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Now, the 21st-century super child rapidly built upon that base of knowledge as he grew up. Unlike us, he was taught to think conceptually. To perceive surroundings -- see, hear, feel, smell, taste -- was automatic and present in most animals. Man's superiority came from his ability to integrate. Tomorrow, starting as children, we integrated those percepts by common denominators into concepts to generate reason and success. That process was called conceptual thinking. And the human mind could build concept upon concept through integrated thinking for entire lifetimes and not ever lose a single concept!
When we grew up, public education did not teach children how to integrate. As researched by esteemed Professor Leonard Peikoff and detailed in his Philosophy of Education, public schools (and most private schools) in the latter 20th century did not teach children how to integrate the many percepts into a few simplified concepts. For example, instead of teaching children the simple concepts of phonetics (e.g., a "p" makes a "pa" sound), public schools in the late 20th century taught the look-say or whole-language method. Phonetics required understanding 44 simple concepts (i.e., sounds); look-say required memorizing how to pronounce every single word the child ever saw (i.e., perceived) with no simplifying common denominators like phonics (i.e., no concepts).
Indeed, children in all subjects -- history, math, science, literature -- were taught impotent perceptual thinking and not potent conceptual thinking. History, for example, was taught by unintegrated specific events (i.e., by percepts) and not grouped together into common denominators by concepts. For example, the wrath of human destruction over the centuries was touched on fact by fact (i.e., percept by percept) but not grouped into the basic underlying concept of tyranny. Thus, children did not make connections of logic and, instead, lived their lives in a somewhat helpless "airhead state". They retained very little knowledge since they never learned how to integrate -- the very capacity that separated man from the other animals. In short, children never learned to think. ...Was it any wonder that essentially all children, which included ourselves, grew up to a life of stagnation? Was it any wonder that career politicians ran things the way they wanted to for the entire 20th century?
After 2001, under the new code, children grew up to be brilliant with powerful motivational drives. In my Sixth Vision, I saw that they were intensely happy. For, they did not experience the tragedy of their dreams fading as we did. Moreover, as those children tomorrow grew up, they not only made their own dreams come true, but ours as well.
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Even with a nearly worthless flow of "knowledge" during our youths, we could still grow rich as adults with integrated thinking. In fact, self-made millionaires before 2001 learned integrated thinking as adults. You see, integrated thinking made them creative, for integrating lots of existing knowledge eventually generated new knowledge.
Imagine, for a moment, a large boulder sat near the edge of a cliff. We found the strongest man in the world and asked him to push that boulder over the cliff. He braced his shoulder against the boulder and pushed with all his might. The boulder did not even budge. We could have found the next 1000 strongest men in the world, lined them up, and watched them one by one push the boulder with all their might. But the boulder would never budge. Well, that was how we were taught to use our minds in school and at work -- to helplessly push our thoughts one by one against the big boulder to success. The big boulder to success would never budge. You and I and ten average guys, however, could have all together braced our shoulders against the big boulder and, in one big heave, pushed that boulder right over the cliff.
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