How to Create the Next Generation of Chinese Heroes Bill Bodri

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How to Create the Next Generation of Chinese
Heroes Bill Bodri
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All Parents Want Their Children to be Rich,
Successful, Healthy, Smart, Happy, Virtuous - A
Better Life

• Have the tools for success and happiness in life
• Smart, know how to learn, cultured, adaptive and
  open-minded
• Wont be destroyed by the fast pace of a
  money-oriented society
• Think critically and independently, can accept
  the best of the East and West, Versatile and
  ready/willing to experiment and accept things
  (risk takers)
• Honest, virtuous, Get along with, deal with
  people (can manage others)
• Are self-aware, know how to police themselves,
  can change their own habits and behavior,
  practice self-improvement
• Can convince and argue persuasively (can
  market/sell/promote)
• Know how to set priorities and get things done
  (can set and achieve personal goals)
• Can create a personal life purpose - spiritually
  mature - self-actualized

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Outline of Topics

• Western Brain Research, Neurons, Synapse Growth
  and Aging
• How to Change Habits and Behavior
• The Learning Environment and Learning Cycles
• Musical Skills - Mathematical Learning
• Linguistic Learning - The Recitation Program
• Structure of Western Education (the Trivium)
• Special Movements that Speed Learning
• Exercises that Teach Virtue and Character
• Views on Modern Schooling vs. The Recitation
  program

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Western Brain Research, Neuron Pathways and the
Implications for Learning
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The Brain, Neurons and Synapses

• Brain cells - called neurons - are hard-wired to
  other cells before birth. Other connections
  develop because of stimulation and the repetition
  of experience. The brain triples in size from
  baby to adulthood.
• One neuron can connect with 15,000 other cells
  (synapses). These synapses form the brains
  physical maps that allow learning to take
  place. During critical brain growth periods these
  long thin fibers grow inside the brain, creating
  pathways that carry electrical impulses from cell
  to cell. All studies find that Age 0-10 is the
  time when there occurs peak production of
  synapses.
• At age 3, the brain is twice as active as that of
  a college student. Thats when the brain is most
  flexible and prepared to learn by building new
  connections and casting off others that arent
  used.

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Ages 3-10

• Researchers universally agree that personality,
  attitudes, concepts of self, language, coping
  skills and learning patterns are in place by age
  3.
• By age 3 there are up to15,000 connections per
  neuron. This is too many. The child needs to make
  sense of it all. So during the next 10 years the
  brain refines and focuses those connections. The
  stronger ones become stronger with use and the
  weaker ones become weaker.
• By the time the child is a teenager, the number
  of connections has decreased in half. Roads with
  the most traffic get widened while those with
  little traffic fall into disrepair. If the child
  has a rich emotional life, those neuron highways
  are large. If taught to get angry easily, those
  highways get large. (At age 21 the nerves in
  frontal lobe have a growth spurt and we realize
  our parents are smarter than we thought.)
• The carving of these pathways is the individuals
  character. The mental (neuron) pathways are the
  individuals filter. They produce the recurring
  pattern of behavior that makes them unique. They
  tell them what stimuli to ignore and which ones
  to respond to. They define where the child will
  excel and where they will struggle. Beyond the
  mid-teenage years, there is a limit as to how
  much the character will easily change.

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Which Brain Connections Does Your Brain Keep or
Discard?

• In the early years, the brain forms twice as many
  synapses as it will need. Which connections does
  your brain keep?
• In learning, new brain synapses form or old ones
  are strengthened by repetition. If they are not
  used often enough or used repeatedly, the brain
  connections are eliminated.
• Through REPETITION the connections become
  permanent. When they are not used and not
  reinforced, the neural connections fade away. So
  you keep the brain highways that you keep
  using.
• This tells us to form good habits early through
  reinforcement, because later its hard to form
  new neural pathways.
• This tells us that learning should use the
  principle of repetition.

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A Mini Lesson for Adults on Change

• CHANGING people and OURSELVES is difficult. You
  go to the same story every week, order the same
  food in a restaurant, drink the same liquids,
  talk to people in the same way, etc. You want to
  change but its hard. Why?
• Because your brain is wired through all your
  previous behavior (past repetition) to do EXACTLY
  what it has done in the past. The wiring doesnt
  change except by lack of use.
• New highways come about through the repetition of
  new thoughts, new behaviors. It takes 5 days to
  create a new habit 400 repetitions for
  competency 1000 hours for mastery of some skill.
  
• A new habit does NOT erase an old habit, so you
  always have to use your willpower to choose
  between actions. This requires awareness
  (meditation) and individual energy to go against
  habit (fate). Luckily there are some mind
  technologies to help you create life changes.

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Mini Lesson on Change ...

• People easily shift back to old behaviors because
  those neural pathways have been traveled a lot in
  the past. So its hard to quit smoking, start
  eating better, or change any behavior regardless
  of the technique you use to motivate yourself
  (NLP, hypnosis, motivational speech) unless it is
  consciously and intentionally repeated time after
  time, day after day for months until that
  circuitry in the brain becomes the pathway more
  likely for the brain to follow.
• Thats why the status quo stays the same. People
  follow the path of least resistance. The brain
  reacts strongly with NO! except for familiar
  requests or behaviors.
• It takes enormous initial effort to change
  because you must literally forge new highways in
  the brain. Once formed the highways must be
  strengthened through usage and maintained through
  further usage.

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• Therefore You Should Form Good Habits from the
  Start (and use Scientific Methods to Help Change
  Your Behavior)
• ARISTOTLE said that Virtue is the control of the
  appetites by reason. Virtue is a habit, so here
  are the keys to life success and happiness
• Learn what is good for you
• Develop good habits to practice it (like athletes
  practicing their sport)
• Learn to like what is good for you
• What behaviors do you need to be in better
  control of your destiny?

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Create an Environment Conducive to Learning and
Neuron Pathways by Encouraging the Healthy Growth
and Usage of the Brain

• Provide lots of rich experiences
• Emotional love and warmth
• Nutrition
• Make use of special learning cycles

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How To Increase the Number of Brain Neurons in
Children to Increase Learning and Intelligence ...

• You should expose young children to many
  experiences so that neurons form because in
  adulthood the brain isnt plastic enough to be
  easily rewired for new experiences. Experiences,
  rather than what you are born with (genes),
  determine the wiring of the brain.
• At age 10, the same experience will NOT have the
  same impact as for a 2-year old child, so early
  experiences are crucial. Expose children to lots
  of sensory stimuli (colors, music, language,
  touch, smell, taste) so that they will have the
  most flexible brain power for learning. Provide
  an ENRICHED environment without undue academic
  stress. The number of brain connections increases
  when a child grows up in an enriched environment,
  especially a rich language environment with a
  wide vocabulary.

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Your Environment (Training) is More Important
than Genes or Nutrition

• Studies on malnourished rats show that a rich,
  stimulating environment can make up for poor
  nutrition. Children suffering from malnutrition
  catch up when placed in a stimulating environment
  as well.
• John Cairnes - On the Origin of Mutants 1988 -
  genes change according to the environment
  (experiment with lactose eating bacteria)
• Harris - Recombination in Adaptive Mutation
  1994 - bacteria contain genetic engineering genes
  (organisms can create new proteins whose
  functions allow them to survive better in new
  environments)
• David Thaler - The Evolution of Genetic
  Intelligence 1994 - biological expression is
  defined by the individuals perception of their
  life experiences
• Forget Darwin Primacy of DNA --gt Primacy of the
  Environment
• Therefore, What you teach children can overcome
  the influences of genetics, poor nutrition and so
  forth. Spiritual cultivation says the very same
  thing!

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GENES and BEHAVIOR

• A signal from the environment activates gene
  expression. In other words, a gene cannot turn
  itself ON or OFF but is dependent upon a signal
  from its environment to control its expression.
  So genes do not determine our character.
• The ENVIRONMENT shapes biological expression -
  genes are not the source of control for
  regulating cell behavior (HUMAN BEHAVIOR).
  Expression (behavior) is not under the control of
  genes.
• In response to life experiences, an organism may
  actively alter innate gene programs as a means
  to adapt to the perceived environment - so the
  educated brain may alter the innate
  programming by selecting inappropriate gene
  programs that cause disease, or good programs
  that propel you forward.
• There are two types of gene programs GROWTH and
  PROTECTION programs.Our survival is dependent on
  both these program types.
• GROWTH programs attraction, love - move toward
  life sustaining environment
• PROTECTION programs repulsion, fear - move away
  from life threatening things
• Whether you activate GROWTH or PROTECTION
  programs is based on how you perceive the
  environment. Therefore create a learning
  environment with love (emotional support) and
  without fear to encourage risk taking and growth.

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Emotional Bonds - Tender Loving Care

• Early emotional and social experiences are the
  seeds of human intelligence. Children with a
  nurturing environment have a higher IQ and adjust
  better to school.
• The brain is wired to forge close emotional ties.
  If children dont get TLC they lack the proper
  wiring to form close relationships.
• Emotions cause a release of chemicals that help
  the brain remember feelings and events related to
  those feelings children form a memory easier if
  the event has an emotional component to it.
• Your relationship with your child affects their
  brain in many ways. The way you interact with
  children will have a big impact on their
  emotional development, learning abilities and
  ability to function in later life.
• Therefore provide a RICH environment without
  academic stress.

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Nutritional Rules for Children

• Story of Asanga and Vasubandhu - their mother
  wanted to create heroes, so she sacrificed to
  feed them brain nutrient foods
• DHA to make the brain grow, cod liver oil, deep
  water fish
• Daily multivitamin/multimineral supplement
• Low sugar intake (avoid sweets, soda, candy, )
• Avoid milk, hormones, pesticides
• Clean water
• Avoid air conditioning
• Low intake of grains (high glycemic foods)
• Good fats (olive oil, coconut, butter) and bad
  fats (corn oil, soybean oil, margarine)
• Fresh vegetables and fruit (use the many colors
  rule)

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Brain Development Research

• Conception-15 months Reptilian brain
• Basic survival needs, then hearing, touch,
  smell, taste, seeing, motor development
• 15 months - 4.5 years Limbic system /
  Relationship
• Understanding of self and others, emotions,
  language. Language exploration/communication,
  imagination, memory development
• 4.5-7 years Gestalt hemisphere Elaboration
• Whole picture processing/cognition, image,
  movement, rhythm, intuition, outer speech,
  integrative thought
• 7-9 years Logic Hemisphere Elaboration
• Detail and linear processing/cognition,
  refinement of language elements, reading and
  writing skills, technique development (music,
  art, sports, dance,manual training), linear math
  processing
• 8 years Frontal Lobe development
• Fine motor skills, inner speech, control of
  social behavior, eye tracking
• 9-12 years Increased Corpus Callosum Elaboration
  (a bundle of fibers connecting the 2 hemispheres)
  and Mylenation
• Whole Brain Processing

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Research Has Discovered Optimal Windows of
Opportunity for Teaching
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Research Has Also Discovered Mind and Body Cycles
for Maximum Learning

• Short Term memory - best in morning (15 more
  efficient)
• Long term memory - best in afternoon
• Slow Time - 200 - 400 pm (schedule active
  activities)
• Intellectual Performance - Best in late
  afternoon/early evening
• Use 500-700 to enhance relationships (dinner)
• Comprehension - Increases as day progresses
• Reading Speed - Decreases as day progresses

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Research Suggests the Following about Repetition
and Long Term Memory

• You need to take a 5-10 minute break after each
  40-60 minute study period, or your memory
  retention goes down a lot
• After 24 hours you tend to forget 80 of what you
  learned
• To remember forever, overlearn by rehearsing
  regularly. Repeat learning after 5-10 minutes,
  the next day, 2 days later, 1 week later, 1
  month, 3 months, 6 months, 1 year later

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There are Many Ways to be Smart - There are
Multiple Intelligences Besides Linguistics

• Howard Gardner (Frames of Mind, 1983) says
  intelligence is the ability to see patterns and
  draw relationships
• Linguistic (word smart) - left temporal frontal
  brain lobe
• Logical mathematical (logic smart)
• Spatial (picture smart) - posterior right
  hemisphere
• Bodily kinesthetic (body smart)
• Musical (music smart) - right brain hemisphere
• Interpersonal (people smart)
• Intrapersonal (self smart)
• Naturalist (nature smart)

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Music Skills
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Music

• Before a child can process language, they can
  process music
• Exposure to music affects spatial-temporal
  reasoning (the ability to see a disassembled
  picture and mentally piece it back together).
• This reasoning is good for strengthening the
  brain circuits used for mathematics, engineering,
  complex reasoning.
• Music optimizes brain development, enhances
  multiple intelligences, and facilitates bonding
  between adult and child. It integrates different
  skills simultaneously, therefore developing
  multiple brain connections. Musical experiences
  are vital to speech, motor development and
  sensory integration.
• The earlier children are introduced to music, the
  more potential they have for learning and
  enjoying music when they get older.
• The more adults sing or play music to children,
  the more their brain generates neural circuits
  and patterns.

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Music and the Brain

• All sounds - music, words, rhymes - help shape
  the brain
• Many studies show listening to music can boost
  memory, attention, motivation and learning
• Jean Houston - music raises the molecular
  structure of the body - it resonates with our
  body rhythms and has a powerful influence on our
  alertness and ability to learn
• Scarletti - music is a mood enhancer - songs
  boost endorphins (hormones) and endorphins boost
  attention and memory
• Clynes - the bodys pulse responds to classical
  music, not rock
• Graziano - piano lessons help spatial temporal
  reasoning (4 year olds who took 6 months of piano
  lessons scored 30 higher than their peers who
  received singing or computer lessons)
• Mozart effect - brain activity had similarities
  to the written score of Mozart pieces the
  patterns in Mozarts music parallel the patterns
  the brain uses as it connect synapses

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The Mozart Effect

• 1996 Study College Entrance Exam - if students
  sing or play an instrument they score 51 points
  higher on Verbal and 39 points higher in Math
• University of CA study - if you listen to Mozart
  for 10 minutes before the SAT exam you get a
  higher SAT score
• Shell, IBM, Dupont, universities use music to cut
  learning time in half
• University of WA study - listening to light
  classical music for 90 minutes, students catch
  21 more copywriting errors
• Baltimore hospital study - heart patients get as
  much benefit from 30 minutes of classical music
  and 10 mg of Valium
• CA State University study - migraine sufferers
  were trained to use imagery, music and relaxation
  techniques to reduce the frequency, intensity and
  duration of their headaches

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Music and Learning

• Lozanov and Novakov - listening to Baroque music
  lets you learn as quickly as sleep learners -
  phrase in a foreign language are fed to people in
  4 second intervals against the background of a
  60-beats per minute Baroque music
• Iowa State University Memory retention ?26 and
  speed of learning ? 24 using 60-beats per
  minute Baroque music
• Dr. Alfred Tomatis (French Academy of Sciences) -
  when the electrical potential of brain cells
  starts to fade we experience dullness and
  fatigue. If you listen to high frequency sounds
  (5,000-8,000 hertz) the vibration of Corti cells
  in the ears acts as a brain generator. Mozart has
  the highest number of high frequency sounds, rock
  music has little (and kills plants) and Baroque
  music and Gregorian chant also recharge the
  brain. In short, high frequency sounds energize
  the brain. Sonic Bloom for plants, too.

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Linguistic Skills and the Recitation Program
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The Importance of Reading and Talking to Children

• The plasticity of the brain and its ability to
  rewrite itself makes it easy to learn language.
• Reading to children will help grow their brain
  and help them associate books with what they love
  most -- your voice and closeness.
• Reading and talking to them increases the number
  of words theyll recognize (sing to them).
• Reading books to them stimulates their
  imagination, expands their understanding of the
  world, helps them develop language and listening
  skills, prepares them to understand written word.
• People deprived of language as children rarely
  master it as adults, not matter how smart or how
  intensively trained. Children learn language by
  hearing words over and over.

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• An adults vocabulary is largely determined by
  speech heard in the first 3 years. At 20 months,
  children of talkative mothers have 131 words more
  than others and at 2 years, they have 259 words
  more than non-talkers.
• The size of a childs vocabulary is directly
  related to how much a parent or caregiver talks
  to the child. Talking to a child is the best way
  to develop their language skills. The more words
  a child hears, the more connections their brain
  makes and the faster they learn a language. The
  sound of words creates the neural circuitry
  required to develop language skills.
• When they hear the sounds of a language, neural
  links are formed that help them build a
  vocabulary. Children learn language by hearing
  words over and over, so the earlier you start
  talking to them the better.

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The 3-Part Classical Western Education uses the
Recitation Technique
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The Classical Western Education

• TRIVIUM (Verbal arts)
• Grammar
• Logic
• Rhetoric

• QUADRIVIUM (Math arts)
• Arithmetic
• Music
• Geometry
• Astronomy

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The Classical Western Education

• All educational systems in the West used this
  approach from Medieval times until the early
  1900s
• This approach teaches people HOW TO LEARN
• The TRIVIUM teaches the proper use of the TOOLS
  OF LEARNING before applying it to subjects of
  knowledge
• 1st - learn LANGUAGE (grammar)
• 2nd - learn how to use a language to make
  statements and arguments (logic)
• 3rd - how to express oneself in language
  (rhetoric)

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The Grammar Stage

• Children can memorize quickly and easily (math,
  poems, shapes, dates, appearances, rhymes, names,
  properties, anything)
• Children can learn a foreign language without
  effort
• Reasoning is difficult and not liked
• As long as it is FUN and they have INTERACTION,
  they will learn and PARROT BACK to you whatever
  you give them
• Pleasure leads to repetition repetition leads to
  mastery
• OBSERVATION and MEMORY are the master (most
  lively) faculties
• YOUR JOB cultivate their passion for learning,
  make it fun, DO NOT rush them to the next stage
  of logic and explanations
• gt This is the RECITATION PROGRAM

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Your Job as Teachers - Grammar Stage

• At this stage, anything and everything that can
  be memorized should be memorized even if the
  children dont understand it
• Start learning a foreign language now before the
  facial and mental muscles rebel, memory fades,
  and neurons die off
• Learn the math tables now, otherwise they will
  never be learned with pleasure (dont do
  complicated math processes)
• You can have them memorize Dates
• This is the time for teaching THEOLOGY and VIRTUE
  and ETHICS (Tao, Bible, Ten Commandments, myths,
  legends, etc.). Put this into their mind now.
  Virtue and character Destiny
• Dont think of these activities as school
  subjects but as the gathering together of
  material for use in the next part of the TRIVIUM
  - you are laying the groundwork for higher
  learning

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The Logic (Dialectic) Stage

• Students want more than facts, they want to
  UNDERSTAND
• Students ask lots of QUESTIONS, CHALLENGE YOU,
  ANSWER BACK this is not disrespectful but
  natural they just want to go DEEPER
• They want to learn who, how, what, why, what
  supports an issue and what is relevant to making
  a correct decision
• They need to learn How to Learn and that their
  present ideas and experience are not enough, but
  need more education
• The master faculty is DISCURSIVE REASON (LOGIC
  and DISPUTATION)
• As Teachers, introduce LOGIC to them - how to
  separate TRUTH from FICTION and FACT from THEORY
• Start teaching risk-taking and consequences

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The Rhetoric Stage

• This is the most exciting stage when we can see a
  glimpse of our educational efforts
• Students can express themselves in polished, well
  thought out, grammatically correct verse they
  show creative thinking and problem solving
  capabilities
• Students start specializing in subject matters of
  their own interest (medicine, engineering/inventin
  g, business/leadership, hobbies )
• This is the POET Stage or difficult age where
  the student is self-centered, wants to express
  himself, is misunderstood, is restless, wants
  independence
• A good teacher at this stage helps challenge
  their activeness and helps them synthesize what
  they know
• Do not prolong intellectual childhood at this
  stage or postpone acceptance of responsibility -
  mentors, trades, apprenticeship

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Physical Movements that Will Speed Learning
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Body Movements and Learning

• Doing arm and leg movements that cross from one
  side of the body to the other has a dramatic
  effect on learning. The left side of the brain
  controls the right side and visa versa, so the
  movements forces the two sides of the brain to
  communicate with one another.
• Every 90 minutes the normal hormone levels of our
  body peak. This peak causes the brain to get
  stuck on the left or right side. The use of the
  cross lateral movement is an easy way to
  unstick the brain. You need to engage both
  sides of the brain to learn effectively.

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Movement Research and Development - ADD

• Paul and Gail Dennison - Lateral Repatterning,
  remedial education
• Dr. Samuel T. Orton - neurology (perceptual motor
  training)
• Dr. Constance Amsden - Malabar Reading project
• Dr. Doman and Delacato - speech and reading
  problems
• Dr. Louis Jacques. O.D. - vision training pioneer
• D. Samuel Herr, O.D. - vision training
• Dr. G.N. Getman - optometrist
• Richard Tyler - chiropractor
• Bud Gibbs - sports kinesiologist
• Touch for Health

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Brain Gym - Educational Kinesiology (Edu K)

• Specific Body movements help people to learn (26
  movements).
• These movements produce rapid and dramatic
  improvements in concentration, memory, reading,
  writing, organizing, listening, physical
  coordination, This is enhanced learning through
  movement.
• These movements lead to increased self esteem,
  the ability to harness motivation, skills to
  identify and avoid stress, increased awareness of
  oneself, tools for team building and cooperation.

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Movement Brain Buttons

• Place one hand over the navel and the other hand
  stimulates points between the ribs (rub the
  indentations between the 1st and 2nd ribs under
  the collar bone to the left and right of the
  sternum)
• This will really wake you up and get you ready to
  learn
• Navel Hand - brings attention to center of
  gravity, body balance, alerts the RAS to wake up
  the brain for sensory input
• Rubbing Hand - stimulates blood flow to the brain
  from carotid arteries (first arteries out of the
  heart with oxygen)

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Movement Cross Crawl

• Cross lateral walking in place
• Touch the right elbow to the left knee and left
  elbow to the right knee - Perform the movements
  very slowly
• Both hemispheres of the brain will be activated
  simultaneously over time more nerve networks
  form and communication between the two halves of
  the brain become faster and more integrated for
  higher reasoning
• This activates full brain functioning
• Good for writers block, improves mental
  performance in 50-60 year old people and inactive
  people, great to do before physical activities
  like sports or dance

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Movement Hook-Ups

• Stand, (1) First cross one ankle over the other.
  (2) Cross the hands, clasp and invert them.
  (Stretch your arms out in front of you, back of
  hands together and thumbs down. Lift one hand
  over the other, palms facing and interlock the
  fingers. Roll the locked hands straight down and
  in toward the body so they rest with the elbows
  down.) (3) Rest your tongue on the roof of your
  mouth behind the teeth.
• Result is like the cross crawl exercise. Tongue
  position brings attention to mid brain. This
  posture connects emotions in limbic system with
  frontal lobes of the cerebrum, giving an
  integrative perspective from which to learn and
  respond more effectively.
• If students are disruptive in the class, or after
  a fight, make them do Hook-ups for 2 minutes
  before talking. This decreases adrenalin
  production and allows them to see others points
  of view more clearly.
• People should use this when their STRESS levels
  rise, and students to control their behavior so
  they dont get into trouble. If you are stressed,
  do this for 2-5 minutes.

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EFT - Emotional Freedom Technique

• For Disciplinary problems
• For Fear and Phobias
• For Procrastination
• For Eating Problems
• For Changing Behavior
• etc.

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Movement The Thinking Cap

• How to do Just unroll the outer ears from top to
  bottom
• This wakes up the whole hearing mechanism and
  assists memory - theres a link between hearing
  in the temporal lobe and memory in the limbic
  system - there are 148 acupuncture points in the
  ear
• Example Close your eyes and listen for a few
  minutes. Are you hearing things equally on both
  sides? Does one ear work better? Now unroll your
  ears 3 times on each side and close your eyes.
  Notice the difference?
• University of Hawaii found this exercise useful
  when trying to recall some technical information
  for an essay or exam
• This is great for trying to remember a name

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Movement The Energy Yawn

• Massage the muscles around the TMJ
  (temporal-mandibular joint). 5 major cranial
  nerves run across this joint (eyes, tongue,
  face,)
• When children have difficulty reading, sometimes
  the eyes arent working well together. They may
  not be hearing well due to stress.
• Why this works? The jaw tightens when we are
  stressed and so nerve function across this area
  decreases. The Energy Yawn releases the area so
  sensory intake happens again. It facilitates
  better verbalization and communication. By
  relaxing the muscles, you facilitate full nerve
  function across the joint for the eyes, facial
  muscles and mouth.

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Movement The Energizer

• Place your hands on the desk in front of you.
  Lower your chin to your chest,feeling the stretch
  in the back of your neck and the relaxed
  shoulders. Take a deep breath, scoop forward
  bringing the head up and back, allow the back to
  arch slightly and open the rib cage. Exhale,
  curve the back and bring the chin back to rest on
  the chest.
• Take the Energizer break after a short learning
  session to reactivate focus. This is great when
  you sit at the computer.
• Why it works? The body moves in a way that
  activates the vestibular system, wakes up the
  brain, relaxes the shoulders which improves
  hearing, and brings in more oxygen to assist in
  nervous system functioning.

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Exercises for Teaching Virtue, Character, and
Good Behavior
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Lesson I Want My Character to Be as Pure as
Clear Water

• TEACHES HONESTY
• MATERIALS 3 glasses, water, chlorine bleach,
  food coloring
• Fill 2 glasses with water (and secretly) 1 glass
  with bleach
• Say There are 2 friends, one obeys his parents,
  goes to school and never gets into trouble the
  other gets into trouble, talks back, tells lies.
  Every time you say person 2 does something
  wrong, put one drop of food coloring into the
  glass so the water becomes darker. The glass
  becomes darker and cloudier -- stain fills his
  whole body and mind. Now no one wants to be with
  him. He decided to become good. Pour some bleach
  into the glass. He decided to stop telling lies
  pour some more bleach.

51
Lesson All Tied Up by Lies

• TEACHES HONESTY
• MATERIALS ball of yarn or string, chair
• Have someone sit in a chair (who you secretly
  told to lie). Start talking about honesty. Ask
  the children if they can think of a time when
  they made the decision to be honest even when
  lying was easier. Ask the person in the chair a
  question they lie and wrap them once with the
  string ask another question they lie and wrap
  them again
• Ask the children if they can see what telling
  lies does to someone.
• Ask them what happens to someone who always tells
  the truth.
• Ask them to tell a time when someone was caught
  in a lie.
• Ask why its important to always tell the truth.

52
Lesson Repeating Gossip is Like Letting Go a
Bag of Feathers

• TEACHES GOSSIP
• MATERIALS paper bag, feathers (or rice),
  chopsticks, a bedsheet
• Go outside and sit in an open area. Talk about
  the importance of good manners and respecting
  others. Put the feathers in a bag and hand it to
  a child. Tell them to toss the feathers
  everywhere. As they do it, instruct the
  feathers not to fly away but to stay where they
  are. Discuss how the feathers are like GOSSIP or
  talking behind someones back -- the feathers
  will blow from place to place even if you tell
  them not to its easy to says things about other
  people and spread rumors. Now tell them to
  collect the feathers gossip is easy to do but
  hard to take back. (You can use rice and ask them
  to use chopsticks to pick it up).

53
Lesson Please Pass the Toothpick

• TEACHES TABLE MANNERS
• MATERIALS Toothpicks
• Sit down to dinner. Place 10 toothpicks at each
  persons place. Tell people youre going to see
  if they have table manners. Every time someone
  notices another person NOT using table manners,
  they can ask that person for one of their
  toothpicks. He must give it up CHEERFULLY. When
  you finish eating,t he person with the most
  toothpicks is the winner and gets a treat.
• Example No elbows on the table, wipe your mouth
  with your napkin and not hands, chew food with
  your mouth closed, say please, dont talk with
  your mouth full, etc.

54
Lesson See the Other Side (Golden Rule)

• TEACHES RESPECT - SEE THE OTHER SIDE
• MATERIALS 2 pictures of the same type of object
  cut from a magazine, poster board, tape or glue
• Cut 2 pictures of the same type of object from a
  magazine (a baby, house, car, fish, boat, etc.)
  shown two different ways. For example, one
  picture might be of a Christmas tree, and another
  picture of a tree branch covered with insects.
  Tape the pictures on 2 sides of the poster board.
  Put the board between two people, tell them you
  have a picture of the same item on each side of
  the board. Ask each person to take turns
  describing one feature of the object without
  telling what it is (it has bricks, it has brown
  eyes, its circular, ). When they realize the
  picture is different, ask them how to resolve the
  disagreement (1) tell the other they are wrong
  (2) argue and insist your description is correct
  (3) go around to the other side and try to see
  the picture from the other persons point of
  view.

55
See the Other Side ...

• Why is it important to see things from the other
  persons point of view?
• Why do people often argue about something without
  trying to see the other side?
• Who benefits from seeing the other persons side?
• What is the Golden Rule and what does it teach us
  to do?
• Does obeying the Golden rule help us avoid
  arguments?
• What does it mean to walk in someone elses
  shoes?
• Can you think of a time when you were right about
  something and someone disagreed with you? How did
  you solve it?

56
Lesson Is the Pot Full? What thing do I do
First?

• TEACHES Do the IMPORTANT things first, Theres
  always room for more
• MATERIALS Pot, rocks, gravel, sand, water
• Have the students fill a pot with large rocks.
  Ask, Is it full? When they say yes, fill in the
  spaces with gravel. Ask, Is it full? When they
  say yes, fill in the spaces with sand so there is
  no more space. Ask, Is it full? When they say
  yes this time, fill it with water.
• This teaches to put the BIG rocks in first. Do
  the important things first, otherwise you will
  never be able to fit them in.

57
The Birth of Reason

• 6 years olds - all the pieces of individual
  cognition come together
• Test for 4-8 year olds. Fill 2 short, squat
  glasses with equal amounts of water and ask, Do
  the two glasses contain the same amount of water,
  or does one have more?Pour all the water from
  one glass into a tall, narrow glass and ask the
  child the same question.
• 4-year olds the tall glass has more water in it
  (the difference in the water level is too great
  for them to believe its the same amount even if
  you pour it back into the small cup)
• 8-year olds they know the amount hasnt changed
  and can tell you why
• The difference between the two is the birth of
  reason. This is the emergence of operational
  thinking when they start applying logic to solve
  problems. Most 4- and 5- year olds cant make the
  conceptual connections, so RECITATION PROGRAM -
  TRIVIUM - MEMORIZE during early years
• 3- and 4-year olds Ask them if they want one
  marshmallow now or 2 after a 20-minute delay and
  they rarely resist the immediate treat whereas 5-
  and 6-years olds can resist for the double
  reward. So children have more discipline and
  mental control by age 6.

58
Lesson Is My Life in Balance?

• TEACHES How to balance life
• MATERIALS 2 small Ziploc bags, wire hanger,
  30-50 pennies, masking tape, pen, hook or nail
• Label 2 ziploc wags with tape lifes pleasures
  and lifes stresses. Put them on opposite sides
  of a hangar. Suspend the hanger on a hook or nail
  so that it hangs freely.Put a small piece of tape
  on each penny. Write an abbreviation on one penny
  for each child activity (swimming, video games,
  watching TV, soccer,..), commitment (visiting
  family, service activities, scouts) and daily
  responsibility (school, chores, homework). As the
  child picks up a penny, ask them whether it
  brings PLEASURE or PRESSURE. Place it in the bag.
  After all the weights have been placed, itll
  be obvious whether life is in balance or not.
• Ask what they should do to restore equilibrium?

59
Lesson One at a Time Goals

• TEACHES GOALS, do things one at a time
• MATERIALS a handful of pennies (coins)
• Tell the child youll play a game. Show her a
  handful of pennies and tell her these are special
  pennies called goalies (little goals). Stand a
  few feet away and ask them to see if they can
  catch the goalies when you toss them. Then toss
  7 or 8 or a whole handful at once. The child will
  probably catch only 1 or 2.
• Now do it just 1 at a time. After you have done
  all the coins, count how many they caught.
• Explain the reason the pennies are called
  goalies is they are like goals. When we try to
  do too many goals at the same time, it is
  difficult and most wont be done. When we do 1 at
  a time with planning, well have more success. So
  a BIG GOAL needs to be made into several little
  goals taken 1 at a time.

60
Lesson Domino Goals

• TEACHES GOALS
• MATERIALS a set of dominos (mahjong tiles)
• Line up 30 dominos in 3 rows of 10 each so that
  knocking down the 1st one will cause the whole
  row to fall.
• The first row should have a small gap so that the
  whole row wont fall down.
• The second row should have one domino off center
  so the chain reaction cannot be completed.
• The third row should be straight so they all fall
  successfully

61

• Explain how goals can help you in life (getting
  good grades, learning how to play the piano,
  doing chores,). Explain in order to achieve a
  long range goal we need several well placed
  smaller goals that stay on course. Have them
  knock down the 1st row with the gap and explain
  that if we skip a vital step in our progression,
  we wont succeed. (ex. You want to buy a bike, so
  you do chores for money all summer and then spend
  it on candy)
• Have them knock down the 2nd row. Again the
  reaction will stop in the middle. Discuss that if
  we dont stay on course with our goals we wont
  achieve the desired result. Example we join the
  band to learn to play the flute, but then play
  with a friends guitar and forget the flute,
  being sidetracked we never learn either.
• Have them knock down the 3rd row. Talk about how
  small, well planned goals lead to success.
• Illustrate this with a real goal the child is
  working on. Tell them to write down their goals.
  If we dont succeed at the goal, should we keep
  trying? Is learning from mistakes helpful? Would
  life be more fun if we never tried to get better
  at anything?

62
MODERN SCHOOLING
63
Modern Schooling Wrongly Assumes

• Government schooling is the essential force for
  social cohesion. It cannot happen any other way.
  A bureaucratized public order is our defense
  against chaos and anarchy. (culture)
• Socialization of children in groups monitored by
  state agents is essential otherwise children
  wont learn how to get along with others.
  (Sudbury Valley School)
• Children from different backgrounds and beliefs
  must be mixed together (wise but not necessary)
• Teachers, because they are certified, are smarter
  and wiser than parents and better educational
  experts. The state must protect people from
  uncertified teachers. (many great leaders
  self-schooled)
• Forcing children to assemble in mandated groups
  for mandated intervals with mandated texts and
  overseers does not interfere with academic
  learning.

64

• The world is full of crazy parents who will ruin
  their children so we must protect children from
  bad parenting (home schooling)
• Its not right for a family to concern itself
  over the education of its own child, but its
  okay to worry about the general education of
  everyone.
• The state has the predominant responsibility for
  training morals and beliefs. (historically its
  been parents, community, society)
• -- John Taylor Gatto

65
The Modern School System

• Trains bad habits and attitudes (like
  indifference and not caring about anything too
  much since theres the immediate turning on/off
  like a light switch - when the bell rings then
  leave the topic)
• Since people drive purchases, trains consumerism
  for the economy. Bored people are the best
  consumers and childish people are easiest to
  convince, so schools are boring, extend childhood
  into adulthood, and teach dumbness
• Schools were reformed to meet the needs of
  business since business wants standardized
  (predictable) customers and employees. Since
  certain employment requires specialization,
  demand that employees specialize their training
  and thereby become incomplete - spiritually
  dangerous
• Competition makes children abandon trust in their
  peers and not be responsible
• An atmosphere of low-level stress and danger
  means that relief only available from appeal to
  authority - an arena of meaningless pressure -
  teaches how to be frightened
• Emotional dependency and conformity - wait for
  teacher smiles, checks, prizes - intellectual
  dependency - good students wait for the teacher
  to tell them what to do
• Teaches confusion - nothing is linked together
• Provisional self-esteem - tests/grades/report
  cards/SATS, children taught to measure themselves
  based on the casual judgement of strangers

66
Famous Home Schooled, Self-Taught People in
America

• Inventors Thomas Edison, Alexander Graham Bell,
  ...
• Generals George Patton, MacArthur, Robert Lee,
  ...
• Artists Leonardo da Vinci, Claude Monet,
• Presidents Washington, Jefferson, Adams,Lincoln,
  Roosevelt, Wilson,
• Scientists Albert Einstein, Curie, Pascal, ...
• Statesmen Churchill, Benjamin Franklin, Konrad
  Adenauer,
• Composers Mozart, Mendelssohn, Irving Berlin,
  ...
• Writers Mark Twain, Dickens, Hans Christian
  Anderson,
• Children schooled at home are brighter and more
  impressively human than institutionalized kids!

67
The 3 Historic Purposes of Education

• 1. Training to be a good person - the religious
  purpose - to make good people who acted out of
  principle and were fit to live next to - people
  with an inner life and values transcending the
  material
• 2. Training to be a good citizen - the public
  purpose - to make a citizen class who love the
  country and knew how to argue and work for the
  civic/public good and improve it
• 3. Training to enable one to live the life one
  chooses - the private purpose - to make
  self-directing individuals who knew their own
  strengths and weaknesses, and help them develop
  their personal power, to find some particular
  talents to develop to the maximum

68
The Fourth Purpose of Public School - Prussia

• Prussia realized what centralized schooling
  (Volksschule - 92 of the children) could offer
  (not intellectual development but socialization
  in obedience and subordination)
• obedient soldiers for the army (All Quiet on the
  Western Front - a product of good schooling)
• obedient workers for the mines
• well subordinated civil servants for the
  government
• well subordinated clerks to industry
• citizens who thought alike about major issues
• an artificial national consensus on matters
  worked out in advance by leading German families
  and institutions
• Real Schulen (8 of children) taught real
  thinking and intellectual development
• 4. School exists to serve the corporate economy
  and managerial functions of government (as in
  Prussia, a servant of corporate and political
  management) so isolate the children from the real
  world

69
Harvard List What Must an Educated Person Know
The Ability to

• Define problems without a guide
• Ask hard questions which challenge prevailing
  assumptions
• Work in teams without guidance
• Work absolutely alone
• Persuade others that your course is the right one
• Discuss issues and techniques in public with an
  eye to reaching decisions about policy
• Conceptualize and reorganize information into new
  patterns
• Pull what you need quickly from masses of
  irrelevant data
• Think inductively, deductively, and dialectically
• Attack problems heuristically

70
Investigate these Models

• Amish system in Lancaster Pennsylvania
• Mondragon cooperative in Basque, Spain
• Harmony School in Bloomington, Indiana
• Rudolf Steiner Waldorf system
• Montessori
• Homeschooling (John Holt)
• Escalante,Collins and Gatto
• Institute for the Achievement of Human Potential
• Ben Franklins Autobiography
• Herbert Spencers Education

71
How to Create the Next Generation of Chinese
HeroesBill Bodri
72
Review of Last Time

• The Brain, Neurons and Change
• The Trivium (Grammar stage - Recitation)
• Movements
• Teaching Virtue
• The Failings of Public Schooling

73
Must Reading for Young Adults
These few books can change someones life because
they teach Success principles, discipline,
self-control, getting along with others, merit
making, life purpose, cultivation,
self-improvement

• Liao Fans Four Lessons
• The Autobiography of Benjamin Franklin
• Lao Tzus Treatise on the Response of the Tao
• Think and Grow Rich (Napoleon Hill), As A Man
  Thinketh (Allen)
• Nan Huai-Chins Book on the Confucian Analects
• How to Win Friends and Influence People (Dale
  Carnegie)
• The Platform Sutra of Hui-Neng
• Plutarchs Lives of the Noble Romans

74
Topics - The Young Adult

• PERSONAL ACCOMPLISHMENT
• Setting Goals
• Creating Plans, To Do Lists, Time Management
  and Setting Priorities
• How to Create the Future You Want
• PERSONAL EXCELLENCE
• How to Model Superstars for Personal Excellence
  and Success
• Special Mental States You Can Cultivate
• SPECIFIC SPECIAL SKILLS
• Creativity - Problem Solving
• Academic Study Skills
• Money Skills
• HOW TO CHANGE YOUR FORTUNE AND DESTINY TO CREATE
  THE LIFE YOU WANT

75
How to Set Goals
76
Why Do We Need Goals?

• When impoverished rats are put into cages with
  toys and learning experiences, their brain cortex
  grows really big
• In teenage rats, a boring environment has a
  bigger thinning effect on neurons and the brain
  than an enriching environment has on growing
  the brain and thickening the cortex
• Therefore, rats lose mental ground when not
  challenged
• People need to be challenged with goals as well!

77
Why Goals?

• Princeton University Study - only 10 of people
  are natural learners, and the rest have to be
  pushed
• Harvard University Study - the 3 who write down
  their goals make more money, have more free time,
  and accomplish more than the 97 who do not

78
Goals Workshop
Heres what people ordinarily teach ...

• Get a record book and redo this every year
• Write down 5-8 lifetime goals
• Write down 5-8 annual goals for this/next year
• Write down 5-8 things to do each month to improve
  your life
• Write down 2-3 autosuggestions to program into
  your subconscious (Im good at solving
  problems, Im patient with other people, etc.)

79
Brain Tracy Method for Setting Goals
Your ability to select your most important tasks
at each moment, and then to start on the task and
get it done both quickly and well, will probably
have more of an impact on your success than any
other quality or skill you can develop

• 1. Decide exactly what you want
• 2. Write it down
• 3. Set a deadline
• 4. Make a list of everything you can think of
  that you are going to have to do to achieve your
  goal
• 5. Organize this list into a plan
• 6. Take action on your plan immediately - review
  constantly
• 7. Resolve to do something every single day that
  moves you toward your major goal (like Liao Fan
  and Ben Franklin)

80
Life Goals Exercise

• Write on a piece of paper Life goals or Things
  to do before I die
• Make a list of everything you want to do.
  Everything. Write books, make money, travel,
  learn to dance, write till you are done.
• Let it sit for awhile. Then narrow the list to
  your top 10 choices. Then rest. Then cut it down
  again to your 4 top goals.
• Pick the goal that is number one, and put it on
  top.
• If you havent done these things yet and youre
  over 30, theres a 80 chance you wont finish
  them unless you do this exercise.
• Convert those goals into 5 year objectives.
  Create one year lists, then monthly lists and
  from that weekly lists and from that daily lists.
• These are YOUR PRIORITIES, and you will have to
  sacrifice lesser interests to achieve them, but
  theyre YOURS. Now youll have a much better
  chance to achieve any of them, especially 1.

81
Important Points for Creating the Life You Want
(Life Goals)

• Write it down in complete detail - a complete
  picture visualized with all five senses for your
  subconscious mind to work on
• Write it down in the positive because the
  subconscious mind cannot distinguish between
  negative and positive
• Be specific, measurable and realistic - establish
  reward milestones
• Dont set goals too high or low, vague,
  conflicting, miracles
• Think it through - work it backwards to see how
  to get there
• (Model yourself on someone who already achieved
  what you want)
• Feedback - Measure Yourself - Am I on track, is
  it working, if Im not progressing what isnt
  working? (if you continue doing the same thing
  youll continue getting the same results)
• Review your goals daily - judge decisions by
  Does this take me closer to my goals that matter
  or not?

82
A Review - Setting Goals

• What are your dreams in life for
• Career, finances, business, income, home, family,
  health, physical, mental, educational,
  intellectual life, experiences, possessions,
  travel, fun, social, cultural, relationships,
  spiritual
• Write down WHY you want it, if not move on (if
  you cant find a reason for it, why?)
• Write down the time frame 1-2-5-10-20 years out
• What obstacles can come between me and my dreams?
  What skills, abilities, attitudes, action steps,
  objectives do I need to do? Break them down into
  steps with deadlines

83
Kevin Hogan Method for Setting Goals

• Make a sheet with four squares - 4 DREAMS
• (1) Business/Career
• (2) Health
• (3) Intellectual Life
• (4) Social/Family/Home
• REASONS why you must have it
• The Pain you will feel if you dont achieve it
  (future pacing)
• The Pleasure you will feel if you do achieve it
  (future pacing)
• The ACTION STEPS you must do every day to get
  there
• You need to put this in a book for every year and
  review constantly. Yearly goals and monthly
  goals.

84
Thinking About Goals

• What are the top 10 places you want to visit
  before you die?
• What 10 events would you really like to
  experience first hand (theyd be so awesome that
  youd talk about them for the rest of your life)
• What 10 skills would you most want to acquire?
  (what do you want to become excellent at?)
• What does your dream home look like? (number of
  rooms, flooring, square footage, color of the
  kitchen, neighborhood, )
• How much money would you like to earn per year?
• What would your family like to experience over
  the next 5 years?
• What 10 toys would you most like to own?
• What 5 things would give the greatest sense of
  accomplishment in your business life?
• What 10 things would give you the greatest sense
  of accomplishment in your personal life?

85
Bodri Method for Setting Goals

• Know your outcome. Fix in your mind exactly what
  you want. Write it down. Be specific.
• Then take massive intelligent action toward the
  goal. Consistent disciplined action. (Model a
  winner and do what they did)
• Measure and track your results to see if you are
  getting them.
• If you are not getting the results you want,
  change your approach!
• Change ... Change Change until you get your
  desired outcome. Perseverance and discipline to
  stay working at it. Dont dream, work!
• Secret Formula GOAL DISCIPLINED ACTION
  AWARENESS (meditation) and MEASUREMENT for
  correction MERIT and VIRTUE RESULT.
• Liao Fan
• Benjamin Franklin

86
GOSPA

• GOALS - a place you want to end up at the end of
  a certain period (a certain sales level or
  profitability level)
• OBJECTIVES - sub-goals you must accomplish in
  order to achieve your goals (in the areas of
  sales, distribution, staff development,
  technology installation, cost control,
  manufacturing, )
• STRATEGY - the method youll use to accomplish
  your objectives on the way to the goal (ex. build
  an internal sales force, outsource selling to an
  external organization, )
• PRIORITIES - the things youll have to do first
  and second, whats more and less important
• ACTIVITIES - the specific day functions delegated
  to specific individuals with deadlines and
  standards of performance

87
Creating Plans and To Do Lists to Achieve Your
Goals and Stay on Track
88
Daily To Do List

• Start with your WEEKLY to do list
• Takes 5 minutes per day, but requires discipline
  all day
• Write down 25 things to do (assignments, errands,
  appointments), select the top 6 most important
  things (you cannot do 15-25 significant things
  in a day)
• Those 6 things will yield the biggest impact on
  your life and results. Dont focus on the urgent
  or easy things. Do the 20 that makes the 80
  difference. Those 6 things MUST get done. You
  will fail to do them unless you make them a
  priority.
• Compute the time for those 6 tasks, add it up
• Schedule those activities (structure them so none
  takes longer than 1 hour) - now your day is
  organized according to what you want from
  yourself
• Keep focusing on the 6 important things
  throughout the day (so you get closer to your
  long term goals each and every day)
• Do the most important thing first that moves you
  ahead
• Do this the night before or each morning
• Check off items to give yourself a sense of
  completion

89
To Do Lists

• Hint - do one of the top priority highlighted
  tasks that makes you feel good first
• Create STOP DOING lists, too
• Success is what happens to you a little when you
  do a little more each day over and over
• Success can come in a windfall but usually comes
  bit by bit
• (1) Youll get more done with this method
• (2) Youll have fewer unnecessary crises
• (3) Youll spend a bigger percentage of you time
  doing things that move you along to the goals you
  desire
• Business people use two accordion folders, one
  with a pocket for each month (12) and another for
  each day (31). Put follow up materials in the
  slot thats appropriate.

90
The Famous 25,000 To Do List Story

• Human beings will avoid doing what needs to be
  done. We put lots of energy into avoiding the
  hard, unpleasant, realities of life. Its not
  that we dont know what to do. Its that we dont
  do it.  
• In one story, steel magnate Charles Schwab told
  his management consultant Ivy Lee that What we
  need around here is not more knowing, but more
  doing. If youll pep us up to do the things we
  already know we ought to do, Ill gladly pay you
  anything you ask.  Lee took him up on the
  proposition. In 20 minutes, he told Schwab,
  Ill show you how to get your organization doing
  at least 50 percent more. He started by having
  Schwab write down his six most important tasks to
  complete in the next business day, according to
  their importance. The consultant encouraged
  Schwab to share this approach with his
  executives, judge its value, and, send me a
  check for whatever you think its worth.
• Two weeks later, Lee received a check for
  25,000 a kings ransom in those days. In an
  accompanying note, Schwab said it was the most
  profitable lesson hed ever learned. The lesson,
  of course, was the power of focus. The person or
  organization that understands and acts upon
  its Top 5 and Top 1 of 5 will succeed.

91
John Adams, 2nd U.S. President, Master List-Maker

• Wrote first draft of the Declaration of
  Independence
• Recommended George Washington to lead the war
• Went to France and convinced them to send their
  navy
• Convinced the Dutch to lend us the money to
  fund the war
• Our first ambassador to Great Britain after the
  war
• 1st Vice-President and set-up all the initial
  protocols
• 2nd President
• His February 1776 list from his diary
• An alliance to be formed with France and
  Spain
• Government to be assumed by every colony
• Powder mills to be built in every colony and
  fresh efforts to make saltpeter (for the making
  of gunpowder)
• Declaration of Independency

92
Other Lists to Make

• Yearly Goals