The Organized Despair of Systems

These three principals are self-evident and yet it seems our true organic nature has been usurped in favor of the concept of systems. We have become a society of systems. We have systems of mathematics, systems of etiquette, systems of communication, systems of organization, business systems, travel systems, mechanical and electronic systems. In today's world, only for the first few precious years of life are we relatively free to live in self-directed harmony with these fundamental principals before we are led astray by outside forces.

Commencement of our formal education marks the point we embark on our journey of system integration. Systems of formal education have always faced a dilemma in that the volume of students precludes giving each one individual attention. Resolving the dilemma would presumably entail discerning the unique character of each student and thereby formulate a basis to design course study and teaching methods that are optimized for the individual. Unfortunately this approach is hopelessly impractical.

Efficient production of graduates is the main criteria of this system, so instead of the system adapting to the student it is the student that must adapt to the system - adapt or face rejection. Systems have no tolerance for anything which does not conform to their constructs. Formal education has thereby been reduced to memorizing information that is presented to us as the standard curriculum of what must be learned.

Success in this system is measured by our ability to memorize and recite information that has been discovered, validated, and recorded by others. The brain's internal mechanisms involved in simply memorizing information are very limited in scope, and as a result, this type of limited training and constrained focus develops the brain to an equally limited extent. Education utilizes only a small fraction the brain's actual capabilities.

By the age of seven only ten percent of our children manage to retain their natural creativity. By the time they have finally completed their education a mere two percent of students emerge with their Right-Brain skills of creativity relatively intact. Many students of predominate Right-Brain inclination are robbed of their education by a system that rejects those with poor Left-Brain skills. Society as a whole is robbed of a precious resource that could otherwise be utilized to tremendous benefit.


Systems Have Their Place - But...

Although it may seem to the contrary, it is not the intention of this article to dispute the tremendous value of systems. Systems provide a very efficient means for us to learn and to work together for a common goal. There are certainly tremendous benefits to be gained by learning from information that has already been "proven", but forcing an infinite mind to conform within the limits of a pre-configured system, and to do so motivated by an imposed need to succeed for fear of rejection, definitely has its dark side.

Incessant focus on memorizing existing information subliminally conditions the mind to blindly accept information just as it's given, without questioning its truth, without exploring for new undiscovered possibilities, and without daring to challenge accepted traditional convention.

We endure this conditioning over so many years that the limited thinking it fosters becomes habitual - NORMAL. Students are left little time or motivation to work through the thinking processes involved in formulating their own unique opinions from their own unique perspectives.

The mind is thus distracted from its natural self-propelled evolution by systems that treat us as if we are all identical. Those that persist in expressing their unique individuality are most often attacked and ridiculed by those that have accepted system integration. And as we learn so do we teach our children, unwittingly indoctrinating them into the constructs of systems at the earliest
age and thereby propagating system values throughout successive generations.


The Neuro-Organic Alternative

When learning is limited by the rules of a system, Neuroplasticity will inevitably respond by optimizing the brain's capability to process information in accordance with imposed limitations. Retardation of the mind's full creative potential is the unfortunate consequence. This brings to light a curious paradox. Systems do tend to retard creativity and yet at the pinnacle of any system it is precisely this same creativity which is most highly valued.

We must learn to question the agenda of our systems to maintain awareness of how we are affected by our blind acceptance and faithful participation. Most of us are not aware that anything has been lost. Why would we be? We are never informed about the brain's natural potential of explosive idea generating creativity, certainly not directly trained in its use. And after all, understanding the world from the perspective of our systems serves us very well. Everything is provided to advance within the system and successfully navigate the challenges of life. Why bother with anything more?

Because there IS so very much more. To unite logic and imagination in a seamless interplay under complete, self-aware, control. To instantaneously understand and appreciate things from every conceivable point of view. To gain awareness of how ego and emotion can distort the perception of reality. To recognize the many obstacles that obscure the truth. To nurture the mind's natural flexibility to generate any number of new innovative ideas at will, coupled with the capability to successfully marshal new ideas into productive and profitable action.

These are the attributes of wisdom that work together in concert to enrich the full spectrum experience of life and open the door to a whole new world of endless possibility.

Engaging in activities that cultivate these invaluable attributes triggers Neuroplasticity to respond in kind by further optimizing the brain's capability of acquiring them. Children that grow up with Neural Ergonomic practice can still take full advantage of everything systems have to offer while never loosing perspective of their true organic nature. Contrary to what many believe, genius is not a mystical talent bestowed only upon the gifted few, but a viable skill that can be learned and mastered by everyone.


Creativity and the Acquisition of Knowledge

The great Albert Einstein once said, "Imagination is more important than knowledge". Truer words have never been spoken, and he is definitely one that would know. Although skilled in the disciplines of physics and mathematics, it was not the knowledge of these subjects that led to his groundbreaking formulas. Rather, it was his self-developed skill in properly UTILIZING his imagination that empowered him to discover new knowledge, literally dreamed into reality from nothing, that began to unlock the hidden secrets of the universe. Only after his imagination brought his theories to light could he begin to interpret this new knowledge in the languages of science.

Imagination is regarded by many as mere fantasy, as if nothing imagined could ever be real. Fantasy is certainly a product of imagination, but, as Einstein has well proven, imagination is capable of producing a great deal more. The discovery and realization of knowledge always precedes any possibility of understanding or explaining knowledge. The Logic of scientific disciplines cannot attempt to explain a hypothesis until after the imagination conceives a hypothesis. Without imagination science is meaningless, in fact without imagination science could never exist.

When we close our eyes, and thereby draw a curtain over the world outside the mind, we dwell in a space that at once seems localized inside of our head and yet, when viewed from inside, has no discernible boundaries. An infinite inner universe where we have complete freedom to create whatever we wish. Absolutely nothing exists in this space except that which we ourselves manifest. In this regard we all exist as the supreme being of this inner universe where the only limits of creation are those we impose on ourselves.

Neural Ergonomics empowers practitioners to seek mastery over their inner space and to expand its limits and applications far beyond any borders to infinity.


A Complimentary Approach

This article began with an explanation of Ergonomics as having two distinct and complimentary methods of application. One method pertains to designing tools and environments that harmonize with our natural body mechanics. The other method pertains to training the body itself to interact within its environment in harmony with its own natural mechanics. Thus the ultimate aim of Ergonomics is to achieve a Utopian state of perfect harmony between the body and its environment.

Neural Ergonomics embraces the same overriding philosophy and also utilizes a similar complimentary approach. However, a change of context from the Ergonomic paradigm shifts emphasis to achieving harmony between the mind and its environment. In this new context the mind is defined as the pure energy our thought or being, and the environment now encompasses the brain, the body, and the world outside, together as one.

One approach of Neural Ergonomic method introduces environmental elements designed with the aim of stimulating the mind to induce favorable Neuroplastic response. The complimentary method depends on the practitioner learning to utilize the stimulus to maximum advantage and thereby amplify Neuroplastic response to its greatest effect and practical realization.


Down to Earth

As mentioned earlier the mind and body share many attributes of design because they were both created by the same designer. Notice there was no mention regarding the nature of the designer. This subject could spark endless debate about the nature of the mind, its relationship to the body, questions of religious dogma, and the very nature of life itself. Neither the rigors of science nor blind faith of religion has yet to resolve these issues. Neural Ergonomics does not profess sublime hidden knowledge or attempt to explore or explain the mysteries of life.

The fact that we humans are self-aware, coupled with the fact that our self-awareness of our own consciousness is all that we truly know, behooves us to understand the nature of this awareness. We may never discover the truth about the nature of our existence or the force that brings us into being. But even though we don't know exactly what this force is, we do know something about its behaviors, and we can utilize this knowledge to significant advantage.

Neural Ergonomics studies these behaviors to better understand the nature of the interactions between the mind and its environment. The aim of Neural Ergonomics is to develop principals of design and methods of application to empower the mind in its journey of self-propelled discovery.

Neural Ergonomics is focused on producing practical results by working to stimulate, revive, and amplify the brain's primordial ability to think for itself. Neural Ergonomic training is designed to work directly with the brain's Neuroplasticity to greatly extend the brain's capabilities which in turn expands the mind to ever higher levels of awareness. Practitioners of Neural Ergonomics reap tremendous benefits with respect to mental health and well-being, and quality of life in all aspects. Over time, regular practice can produce phenomenal results.

Neural Ergonomic methods empower the individual to reclaim and amplify their inherent organic potential of brilliant creativity blended with the decisive deductive reasoning of critical thinking. Neural Ergonomics embodies a philosophy in stark contrast to the prevailing culture fostered by an education system that merely presents us with information to assimilate, instead of fulfilling its more noble calling of teaching us how to think for ourselves.