If you read about the projected future of education it seems like we will have finally created the ideal learning environment sometime within the next 100 years. An education that focuses on the individual and how they learn. One that uses their strengths to cultivate all their abilities. A system that will make learning a joy.
It sounds ideal. But I am not holding my breathe. My experience with the our education system shows a system more interested in conditioning rather than educating. I don't know why this would change. I don't know why it already hasn't. So I propose we simply make this learning environment for ourselves right now.
I did it and you can do it too. It is not that hard. Technology makes it very easy. The information on how to do this is freely available. If you are a gifted neurodivergent or parent of one you have the ideal candidate for a successful outcome for this effort.
We have so many things working against us in the current education system. They have labeled us in recognition that we learn differently. Yet they refuse to change to accommodate those differences. Their labels have meanings and they are not kind or constructive. They hurt rather than help. We are labeled as disabled. It's the same as saying we are broken or defective, when the opposite is true. We are the spatially gifted. We have more to offer not less. Why put yourself or your children through that. This is your chance to learn how to change that.
I made an error when I mentioned the CEO of Ford's UAW interview. She is actually the CEO of GM. Here is the video.
https://www.youtube.com/watch?v=ZaQ_ieEHOEc
www.GiftedND.com
copyright 2024
If you read about the projected future of education it seems like we will have finally created the ideal learning environment sometime within the next 100 years. An education that focuses on the individual and how they learn. One that uses their strengths to cultivate all their abilities. A system that will make learning a joy.
It sounds ideal. But I am not holding my breathe. My experience with the our education system shows a system more interested in conditioning rather than educating. I don't know why this would change. I don't know why it already hasn't. So I propose we simply make this learning environment for ourselves right now.
I did it and you can do it too. It is not that hard. Technology makes it very easy. The information on how to do this is freely available. If you are a gifted neurodivergent or parent of one you have the ideal candidate for a successful outcome for this effort.
We have so many things working against us in the current education system. They have labeled us in recognition that we learn differently. Yet they refuse to change to accommodate those differences. Their labels have meanings and they are not kind or constructive. They hurt rather than help. We are labeled as disabled. It's the same as saying we are broken or defective, when the opposite is true. We are the spatially gifted. We have more to offer not less. Why put yourself or your children through that. This is your chance to learn how to change that.
I made an error when I mentioned the CEO of Ford's UAW interview. She is actually the CEO of GM. Here is the video.
https://www.youtube.com/watch?v=ZaQ_ieEHOEc
www.GiftedND.com
copyright 2024
Welcome to the Gifted Neurodivergent Podcast, a podcast dedicated to the exploration and cultivation of the outside genius found in neurodivergence.
Speaker 2:The future of learning. The future of learning for gifted neurodivergence is literally now. We are already the future. We're the future for how people learn and we're the future for how people will exist, because the future is going to be filled with trauma and trauma causes growth and spatial understanding and spatial thinking, and that has passed down epigenetically. And so the future is you and I. We are the future, and if we were to look into the future of education in 100 years, it will hopefully look nothing like today, because today is horrible and today, really, if you put your sensitive child in the system and it's not a Montessori's program or it's not a environment where they are recognize your child's different needs, then you're doing your child a massive disservice, because your child is literally being trained to be the opposite of what they naturally are.
Speaker 2:I started this podcast, probably first and foremost because I just was so tired of being the only person who saw the world like I saw it, but also because I was bowed out and I kept running into people, kept saying, oh my gosh, how are you doing that? And that's so amazing. But nobody could fathom doing what I did. Nobody could fathom taking it all into their own hands and the system putting us all in groups and making us all try to achieve the same thing has made us so that we are freed of our own knowledge of our own to trust our own selves, because the system has always said if you do what we tell you, we'll provide for you. But that isn't true anymore. It's not doing that. There's no payoff for retirement at the end and it's mostly just kids who are depressed. It's this particularly gifted neurodivergence. They're extraordinarily depressed. So you're giving your child the opportunity to be depressed and I couldn't do it. Our sensitivity is just a little bit stronger. We have no choice. So I pulled them out and people are like that's so brave of you. But you could tell that they were kind of repulsed by it. Almost they're afraid they're gonna get some contagion.
Speaker 2:I have because I'm I'm an outlier and I just went ahead and did it myself and you know that was horrible, but my kids have turned out really exceptional for it. They turn into prodigies and I'm guaranteeing you that your child will be turning out really exceptional for it too. Because the alternative is they stay in the system and they're told that they're less than their entire lives and then they have to get over that, whereas I let my kid stay in the system the first one for most of it, and he then had to take a few years off to find himself, which he did really well, thankfully, because I had already put him in whole other networks where he got to be what. That is what he was good at, what his talent was. But he still is struggling today with his emotional programming that they gave him. Granted, it's not nearly as bad as mine was, because I'm a better parent than I got, because I tried to get in front of it, but I still wasn't able to save him.
Speaker 2:And with his sisters, they're both probably even more sensitive. They had their early cognitive growth spurt and so their they got that full sensitivity at an earlier age than he did. They both struggle even more. I'm going through it yet again with the youngest. She's struggling with the school day because it's a lot, it's too much. There's so many reasons why it's too much and people think that to learn is to suffer. It's not learnings a joy. They think that that growth is struggle. That's not so. Growth can be a pleasure. Why do we have all of these, these lies around what is healthy for or appropriate for growing and and learning?
Speaker 2:about yourself we are taught nothing about ourselves in the system, especially as gifted neurodivergence and the alternative of leaving it is such a blessing and yet there's so much fear there and that's why I started this practice, because I have done the most extreme version, I have done the the path, and then I have totally just forgotten the path. And guess what? You can completely let go of everything you have and still be successful. There's no future in what they're teaching our children. They're teaching them the opposite. You don't believe me? Look up Sir Ken Robinson books on the element and book I've given you in the past, which was the new smart. We're always going to be ahead. We are the ones that are most adaptable because we learn on our own, but also we're the ones who get kicked out of the system. So we have no choice. Why not invest in yourself and thank them? No sense staying in it and just slogging through it and serving other people. Teach your child to invest themselves and thank them. I wouldn't be doing this if it wasn't successful. I'd be crying right now, but it was successful. Gets keeps getting more successful. My children are really sensitive. They struggle in the system. They're not struggling now. We have to teach them how not to struggle. We have only taught them how to struggle. That's all I learned in the system was how to struggle. I never learned how I worked, how I was successful, and so I decided I'm gonna figure that out by giving it to them. And that's what happened.
Speaker 2:There's always sacrifices when you make a decision to do one thing over another, and when I decided to step back and be more present at home for my children, you know that's a sacrifice. I was a sacrifice for my career, but it really wasn't a sacrifice for my career because I couldn't work and know my kids were struggling and I couldn't help them. I couldn't work for other people and make sure their lives went peacefully when mine was falling apart because my children were struggling so much and I had struggled just like them and I had promised myself I wasn't going to put them through that again or I wasn't going to go through it again. Actually is what I promised myself, said I don't even have kids, I'm going to have to go through this again. So I didn't. I stopped it.
Speaker 2:I stopped the cycle, and how I stopped the cycle was pretty freaking amazingly hard, but also incredibly something intuitive, because I had gone through the cycle and I knew what didn't work for me, and now all I had to do was go figure out what did what worked for them, and so I did it and it was really actually beautiful because in the struggle I got closer with my children, I got closer with my spouse, I got to understand how we actually move through the world and I was able to give up me being seen as somebody who was a problem or an outlier or something wrong with me, and I had always been told that there was something wrong with me. That was pretty much a common theme in my family. But the reason there was something wrong with me wasn't that I had, I was doing bad things. It was that I thought that I was manipulative, that I was thinking about ways to subvert the system and my parents had, like this, massive need for control because they struggled, which I get. But I took over a lot of their parenting duties, a lot of their house cleaning duties, a lot of their duties in life, so that their lives would be easier and instead of getting rewarded for it which I did temporarily, sort of I still was subverted as who I was. My parents kept me from connecting with other individuals, other adults, other friends, everybody because they wanted to control me and I got to say guys, the same thing happens in our school system. We are prevented from hanging out with kids like us. They separate the two kids that are the most loud, boisterous, intelligent and they make them sit on opposite sides of the room. We are denied everything that reflects us, as we naturally are in our system. It's on purpose. They have to do this in order to control us and in order to prevent us from being able to change the system.
Speaker 2:See, very clearly, I was not a person that was going to make the system better or make the system successful. I'm not that person. I'm the person who starts their own system. I just know this. I've always known this. I noticed all the things that are wrong. I notice how easily they could be fixed and I don't know why we just don't fix them, but instead our system is like let's build another layer on top of that and then this will fix it, but it never does, because the root cause is the problem. The root cause is we didn't want to bring in the differences. It's one size fits all.
Speaker 2:It's a system that's supposed to serve a war machine, and that's why math and science is so important. That's why they value math and science. It's about a war machine. I don't know that that war machine is going to go away. I don't know that. But what I do know is that there will be so much turmoil in the future that that war machine can no longer be the focus, the sole focus. We want to have people going into the system and being able to productively do anything with it. We're going to have to figure out a whole lot more that we've left behind a whole lot more talents, and that's kind of why we're bringing back the neurodivergence.
Speaker 2:Yes, we have destroyed most of their lives in prior generations because they weren't of use, and so we scapegoated them, we stuck them in the outside. But now they're kind of bringing them back and they're trying to keep their control over us while at the same time giving back. There's no way you can do that. The neurodivergence are too smart, the neurodivergence are too aware, they're too high sensing, and you can't maintain us in the system as it is.
Speaker 2:We have a system that literally does everything the opposite of what we need to learn pretty much for everyone, because the most sensitive people are what the ideal is the most sensitive. People require the ideal, so my threshold for surviving is also my threshold for thriving. There's no between in between there. It's like Lilian's either doing great or she's not doing great. There's no in between. I have to go to my threshold for surviving in order and that is thriving. My threshold for surviving, because my sensitivity is so high, makes it so that I have really limited choices. And then that goes to the free will thing, where it's like I was always going to be pushed outside. I never had a chance to stay inside because my body would literally break down and die, so I had no free will. We don't have free will.
Speaker 2:Our system set up so it's useful for them, but they're not there. Make us our best. If you want to be your best, you definitely wouldn't put somebody who has amazing skills in a group class that teaches the average. You wouldn't make sure that they're overstimulated and overwhelm them. You wouldn't have zero flexibility, a very limited flexibility in the curriculum, as I found with my kids. It was like, oh, they're scoring really, really high, too bad. They need to sit there and keep working on the curriculum with their peers, and I won't even move them up to the advanced classes because they need to prove to us they can actually not just do these for the answer, but write their process. This is like a little tiny kid. Why should they have to write their process? Why would we do that? Because they want you to be able to explain it to them, so that you are upon to the system. If you can figure out math in your head because you're a savant, then why do you need to know the process? Well, because they want to control how you do it. They want to control you and subjugate you so that you will still be a pawn for the system, because you actually don't need them for learning. So they're going to make sure they break you so that you need them for your esteem, which you'll never have. How about pressure to conform? The whole thing is set up so that we have people who are average trying to be genius exceptionals and people who are exceptional geniuses trying to be average. So every weakness you have, they're going to tell you to keep trying to be exceptional and every strength you have, they're going to tell you to be average. Isn't that a genius thing? We'll never, ever be happy because you're constantly working on being something you're not.
Speaker 2:In my giftedness, I was always told you need to work on your grammar or your this or your spelling or whatever. When I'm writing, when I'm creating, I can't see my words. I can't see what I'm doing. It's coming up for my subconscious. It's almost like I'm not even present. It's like a flow state. So when I look at it later, it has words. I didn't mean it has all this thing because it's coming out so fast and so hard and it's so emotional. My fingers and my body are just like kind of flying and all I ever got was in trouble for that. Nobody ever said to me oh, that's the way artists work. No one ever said to me it's okay, rewrite it. Nobody ever said any of that. They just told me I was deficient. And that's ridiculous, because nobody writes a first perfect essay on their first draft. That's not how it works. Yet that is the way they make us do it through all of elementary school and they make us rewrite it later. But nobody spent that much time making me rewrite it, saying, hey, it's worth rewriting, this is really good. No, they just said your grammar sucks, your spelling sucks. I'm sorry, I'm in like a cloud when I write.
Speaker 2:My neurodivergence is really high. I don't think people understand that just because I can walk around looking normal, doesn't mean that my brain works just like theirs, doesn't mean that anybody's brain works like anybody's. This is stupid. There's no such thing as a single kind of person, as a single functioning thing. There's no emotional support for those of us who are multi spatial, multi dimensional thinkers. No emotional support for those of us who are struggling at home. There's no emotional support for those of us who don't fit in. There's nothing. It's just like suck it up buttercup and keep going. And that's horrible. That's really horrible.
Speaker 2:If you're sensitive, you're going to have lots of emotion. And not only do they have not no emotional support. They literally just tell you to turn them off, like that's the worst thing you can tell somebody who's struggling with their emotions is to turn them off, not pretend they're not there. That's the opposite way to do. Your emotions are trying to give you a message. You're supposed to go into them, you're supposed to use them, you're supposed to understand them, you're supposed to grow them. Instead, we're like you're not allowed to display that here. Turn it off. That's not an answer. That's not any support. That's actually making you ill. That will make you more ill. Then they add bullying and social challenges. And all of that because not only are you emotional, but let's have kids tease you on it. Let's have the teacher be completely cruel to you on it. Let's make her have you scapegoated in the classroom.
Speaker 2:The testing and performance pressure is killer. I don't put my kids in this. I mean my child was taking all her high school classes in elementary school age and middle school age and so I didn't do any testing grades, which got me into trouble. Because we're like how can we give you credit? I'm like it doesn't matter. And you know what? It didn't matter. She got straight into college on the testing. None of it mattered.
Speaker 2:You don't have to do it the way they said. You can actually make your own method for everything in the world. There is not only one way. There's no path, and all those paths that we are told, oh, you have to go, this, this, this and this, it's only for a very narrow group. The bulk of us are going to have to make our own career because things are going to be changing so much, and this is why they're saying, oh, bring back creativity. Oh, we have to start caring. Have they actually done it, though, at the school level? No, not at all. So what our future is, I keep seeing in all the futurism forums for education is the future is individual learning.
Speaker 2:Why was it never? Not that? It's really always been available. We could have always had it. It's called homeschooling, but I mean, why was it never about that? Why was it never about figuring out who the individual was? It was always about you fitting into the box. Okay, so do you understand? Now? Hopefully, I have just liberated you from you feeling that you weren't enough, because you have always been enough. They just didn't want to make. They didn't see you as pliable, or they didn't see you as somebody that could turn into a war machine creator. I think that's a good thing. I'm proud of you if that's the truth.
Speaker 2:My middle one is in taking anatomy and physiology in college and said everybody in your class wants to be a doctor and they're like what do you want to be? And she's like a mathematician and they're like what, who wants to be a mathematician? They don't understand any. They don't even know what mathematicians do. They think that a math teacher is a mathematician, but they don't really actually understand. There's people who whose brains think in numbers, whose brains think in math theory, and you're one of those. So a mathematician, a researcher, a scientist, a math based creator of new ways of seeing numbers, that's all valid.
Speaker 2:But our system doesn't recognize that people have natural talent. It doesn't recognize that people have real, actual, true, god-given gifts, because that would make us all not equal. We're not equal, and especially in a system where the people who actually get an education that teaches them how to foster it are those who are wealthy and the rest of us all get educations that break us. They're not about educating us, they're about breaking us. So if your child's struggling in school, it's probably a good thing. It probably says to you that your child is smart and they're struggling because it's an environment that every smart kid would struggle. Don't take it out on them. Don't take it out on them because they are already internalizing it. What you need to do is help them understand that they are exceptional and that you go into the thing that they need to go in.
Speaker 2:I'm not really sure what the school's offering value-wise. I don't really know that they're offering value right now to our kids. I see more damage than good and I've had to take mine out and heal them before they could go learn on their own. We're very sensitive. My kids do not do well in the feedback loop of school. They get very stressed by grades and they're brilliant. They're not done with them learning.
Speaker 2:But the great part is about you doing all this extra work for free. They take the joy out of something that is joyful. Learning is such a powerful feedback, especially for the neurodivergence. You get special interest, super focus. You get so much dopamine hits. Learning is a joy and the school system makes it into a chore. They make it into this horrible process and the future is going to need inventors. It's going to need people who delight in learning. It's going to need people who come up with novel ideas. Those are all people who enjoy thinking, who enjoy learning, who enjoy growing. And our schools do the opposite of that. They train you to work really, really hard for everybody but yourself, and so you never learn what to learn intrinsically.
Speaker 2:It took me literally 20 years after I graduated from high school to learn what I needed, to learn that I was always this person who I was. That was a big picture thinker. It was a futurist who was. All of these things that I thought were useless were valueless. It turns out they're quite valuable. It's just that I was never told that they were options. They weren't part of the paths that were out there. So I have to make my own, and I do. I literally make my own. There's no sense in me going back to college. I just go and get certificates. I'm going for yet another one at an MIT class.
Speaker 2:It's much easier for you to create your own way now than it's ever been, and it's only going to get easier because everything's disparate the whole idea of those careers that we used to have, those paths they're going to go away. What's going to be available in 100 years is going to be some weird model between what it was available 100 years before this and all the technology that will be around in them. I don't know how it will be powered because we have power shortages and we'll have to face that then. But who knows? We don't really know how that will go. I'm not sure how it will be disseminated, I don't know. There's things saying, oh, we'll just link right up to your brain. No, thank you, I will not be accepting you putting implants into my brain. I don't think we need any more control, and if you want to put an implant in my brain, that's not happening and I'm also not giving my brain up to science or anything like that either, because they've done like a whole number on me and I'm not going to do anything to benefit that. There's no way in heck I would serve anybody that's trying to do what Elon Musk is doing or any of those guys, because you don't know where the next thing goes with that and I don't think these people are trustworthy or honest. They're psychopaths. And if you don't believe me, then listen.
Speaker 2:There was a perfect example with the UAW contracts talks. They had the CEO on a Ford and she was saying that she gave a perfectly great contract option and those people just didn't take it. What was their problem? And the interviewer says to her well, you gave a 20% increase in pay, but you yourself have taken a 30-something-plus percent interest in pay, so why would you think it's fair for them to take a 20% interest pay when you've taken over 30%, like 32 or 36 since you in the last four years and you asked them to give up some of their pay at the advent of COVID, you guys took a ton of loans and investment from the US government and it never got to those employees, and so now they're asking for their fair share. Do you think that's fair? Of course the CEO wouldn't answer that, but she was just a horrible example of a leader in that moment, like she's a horrible leader. She's a horribly self-centered, really bad leader. I mean, leaders know when it's time to give and when it's time to take, and it's not a time to be taking right now and she doesn't care. She's not a leader, she's just a person who's going to get her will. And she's like why aren't these dumb people, who are supposed to be peons, not listening and doing what I tell them to do? Because they're actually humans, they're freaking, not robots, they're not these animals that you've trained, they're whole-blooded humans who actually can see and tell that you are full of lies, that you are not out for their best interest. And this is kind of what the whole upper class, lower class thing is. We have this upper class that's pulled so far away from us in equality that they literally think that we're there just to serve them, that we're just a bunch of peon animals. We have this even in our animals.
Speaker 2:I was at a rescue this weekend. It was a sanctuary for exotic animals. There's one bird that was so cool. He made this like sound. He made this sound that sounded like falling missiles. It was effort around a lot of fireworks. Like no, that's its natural sound.
Speaker 2:Oh, does it have any mates? Or something Like why is it in the cage by itself? And they said, oh, it's the extra one that was left over from this group of animals that were. They pretty much died out in the wild and so they had this breeding program and he was an extra male. They didn't eat, so they just were gonna kill him.
Speaker 2:What the heck, people? It's an animal. It has like a whole life, so they just gave it away to the sanctuary rather than killing it. But it doesn't have a mate, it doesn't have anybody else with it. It's like oh, it's an extra, it has no purpose for our program, so therefore we'll just like let it rot.
Speaker 2:What is wrong with us? Why are we such evil things? People don't deserve to rot. Animals don't deserve to rot. Why do we have to always put a value on it? Why does it always have to be something that you have to produce in order for it to be worthy of a life? Much less, a full existence is one that gets to mate and have like the whole experience of being alive. I mean, come on, why do we do this? Why do we have and have nots? Why do we put people into boxes and if they have no value, we just let them atrophy and die? That's really what our system has done with the neurodivergence, and the future will be kind of the opposite. The future will be where they no longer provide schooling, they no longer provide pass, and you will have to figure it out yourself and you'll probably have to pay for it and you'll probably have to do all these things.
Speaker 2:But you, as a gifted neurodivergent, you have the potential to skip most of that. You have the potential to learn this at home, to go online and find the papers and pull them together to understand it. And we have this very exclusionary vocabulary for everything and I'm always struggling with it because my understanding of things is really organic. I learn and grow really quickly, but the vocabulary that's used within the industry I don't know. So I have to go out and find that industry vocabulary. But thanks to chat GTP, that's not really a problem anymore. So now I can go out and find the vocabulary around the industry and use their vocabulary to describe what I see and know. I do make people uncomfortable with doing this. I also have a lot of strong feelings when I know it's wrong.
Speaker 2:I was reading something online and I put a comment about overexcidibilities and the person came back to let me know that gifted people and neurodivergent people didn't have the same kind of overexcidibilities. That just because you're sensitive doesn't mean you're gifted. And I was like oh my gosh, I just saw red. I saw every color in the rainbow, like talk about synesthesia reaction. I mean my brain was like on fire at how wrong this was, because we don't even know the types of intelligence our country has or our people have. We don't even measure most of the intelligence, we only measure a few.
Speaker 2:And here she is trying to say we're not gifted unless we are cognitively gifted, as they put. We have never even been taught how to cognitively realize our gifts. We've not been taught how to go into them and learn them spatially. We've actually denied that, and that's one of the things that I went and tried to figure out so that I could offer that I can help you realize your intuitive knowledge to cognition. It's actually not that hard. But yet this person is saying, oh, if they don't have it cognitively, it doesn't count. I mean, I couldn't even see.
Speaker 2:I was so upset and I told her I'm like that, you're an oppressor. I told that person you're an oppressor because only oppressors would have such a blanket, simple, 2d approach to this. You're not helping people who are neurodivergent, who have been denied their own intelligence, who don't fit into this little tiny neuro band that they want them to, that are still brilliant. You're hurting them. You're hurting them and why? Why would you do that? Why can't you see that? And she was, we didn't get along, let's just put that way. But she can't see the fact that she's causing more damage than good and she does the same thing I do.
Speaker 2:And she can't see the fact that giftedness has really been only designated for math and science. It really is hindered for most everyone else. And we don't. We make people go through all these like jumps and loops, and you know my family, we don't even test on fluid reasoning. We test. We can't even answer the questions. They're so low that all the IQ tests are for 145. And we do not. We do not measure people's intelligence in so many facets you can't really say gifted is gifted anymore. You, we know that. We don't measure it. We know we leave huge swaths of people with giftedness out. We have nine intelligences, but was probably a ton more, and we really don't. We don't even cultivate those. There's ones we literally can't even describe.
Speaker 2:I'm not really sure what spiritual actually is, and I keep reading and I keep saying this makes zero sense, like it needs a lot more context in order for me to understand this. I find that to be kind of a problem as a whole. We have very little context in our education is flat, so it makes it devalued. It makes everything simple and black and white and numbers and good and bad numbers, right, so that you can become basically a psychopath and go out into the world and cut down the last freaking rainforest tree and kill the last species of all these birds or whatever, and it's a number. That marginalization, that making it simple takes away the emotion. It takes away who that person is. And I thought for like a hot second when I first got out of college, like I would be willing to do whatever it took to be successful because I had this baby out of pay for, in a house and a mortgage and cars and I still couldn't do it. I couldn't do it for my children Apparently.
Speaker 2:There's plenty of people out there that can, but should we be celebrating them? Should they be our leaders? I don't think so, because this is what got us here. We have been celebrating people who are ruthless, celebrating people who are not that smart, who are not that emotional, who are not in touch with their emotions. If anything, if they have emotions, they're probably pretty evil, and they're if they're in touch with them, my dear gosh because that's who's running the country is people who are emotionally vacant, emotionally cruel, emotionally for themselves, and I don't think they're particularly happy either. I think they can't get enough. They're constantly trying to at the expense of others and there's no end to their greed.
Speaker 2:Our future for education you should be practicing now. The future for our education is you finding you, going in and understanding yourself and realizing that you are what you're supposed to be, that you have a purpose that's pretty great and that you have to cultivate yourself and you can't look back and expect anyone else to do it for you. I thought when I got diagnosis gifted. I thought when I got diagnosis, I thought when I finally got to that point where I was like, oh okay, I am talented, I have all this ability.
Speaker 2:Now people care. I found out they didn't care, nobody cares. Nobody cares what you are, unless they can use it for something. So you might have all these abilities, but if they can't make money off it, if they can't exploit it in some manner so they're getting a substantial benefit, they don't care. And that is shocking because we have a whole system that says the opposite.
Speaker 2:But when you become an adult and you get out into the real world you realize, oh, they don't care, but it's also liberating. It's liberating that they don't care and so in the future they're going to care even less. They're going to care about a really small group. They're going to care about people who are building things that they can immediately sell. And right now they have changed the patent laws so that it's harder than ever for a small time person who has a bunch of patents to use them, to sell them, because the big companies can come along through court, get your patent and use it and not pay you at all. You have to use your patents now and if you're not using them, then you don't really have a patent, almost just basically giving yourself up to the government so that they can have a record of it and then they can use it or somebody else can use it, because you can't even protect it anymore.
Speaker 2:We are losing the small individual person who gets to create in their genius whatever is needed. That's gone. We're going to have reduced growth, just like I talked about in the past, with the Jetsons thing never really coming to full fruition. It's not like we didn't have the technology, it's more like that was thwarted. That is where we're headed. If you want to be fully realized, you have to get in front of it. You have to become the future of education now. Your children are brilliant. You are brilliant. Your gifted neurodivergent makes learning for you a joy. Embrace that, go into it. Start your individual learning now and then you'll get to lead other people in the future for it. That's all for my podcast this week. I hope it was a value and I hope you listen again. Take care. Thank you.