory Neuroscience: https://peerherholz.github.io/research/
Section 4–2.0 ACC & Cinguate Gyrus (CAN) illustration
NOTE: (HPA) Hypothalamic–Pituitary–Adrenal and Vibrating the Soma Chakra & Anger
The hypothalamic–pituitary–adrenal axis is a complex set of direct influences and feedback interactions among three components: the hypothalamus, the pituitary gland, and the adrenal glands associated with the soma chakra and anger. These organs and their interactions constitute the HPA (anger) axis, a major neuroendocrine system that controls reactions to stress and regulates many body processes, including digestion, the immune system and the sympathetic nervous system (frontal lobe/left side). Note: Like above, the amygdala, bulb at bottom not shown in pic.., is where The Cinguate Gyrus (CAN) first receives perceptions from the mind (cellular memory- anger mainly) via the thymus, via the peripheral cranial/CNS nerves, then onto the ACC. [Retrieved from The Brain Network Driving Changes in Consciousness — FeaturedNeuroscience·December 28, 2020, et al. “The Brain Network Driving Changes in Consciousness.” Neuroscience News, 28 Dec. 2020, neurosciencenews.com/consciousness-brain-network-17491/).]
Section 5–2.1 HPA
Vagus Nerve and Vibrating the Soma and Alta Major Chakra
The vagus nerve- is one of the cranial nerves that connect the brain to the body. More specifically, it’s the connection between the brain and the gastrointestinal tract. Likewise, the vagus nerve has two bunches of sensory nerve cell bodies, and it connects the brainstem to the body and vagal nerves carry somatic and visceral afferents that can alter the activity of the brainstem at the point of the reticular activation centers (RAS). Remember the CAN: RAS & ACC (shame)/HPA (anger) also allows the brain to monitor and receive information about several of the body’s different functions and matters of the mind including the perceptions and filters of the parasympathetic (shame), sympathetic (anger) & total (anger/shame) response system during stress such as reading. When you activate the chakras (major 8 and soma/alta major- HPA (anger)/ACC(shame)) and normalize, balance the vagal tone and electromagnetic field, it will stop the “epigenome” which are again the collection of chemicals markers (focus: inherently dyslexia). This interruption will allow the body to then calm, be healthy, resilient, gain positive attitudes (joy, bliss, and happiness) and make learning more pleasurable and effective; therefore, also the Reticular Activating System (RAS) needs to be activated via the vagus nerve (thymus- vagus nerve chakra).
The ascending reticular activating system (ARAS- chakras 13+) itself is on the cerebral cortex and is responsible for the achievement of super consciousness (higher transpersonal self) . Note: The ARAS doesn’t fully develop in the brain until variably, around the ages 21–24 years old (Fowler, J.W. 1998). [“Fowler Faith Stages.” Encyclopedia of the Sciences of Learning, 2012, pp. 1323–1323., doi:10.1007/978–1–4419–1428–6_].
Mind You Again: The Mind
With just a Sympathetic Functional System Dominance (SFD), they perceive in the mind everything with anger during stressful experiences. When they have a Parasympathetic Functional System Dominance (PFD), in the mind, they filter and attune themselves to everything with shame. When we have both anger and shame in the mind (see child sample above), this is called a Total Learning System Dysfunction (TLSD) which creates: this creates almost complete soul-body disconnect (dysregulation) due to constant learning aka cognitive speed shifting (hyper-. hypo-, and varied) which tires out the brain’s (RAS) Rectangular Activation System (chakras 6–8th including soma and alta-major chakras), Pons (crown chakra), and Thymus (vagus nerve chakra) much quicker than the aligned and balanced learning brain and body which, in turn, lessens neuroplasticity. When our very own DNA generationally predispositions with dysfunctions of the Rectangular Activation System, Pons, and Thymus and for learning differences (anger and shame predispositions), ALL our systems and senses can have any dysfunctions, and therefore, we can actually have body-soul disconnection in the mind!
Mind you again, learning apathy is complicated and that the spirit-soul-body/connection-trust-love disconnection causes maladjustment and belonging in this world. Don’t worry, our spirit, soul, and body connection can also be complicated to a point, if we understand that we are love and not meant for fear. Think about it this way, when your child has a Hypo or Hyper, Total Responsive System Dysfunction (RSD), their learning decreases due to disconnections to others-themselves, soul-body disconnection of consciousness, perceptions of anger/shame along with assimilation (meaning and motivation) of those perceptions. Sadly, the students who have RSD dysfunctions, they can become labeled Learning Disabled amongst other labels. Therefore, they are not learning effectively, cognitively, or behaviorally on a conscious level nor helped in a way that is revolutionary nor effective.
Quantum-self: There are three forms body, soul, & spirit True Trinity- With-in Everyone
• People with a neurodifference (approx. 23% of population) learn from Pathos to Ethose All “Atypical” People Learn Ethos to Pathos — — — — but there’s a missing third component for ALL LEARNING FOR EVERYONE The Authentic Self (thymus):
(RAS- HPA & ACC) The Body & Breath of Jesus (1st-3rd chakras)
• The ETHOS- “the what” is the RAS= HPA & ACC (body & brain= brain stem) processing side and short-term memory- it’s the present and the arousal of the limbic cortex such as: ACC- amygdala, and the hippocampus. It is where our dreams come into our reality and then onto fruition, need healing to have grace and mercy and shame or fear can prohibit. Correlated with chakras 6–8th so needing empathy.
(PONS) The Heart & Breath of Holy Ghost (4–6th chakras)
• The PATHOS- “the why” is the Pons (body & mind = midbrain) which is a small part of the brain above the pons that integrates sensory information and relays it upward (RAS). Similar to the RAS, it is responsible for arousal (hyper-, hypo-, and varied) and plays a role in mood. In terms of long–term physiological changes, it is also associated with long-term memory- it’s the past and the future. This is also where dreams are centered based on our thymus and what we focus on or need healing to become pure and blameless. It is where our dreams come into our reality and then onto fruition and grief and hatred can prohibit. Correlated with chakras 1st-8th so needing courage and compassion.
(THYMUS- “The Leb”) The Mind & Soul-Spirit Connection of God (7–12th chakras)
• THE Authentic Self (the true question/answer) is the Thymus (high heart & mind= soul) a connection of perception between all affective and behavioral cognitive experiences on a cellular level (cellular memory) including the mainstream universal emotions of anger, strength, joy, bliss, shame, empathy, courage, compassion, and harmony and relays it upward (PONS). It’s also where you can find the “imagination” and “intelligence” that lies within all of us of God’s Will. This is where the God’s mind creates our purpose by filtering, interpreting our world and experiences which in turn creates our dreams into reality of miracles and blessings and Nothing Can Prohibit IF RECEIVED GOD. Correlated with chakra 9–12 and all the rest of the chakras.
7 — NOTE: A Total Learning System Dysfunction (TLSD) and Dysregulated and Dysfunctional System Responsive System Dysfunction (RSD) works in a downward effect from RAS-PONS-THYMUS:
RAS — “The Door” Rectangular Activation System
Section 8–2.3 RAS Rectangular Activation System Note: includes Soma and Alta Major Chakras
Vagus Nerve & RAS Vibrating Alta Major Chakra (*aka God Awareness Chakra)
The Reticular Activating System (RAS)- is a network of neurons (hyper-, hypo-, or, varied) located in the brain stem that project anteriorly to the hypothalamus to mediate behavior such as sleep, memory, and learning; as well as, both posteriorly to the thalamus and directly to the cortex for activation of awake, desynchronized cortical EEG patterns. It is holistically and spiritually known from being a center “where we can create our own reality” whether positive, negative, or neutral. Knowing: What we focus on in our mind (thymus), pons (dream center) then comes to fruition here in our RAS.
The ACC (see top)- is part of RAS (Pineal Gland, Pituitary Gland) associated with the alta major chakra and shame.
HPA (see top)-(Hypothalamic–Pituitary–Adrenal Axis) associated with the soma chakra and anger.
Both are associated with the thymus chakra aka vagus nerve chakra.
Note: Important RAS info. includes the following excerpt… ‘The RAS is said to be the gas pedal [slow (hypo-), accelerate (hyper-) or varied cognitive speed processing] that ignites the diencephalon (the hypothalamus and thalamus) as well as the cortical areas [where all long-term memory/storage takes place] of the brain’ (Petty 1996).
Pons- “The Gate”
9 — image 4.1 Pons Illustration works with RAS (*aka God Awareness Chakra)
The pons integrates both the medulla oblongata and the thalamus (NOTE: the importance of conscious reappraisal of emotions (emotional reappraisal) such as shame/empathy and anger/strength for the ARAS). In the thalamus, students can have a slow (hypo-), accelerated (hyper-) or varied processing, and they have a problem with sensory integration disorders (corollary discharge) and emotional intensity or insensitivity with their neurodifference. The Pons, like the RAS, is responsible for arousal (hyper-, hypo- and varied). Plus, the pons connects areas of the brain that controls autonomic functions (parasympathetic (shame) /sympathetic (anger)): Acting or occurring involuntarily, without conscious control, in the somatic nervous system such as sleep and histamine inhibitors: The part of the peripheral nervous system that transmits signals from the central nervous system to skeletal muscles, and from receptors of external stimuli such as mediating sight, hearing, and touch and movement including speaking with conscious control (RAS-alta major chakra, crown chakra specifically via the thymus (Vagus Nerve Chakra)).
The pons controls our breath known as ‘life’. God gave us the ‘life’, so we can be the breath of God, leading a pure and blameless life. The pons just doesn’t serve to help the different lobes communicate but also is the veil of God. The pons area also contains the trapezoid body (RAS) where you are able to vocalize sounds. This allows us to sing, praise and speak, and share His word- Hallelujah.
Since the pons and the thymus (see below) as well as the RAS work together, Students with Sympathetic Functional System Dominance (SFD) can have problems “Seeing God” and “feeling worthy” (Aphantasia)- for God awareness they need circumstantial evidence or can go to extreme become ulta-religious constantly “breaking down” the Bible and religion or non-religious. Those with a Parasympathetic Functional System Dominance (PFD) have problems with reliance and resilience that’s “Hearing God ‘’ and “feeling enough”- for God awareness being calm in the mind- being present and ruminating on past/future a must. (PONS is addressed more in my ELBERT™ program: includes PYAM & RAS exercises body, breath, calm through prayer, yoga, affirmation, and meditation which connects us to God- see section below). Note: Students with Sympathetic Functional System Dominance (SFD) and Parasympathetic Functional System Dominance (PFD) have high allergy rates and sleep disturbances (see other complications below).
Section 4.1a & 4.1b II Pons Axial Section and Peripheral Nervous System illustration which contains the Glia, also called glial cells or neuroglia, are non-neuronal cells in the central nervous system (brain and spinal cord) and the peripheral nervous system.
Note: For those with Dysphonetic (auditory) and Dsyeidetic (visual-surface) Dyslexia, the medial longitudinal fasciculus of the pons carries information about the direction that the eyes should move. It connects the cranial nerve nuclei III (Oculomotor nerve), IV (Trochlear nerve) and VI (Abducens nerve) together, and integrates movements directed by the gaze centers (frontal eye field) and information about head movement (from cranial VIII, Vestibulocochlear nerve- which The vestibulocochlear nerve is unusual in that it primarily consists of bipolar neurons. It is the nerve responsible for the special senses of hearing (via the cochlear nerve), and balance (via the vestibular nerve). Then, the cochlea detects the magnitude and frequency of sound waves. Students with dyslexia have tendency for speech deficits and chronic ear infections, auditory as well as visual processing issues in the terms of being a sound and word processing disorder. Note: In some cases, it’s sometimes coordination, balance, and conflicting signals in the inner ear, eyes, and sensory receptors. Including then Brodmann area 10 (BA10, frontopolar prefrontal cortex, rostrolateral prefrontal cortex, or anterior prefrontal cortex). This area is “described as “one of the least well understood regions of the human brain”.[2] Present research suggests that it is involved in strategic processes in memory recall and various executive functions. During human evolution, the functions in this area resulted in its expansion relative to the rest of the brain.[3]”
“Just as we live our life out of memory, thinking and dwelling in the past as a way of creating the future in the present by using the same idea to create a new variation, our body is regenerated and sustained out of the same memory. The mind forms an astral image as a hologram that imprints the etheric body with the information of that image.” Retrieved from HERE
Thymus- The Gate
Section 12 —4.2 thymus illustration works with RAS
(has an effect to peripheral, Vagus Nerve, CNS- as well as EM Field aka “the senses”)
Thymus (12th chakra and all chakras, high heart & mind)-Upper or Higher Heart Chakra (*aka God Unity Chakra, Ascension Chakra, Vagus Nerve Chakra). Vice versus “ soul that is the seat of the mind” Retrieved from https://www.unseenwarfare.net/3-powers-of-the-soul. It is known as “the seat of the soul”, and our Higher Intelligence & Imagination or “The Mind”- for the fact that it: holds a record of traumatic or painful events, dimensional to the subliminal content (see intelligence model below) and ancestral narration. High Heart Chakra, also called the ascended heart chakra, is connected with an organ: the thymus gland which before birth and throughout childhood, the thymus is instrumental in the production and maturation of T-lymphocytes or T cells, a specific type of white blood cell that protects the body from certain threats, including viruses and infections; It plays a role in immunity, autoimmunity, and aging (it’s basically our twin flame and fountain of youth).
For spiritual mindset….”a healthy spiritual heart (intellect, emotion, will) [thymus] is at the center of one’s inner being (soul) and is vital for a healthy soul, serving as the “fountain” of all moral attitudes and actions.” Retrieved from https://www.preceptaustin.org/heart_leb?fbclid=IwAR3sxBfseZ2LTzssTfOghYI_kfM-mtglVqyEqG3W7xAPJIQt3uODG9GjNdk
The Thymus aka Leb, Lebab Cont.
The leb is “:The Veil”, of the five senses, also what enters the body, and absolutely essential for physical life and health, so too a healthy spiritual heart (mind (intellect), emotion (imagination), will (“ego”-good/love & bad/fear)) is at the center of one’s inner being (soul) and is vital for a healthy soul, serving as the “fountain” of all moral attitudes and actions. The invisible realm of the spirit is as real as the visible world. In fact, the Scripture tells us that it is even more real (Hebrews 11:3). And just as God gave us five natural senses to interact with the physical world, He gave us five spiritual senses to connect with the supernatural world. The heart [leb- heart and mind] is the bodily organ by means of which the raw data of experience is shaped into thoughts, concepts, or judgments. https://www.preceptaustin.org/heart_leb?fbclid=IwAR3sxBfseZ2LTzssTfOghYI_kfM-mtglVqyEqG3W7xAPJIQt3uODG9GjNdk
Puritan John Flavel- light of the understanding, recognitions of the memory, seat of principles and the fountain of actions. John MacArthur — The “heart” commonly refers to the mind as the center of thinking and reason (Pr 3:3; 6:21;7:3), but also includes the emotions (Pr 15:15, 30), the will (Pr 11:20; 14:14), and thus, the whole inner being (Pr 3:5). The leb aka heart and mind carries along several other organs of the body (cf. ear and eyes already in Pr 4:20, 21) mentioned frequently in wisdom instruction: mouth, lips, and eyes (parallel to “eyelids” or “orbs” in Pr 4:25), mouth, lips, and even the foot and hand. The heart is the depository of all wisdom and the source of whatever affects speech (Pr 4:24), sight (Pr 4:25), and conduct (Pr 4:26, 27). The heart is the seat of the total personality. Also emotions according to Richard Watson — The Hebrews regarded the heart as the source of wit, understanding, love, courage, grief, and pleasure… The heart is said to be dilated by joy, contracted by sadness, broken by sorrow, to grow fat, and be hardened by prosperity. The thymus aka “heart” is the center of the being, where the will, affections, thoughts, purposes, and imagination reside. Human emotions are more frequently associated with the lower organs.” In the context of Proverbs 4, watching over one’s heart involves guarding what is said (Pr 4:24, and the heart affects what is said, Mt 12:34), what is seen (Pr 4:25, Job 31:7, Mt 5:28), and what is done (Pr 4:26, 27). Memory is the activity of the “heart,” as in Job 22:22. R E Murphy on the heart — The heart is the central organ of the body in the wisdom literature. It is often paraphrased as “mind,” since it does have an intellectual component (cf. the usual, if unfortunate, translation of the “listening heart” of Solomon in 1Ki 3:9 as “understanding mind”). But it is also the basic orientation of a person, embracing desires, emotions, and attitude.
The heart and mind are One. Thus spiritually as well as naturally, out of the heart are the issues of life. It is the great vital spring of the soul, the fountain of actions, the center and the seat of principle, both of sin and of holiness. (Mt 12:34, 35.) We need to consistently evaluate the purity of our hearts in prayer, asking God to reveal the little things that contaminate us. As God reveals our wrong attitudes, longings, and desires, we must remove them from our hearts. (from Joshua Harris’ book I Kissed Dating Goodbye. Multnomah Publishers). It’s the subconscious mind because it interprets and filters our experiences and environment. It’s connection of perception between all affective, behavioral and cognitive experiences including the mainstream universal emotions of anger and shame on that of the pons, RAS (ARAS), vagus nerve and gut brain axis. It’s the internal fire [sacred fire] that gives us our purpose for God awareness (RAS) and unity (ARAS) intelligence (knowledge) connection. A healthy thymus gives us system regulation or unhealthy thymus system dysregulation (disintegration) of all our systems: contents, models and operations amongst our very own body, mind and spirit (see cubed model of intelligence illustration below).
The Leb- furthermore, includes your mind, will, and emotions. The mind includes your thoughts, ideas, perceptions, feelings, etc. (gives meaning); the will includes your wants, purpose, and desires (gives motivation); the emotions are the primary universal emotions mentioned above (gives meaning and motivation). The mind needs attunement and the will needs autonomy (Keep in mind, the emotions governs what is interpreted by the mind and will need to be true, clean, pure, and blameless). Therefore, everyday ask for protection and forgiveness (mind-ask), find (emotions-seek) joy, bliss, and harmony in any situation and listen/see God’s Will (will-knock). This habit of looking for the positive and the highest good leads to wiring the brain for seeking out more patterns of peace, kindness, gentleness, and worthiness- then, appreciation “Knowing in His Wisdom” that His Will Be Done. Next thing you know, you have a new leb and a new life…to be made new in the attitude of your minds. Ephesians 4:23
“Our mind [“leb”] receives information that it turns into emotional thoughts that act as a blueprint for shaping our material body, both inwardly and outwardly. We literally become what we think and imagine.” Retrieved from https://medcraveonline.com/MOJPB/dna-the-phantom-effect-quantum-hologram-and-the-etheric-body.html?fbclid=IwAR199BUqYjWCvNGq2GCgdzl3d0n_lVzu_6na4KVVcYVuBzk-JeiM-CgRyDQ
Remember the vagus nerve also connects the brainstem to the body. The vagus nerve also is connected to the eight chakras via CAN including RAS & ACC (shame)/HPA (anger)- by activating the eight chakras including the soma/alta major via the vagus nerve, it can continue doing its job of helping us connect our brain stem to the body; hence, regulating our biofield (including electromagnetic fields). One of the major goals of the paper and program includes holistic alternatives and activities for equanimity and to block or ease the production of specific inflammatory proteins and chemicals (toxicity) excreted at the gut-brain axis via the vagus nerve, align and balance the eight chakras (soma/alta major also) including Pons, RAS, and ACC (shame)/HPA (anger) areas of the brain to regulate our own biofields aka senses (including electromagnetic fields). Also, for the thymus (vagus nerve chakra) to become regulated and balanced.
AVOID Insensibility: Nurture Their Godly Nature
Section 13 — Prayer, Yoga, Affirmations, Meditation Daily
Anhedonia presents itself in a myriad of disease processes. Anhedonia is the inability to feel pleasure. It’s a common symptom of depression as well as other mental health disorders. Most people understand what pleasure feels like. They expect certain things in life to make them happy. {Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3181880/]
Definition of insensitive
: lacking feeling or tact
so insensitive as to laugh at someone in pain
: not responsive or susceptible
insensitive to the demands of the public
: not physically or chemically sensitive
Basically, I’ve observed learning apathy when just stop caring for others and having emotional agility- They may believe nothing matters especially learning and school; as someone anonymous had written to me, ‘their soul implodes upon itself’!! There’s a lot to be said for Maria Montessori’s observations of trusting the universe along with ‘the child’. If we love and trust our children, this becomes their inner thoughts, ideas, feeling, intents, dreams, and perspectives. When they trust their own mind (including feelings, emotions, thoughts, ideas, perceptions), they can experience the “gifts of dyslexia” and learn anything the way they learn best.
NOTE: “ When your child has a Hypo- or Hyper-, Varied Responsive System Dysfunction (RSD), their learning and motivation (attunement) through their senses decreases due to disconnections to others-themselves along with soul-body disconnection…”. Also, “Relative to the hippocampus, these memories are then stored as polarities in the brain-experiences and reality of consciousness in the past, future, and present. (see RAS specially ACC above- associated with the alta major chakra and shame.)” @help_dyslexia https://link.medium.com/H8uilf2qvib
Disorders of consciousness (DOC) along with Total Functional System Dominance (TFSD) , in my mind, means the leb is not matured, complete, and unstable leading to unstable health and wellness which lends to diseases, illnesses, learning differences and overall problems and complications in peoples’ lives. Their mind, will, and emotions are not equal in the distribution of strength and empathy- where anger and shame is the majority of their emotions. The person has not allowed God to take their present and generational anger and shame from them. Their body, soul, and spirit are disconnected to God and not fully conscious (see Universal/Supra Causal Self: Miracles and Blessings: Supra-Mundane God- https://tcooktutor.edublogs.org/)
New study of human brain tissue suggests clinical depression reduces the quantity of astrocyte cells in key regions
“The researchers were particularly interested in three brain regions, the dorsomedial prefrontal cortex, dorsal caudate nucleus and mediodorsal thalamus, which have been implicated in depression” (*see HPA-anger related to RAS in section above) Retrived from https://www.psypost.org/2021/05/new-study-of-human-brain-tissue-suggests-clinical-depression-reduces-the-quantity-of-astrocyte-cells-in-key-regions-60668 by Eric W. Dolan; May 4, 2021in Cognitive Science, Depression
By Nature People Praise God “Now All Glory to God”: Holy Divine Light of Love and Honor — https://tcooktutor.edublogs.org/
NEEDING TO BE ADDRESSED- Learning Differences including Our Electromagnetic System
All of our senses and corresponding systems give us vital information about our surroundings. Our EM field gives us “sense” included in our interoception and exteroception. Exteroception is sensitivity to stimuli originating outside of the body. Sensitivity, sensitiveness, sensibility — (physiology) responsiveness to external stimuli; the faculty of sensation; “sensitivity to pain” visual modality, visual sense, vision, sight — the ability to see; the visual faculty. Interoception is the perception of sensations from inside the body and includes the perception of physical sensations related to internal organ function such as heartbeat, respiration, satiety, as well as the autonomic nervous system activity related to emotions (Vaitl 1996; Cameron 2001; Craig 2002; Barrett et al 1997). As well as, our EM and Torsion Field is “our senses” not what we think of as senses as the vehicle (ear, eyes, nose, mouth, skin, balance) that sends messages through our nerve endings, CNS and then to the brain. Our EM and Torsion Field, you will read more on later, includes our chakra system. These senses depend very closely on the thymus, ‘our mind’ to make sense of our own world and experiences, including relationships with others. Our senses give us our perceptions of our universal emotions, plus, are we going to live in fear or love. Our senses include our cellular memory and how we act. Again, for the divergent thinker it is where our mind consciousness makes our decisions, not logic.
5 Spiritual Senses- check out Rosalie P. Fink Study HERE [Retrieved from Fink, R. P., 2020. Gender, Self-Concept, and Reading Disabilities. Available at: https://eric.ed.gov/?id=ED441951.]
“Just as He gave us five natural senses, God also created us with five spiritual senses. In these lessons, Patricia King helps you cultivate your spiritual senses and mentors you in how to see, hear, feel, taste and smell more of the supernatural realm that is all around you. This course is not just about acquiring knowledge, it is meant to be a doorway to encounters that will answer the cry of your heart to know Him and His Kingdom more fully and intimately.” Patricia King
What is the law of conservation of energy? It states that energy can be converted in form, but not created or destroyed. I need for you to think about the universal emotions as energy that can be transformed or changed amongst being hereditarily passed down through generations and stored in the thymus (vagus nerve chakra) as well as translate into our very own DNA. Electromagnetic energy is part of our quantum-self; there are three forms of electromagnetic energy: visible light, infrared radiation, and radio waves. Let’s focus on 7 spheres of invisible light converted into visible light and ‘as you focus, so you are there in superconsciousness’ (see below) as 5 dimensional light- Glory and Victory.
7 Natural Rays Of Light: See The 7 “Orbs” of Light
• JESUS (Mental Body) RAS the aka neocortex (Body & Brain- breath). It’s the cognitive and physical “what” which is the “The Way”. 1st-3rd (Chakras 1–3) Mercy & Grace Ray-Justice (pink- North). Ras/ HPA & ACC/Gut — to know, perceive, recognize, have, aware, cognizant, do laugh (reverence, ask, repent, reconciliation)
Holy Ghost (Emotional Body) PONS aka limbic system (Body & Mind- breath). It’s the affective and the physical “why” which is “The Truth”. Pons- to come, meet, move, reach, arrive, approach, advance, speak love and sing (rejoice, obedience, and good deeds)
• Quadrant 3/ 4th (Chakras 4) Hope/Faith Ray- Praise, Self-Disciple (green- South)
• Quadrant 2/ 5th (Chakras 5) Glory/Victory Ray-Heal, Love Others (blue- West) New Humanity Consciousness
• Quadrant 4/ 6th (Chakras 6) Divine Love/Honor Ray- Save, Love Oneself (red-orange- East)
• God (Etherical Body) THYMUS aka reptilian (H. Heart & Mind- authentic breath). It’s the God-Soul connection, authentic self connection which is infinte “The Light”. (THYMUS) The Mind & Spirit of God 7–12 (Chakras 7–12) Absolute Holiness Ray; The Infinite (The Seventh Seal) Zadkeil (Purple) and Raguel (Burgundy/Orange), & The Throne (Gold). Thymus- to be, have, belong, remain, imagine living in love (wisdom, curiosity, “intellect”, connect)
God is the “The Life” so NEEDS TO BE REVERSED- But, Still Three is Key To All Learning!!!
Section 18–3.0 EM and Torsion Field
The Senses Make Up Themselves & Their Corresponding Systems and Functions along with soul -body connections/ SOUL-SPIRIT CONNECTION
EM Field is our affective-spiritual components which include the following: a healthy and functional physiological, sensory-motor systems meaning our exteroception and interoception (“our senses’’) including our sensory system (especially visual and auditory) along with central and peripheral nervous systems- which is regulated by RAS & ACC/HPA, Pons (parts of the brain), thymus and biofield (including electromagnetic field, internal chakras).
Here is Pink’s summary of what it means to keep the heart. The reader is advised to read the extended discussion that goes with each point by clicking here. https://www.preceptaustin.org/heart_leb?fbclid=IwAR3sxBfseZ2LTzssTfOghYI_kfM-mtglVqyEqG3W7xAPJIQt3uODG9GjNdk
1. To “keep” the heart means striving to shut out from it all that is opposed to God…
2. To “keep” the heart means striving to bring it into conformity with the Word…
3. To “keep” the heart means to preserve it tender unto sin…
4. To “keep” the heart means to look diligently after its cleansing.
The Veil (s)
The veil separating the Holy Place from the Most Holy Place is also symbolic of man’s spiritual heart [aka Thymus] (1). Man’s spiritual heart connects the spirit and the soul, similar to the physical brain connecting the body and a man’s soul (Hebrews 4:12). The Holy of Holies represents the Spirit of man (1 Thessalonians 5:23). This is where God the Holy Spirit dwells in the Christian upon salvation (aka, baptized with the Holy Spirit) (1).The Holy Place represents the Soul of man (1 Thessalonians 5:23), and the three items of furniture (i.e., Golden Lampstand (1), Table of Showbread (1), Golden Altar of Incense (1)) in the Holy Place represent the process that will lead to this Truth transformation. Therefore, the Holy Place’s “Curtain Screen” symbolically represents Jesus as “The Truth” (John 14:6). “Do you not know that your bodies are temples of the Holy Spirit, who is in you, whom you have received from God? You are not your own; you were bought at a price. Therefore, honor God with your bodies.” 1 Corinthians 6:19–20 NIV
SOLUTION ABC’s & PYAM DAILY: “The Why of the My ELBERT program: Holistic Alternatives for Learning:
Part I HERE
Part II HERE
Part IIb HERE
Part III HERE
Resources for student and their parents:
Part IV HERE
Part V HERE
Part Vb HERE
Part VI HERE
Part VII HERE
Part VIII HERE
The BRAIN BALANCING WITH THE BIBLE: HERE
The Ultimate Help: https://tcooktutor.edublogs.org/
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