Posts
NovemberNov 3 Tuesday 09
Alignment is never false or inaccurate. It can only thwart focus by providing not one but two value systems as unreproachable barriers.
updated 6 days ago via Twitter
OctoberOct 27 Tuesday 09
Creative people never look at a recipe, they see ingredients as recipes
updated 2 weeks ago via Twitter
OctoberOct 13 Tuesday 09
Hell is certainly within ITS authority. But of evil, could it also be the face we choose not to witness, as Cain and Able, of our disregard.
updated Oct 13, 2009 via Twitter
If so, then where does evil exist, other than within our own hearts. If so then where is hell other than in our actions which lead to death.
updated Oct 13, 2009 via Twitter
Is, in part, evil manmade, that in definition we wrest authority from The One to condemn the confused or incarcerate the unwilling.
updated Oct 13, 2009 via Twitter
Why is it that morality supports virtue providing recognition of a heaven yet lacking morality defines wickedness but does not identify hell
updated Oct 13, 2009 via Twitter
As an assignment rather than a condition or state, the current definition of Evil renders its own potential as evil - defining morality.
updated Oct 13, 2009 via Twitter
"Evil" has an odd footnote. Having departed from its origin and become meaning, it is odd that "extreme moral wickedness" survived.
updated Oct 13, 2009 via Twitter
OctoberOct 7 Wednesday 09
Only The One, has possession of Its understanding. All paths lead to It.
updated Oct 7, 2009 via Twitter
Much like a coin is the sole possessor of its value, knowing both faces, as awarenesses, it is only our approach which sets the limit.
updated Oct 7, 2009 via Twitter
Addition and subtraction are reference for the same result, but are not the resultant summation. They are always whole.
updated Oct 7, 2009 via Twitter
Start by defining a length by its wholes, "This is one", "This is one" and "This is one" Via assembly, this is one, and this is two, etc.
updated Oct 7, 2009 via Twitter
By appreciating their understanding, curiosity will greet information, how to count, allowing them to better describe the whole they see.
updated Oct 7, 2009 via Twitter
It is valid because when dividing the length, or not knowing the unit of measure (inches/mm) they see it as coming from the whole. Whole.
updated Oct 7, 2009 via Twitter
A length of line, divided, results in equal units regardless of length. This is how children see it. And it is valid.
updated Oct 7, 2009 via Twitter
Adults understand operands as the functions of summation. For a child this is counter intuitive, as wholes exists, regardless of summation.
updated Oct 7, 2009 via Twitter
Children are more likely to understand, whole, then whole divided equally, as a process of introducing the numeric system and summation.
updated Oct 7, 2009 via Twitter
Perhaps starting with (-) rather than (+), shoring the concept of "whole", Children will have a more concrete base for further understanding
updated Oct 7, 2009 via Twitter
Math leads them into a confusing condition where we asked them to reconcile how a part is not complete as it differs in value from the rest.
updated Oct 7, 2009 via Twitter
A step, a step. They learn through their own understanding that every action is complete, every unit is complete. Every whole is complete.
updated Oct 7, 2009 via Twitter