Jamaican Youths Innovating

at the frontier of Liberty,

Choice and Creativity

Deliberately Engineering A Legacy And Future Of Globally Successful People Beyond Vision 2030

By Christopher C. Green

Desktop Edition

© January 2016

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To Gaviani Green and friends: enjoy the magnificence of life

THE VISION:

Empowering the creativity of Self-Directed Jamaican Youths beyond the “limitations” of Government, Religion, Business and Ideologies.

Breaking the shackles of Colonial Systems and practices inherited via slavery – exemplified by Bob Marley, Nelson Mandela and Martin Luther King.

Jamaican Youths Innovating beyond hopelessness, disability, morality and enslaving lifestyles to the frontier of Liberty, Choice and Creativity.

Stemming From A 2014 Invented Possibility?

On October 1, 2013, I submitted my initial research to the Ministry of National Security, on the heels of the initiative (launched December 5, 2013) for citizens to “Unite for Change”, and normalize the society towards anti-crime behavior. On January 8, 2014, the Landmark Worldwide graduate body in Jamaica (founded by Donna Duncan-Scott and led by Vintoria Bernard) mailed my Possibility Postcard entitled “Landmark Be Extraordinary” and it reads:

“2014: Possibility of Being Creativity. See transformation of Jamaica from Crime to Freedom, Wealth, Productivity, Joy and One Love.”

Creativity is innate; hence this possibility essentially seeks to awaken the “agents of creativity”:

Can you observe, adapt and govern your life of success by unlocking the design of your own instincts, socialization and conditioning? Be Awakened!

Can You Invent The Possibility Of “Being Of Help”? Sure!

There is no requirement to agree or disagree with this act of sharing Love, Joy and Peace. The information contained may help you or someone else.

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Lobbying Stakeholders For Human Progress And Creativity

January 20, 2016

Leaders, Citizens, Friends, Visitors and Well Wishers

Local, Regional and International Partners

Of Jamaica Land We Love.

Dear Sir/Madam,

Curing Crime, Making Money via Self-Directed Learning Youths

Instead of flogging and punishing colonial slaves to do “muscular” work; the global economy requires people to do creative “intellectual” work while machines do muscular work. Even though research shows that poverty, slavery and colonial rote-based lifestyles “biologically” destroy the human intellect, God still demands healthy, sane, trained and wise humans with intellect to successfully embrace Christianity as shown by Moses’ food laws and the parables of the virgins/talents in the Bible. Hence, this is a call to help Jamaica’s Government, Religious and Business Leaders implement policies to produce Self-directed Jamaican Youths, biologically capable of using intellectual creativity to innovate, garner wealth and pursue lifelong goals at world class standards. Neuro-destructive foods and the lack of training environments for creativity are major factors driving crime, cancer and low productivity among Jamaican youths. Can the cure for Crime, also cure the Colonial Cancer destroying the Intellect in Vision 2030? Yes! Neuro-destructive cultural foods biologically destroy the intellect in young people’s brain hardware, which “limits” the social, productive and creative actions, thoughts and decisions they are allowed to naturally pursue. In reference to discussions with the Jamaica Defense Force, this is a call to lobby Government to utilize the Scout and Cadet movements to promote regulations for neuro-friendly foods, discipline, games and creativity among Jamaican youths. This unusual request is an act of friction against the waves of our inherited colonial culture, but we must act now to secure our children’s success in the global economy and spirituality.

The Intellect is characterized by intention, purpose, virtue and joy in exploring a rainbow of diverse ways to think and logically reason out challenges. To ignore or neglect the intellect is equivalent to flogging, which explores only two ways (fight or flee) of triggering muscula r work, in submission to the feelings of fear. Developing this intellectual capacity requires specific neuro-friendly foods and lifestyles, which are no longer traditional to Jamaicans.

However, Jamaica’s colonial systems of government, religion and business (GR&B) expect people to perform at global standards without directly addressing the neuro-psychological learning requirements of their intellect, especially since “ignoring” is a popular means of colonial flogging. Flogging will make a dog run or fight, but it will not make it learn to play games. Without neuro-psychological wellness, the laws of GR&B enforced by the security forces are unfairly punishing/oppressing people for involuntarily acting contrary to the otherwise unattainable global standards of intellectual creativity. Criminals and lazy people are not enemies; instead of flogging, they require “intervention” to resolve their neuro-psychological challenges.

Leaders of GR&B must ensure that their members, customers and stakeholders embrace neuro-healthy lifestyles to effectively participate in the global economy; otherwise our society’s facade is worse than the lottery scam. Do leaders expect to benefit from the suppression of people who are “neuro limited” to receiving overseas remittances and reeling money from the Lottery or the Scam in order to spend on GR&B services? Instead of regulating neuro-healthy foods and creativity for the wellbeing of society, outdated colonially cultured leaders of GR&B are still sending people with neural disabilities to eternal hell for disobedience, while suppressing and taxing them to innovate and produce beyond their physica l capacities. Is this absurd?

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Much of Jamaica’s inability to maximize human potential and produce to meet global standards, stems from the colonial mentality of flogging, “badness” and institutional fear which magnify the survival feelings of fear to fight, often when there is no survival situation. This psychological trauma destroys the intellect and the benefits of educational achievements. Research shows that this “colonial culture” of fear and Rote learning has 90% power overruling the 10% power of educational intelligence or critical thinking. To transform to a culture of world leading innovators, I propose Creativity Learning to develop intellectual agility. Jamaica has not been able to implement a culture of effective governance and a critical mass of innovative role models. People are 90% culturally constricted to poverty, neuro-destructive lifestyles, low productivity, remittances, lottery, crime, borrowing and selling state assets to finance “consumption” and corruption, instead of making innovative contributions to humanity. Jamaicans are being crucified for no real ideological purpose.

Culture eats strategy and intelligence for breakfast says Peter Drucker, famous author. Is it easy to observe the increasing incidents of crimes? Yes, even though the increasing security forces and churches per square mile are intended to reduce crimes. How many more decades will we go in circles looking in the wrong places for solutions to crime and low productivity? The 2004 Task Force on Educational Reform Final Report indicates that many students suffer physical, emotional and cognitive abuse. Their homes, churches and communities lack the training to provide proper protection, nutrition and social values to effectively develop their cognitive, visual and motor skills. Instead of becoming socially functional, adaptable, spiritually conscious, empathetic and contributing members of society, our children are being groomed by the culture of vulgarity, 'bad-man-ism', violence, and social irresponsibility.

With twice the population of Jamaica, Singapore and Demark have little police visibility and churches are usually empty, yet criminal murders average 2 to 5 persons per month compared to Jamaica’s 100 persons per month since 1995 according to the United Nations Office on Drugs and Crime (UNODC). For several years, the European Union Economic Partners (EPA) and the National Development Bankers have reported that Jamaican entrepreneurs are not adequately utilizing the available facilities for export trade and grant funding respectively. Contrary to traditional beliefs, crime and low productivity are not due to a lack of money or resources from government, religion or business and the resolution goes beyond these colonially cultured ideologies.

Similar to Trinidad, Denmark and Singapore, Jamaica is expected to use its superior human capital, socio-economic wealth and tropical ecosystem to compete with the big players in the global marketplace. By Vision 2030, in 14 years or less, Jamaica aims to be a first world country of choice to live, work, raise families and do business. Even after 14 years, are these projections really possible, without addressing the rote of mental slavery, poverty and neuro-destructive lifestyles enforced by our colonial systems of governance? No. Hence we must cure this Colonial Cancer destroying Vision 2030.

The Deadlock of Jamaica's Vision 2030

The “who knows who” leadership, followership and fellowship style of people in GR&B is similar to that of a cult, where people are forced to become rote learners using the cravings for food, sex, drugs and money to make decisions, instead of using intellectual creativity. This affects our ability to relate to global players who are not of our colonial habits. The challenge is habits are developed as pieces of flesh interwoven in the brain and are not easily or effectively removable by flogging, surgery, drugs or powerful words. It will require biological time, best efforts and smart strategies in applying nutrition, fitness, team accountability support and stimulating creative practices to disintegrate the Colonial Cancer in each Jamaican and develop Intellectual Creativity. Yes, it requires all hands on board including the Diaspora, local, regional and international stakeholders; otherwise we will remain in deadlock.

Vision 2030 will be an empty barrel if Jamaica fails to develop a critical mass of innovative thinkers and self-directed learners with the ability to commit to achieving world leading goals beyond short term horizons. Example-1: Instead of colonial rote-based defensive Laws (muscle focus), Jamaica needs optimistic Laws promoting Intellectual Creativity (mind focus). Instead of the Legal System earning from crime, refocus its mighty resources to cultivate intellectual creativity and secure the skills, rights, earnings and intellectual properties of Jamaicans in the global marketplace. Intellectual creativity uses thought to drive action and reduces crime. Colonial Laws see the glass as half-empty –pessimistic; Creativity Laws see the glass as half-full –optimistic.

Can a pessimistic and suppressing colonial system of governance instill hope? Can hell be used to make heaven? Can stone make bread? Definitely not!

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Example-2: Challenges: A) 95% of entrepreneurs fail in the first 3-5 years; B) People are 90% culturally resistant to change; C) People achieve 5% learning by words or monologues and 90% by participating in problem resolution. Resolve: A) Are leaders willing to fund and support the failure of 95% of Jamaican youths as part of the natural “phase” of development? B) Are leaders willing to promote the 10% power of logical reasoning and emotional intelligence to psychologically adapt to change? C) Are leaders willing to promote coaching since the traditions of teaching, preaching and reading result in 5% learning? Did Jesus prioritize healing and wellness before/parallel to salvation? Yes, intellectual creativity through biological wellness is 90% hope!

Example-3: Asking oppressed people to spend “money” will not develop their intellect to boost the economy. Like Denmark, governance should promote the free supply of nutrition, fitness and programs stimulating creativity to biologically develop the intellect (via neuropla sticity) for effective participation in the local/global economy. Instead of abolishing slavery, colonial leaders gave and used the Bible as a soother substitute, to stop slaves from using their God given senses to revolt against the genocidal acts of slavery. Likewise, are the church, business, police and politics being used as substitutes to soothe, bandage, flog and imprison people when their God given bodies naturally revolt into “trauma and socio-economic destruction”, while colonially cultured leaders make money by prolonging the perils of poverty, disease, crime, anti-societal behaviors and destructive lifestyles which are 90% due to the lack of nutrition, fitness and creativity training? Who pays reparation when the blind are leading the blind as victims and villains of colonial genocide? If leaders are victims of colonial rote learning and lack intellect, then this explains why we are using modern colonial tools to prolong genocide murdering 1200

“citizens” per year for over 20 years. Are leaders given “basket to carry water” by unintentionally using the wrong tools to mistakenly produce genocide?

Jamaican youths, many of whom are psychologically oppressed and fall below the poverty line, will be the ones operationally leading the country in 2030. Hence these youths are expected to carry the weight of the burden to literally leapfrog from poverty to first world status. In 14 years or less, 80% of these youths must become technologically savvy, globally connected and earning at least US$50,000 per annum with adjustments for inflation and devaluation. By the “people’s test” for human capacity, security and dignity, these youths should be able to innovate and resolve problems across the global market, thus using intellectual creativity to empower human capacity, secure life on the planet and acquire socio-economic wealth globally. Example-4: Refocus the medical fraternity to promote research, disease prevention, neural/psychological wellness and earnings from the exports of patents and drugs.

The US Deadlock and Resolve: After losing its leading triple-A (AAA) ratings across the globe, the USA has been retooling its people to redefine the scope of what will be classified as a first world country in 14 years or less. The US Congress has implemented a 21st Century Education system in schools as early as kindergarten to produce self-directed learners with emphasis on health, critical thinking, communication, collaboration and creativity. In other words, the US is training its people to “learn how to learn”. Similar to Bill Gates of Microsoft, even if students fail/drop out of school (like 80% of Jamaican youths) they must be able use their self-directed research skills to innovate, garner wealth and pursue lifelong goals at world leading standards.

The fate of Vision 2030 is not merely a matter of executives doing forensic audits and expert planning. No one knows tomorrow’s challenges, so it is best to equip Jamaicans with the skills of “knowing the best ways to learn, and how to feasibly use the learning process to adapt and resolve challenges”. That is, exploiting the lifecycle phases of learner-centered learning to perform jobs and embrace technologies not yet in existence; collaborate across diverse cultures; and resolve climate challenges not yet discovered. The flexibility in how people creatively think and readily adapt their lives to resolve daily challenges in the global marketplace is critical to being a first world country of choice.

Yours Sincerely,

Chris Green

__________________

Chris Green, CEO

Krys Financials A/S Copenhagen, Denmark creativity@krysglobal.com

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	Chris Green	About The Author –The Resolve For Human Creativity
	September 1, 2015

I often tell the story of how my late dad, Alphaeus (Faadah) Green, creatively bought old cars in order to cut them up, and then joined the best parts together to make one good car. He used these cars like taxis, but would label them “Take 5” to avoid breaking the regulation of illegally running a taxi. This is similar to how investment companies avoid using the word “Deposit” in order to avoid breaking the regulation of illegally runni ng a commercial bank. With a basic secondary education, Faadah Green, father of seven children, was a jack of all trades and master of none. So whenever he did something his creativity lacked the finishing touches of a professional. My mom, Gloria Green, was his housewife taking care of the children.

The funny part is the cars broke down all at once, in need of repairs and money which was not available. Dad subsequently had a serious break down since all his hard work was destroyed. Reflecting on his Christianity, he was confused as to what sins he had committed for working smart and hard to feed his families of workers, friends, wife and children. After a few weeks, I saw him sprinkling oils and burning substance around the house, which I later learnt, was obeah. The problems got worse, as the church and obeah did not provide a resolution, causing my parents to get separated leaving seven young children to fight an unknown future with no tools except mere instincts. We struggled, fought and failed as our f amilies and friends were being shot down by gang violence and the police. After pursing business courses at Calabar High School, I realized that my father looked in the wrong places for solutions. All the cars were manufactured about the same time and they were now fully depreciated due to wear and tear over the years. If Faadah Green and my mom had simply put money aside every month to repair or replace the cars, then our family would have escaped the atrocities.

For my parents then, it was a question of education. Today many Jamaican youths are being educated, especially via the internet/e-learning, but have difficulties putting “abstract” knowledge into real action, and hence fail at employment. Some of my friends often have similar struggles with overri ding their feelings to put abstract plans into action. One major puzzle I have had as a child was why the family called me the book-man, yet I cannot see any difference between my family and myself. Except, like Shadrach, Meshach, Abednego and Usain Bolt, as a child I often ate everybody’s “vegetables” at the dinner table. Among the family, I am seen as visionary and cold at times for being able to manage my feelings and implement abstract plans and goals, even when seemingly unpopular. Instead of a mere talent, research shows that vegetables give people a “livable” means of using abstract things like education and fundamental design principles in their actions. Additionally, I grew as a business technology consultant under the guidance of the late Maurice Facey, OJ, JP and his family. Hence a lot of my training and development resulted from working with people across the Pan Jamaican Group of companies, who co-sponsored my education in mathematics, computer science and business at the University of the West Indies. Finally, my work and training in Singapore and Denmark among other countries taught me how Jamaica can similarly become a first world country of choice.

The Green family has been working with Jamaican youths and people for over 50 years championed by my dad. Collectively we have trained, contracted and worked with thousands of grassroots people and hundreds of professionals in government, religion and business across Jamaica. From humble beginnings like many Jamaican families we have tried our hands at many innovative things to survive. Up to now we have not se en Jamaica achieve the goals proposed by Vision 2030. Hence the relentless fight continues for nation building, as we collaborate with all stakeholders and supporters united with the vision of human progress and creativity. The people, whether in poverty, suffering and hurting or not are our friends, neighbors, partners and families. We all share the oneness of spirituality and love which is bigger than the relative rights and wrongs we do to each other.

Contrary to beliefs, we have learnt the hard way that the answers to people’s daily challenges are beyond the combined efforts of government, religion and business. Somewhere, somehow, we must move prudently against the friction of cultures and collaborate with people across the globe. We must all share ideas and innovations with the oneness of persistently transforming the ecosystems of our invented world to support the evolving nature all life.

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Executive Summary –Welcome To The New Jamaica

Welcome to the New Day Jamaica! Today we participate in the oneness of a global vision for humanity, and innovate to meet the consequential challenges of our global society. Creation was made as a tool or playground for humans; and eternity is simply a tool to embrace timeless reality outside the box of time. Hence, the human capacity surpasses the limits of mortality, time and eternity. These are the experiences and realizations of humans liberated to think outside the box of creation. Welcome to the New Jamaica, playing by the rules of creativity and unbounded by the tools of Reality.

Jamaica fails through utilizing fear/rote based colonial systems to resolve crime and low productivity with 20% success. This research promotes the use of optimistic non-colonial models to transform Jamaica from crime to liberty, choice and creativity with 80% success as seen in Denmark and Singapore. With 24,000 murders perpetuating over 20 years (averaging 1 murder every 8 hours) one could easily believe that there is a long-run civil war in Jamaica, which is not the case. Who will die next? People have been dying in epic proportions for no apparent ideological “purpose” or logical reason. Not even the honey in heaven, the fear of hell, or the fire power of the police has been able to stem the persistent onslaught of murders in Jamaica. Is this another case of looking for solutions to crime and low productivity in the wrong places, especially since there are countries using “intellectual creativity” to ultimately resolve these issues? Instead of miraculous words or beliefs, this involves a process where real world challenges inspire people to research, share and innovate solutions; then in return people learn (via neuro-plasticity) to collaborate and virtuously (joyfully) empower their own lives. However, it is assumed that people are neuro-healthy without physical and psychological disabilities that would otherwise hinder normal development.

Colonial slaves (uneducated) were forced/tricked to live alienated to God’s design of reality and delusionally resolve real world challenges (e.g. genocidal maltreatment) via misunderstood biblical words and myths, triggering a “culture” of epistemic and neuro-psychological defects. Jamaica’s colonial culture or governance via rote learning and neuro-destructive lifestyles, abusively overuse people’s rear brain and damage their front brain resulting in lack of intellectual creativity, self management and spirituality. This is evidenced by increased crime, anti-societal behaviors and low productivity. Rote people navigate via feelings, mythical words, arbitrary beliefs and survivalist behaviors which are used to resolve daily challenges. Major vulnerabilities of the rote lifestyle includes: (1) The high caloric density and low fiber intake from eating for the sweetness of your feelings, instead of eating for nutrition. The overdose of calories leads to neuro-destructive illnesses including obesity, high blood pressure, diabetes, stroke, hormonal imbalance and cancer. (2) Navigating by mere feelings with little or no logical reasoning is mental slavery. Also, feelings are mechanized to flip flop and produce anti- societal behaviors. Finally, feelings are often hijacked and manipulated by the chemicals in foods and invading parasites to result in unreliable decisions.

Jamaica’s social decay stems from the gross neglect to periodically assess and address its people’s physical, survival and psychological deficiencies, e.g. through the use of team accountability support systems. Colonial systems of GR&B exploit muscular labor and neglect neuro-psychological wellness as a requirement for societal participation. To effectively participate in the global market, achieve goals, maintain relationships and learn from the feedback of past actions require using the front brain to evaluate challenges and rationalize responses. Instead of collapsing, a healthy brain uses challenges as a catalyst to auto-evolve to greatness by learning the signs, puzzles, hints, cues and resolutions of challenges; otherwise check, register and fix disabilities. To embrace the New Day of limitless creativity and exceeding joy requires neuro-friendly lifestyle changes and systems of governance which may be easier said than done. The body uses feelings and habits to enforce 90% resistance to changes, and goes through a detachment cycle of denial, anger, fear, grief, remorse and finally peace. Hence emotional intelligence and perpetual accountability support are essential as the brain biologically changes its neural network (cells/flesh) to retire old habits and form new ones. Nevertheless, this process of Creativity Learning (via neuro-plasticity) is concrete.

Creativity Learning uses an approach of timely research and innovation to ensure that newly formed habits are life-designed and holistic to effectively empower the lives of individuals and the society. Finally, people will auto-evolve to greatness in any area of life they so choose to participate including government, religion and business (GR&B). Mastering the art of living requires an intellectual vision, where there is little distinction between work, play, leisure, mind, body, recreation, education, religion or love. The more we live celebrating in love, the more we find in love to celebrate –Oprah Winfrey.

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Acknowledgements –People Sincerely Empowering People

This is Jamaica’s research; I am merely the vessel who collated the data. I wish to acknowledge those who have contributed to this research:

My family and friends for their support and challenging questions which strengthened the foundation of this research. Customers, members of staff and stakeholders of Krys Financials for their resilience in making a stance for the transformation of Jamaica

The Jamaica Defence Force, Jamaica Constabulary Force and Office of the Prime Minister for taking the time to engage discussions about Unite For Change and providing directions for empowering Jamaican youths with social and regulatory training

The Landmark Worldwide graduate body in Jamaica, for sharing real life challenges and possibilities, especially Coral Crew-Noble for her dedicated hands-on approach to empowering Jamaicans; also Vintoria Bernard and Andria Gordon for engaging the debate to empower over 2000 graduates in the fight against crime; and last but not least Donna Duncan-Scott and colleagues for making Landmark educational forum possible in Jamaica

Elizabeth Terry of Limitless Transformation Coaching and Training Services Ltd. and colleagues for their considerable support and mastery in applying the Neuro-Linguistic Programming technology to release psychological challenges and unleash the magnificent potential of Jamaicans

Members of the Diaspora for their watchful eyes, listening ears and support concerning the challenges and progress of Jamaica, especially my mom Sonia Fearon and Meva Gadishaw, who invested considerable time and effort to edit, debate and verify the composition of this research

The Government of Jamaica for providing hard data about the state of the Jamaican crisis and what is being done to relieve the challenges, especially the Statistical Institute of Jamaica, Vision 2030 Team and Ministry of Education for The Education System Transformation Programme

The Special Needs and crisis support groups of Jamaica for providing theirfindings and perspectives on issues challenging Jamaicans

Churches, private and non-governmental organizations, regional and international agencies among other stakeholders for sharing their social initiatives, strategies and results which serves to provide guidance

The World Wide Web and Google among other search engines for allowing us to move prudently against the friction of cultures and collaborate with people across the globe to research, model and resolve real world challenges for the wellbeing of humanity.

This research is aimed at lobbying stakeholders to revolutionize programmes for nutritional support, education transformation, spirituality and decisions being pursued to empower Self-Directed Jamaican Youths innovating at the frontier of liberty, choice and creativity through the goals of Vision 2030.

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Creativity Learning –Agile Brain Hardware Is Not Lottery Or Scam

With billions in world population growth, can governments, religions and businesses readily resolve the socio-economic challenges? No. Hence ordinary people must collaborate, say via the Internet and resolve their challenges of maintaining basic survival. This research showcases the need for “creativity learning” to continuously resolve the daily challenges arising in our Jamaican society. People are designed with the capacity to “learn” and to “learn how to learn” also called “self-directed learning”. However by the colonial culture, Jamaicans are governed and socialized by rote and associative learning, but not learning how to learn, which is required to resolve today’s real world challenges. Due to a lack of understanding fundamental design principles and logics (see Ministry Of Education), Jamaican rote learners have serious problems when required to reconfigure new logical routes to meet changing variables and challenging situations, hence many resort to remittance, lottery, scams or anti-societal behaviors. This lack of reasoning, limits Jamaicans to culturally navigate by the sweetness of their feelings for food, sex, drugs and money. People are limited to using their feelings of likes and dislikes (instead of logic) to make government, religious and business decisions. However feelings often flip flop to trigger unreliable and anti-societal behaviors, especially when hijacked and manipulated by the chemicals in foods and parasites invading and residing in the gut.

By the brain’s “use it or lose it” principle, the neuro-destructive lifestyle practices of rote learners overuse the rear brain, and damage the front brain used for critical thinking, self management and spirituality being faked by many Jamaicans fueling the increase in crimes and low productivity. However, the move to self-directed learning requires a working front brain, which may now be physically damaged and needs repair, neural detox, wellness and training if still possible. As discussed later, this is similar to the Israelites who were still not transformed after 40 years and died in the desert wi thout entering the Promised Land. Yes, people with robust muscles and physique may have damaged front brains often resulting in uncontrollable poor social skills and low productivity, which they cannot explain due to the inability to think critically. Can people having immature, psychologically defective or physically impaired front brains effectively participate in government, religion and business? No! Hence we must prioritize the physical, survival and psychological aspects of the brain to effectively perform in dispensing justice, education, opportunities and wealth for the wellbeing of our society.

We need to transform our traditional classroom, to one where people are organized in project-based, problem solving teams, and learning can be achieved while solving real world challenges. This is similar to using real world challenges to perform on the job team training, instead of theoretically teaching in a classroom. Hence, some reality-based learning can become harmful and destructive. So humans use the concept of modeling to accurately simulate and estimate the resolution to real world challenges. One major problem is that real world challenges are constantly evolving, but humans are biologically equipped with linear sensory tools to resolve evolving challenges (e.g. using straight eyesight to look around a corner). Creativity learning utilizes research skills to explore new knowledge, and by incrementally adding to the existing body of knowledge, eventually unearths the design-based principles and logics essential to resolving challenges. This is similar to connecting a set of straight lines by incrementally marching in short steps, in order to capture the evolutionary changes when moving around a corner. Hence, Creativity Learning integrates several proven concrete measures to reduce potential errors when resolving challenges. Also, any error is treated as a new challenge to be successively resolved as the marching continues.

Creativity Learning: while people research, innovate and resolve real world challenges, people learn to collaborate and virtuously empower theirlives.

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Jamaicans & Jews Suffer Front Brain Damages by Poverty & Slavery

Let us begin with some fundamentals. The brain’s neural network demands us to “use it or lose it” as the brain retires and develops habits to automatically maximize a person’s actions without their consent. Similar to poverty, the system of governance called “slavery” overuses the rear brain with rote learning while demoting the front brain responsible for self-directed learning, management and creativity. Hence people become rote “followers” suitable to work in factories or on assembly lines and incapable of handling the challenges of leading productive, creative and self-directed lives. Also, the diets of poor people and slaves are aimed at doing muscular work for survival which requires more of the rear brain and little or no intellectual work utilizing the front brain. Hence slaves and poor people’s front brains will habitually disintegrate to enforce the system of mental slavery, lacking reasoning ability, spirituality and self control. A successful system of governance by government, religion or business must seek to persistently empower the use of people’s front and rear brains.

It is now understandable why after 400 years; six generations of enslaved Israelites did not find a leader within their own tribes. Even if they had a modern system of democracy they still would have a damaged front brain puppet leader, unknowingly faking leadership and following the Pharaoh’s orders. This also predicts the pathway for countries, like Jamaica, governed by colonial cultures inherited from slavery. Instead of miraculously healing the brains of enslaved Israelites, God led Moses as a child into Pharaoh’s house to get nutritious food, mentorship and training to develop both his front and rear brains in order to use him spiritually. This is also the case with David (Saul), Joseph (Pharaoh), Esther (King Ahasuerus), Elisha (Elijah) and several other leaders in the Bible. In other words, all the hope, blessings, love and wisdom are already designed in the universe by God; waiting for us to stimulate the rear and front brains in the processes of research, discovery, nutrition and training in order to pursue a life-designed path which proclaims and celebrates our humanity.

Arriving on the “freedom” side of the Red Sea, Moses saw the mental inability of the Israelites requesting to go back to slavery under Pharaoh. They rejected the heavenly food provided to develop the front brain, and demanded meat which tends to make the brain neurons tough and less adaptive to the changes of life. Did God and Moses find it difficult to democratically lead people with damaged front brains? Challenging! In the land of morality: he who knows not and knows not that he knows not is a fool. In the land of creativity: research shows that neuro-healthy people are designed to naturally evolve towards greatness; so the fool in morality may be someone who is unhealthy, sick or suffering from a physical brain disability. It is easy to observe that Jamaicans are cultured to eat lots of oils/fats, meats, sugars, salts and little vegetables. Are Jamaica’s challenges to produce at international standards now surmountable?

In order to save the ecosystem of the society, God and Moses invented a series of Morality Commandments and Laws to regulate people’s behavior and the eating of meats. Commandments and Laws are designed for rote people limited to the uncontrollable sweetness of their feeling for food, sex and drugs. Can people with damaged front brains reason and apply the Laws in changing situations? No. The Bible declares spirituality and reasoning as equivalent: people using mere instincts and feelings lack the Spirit, and are like unreasoning animals slandering whatever they do not understand by feelings; only to be caught and destroyed like animals perish (Jude 1:10-19; 2-Peter 2:10-12 NIV). Many Israelites died within 40 years of roaming in the desert without entering the Promised Land. Instead of numerous rote learning Commandments and Laws, the work of Jesus demonstrates the critical nature and path to health, wealth and embracing spirituality through the front brain by the intellectual principle of “loving your neighbor as yourself”.

The greatness about the Promised Land of Canaan was lots of nutritious foods to nourish the front and rear brains of parentle ss “self-directed” victorious Israeli youths. Canaan represented a first world country of choice to live, work, raise families and do business reflecting the goals of Jamaica’s Vision 2030.

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Social Tragedy Says WHO, World Bank, UNICEF, MOE, UWI

Vision 2030 Dashboard reports: poverty and cultural transformation are getting worse and health is off track. Are we emancipated from the Colonial Cancer? Among the restorative and preventative measures proposed by this research, this section uses data from local and international stakeholders to reveal that 80% of Jamaican youths and adults require use of some of the special needs support systems mandated by the Jamaica Disability Act (2014).

Among Jamaica’s special needs, the United Nations Children’s Fund (UNICEF) and Statistical Institute of Jamaica (STATIN) 2005/7 report puts Child Disability at 15% with children 2-9 years having at least one disability. Neuro-developmental disabilities (13.5%) in intellectual functioning, conceptual, social and practical adaptive skills include: not understanding instructions (4.9%); mentally backward, dull or slow (4.7%); and not speaking, cannot be understood in words (3.9%). 87% of all children aged 2 to 14 years experience at least one violent discipline, some of which may be due to disabilities.

In 2010/11 WHO (World Health Organization and World Bank Group) doubled its estimates from 10% to 20% for poor people with special needs, and 15% for developed countries. The major causes for disabilities are poverty (poor nutrition) and low stimulation for creativity from parents/caregivers, often due to their violent, abusive and psychologically stressful environments. Scientifically this critically affects children in the first 3 years. Also, globally there are more elderly people (over 65 years) living longer, but with more disabilities resulting from diabetes, heart related diseases, and mental disorders. Jamaica’s growing disabled are mainly youths, in contrast to mainly elderly people in developed countries. In many low to middle income countries up to 95% of disabled do not have special needs support systems and up to 85% of disabled fall outside of the education system.

The Jamaican youths to become leaders by Vision 2030 have experienced at least 20 years of escalating crime, poor nutrition and hopelessness in the systems of government, religion and business from the failed attempts to resolve crime and low productivity. WHO says poverty leads to disabilities and disabilities leads to more poverty in a vicious cycle. Hence poor countries have more disabilities than developed countries. With 20 years of psychological suppression, Jamaica may have a higher figure than WHO 20%; say about 40%; or at least 30% if we double the 2005 UNICEF figure of 15%.

I have spoken with several special needs professionals in Jamaica and they report tragedy; e.g. the UWI and Ministry of Education (MOE) research reveals: (54,000-42,000 =12,000 =) 22% students drop out between grades 9 and 11. Then in grade 11 (42,000 -27,300 =14,700 =) 35% drop out by not sitting English and Mathematics. A further (27,300-13,650 = 13,650 =) 50% drop out by failing the secondary school exams. So a total of (54,000-13,650 = 40,350 =) 75% unsuccessful students fall out of secondary schools. A similar occurrence is also estimated at the primary school level with the exception that all GSAT students are placed in secondary schools. NCTVET catches (7,813=) 19% of dropouts with (7,813-631 =7,182 =) 92% dropping out again. About (1,000 to 3,932=) 2% to 7% join the approximately 69,000 adult students in tertiary institutions. Similar to the WHO 85%, at least 80% of

Jamaican youths fall out of school and require special needs support to resolve their neuro-psychological learning and communication styles.

Students can significantly improve if we embrace diversified ways of teaching, coaching and learning –refer to Universal Design for Learning.

In September 2015, MOE welcomed almost 500,000 infant, primary and secondary students back to school. Hence 400,000 (80%) students require the assistance of special needs support systems. The 2014 Child Find sampled 7628 primary students of which 34% were at borderline (IQ 70-79) and 60% were at extreme-low (IQ below 70) intellectual functioning. Hence (500,000 x WHO 20% to 40% =) 100,000 to 200,000 special needs students x 60% = 60,000 to 120,000 at extreme low intellectual functioning. Of the 8000 (8% to 4%) students sampled/diagnosed only 300 (0.3% to 0.2%) are in schools for special education. Of the more than 20,000 teachers in general education only 200 (<1%) are trained special educators. Of the 100,000 to 200,000, some 92,000 to 192,000 students are unaware that they require special education support beyond the scope of their untrained teachers. The MOE says students are doing “rote swatting” to struggle through the school system. Children below normal intellectual functioning may not be visible since they are capable of learning reading and mathematics at the level of a 9 or 12 year old, even though some disabilities may continue to develop up to age 18.

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The Colonial Cancer Has Been Secretly Disabling Jamaicans

The dead bones of the Colonial Cancer are unknowingly being used like Gospel by Jamaicans born after slavery and unaware of i ts “genocidal design intentions”. The audacity of the Colonial Cancer has been interwoven in spreading both the Gospel and Education to “mentally” stop people from revolting against anyone/anything noted as superior or master. This phenomenon of servant/master is an intellectual dichotomy using rote learning to carve an inferiority/superiority complex and discriminative behavior with the punishment of hell for disobedience. Instead of God “serving” man as His sheep, both the Gospel and Education are interpreted as man “fearfully” serving God as the ultimate Colonial master in order to avoid the whip of hell; and dare not blaspheme, question or revolt against your superior leaders representing God. This Colonial culture has enforced a daily excessive repeated abuse of feelings/fear-based behaviors which release neuro-destructive chemicals damaging the brain, some of which may be irreversible –genocidal.

Similar to HIV-AIDS, the Colonial Cancer biologically damages the human Intellect (immune centre for adaptation); hence people are biologically disabled from intellectually detecting and resolving its destructive nature. The research of Dr. N. Doidge and Dr. J. Schwartz shows us that God has pre-designed the brain to progressively retire un-used neurons/sections in order to maximize the frequently used sections regardless of the purpose of use. E.g. though God has pre-designed the body to use water, my friend expected God to block/heal his body from diabetes to facilitate the overdose of sweet drinks. In the face of over 20 years of psychological oppression from 100 murders per month and low productivity people are unknowingly fighting (to the death) to maintain the Colonial Cancer by the sweetness of their Feelings of fear for food, sex, drugs and money. The challenge is, external intervention is required to “medically or nutritionally” eliminate this biological Colonial Cancer; however it will be met by the 90% Crab resistance of Feelings of fear, from people socialized and trained in the Gospel and Education under Colonial cultures in Jamaica, Caribbean region, USA and so on.

The UN has deemed slave trading and slavery as crimes against humanity; “… victims of genocide … it was and still is a most heinous crime against humanity – a stain which cannot be removed merely by the passage of time", in the words of former Jamaican Prime Minister PJ Patterson to British Prime Minister David Cameron, for avoiding to apologize for slavery and make way for reparation (8-Oct-2015).

India was one of the poorer countries and now one of the world’s fastest growing economies through intellectual creativity; significantly due to people’s high veggie diets. Without the remittances, Jamaica was once and still is a poor country; significantly due to people’s neuro-destructive colonial lifestyles. One would expect that the many Indians and relatively few Jamaican migrants to the USA would compete for the same jobs. However, Jamaicans migrants mainly attract low-to-middle income jobs while Indians mainly attract middle-to-high income jobs requiring intellectual creativity. Indians are major players in corporate America e.g. S. Nadella and S. Pichai, CEOs of Microsoft and Google. On Apr 9, 2015 at UWI, US President Barack Obama recommended that Jamaica models Singapore by using intellectual creativity to attract needed investors and employers of intellectual skills.

The critical question is: Why have we not seen this Colonial Cancer? Are we hijacked by the Pleasure Trap of Morality? Even after Emancipation, we are being slaughtered by dead bones of the colonial culture without reparation! Like Job in the Bible, my friend expected that when she accepted the Gospel of Jesus, God would void His foundational or biological principles to make all her neuro-psychological issues disappear. She is still missing out on a fulfilled Christian life due to her haunting childhood misfortunes. Government, religious and business leaders need to secure their members’ neuro- psychological wellness as a requirement for effective societal participation. My proposal of Self-directed Learners reduces the cost, time and efforts of patching the systems of governance, retraining teachers and acquiring resources which may not be utilized by youths in their state of Morality.

An effective investment requires the full state of affairs to make informed decisions, reduce risk and maximize returns though human wellbeing. This is a call for the Diaspora, local, regional and international stakeholders to promote and develop intellectual creativity via Self-directed Jamaican Youths.

Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition Page: 29

REFERENCES –Vision2030, MOE, WHO, Neuro-Psychiatry

VISION2030 Dashboard

http://devinfolive.info/dashboard/Jamaica_vision2030/index.php Povertyand Cultural Transformation worsens and Health is off track

http://statinja.gov.jm/PressReleases/Press%20Releases/Trade/Mics%20Report.pdf STATIN/UNICEF Jamaica’s Children: 15% disability and 87% experience violence http://www.jmunion.org/news/news_item.aspx?NewsID=2019 Jamaica Union Conference of Seventh-day Adventist reports 28% (785,000) Jamaicans with disabilities https://en.wikipedia.org/wiki/Indian_cuisine Indian Veggies (fruits and veggies improve blood flow and mental stimulation)

Copy: http://nationwideradiojm.com/pdf-pj-lashes-david-cameron-in-open-letter/ , http://www.jamaicaobserver.com/news/PJ-scolds-Cameron_19232777 Patterson’s Letter

Ministry of Education (MOE)

http://www.japarliament.gov.jm/attachments/956_Sectoral-Presentation-2013.pdf 20% ofstudents drop out after grades 9. http://www.moe.gov.jm/sectoral-presentation-2015-2016 Child Find 2014 + (from 2012@40% to 2014@61% = Avg. 50% passes in CSEC Eng & Math) http://jis.gov.jm/estp/ , http://www.moe.gov.jm/back-school-2015 Welcome500,000 primary & secondary students

http://www.jamaicaobserver.com/magazines/career/Special-needs-children-at-risk-of-falling-through-cracks_14098446 Special-needs children at risk of falling through cracks http://www.mona.uwi.edu/cop/sites/default/files/resource/files/Secondary%20and%20Primary%20Education%20in%20Jamaica.pdf School Research UWI, Mona 2012 http://www.moe.gov.jm/education-ministry-says-no-screening-students-csec CSEC and other secondaryschool exams http://www.moe.gov.jm/gsat-statement-hon-rev-ronald-thwaites-minister-education GSAT primary school exams 48% boys and 52% girls

Color, Class, and Politics in Jamaica, Volume 14 by Aggrey Brown, 1979 Early 1800 missionaries regulated to use Rote Learning to suppress slaves’ reasoning to revolt http://jis.gov.jm/gsat-statement-hon-rev-ronald-thwaites-minister-education/ Mathematics students using Rote Learning instead of understanding fundamental concepts

http://jamaica-gleaner.com/article/lead-stories/20150810/poor-cape-maths-performance-affecting-tertiary-level-engineering CAPE 2015 Rote Learning affects Tertiary Schools

WHO & World Bank, EU

http://www.who.int/disabilities/world_report/2011/accessible_en.pdf Increase from 10% to 15% forspecial needs www.who.int/disabilities/publications/other/ECDD_final_word.doc Poverty directly linked to disabilities http://www.who.int/disabilities/media/events/idpdinfo031209/en/ 20% of the poor are disabled andlittle or no support for 85%-95% of disabled http://ifsw.org/policies/ageing-and-older-adults/ Aging population but with increased disabilities

http://mics.unicef.org/surveys , http://data.unicef.org/countries/JAM.html UNICEF Dashboard

http://europa.eu/epic/news/2012/20121102-neuroscience-impact-poverty-brain-development_en.htm Neuroscience: poverty impacts brain development

Neuro-Psychiatry of Learning ( http://ispub.com/IJN/6/1/8394 )

http://www.normandoidge.com/ Norman Doidge, M.D., is a world renowned Neuroscience researcher, Psychiatrist, Psychoanalyst and Author. http://jeffreymschwartz.com/ Dr. Jeffrey M. Schwartz is a world renowned Neuroscience researcher, Psychiatrist and Author.

http://dornsife.usc.edu/bci/ Antonio Damasio, M.D., Ph.D., is the David Dornsife Professor of Neuroscience, and Director of the Brain and Creativity Institute (USC) https://www.brucelipton.com/ Bruce H. Lipton, PhD., is an internationally recognized leader in bridging scienceand spirit, Stemcell biologist and bestselling author. http://www.nlpu.com/NewDesign/NLPU.html Robert Dilts is an international developer, author, trainer and consultant in the field of Neuro-Linguistic Programming (NLP) https://www.humanbrainproject.eu/ , http://braininitiative.nih.gov/ , https://www.whitehouse.gov/BRAIN The Multi-Billion Dollar Brain Projects of Europe and the USA http://jhepp.library.jhu.edu/ojs/index.php/newhorizons/article/view/58/56 , http://www.braintargetedteaching.org/research_html.cfm?researchid=1 Brain-Targeted Teaching http://www.dailymail.co.uk/health/article-413354/Hope-millions-scientists-cure-dyslexia.html Exercises, originally designed for astronauts, “cure” dyslexia

http://fitness.mercola.com/sites/fitness/archive/2012/01/20/physically-active-children-perform-better-academically.aspx Kids Get Smarter Just from Exercising http://www.raisesmartkid.com/3-to-6-years-old/4-articles/35-the-benefits-of-exercise-on-your-kids-brain The Benefits of Exercise On Your Kid’s Brain http://www.cea-ace.ca/education-canada/article/neuroscience-poverty-implications-teaching The Neuroscience of Poverty:Implications for Teaching http://www.nature.com/news/poverty-shrinks-brains-from-birth-1.17227 Poverty shrinks brains frombirth

http://www.nature.com/news/the-tantalizing-links-between-gut-microbes-and-the-brain-1.18557?WT.mc_id=SFB_NNEWS_1508_RHBox Gut microbes control brain behavior http://www.gracekennedy.com/images/lecture/grace_lecture_moral-dis-ease-2013_final.pdf Bringing up children is characterised by abuse reminiscent of the cruelty of slavery http://www.jmunion.org/documents/special-needs.aspx Jamaica Union Conference of Seventh-day Adventist Special Needs Summit 2015 http://www.jamdeaf.org.jm/articles/who-are-the-children-with-special-needs , http://jis.gov.jm/strategies-improve-delivery-special-education/ Disability Places/Infoin Jamaica http://www.jaid.org.jm/intellectualdisability.html , www.nefjamaica.org , http://themicocarecentre.org/ , http://www.mcadf.org/ , www.abilitiesfoundation.org.jm/

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Start By Building Your Brain's Hardware –Use A Food Calendar

	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday	Sunday
	Exercise	Exercise	Exercise	Exercise	Exercise	Exercise	Exercise
	(walking)	(resistance training)	(walking)	(resistance training)	(walking)	(rest or swim)	(rest or swim)
	Breakfast-Lunch	Breakfast-Lunch	Breakfast-Lunch	Breakfast-Lunch	Breakfast-Lunch	Fast and Detox	Breakfast-Lunch
	Fruit Plate,	1 Egg, Fruit Plate,	Fruit Plate, Nuts	Fruit Plate, Nuts,	Fruit Plate, Nuts	Mental & Physical	Fruit Plate, Nuts
	Oats Cereal & Nuts	Cornmeal & Nuts,	Oats or Cornmeal,	Veggie-Onion Tea,	Veggie-Onion Tea,	(Water, Aloe-vera,	Veggie-Onion Tea or
	Cod-liver oil	Honey	Cod-liver oil	Honey	Cod-liver oil	Coconut, Bitters)	Oats, Cod-liver oil
		Lunch-Dinner		Lunch-Dinner		Evening	Lunch-Dinner
	Lunch-Dinner		Lunch-Dinner		Lunch-Dinner
		Mixed Peas Fest		Rice & Peas,		Fruit Plate, Nuts	Rice & Peas,
	Ground Provisions,	Curry/Stew,	Ground Provisions,		Soup or	Veggie-Onion soup
				Fish,			Seafood or
	Veggies (Callaloo)	Ground Provisions,	Veggie (Pak Choi),		Ground Provisions,	Honey, Nutrition
				Raw Veggies			Chicken or Beef,
	Broth & Noodle	Raw Veggies	Fried Potatoes		Veggies (Cabbage)	Supplement
				(Lettuce)			Veggies
		(Lettuce)

Fruits: Banana, Papaya, Orange, Mango, Naseberry, Melon, Cantaloupe, Pineapple, Apples, Soursop, Cane, Grapefruit, Lime, Water Nuts & Berries: Almond, Cashew, Peanut, Walnuts, Prune, Raisins, Cranberries, Blueburries, Pomegranate

Peas & Beans: Red, Gungo, Chick, Green, Black, Broad, Navy (baked), Gully (susumber), String

Vegetables: Callaloo, Cabbage, Bok choy (pak choi), Lettuce, Peppers, Thyme, Escallions, Ginger, Onion, Garlic, Mint, Parsley, Cucumber Ground Provisions: Yam, Green Banana, Pumpkin, Potatoes, Beets, Turnips, Chocho

Natural Sweeteners and Oils: Honey, Cod Liver Oil, Coconut, Soy, Olive, Oregano Oil Cereal and Grains: Old Fashioned Oats, Granola, Rice

Exercise: Walking, Resistance Training, Swimming, Sports, Jogging, Aerobics, Yoga

The above table is an example of a Food Calendar’s schedule of weekly meals. Aim to extract more nutrients from whole natural foods and plant-based sources. Please be responsible and consult with your Medical Nutritionist or Dietitian to ensure the correct balance of nutrients is provided for your body type and state. The authors, editors, and publisher accept no liability for any injury arising out of the use of material contained herein, a nd make no warranty, express or implied, with respect to the contents of this publication.

		Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition									Page: 33
	You The Spirit Interacting With The Flip-Flop Mechanisms Of Feelings
	Who are		Your GAME:					Your GOAL:			Your SUCCESS
	YOU?		Reality vs. Survival					Wellbeing			in Society
	Do people think they are only their feelings? Yes!				You have a narrow 10% power via the reins of
					reasoning to wisely ride to your goals. Your “horse”						The flip-flop mechanisms of
	Enslaving! Emancipate “Choice” by noting that the
											Feelings do not meet society’s
		feeling of ant-bite overrides your focal thinking.			or feelings make 90% of decisions and actions via
											requirements forinnovating,
		Can you observe that your feeling is distinct and			habits without cognitive reasoning and empathy.
											trading and sharing via
		greater than your thinking, reasoning or goals?						You the
									Your Feelings		mutual consent or consensus.
		Then who is the entity observing your feelings?
					Spirit trains to ride			Spirit
									(90% control)
		Picture the observer riding a wild but trainable			Feelings via reins
											Success is not feasible via
		horse called Feelings and Morality. Creativity			of design-based
											untrained feelings.
	Human-beings	Learning uses detox, wellness and reasoning			logical reasoning
	can observe their	to train Feelings for society’s Game Playing.						Reins			Train via brain-plasticity for
	human capacity							(10% control)
											concrete, consistent, habitual
	CONSCIOUS										and endless success.
		FEELINGS
	Mind,
		& Instincts,
	Observer,
		Sub-conscious,								The Feelings Equation fluctuates or
	Spirit,
		Survivalism								flip-flops like the hunger cycle
	Being-ness
										high
								The Feelings
				Core Features of Feelings
	Your permission or consent is not		required.					Flip-Flop Cycle:
				1. Pilots survival via opportunistic						norm
	Feelings use sensory signs, puzzles,		hints and			Care, hunger, hunt, kill,
	cues (e.g. hear, smell, taste, sight,		touch, etc.)	consumption of Pleasure with		feed & recycle to care.
				an addictive no-return trap						low
	to interact & resolve environmental		challenges			Use pain/punishment
				2. Conservation of Energy (lazy)		to Divide and Conquer				* “Feelings” hunt pleasure to defend
							pleasure or euphoria
	Environment (i.e. repetition) behavior			3. Pain Avoidance (fight or flee)						survival and reward the fear of death.
	capabilitybeliefsvaluesidentitypurpose					from food, sex & drugs				* Feelings can only consume to

		maintain survival and reproduction.
	Good or bad nutritional support (food, sex, drug, play, etc.) generates normal or abnormal feelings respectively.	* Feelings are in no way designed to
		be creative or innovative.
	However, abnormal feelings hinder learning and adaptation, but normal feelings foster intellectual creativity.

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The Ill-Logics Of Morality –The Retro-Language Of Flip-Flop Feelings

The model of Morality uses arbitrary cultural beliefs, words and language to assume that: 1.) Human actions are 100% pre-reasoned; 2.) Able-bodied humans have the brain bio-hardware and skill software for cognitive reasoning; 3.) Instead of cell maturity time, words and language are instantly learnt; 4.) Instead of diets regenerating cells/habits, merely changing good/bad thoughts will change behavior –speak it into being; 5.) Instead of critically thinking and proactively acting, people must consume, believe, pray, wish and idly await the onslaught of chances by Reality –blindly hoping for luck.

Contrary to Morality, thinking or reasoning does not directly drive actions except for the 10% front brain used to provide logical training where possible. Feelings, habits and rote learning directly drive 90%-100% actions and behaviors which are critical to experientially share within a society. If people have damaged front brains then the “environment” 100% of the time directly trains their rote learning without regard for the 10% front brain rationalizing and filtering. When challenges arise people with damaged front brains fight/flee by feelings of stress and worrying since they cannot use reasoning.

Research shows that: 1.) Human actions are 90% driven by feelings which work without reasoning. In retrospect, people are 90% using “rote talking” to fake pre-reasoned actions, by giving an arbitrary cultural expression “after” an action to be the reason causing the action. Is Morality a retro-language and are the Laws of good/bad ill-designed? Can you hear Jesus praying, Father forgive them since rote people do not "know" what they are doing but have the capacity to subsequently invent/use arbitrary "reasons and beliefs" to match/explain their past actions? 2.) The human brain-biology requires specific diets, fitness and games to develop the neurons (flesh) for cognitive reasoning; 3.) The practice of teaching and preaching by words enforces 5% learning while 90% learning results from problem-oriented project-based participation where teachers act as coach; 4.) Similar to weight loss, Dr. N. Doidge shows that neuro-plasticity may take hours to months to develop via team initiative, repetition of fundamentals and stimulating environment.

By attaching feelings to intangible words and reasons, the body begins to treat words as the real predators or pleasure targets to divide and conquer. This enforces the model of Morality to promote static reasons or laws to the death, even in the face of an evolving and changing reality. Can one event in reality be changed to fit several arbitrary static reasons? Are reasons infallible and complete expressions attempting to explain reality? Do arbitrary reasons magically cause reality? Does reality pre-date and cause reasons? Are we born using reasons? In other words, which is first: reasons or reality?

Morality’s failure to enforce 100% certainty by words creates “social fear”, a delusion used to bandage the gap of uncertainty when human words or reasoning contradict their physical actions. Should people be struggling to achieve their “reasoned" goals? Do people resort to anti-societal behaviors because they cannot reason-out their challenges? Without the piece of cognitive flesh, the brain cannot effectively rationalize its input signals and thus auto responds with distress to fight or flee. When it becomes difficult to learn and hard to resolve challenges, is it a matter of morality or ill-health?

Also, the model of Morality performs execution by duality. Hence, people’s listening, thinking, acting and possibilities are limited to the number 2: i.e. like and dislike, life and death, right and wrong, reward and punishment, good and evil, or black and white. However, there are several diverse colors in the rainbow; so instead of eating for likes or dislikes, practice to eat healthy and appropriately give your body the required rainbow of nutrients.

Without cognitive brain development, people living by the morality code are limited to survive by reaping and consuming without (re)planting a seed like hunters do in the jungle. Social fear is used as punishment to divide and conquer materialistic rewards including money, food, sex and drugs without mutual consent in violation of the basic human rights of others.

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The Flip-Flop Consequences Of Feelings –Go Rainbows Of Creativity

a.If you let your dog drive your car, it is bound to crash. Can dogs pass society’s driving test?

b.Likewise: If you use your Feelings to direct your social Life, then you are bound to Fail

c.If you use your Feelings to Listen to people, you are bound to Discriminate

d.If you use your Feelings to Reason, then you are bound to have Fear

e.If you use your Feelings to Respond or act, you are bound to Violence

f.If you use your Feelings to Love, then you are bound to Hate

g.If you use your Feelings to do Work, then you are bound to Poverty

h.If you use your Feelings to set Goals, make Decisions, build Relationships and worship God, then you are bound to Stress, Sickness, Depression, Strokes, Disabilities and premature Death

It is said that knowledge is power. But have you ever “known” the right direction to go or the right decision to make, but find it very hard to accomplish? Yes, Feelings block learning! Is it hard to act contrary to your feeling? Definitely requires practicing!

i.“Feelings”is power to literally move your body parts – hands, feet, eyes, ears, mouth, etc.

j.“Feelings”is power to move you without regard for your thoughts or knowledge of the right direction or decision

k.Can you do the right thing if it feels wrong? Can you do the wrong thing if it feels right? Definitely!

l.So how do you evaluate and then decide if and when to follow or disregard your feelings?

Let us scope the wisdom of feelings:

a.Is something always right because it feels good? No!

b.Is something always wrong because it feels bad? Definitely Not!

c.Alcohol is bad for my health, yet it makes me feel good and free

d.Fasting is good to detoxify my health, yet it makes me feel bad and hungry

e.It can feel good to cheat on your commitments, and then feel bad you did it

f.Feelings will make you feel bad to let go of something or someone that is bad for you

g.So feelings are sometimes confusingly mixed-up. If only feelings could logically think about social issues

h.So, Feelings do not have infinite or endless wisdom; and feelings are not always right

i.Have you ever disliked someone you met for the first time or know nothing about; simply acting before thinking?

j.Feelings can make you suicidal, so be responsible and seek an accountability support team

k.Similar to the fight against alcohol abuse and overuse, this is a call to stop feelings abuse and overuse

l.Instead of using feelings, what are the alternative means of resolving challenges?

Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition Page: 41

Creativity Learning Promotes Neuro Metamorphic Reasoning

If you dare to

Neuro-plasticity: Team Initiative, Repetition of Fundamentals, Healthy Stimulating Environment

unleash creativity

Your

Systemic

Adapt: Fear

 Grief

 Remorse

 Accept

“investigate”

NEURO-PLASTICITY

Team

Reality You

Learn: Form

 Storm  Norm  Conform

how to start and

LEARNING AND ADAPTATION

utilize this model

LIFECYCLE STAGES

PURPOSE

Start

Go to

SOLO TASK

STRUCTURE

New

Next

Goal

Steep, curving and 10% narrow road

Goal

Simple-Single

Multi-Single

BLOOM’S TAXONOMY

Integrated Matrix

|--------------------PASSIVE: Learning to Think--------------------|

|---------------------ACTIVE: Thinking to Learn---------------------|

Remember

Understand

Analyze

Evaluate

Create

Meta-Structure

Apply

** PIAGET-

WATERFALL

Constructivist

Investigate

Analyze

Model

Test

Resolve

Maintain

EXECUTION

Feedback and

STRATEGY

Evolve Process

Facts and

Concepts and

Procedures and

Associate and

Meta-Context

Meta-Cognitive

KNOWLEDGE

Experiences

Principles:

Principles:

Collaborate

Cross-fertilize

Meta-Empathy

ABSTRACTION

Question of What? Question of How?

What & How

and Leverage

LEVELS

SOCRATES
		Facts and Myths	Game Strategy	Foundation	Convergence	Divergence	Cause-Effects	Meta-Question
Creativity
		about a point	of a point	of a point	to a point	from a point	about a point	these questions
QUESTIONING

** PIAGET-WATERFALL: Use your backward compatible knowledge to jumpstart and execute processes in multiple orders

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Applying Creativity Learning via The Brain-Targeted Teaching Model

The “learn to learn” campaign of 21st-Century Schools seeks to equip students with “concrete” ways of feasibly engaging the lifecycle phases of learning in order to simultaneously adapt and resolve life’s challenges. Similar to the 1997/2015 Learner-Centered Psychological Principles of effective learning, The 2012 Brain-Targeted Teaching Model for 21st-Century Schools are learner-centered neurological and cognitive principles of effective learning aiming

to concretely guide teachers, examiners and learners (refer to: http://www.braintargetedteaching.org/ , http://www.apa.org/ed/schools/cpse/top-twenty-principles.aspx ).

Lesson plans focus on what teachers should teach, and exams ask what did students really learn; but if learning is the goal we can discover how students best learn to guide teachers, examiners and students about what can be effectively learnt throughout the lifecycle phases of learning. Creativity

Learning promotes being “life-designed” through researching and developing concrete principles to live in accordance with how life is designed to work.

Similarly, teaching, assessing and learning will produce best results when done in accordance with how the brain is designed to function and learn. Essentially, this principle must be applied across the functional areas of life wherever learning occurs e.g. school, work, play, home, church and leisure. The holistic approach of the Brain-Targeted Teaching Model presents 6 stages or brain-targets as follows:

1.Set Emotional Climate –demote stress and threats which impede learning, and foster positivity for long-term and deep retention

2.Set Physical Environment –replace dark, tainted monotonous pictures/environments and promote naturally bright, scented and novel ones

3.Use Brain’s Workflow –embrace graphical pattern matching, starting from a big picture to fine details (i.e. use top-down instead of bottom-up)

4.Use Brain’s Mastery –build on past memory blocks which systemically uses rehearsal/repetition to enforce long-term and deep retention

5.Lifelong Development –keep the brain active by integrating diverse ideas: converge, diverge, induce, deduce, analyze and resolve

6.Evaluate to Grow –the brain uses feedback to resolve/auto-evolve towards greatness by maximizing performance based on past experiences

Dr. Mariale M. Hardiman Ed.D., author of The Brain-Targeted Teaching Model, and her colleagues of the Johns Hopkins University reported remarkable results from their 2003 – 2005 case studies of the Brain-Targeted Teaching Model: http://www.braintargetedteaching.org/faq_html.cfm?faqid=6

For a doctoral research study conducted at Johnson & Wales University, Dr. Peter Bertucci (2006) conducted a mixed-method qualitative case study as well as a quantitative ex post facto study of Brain-Targeted Teaching®.

Findings: Using the Brain-Targeted Teaching Model as the primary instructional framework systemically produced students with deeper conceptual understanding and better extension of knowledge. Also more engaged and happy students and strong state test performance. Stri king differences were found in the percentage of students of poverty who performed at the advanced levels of reading achievement on the Maryland School Assessment. The program evaluation findings validate the utilization of the Brain-Targeted Teaching Model (Bertucci, 2006).

Poorer children show deficits in “executive functioning” compared to affluent peers, i.e. working memory, IQ, self-regulation, attention span, language –Neville, 2011

Neuroscience shows that nutrition and fitness have enormous influence on learning.

The Graph depicts Maryland School Assessment Scores for Advanced Level of

Reading for Students Receiving Free and Reduced Price Meals: Scores for State,

Control School, and Study Site (using the Brain-Targeted Teaching Model).

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Global Brain Projects Reshaping Government, Religion and Business

Human society is in the process of making a seismic jump from the black/white of “morality” to the diversified rainbow of “creativity”. Similar to the momentous jump from caveman to modern-man, this is a transformation of the mind from modern-man to holistic-man or whole-man. The outstanding work of the global neuroscience community has successfully lobbied and attracted the interest of big governments to engage in global collaborative scientific initiatives to research and model the evolutionary complexity of the brain’s neural network. This aims to revolutionize approaches to governing and managing humans among other creatures on planet Earth. High on the agenda is the requirement to identify and compare the limitations, decisions and behaviour patterns of the healthy brain versus the abused/diseased brain. Several of these multi-billion dollar global brain projects (GBP) commenced in 2013/14 with an average lifespan of 10 years. The USA, European Union, Japan, Australia, Canada, Israel and China are among the governments spearheading these global initiatives to unearth what is considered one of the most complex systems known to man, i.e. the human brain.

To Jamaicans, this compares to using cellular phones to leapfrog from third to first world technological “know how". Every grassroots in Jamaica knows how to use the first world technologies provided by cellular phones. Yes, the GBP represents a pathway to leapfrog from poverty, suppression and crime to the frontier of liberty, choice, creativity and innovation. Jamaica’s leaders of government, religion and business can proactively utilize the information, analysis and technologies resulting from the GBP to bolster Jamaicans participating at the “frontier” of the global marketplace, hence making Jamaica a first world country of choice to live, raise families and do business by Vision 2030.

Modern-man has mistakenly assumed that language, words, linguistics, reasoning or philosophy was the superior tool to shape and manage human society. This rehashes the mistake where Job (in the Bible) “reasoned” that his rituals to God made him blameless/perfect, hence not deserving of the wicked challenges discriminatively faced by sinful people. God told Job that since he lacked research, evidence and experiential knowledge concerning the pillars and formation of the earth, then his reasoning was fallible (Job 38:4). So Job later repented for his discrimination and idolatry of reasoning. Likewise, if language is not the only means of communicating and the learning pyramid shows that humans do not effectively learn by words; then how can language be superior? Hence modern-man repents for morality-based reasoning and pursues evidence to promote magnificent human societies.

Humans are seeking resolution to brain-driven societal challenges including neural disease, psychological trauma and socio-economic decay which go beyond the scope of the human genetic code (DNA) and NASA space exploration. Yes, misdiagnosis, mistaken identity and travesty of justice are among the issues overshadowing the magnificence in human society. Across institutions, homes and relationships the GBP will impact society’s perception of human consciousness, thinking, decision making, judgment, behavior, potentiality and spirituality. The GBP will transform the interpretation of the Bible from morality to creativity and young adults will later joke at the ancient cultures and technologies of their predecessors. This will significantly impact institutions including law, medicine, economics, information technology, education, government, religion and business. Instead of the current overused reductionist approach to resolving challenges, the GBP will lead to more holistic and wholesome approaches to developing and managing society.

On the matter of brain health: both at the beginning and end of the GBP, the biological network of the diseased brain will still require medical treatment and/or nutrition to restore wellness and once again become fully functional to take on society’s challenges of government, religion and business. This further substantiates the call to provide nutrition, fitness and brain stimulating programmes as requirement foreffective participation in society.

REFERENCES TO GLOBAL BRAIN PROJECTS

https://www.humanbrainproject.eu The Human Brain Project (EU/UK), http://braininitiative.nih.gov The BRAIN Initiative (USA),

http://www.brainnetome.org/en Brainnetome (China), http://braincanada.ca/ Brain Canada (Canada), http://israelbrain.org/ Israel Brain Technologies (Israel), http://brainminds.jp/en Brain Mapping by Integrated Neurotechnologies for Disease Studies (Brain/MINDS) (Japan)

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To “Have” Love Is To Consume – To “Be” Love Is Creativity

To be the change you want to see in the world, requires taking on the role of “being” Love. Like the wind supporting the wings of a bird, Love is not something to “have”; the role of Love is meaningful only while an “action” is being done, e.g. flying. Love creatively researches, analyzes and learns to support the workability of the ecosystem of all life, beyond the limiting scope of one action (e.g. flying) which can be judged as right or wrong relatively. Contrary to the delusion that a person can passively have and consume Love, Love actively plays, innovates and contributes to the ecosystem of all life.

One Goal of Building a House

Two persons with one common goal

1.Develop blueprint

2.Build foundation

	Person-A		3.	Build walls and windows															Person-B
			4.	Add fixtures, fittings and painting															Role of Boss / Manager
	Role of Worker / Employee
			5.	Landscaping and gardening															1.	Speaks different dialect from Person-A
	1.	Speaks different dialect from Person-B
																			2.	Gives instructions to do work
	2.	Follows instructions to do work
																			3.	Get substitute and help remedy worker challenges
	3.	Cannot attend work due to social challenges																	4.	Cannot Pay Bills or Bankrupt
	4.	Sick and needs backup
																			5.	Need more work to be done
	5.	Needs more salary
																			6.	Does not have enough workers
																			7.	Require greater skill and performance
																			8.	Sick and needs backup
																			9.	Need more earnings

Love is being the negotiator, translator, referee and coach among persons aiming to achieve the one goal of living life Role of Being Love is meaningless when there is no translating or negotiating within the evolving ecosystem of life

a)Life is a game of creativity where ecosystem challenges automatically arise from persisting changes in Reality

b)People can think/say the wrong thing but act correctly. Actions are critical to a functional society

c)People can think/say the right thing but act incorrectly. Thinking can drive actions with training

d)Use accountability support systems to audit then manage integrity and breakdowns

e)Research the design limits of life and pursue realistic goals. Foster a “life-designed” lifestyle

1.Negotiate and resolve problems within the scope that two persons have one house goal

2.Translates resolution to each person’s culture and dialect with the appropriate tones, words and attitude

3.To resolve financing issues can we get a loan or find a new owner to buy house?

4.Can house earn more rental or sale value? What is the market rate?

5.For skills and performance issues: Are project targets and timelines achieved or achievable and within budget?

6.Are skills available in close proximity? What are their lifestyles? What is the market rate?