Education
Our mission is to implement global stewardship student training programs that provide long-term solutions in
the areas of:
the areas of:
| Every Parent Born a Teacher * Every Child Born a Student * Every Home a School |
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Roger W. Sperry Cal. Tech, Professor of Psychobiology writing on
Lateral Specialization of Cerebral Function in Surgically Separated Hemispheres. 1973
“The main theme to emerge…is that there appear to be two modes of thinking, verbal and non-verbal, represented
rather separately in left and right hemi-spheres of the brain, respectively, and that our educational system, as well as
science in general, tends to neglect the non-verbal form of intellect. What it comes down to is that modern society
discriminates against the right hemisphere”
“The verbal half of the brain, the left half, dominates most of the time in individuals with intact brains as well as in
split-brain patients.”
-----------------------------------
Despite that warning made more than a generation ago, neither the government nor private education institutions
have paid much attention to it. The same public school policy that was implemented nationally more than a
century ago continues unaltered today.
For six hours each week day, children are bundled off to school and incarcerated inside crowded classrooms.
There, for the next twelve years and more, the left side of their brains are systematically indoctrinated with
analytical knowledge – leaving the intuitive right side of the brain, with its infinite inspirational potential, to more
or less atrophy. Its ostensible purpose – to place as many literate workers as possible on the mass production
lines, with little attention paid to the cultivation of individual ethics or the artistic development of their full creative
potential.
What has never been analyzed in terms of evaluating the mass psychology of an entire population that has been
systematically drilled from early childhood in textbook knowledge, with all trained to obey technical instructions
from superiors, is that they tend to remain in a pre-adult stage that relies on supervision from cradle to grave. Very
few mature into a self-policed sense of personal responsibility and creative assertion.
Thus the nation becomes mired in bureaucratic administration, requiring the endless legislation of laws, legal
interpretation and the massive expense of policing a more or less robotic and potentially rebellious citizenry.
In developmental psychology, the mass mentality remains locked into their teens.
BASIC OUTLINE OF THE HEARTSTART DUAL-BRAIN HOME SCHOOL METHOD
Head-start programs that artificially accelerate the learning curve by taking the child out of the home at
increasingly younger ages and teaching them to read, are putting the cart before the horse.
What seems to be over-looked in the haste towards early literacy is that family values and the attendant emotional
intelligence and social intelligence that define those basic moral standards, tend to deteriorate.
The HeartStart method focuses all its primary education attention on childhood character development. The
artificial distractions of textbook lessons are reserved until after puberty. Focusing the child’s full attention on the
practical exigencies of home life via a combination of oral-based reasoning and emotional enticement is a more
holistic method for engaging both sides of the brain.
There are endless practical lessons in physical, verbal and mathematical skills to be found in play and by
participating in the work and care of the home, garden and workshop, for parents to encourage the sharing ethic
and for seating a chore-based work ethic. Field trips into Nature and community facilities broaden the natural
learning curve.
It is only when the child has gained a heart-felt appreciation for the basic family values of sharing and caring in
all aspects of home life, do we believe that the young psyche is properly prepared and ready to assimilate more
advanced technical knowledge.
In any learning environment, heart motivation, prior to mental reasoning, is always the preferable sequence of
encouragement. There is no fast track in instilling a self-policed understanding of the need for personal and
social disciplines. Long-term patience is the door into the childish mind and heart. Only parents truly have that
key.
Learning to share gradually brings on a caring sense of awareness and appreciation of the needs of others. That
ethic separates the caring human from the greedy ape. It takes all of the first seven years of a child’s life to break
down the original primate instincts of grabbing and holding and get the budding young psyche to appreciate the
intelligence and long-term value of meticulous sharing
Once sharing intelligence is seated, usually by age seven; instilling a willing work ethic, via the tedium of daily
chore assignments, takes up all of the next seven years. These two basic social ethics lay a solid foundation of
intellectual astuteness and shape the kindly and helpful character of the future adult.
To sum up; it takes careful parental preparation all the way from birth through puberty, before the future
academic student has learned to fully appreciate the emotional and social intelligence that underlies the sharing
ethic as well as the self-policed responsibility and attentiveness to detail that comes from a good work ethic..
Short-tracking those two foundations of human intelligence, by tying the child to a desk or a table for hours on
end each day, in order to instill early literacy, is seen as more of as an artificial distraction than a motivational or
intellectual advantage.
The argument that late exposure to literature may stunt future adult intelligence has been proven by us to be
entirely erroneous. Our research and practical developmental study has shown that the vocabulary of oral-trained
children, as well as their memory retention, and their ability at puberty, after a few basic academic lessons, to
translate their thoughts into written compositions, is less stilted and almost three times greater than that of
children who have been prematurely restricted to classroom-based grade school instruction. Their mathematical
skills are also significantly higher.
After twenty years of research and application we have found that HeartStart’s basic pre-literate training
translates into a more mature, well-focused, well-motivated, teenage student, who quickly grasps the basic
rationale of grammar and the mechanics of mathematics and within months surpasses the grades of other
scholars of their own peer group. The delay in textbook study ends up as a triple play - for student, parents and
nation. Ethical behavior, academic performance and responsible community relationships all get top marks.
Lateral Specialization of Cerebral Function in Surgically Separated Hemispheres. 1973
“The main theme to emerge…is that there appear to be two modes of thinking, verbal and non-verbal, represented
rather separately in left and right hemi-spheres of the brain, respectively, and that our educational system, as well as
science in general, tends to neglect the non-verbal form of intellect. What it comes down to is that modern society
discriminates against the right hemisphere”
“The verbal half of the brain, the left half, dominates most of the time in individuals with intact brains as well as in
split-brain patients.”
-----------------------------------
Despite that warning made more than a generation ago, neither the government nor private education institutions
have paid much attention to it. The same public school policy that was implemented nationally more than a
century ago continues unaltered today.
For six hours each week day, children are bundled off to school and incarcerated inside crowded classrooms.
There, for the next twelve years and more, the left side of their brains are systematically indoctrinated with
analytical knowledge – leaving the intuitive right side of the brain, with its infinite inspirational potential, to more
or less atrophy. Its ostensible purpose – to place as many literate workers as possible on the mass production
lines, with little attention paid to the cultivation of individual ethics or the artistic development of their full creative
potential.
What has never been analyzed in terms of evaluating the mass psychology of an entire population that has been
systematically drilled from early childhood in textbook knowledge, with all trained to obey technical instructions
from superiors, is that they tend to remain in a pre-adult stage that relies on supervision from cradle to grave. Very
few mature into a self-policed sense of personal responsibility and creative assertion.
Thus the nation becomes mired in bureaucratic administration, requiring the endless legislation of laws, legal
interpretation and the massive expense of policing a more or less robotic and potentially rebellious citizenry.
In developmental psychology, the mass mentality remains locked into their teens.
BASIC OUTLINE OF THE HEARTSTART DUAL-BRAIN HOME SCHOOL METHOD
Head-start programs that artificially accelerate the learning curve by taking the child out of the home at
increasingly younger ages and teaching them to read, are putting the cart before the horse.
What seems to be over-looked in the haste towards early literacy is that family values and the attendant emotional
intelligence and social intelligence that define those basic moral standards, tend to deteriorate.
The HeartStart method focuses all its primary education attention on childhood character development. The
artificial distractions of textbook lessons are reserved until after puberty. Focusing the child’s full attention on the
practical exigencies of home life via a combination of oral-based reasoning and emotional enticement is a more
holistic method for engaging both sides of the brain.
There are endless practical lessons in physical, verbal and mathematical skills to be found in play and by
participating in the work and care of the home, garden and workshop, for parents to encourage the sharing ethic
and for seating a chore-based work ethic. Field trips into Nature and community facilities broaden the natural
learning curve.
It is only when the child has gained a heart-felt appreciation for the basic family values of sharing and caring in
all aspects of home life, do we believe that the young psyche is properly prepared and ready to assimilate more
advanced technical knowledge.
In any learning environment, heart motivation, prior to mental reasoning, is always the preferable sequence of
encouragement. There is no fast track in instilling a self-policed understanding of the need for personal and
social disciplines. Long-term patience is the door into the childish mind and heart. Only parents truly have that
key.
Learning to share gradually brings on a caring sense of awareness and appreciation of the needs of others. That
ethic separates the caring human from the greedy ape. It takes all of the first seven years of a child’s life to break
down the original primate instincts of grabbing and holding and get the budding young psyche to appreciate the
intelligence and long-term value of meticulous sharing
Once sharing intelligence is seated, usually by age seven; instilling a willing work ethic, via the tedium of daily
chore assignments, takes up all of the next seven years. These two basic social ethics lay a solid foundation of
intellectual astuteness and shape the kindly and helpful character of the future adult.
To sum up; it takes careful parental preparation all the way from birth through puberty, before the future
academic student has learned to fully appreciate the emotional and social intelligence that underlies the sharing
ethic as well as the self-policed responsibility and attentiveness to detail that comes from a good work ethic..
Short-tracking those two foundations of human intelligence, by tying the child to a desk or a table for hours on
end each day, in order to instill early literacy, is seen as more of as an artificial distraction than a motivational or
intellectual advantage.
The argument that late exposure to literature may stunt future adult intelligence has been proven by us to be
entirely erroneous. Our research and practical developmental study has shown that the vocabulary of oral-trained
children, as well as their memory retention, and their ability at puberty, after a few basic academic lessons, to
translate their thoughts into written compositions, is less stilted and almost three times greater than that of
children who have been prematurely restricted to classroom-based grade school instruction. Their mathematical
skills are also significantly higher.
After twenty years of research and application we have found that HeartStart’s basic pre-literate training
translates into a more mature, well-focused, well-motivated, teenage student, who quickly grasps the basic
rationale of grammar and the mechanics of mathematics and within months surpasses the grades of other
scholars of their own peer group. The delay in textbook study ends up as a triple play - for student, parents and
nation. Ethical behavior, academic performance and responsible community relationships all get top marks.