Mood Principle-Woodmam

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  Principles for stimulating your child's learning potential

  Two people both went to the hospital for medical treatment. One was really sick, a very serious lung disease, and the doctor gave him x-rays. The other one was not sick, but he always suspected that he was sick and insisted that the doctor also take an X-ray. The doctor couldn't resist him, so he gave him an X-ray as well.

  When it came time to look at the film, the sick man looked at his illness has been cured, suddenly feel relaxed, happy, every day feel like a healthy person, happy to live, after a year, to the hospital to review, really no disease at all.



  What about the person who is not sick? He was already suspicious, and when he looked at the film of his lung lesion, he was even more depressed and frustrated, and he was under great psychological pressure, so he couldn't end his days in fear. In this way, every day to live in fear, not to a year, really died of disease.

  This is a classic case often mentioned by the famous educator Wei Shusheng. From this case, we can find that when the conscious mind tells the patient through the subconscious mind that he is not sick, the subconscious mind mobilizes the potential of the body to attack the foci of the disease in order to make himself really not sick. On the contrary, when the conscious mind tells the subconscious mind that it is sick and very serious, the subconscious mind organizes the withdrawal of all the organs of the body and introduces the foci into the body, which eventually turns a healthy person into a real patient.

  The same is true for the development of the brain's potential. If we can constantly input positive consciousness and let the conscious mind make demands on the brain through the subconscious mind, the subconscious mind will mobilize the potential in the body to work. In fact, we all have the experience of, for example, having a problem that we have not been able to do after thinking hard about it, inputting the relevant conditions and information into the brain before going to bed, and the next morning when we get up, we can't say that the answer will come out.

  Potential can be developed. A very simple example is that the world record for men's shot put has doubled in 100 years, from 10.02 meters in 1886 to 22.64 meters in 1986. And while the world high jump record was 1.67 meters in 1864, by 1985, Sweden's Scheiberg jumped over 2.42 meters. The constant refreshing of sports records, in addition to being somewhat related to the natural development of human physical qualities, is largely associated with the improvement of sports training, which allows the development of human sports potential.

  The difference between people is not IQ nor education nor social status, but whether they develop their potential effectively. For children, the so-called competitive advantage is simply the more effective development of potential.

  It is often said that we use only 10% of our total intellectual potential, but in reality it is probably less than 1%, or 0.1% or even less, in terms of the complexity and versatility of the human brain, which far exceeds any computer on the planet.

Educational toys can be used to prompt children's learning abilities 

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