YOU TUBE VIDEO INDEX AS OF 1-3-22
 
This is the current complete list of videos that have been posted to You Tube.  I still have a number to make in order to cover all eight domains in the guide. I will post on Facebook each time I add more videos to this Index.
       The way I use this list is that I copy the blue address and paste it into the address line on my Google home page.  Your system may work differently.  I’m sorry I’m not technical enough to describe all possible iterations for locating these videos.
       I’ve listed them in a reasonable sequential order.  If you listen to them and open the study guide https://www.millennialchild.net  and follow along and read further in each area you will get access to a wealth of information that took me at least 400 pages and about 4 years to edit down from the original research. Remember, complex problems require complex solutions.  Gear up and chip away at this and over time you should harvest a wealth of information.
       This effort represents my legacy to my loved ones and to all my brothers and sisters here with me in mortality, and hopefully for those yet to come.  I know that celestial personalities shelter in the Culture of Godliness and find their tools and inspiration in this type of knowledge.  I can but hope you will wisely examine this and profit from it.
 Good Luck and God Bless you on your journey.
       Jon Hansen
                                     
NEW ADDRESSES 

IMPORTANT INFORMATION
All the videos have been re-edited because of sound problems with the first batch.  This has taken a while but you should nowbe much better able to hear what's being said.  I apologize for putting up media that is essentially frustrating and useless.  It's a measure of my true expertise? in technology.  The videos contain Pearls of Great Price in the content of the knowledge domains and I so badly wanted to share it with you.  Please try again.  I think you'll have a much better experience this time.

 USER NOTE
            I’ve been informed by my system administrator Mike that when you are surfing or browsing Yahoo may hijack your browser without your knowledge or permission and change your default browser ( such as Google Chrome) to Yahoo.  We don’t know any way to stop this and it may happen over and over because Yahoo apparently has agreements with websites you may visit to do this.  So you have to be aware of this and check frequently.   There is a simple “work around” for this which is explained below.
        Why?  Because some browsers, and apparently Yahoo is one of them,  blocks “pop-ups”.  So what you say?  It then treats the link to the You Tube videos like a “pop-up” so when you go to the website and click on a link nothing happens.  I worry that some of you may have experienced this and have thus been unable to view the videos.  If this happens you will see the Yahoo insignia in the search window instead of G for Google.
There are two "work-arounds".  The first is quite simple.  Just right click on the video link and choose “open link in a new tab”.  This will open a new tab which will show up at the top of your browser page.  Click on this and the video will play.
        If you want to delete Yahoo find the three dots in the upper right corner of your browser page.  Left click on them go down the list to “settings” and click.  On the settings page select “default browser”.  This will bring up a list of your browsers.  I found at least five browsers that I didn’t recognize and didn’t want.  I reset Google a my default browser and deleted all the rest.  My browser has worked well since but I plan to monitor it for changes signaled by the Yahoo icon appearing in my search window.
        This should work for you and if it does not you have enough information to ask intelligent questions and get the help you need.  If Yahoo is your default browser the first work around will work fine and you don’t need to change browsers.   You can also try to open the website in a browser other than your regular since I'm told sometimes your regular browser saves pages from your computer version of the website instead of updating changes. I'll ask my tech guys to check this out too.
        If you are aware of any other problems please let me know so I can fix them.  I want everyone to be able to access the information on the website. 

​New Video Addresses On You Tube  Revised 6-3-2022
Literate Practices One A
https://youtu.be/WXFNaqefp80
Literate Practices Two
https://youtu.be/WvC7eCCEvMo
Literate Practices 1.5
https://youtu.be/VBxet8vr-rA
Literate Practices Kurt Fischer
https://youtu.be/h206drmEd4c
Fischer Thinking Skills
https://youtu.be/ohOIXYFSzrQ
Practice In Creating a Master Intervention
https://youtu.be/GyznhSCyKc4
CUV-1-Script One R
https://youtu.be/yDU3TDdB2hI
CUV 2 Culture Script Two
https://youtu.be/MB1Etu5h0iA
CUV 4 Culture Script Four
https://youtu.be/Odni6CyvJO4
CUV 5 Video
https://youtu.be/B5AxKG4x_Ho
Culture Video Six Revision A
https://youtu.be/F1Kl7y2NJVk
Culture Nine A 1
https://youtu.be/qiZmDfvnNSs
CUV 10 Culture Script 10
https://youtu.be/fRBsrklRml8
 
Feuer Vygot Video 1-A
https://youtu.be/9FQNviXmj6Y
Feuerstein Vygotsky FV 2 Sc 2 Revision
https://youtu.be/2vvnAcdbHGU
Feuerstein Vygotsky Video 3 Revision 2
https://youtu.be/ibAEdiQVjmo
Feuer Vygot Video 4
https://youtu.be/HEiZ5DBNKzU
FVU 5 R
https://youtu.be/5QQ1J5Dli0o
FV 6 Revision Final A
https://youtu.be/VEiJcpHojUI
Whole Armor Part One
https://youtu.be/7t2LMafPfmo
Whole Armor Unit Part Two
https://youtu.be/7RqQ13qwV6c
Embedded Instruction Part One R
https://youtu.be/fOVA4MkBV5Y
Embedded Part Two
https://youtu.be/HuOZZTKbHL8
Embedded Part Two
https://youtu.be/HuOZZTKbHL8
Seven Part One R
https://youtu.be/aw_xTtCW0fk
Seven Part Two R
https://youtu.be/g5FnEC6mkeg
 
Video Script Eight Cognition
https://youtu.be/4G0dyBbUApI
Sternberg on Intelligence
https://youtu.be/MV2WLjy6nXU
Mazlow Bruner Video R
https://youtu.be/h7EWVNXV4KQ

                       NOTICE:    FACEBOOK POSTINGS AVAILABLE NOW HERE
At the bottom of this page you will find all the Postings I made to Facebook about the guide [25 of them] through 9=12-2019.  You can read them even if we are not friends on Facebook.  They are brief (average 2 pages) and should give you some extra insights into what the study guide contains that might be of interest to you.  I will do this from time to time as I keep posting to Facebook so you might want to plan to check back occasionally to see what's new.  We'll be talking in depth about Fisher's model of the emergence of thinking skills, for example.  This will be designed to help you get a handle on the vital knowledge Fischer and Vygotsky have given us that helps in designing powerful Interventions for all age/maturity groups.
          There are new postings [12-10-2018] including:  Sooo ..... How Does Jesus Teach

        

             
Please read the release notes [Bottom this of page]  with this document before you go to the online study guide.
 
TEACHING FOR THE MILLENNIAL CHILD:
STUDY GUIDE
Compiled and Written by Jon H Hansen, Sr., M.Ed.
First Issued October 19, 2018
Revision #2  April, 2019
TABLE OF CONTENTS
 
NOTE:  This revision (April 25, 2019) has several glitches that you will need to work around while another revision is being made.   They do not affect the content or effectiveness of the guide, only the organization of the material and the ease of searching subjects in the Guide.
 I’m not waiting any longer to put out this critical information.  I’m asking you to check back on the Home Page of the website frequently or be aware of my postings online for updates and to exercise patience and forbearance with me. 
You don’t need me now in the least anyway if you’re willing to organize your own scholarship and go to the numerous online and printed sources of these knowledge domains that you are introduced to in the Guide and start your own work. 
Look at the release notes at the bottom of this Table of Contents, which will be on the Home Page of the website, not in the Guide itself because one of the glitches is that it’s hard to revise and repost the guide itself and the Table of Contents in the guide is wrong.  The root of these problems is that the page numbering system in the Guide did not list all the pages sequentially because the Guide was put together from modules of research in various knowledge domains and then rolled together into one PDF document for publishing and security reasons.  Word and Adobe weren’t able to straighten that out for me but I know where to get help resolving it.
           But it will take time so get going.  Also it seems that duplicate modules were inserted so there appears to be more pages than there actually are.  Be alert for this, find the section on Literate Practices and use them to organize yourself as you go. Be sure you study the chapters in the order suggested below in the release notes for a logical development of the material in the guide.  The three Syllabi are intended to show you an example of how the vast amount of information in the domains might be organized around one focused intervention about the pressing gospel topic of young people leaving the church. There is more information on this below.
           I suggest you read them as you study the first parts of the guide as they may help you get a handle on things more quickly.  If you do that you should be fine.  You will be able to do your work without too much dependence on me.
Please press on.
Somone you know and love [even yourself] may have a great need of this knowledge.  Please help me distribute the website address as widely as possible.
Thank You      Orem, UT              April  25, 2019
                                     
                                            ATTENTION!!
Be very sure you look at the RELEASE NOTES below!!
     You will find important information [suggestions] about the order in which you should go through the materials.
 

1.  Hall Chp. One Culture                                          Page  1
2.  Hall Chp. Two                                                       Page  128
3.  Part One                                                                Page   165/81
4.  Part Two                                                                Page    131/174
5.  Fischer Chp. One New Fischer Format                 Page    212
6.  Feuerstein Mediated Learning Experience            Page    336
7.  Vygotsky                                                                 Page    374/385
8.  Berne/Harris  P-A-C Transactional Analysis           Page     419/418
9.   Steinberg  Intelligence VS IQ                                 Page     455
10. Culture, Value and Character                                   Page      495
11. Kohlberg, Bruner and Maslow                                  Page      558
12. PREFACE                                                      
13. Syllabus One For Progress To Be Made Two Generations Must Agree          
14. Syllabus Two:  What Can Go Wrong                 
15. Syllabus Three:  Fine Tuning                         
16. Launching Ed. Into A Higher Orbit, Maybe
17. Table of Contents  [Not correct See Release Notes Below]                              

 
Examples of Grandpa Hansen’s Art                   
Examples of Grandpa Hansen’s Stories and Writing: 
Flyfisherman in Heaven….Maybe           
COYOTE AND THE FAWN STARS         
Mr. Hansen Dies…..Almost
The Phearsome Phantom Flyswatter Strikes Again
The Old Schoolteacher Meets Marley’s Ghost
Temple Confirmation Room Talk
 
RELEASE NOTES

1.  1.  You should not attempt to read the chapters sequentially.  Along with Hall Chapters One and Two you should be studying Syllabus One and Two and synthesizing the concepts you’ll learn there into a foundation of principles and learning that will help you incorporate the other domains into your curriculum outlining efforts. 

      I strongly suggest that before you begin your studies that you find page 235 ff. in the Guide,  THE LITERATE PRACTICES, make notes and create for yourself a scholarly system of research that will help you organize and interpret the complex concepts, theories, ideas, etc. you will find throughout the guide.
       Because readers are saying the material is too complex [and why shouldn’t it be--complex problems require complex solutions] I spent another 4 months crafting 3 syllabi [syllabuses if you prefer] that take you through a process of creating a specific, targeted Spiritual and educational intervention built around a Learner in Western society of normal intelligence in the age group of 14-17 years of age [brain-mind development] with material drawn from the knowledge domains and the scriptural allegory:  Put on the Whole Armor of God, focusing specifically on: Take up the Shield of Faith in Jesus Christ..
        This addresses the problems so many young people are having today finding Faith in Jesus Christ
.      And demonstrates one way a targeted, Educational//Spiritual Intervention might be designed and presented and customized for a single unique individual.
The purpose is to show how the material informs such an effort, thus giving you hints about how the knowledge in these subject domains can be used.  This is intended to help you catch a vision of how to use the material you acquire from the guide and to begin to help you get command of the impressive interventions you can create using this material for guidelines. 
                 Even, perhaps, to TEACH AS JESUS TAUGHT.
       
PLEASE CHECK BACK HERE OCCASIONALLY FOR UPDATES ON USING THE GUIDE AND ADDITIONAL TIPS ON CREATING YOUR EDUCATIONAL/SPIRITUAL INTERVENTIONS.

1.  I suggest you form study groups to support and encourage each other and to help those you know get a handle on this wonderful opportunity.  And to work together toward our goal:

                                       No Child Left Behind.
        And are we not, brothers and sisters, all of us, Children of God.

                 THE ADVENT OF THE  MILLENNIUM 
 
​

v         
CONSIDER AGAIN:
There may  not be a check-mark on Heavenly Father’s calendar that marks the advent of the Millennium.  Rather, He has shown a tendency to put off or to accelerate events depending on what we do in preparation to receive His blessings.  A trial of our faith and obedience, if you will.
 He may be waiting for us to organize our efforts better.  To bring on the advent of a “Culture of Godliness” in our society that will support the development far more widely of Millennial Children of God who have been nurtured and sustained such that they can develop the aspects of an “eternal mind”, and of a character like that of Jesus Christ.
 
 The long hoped for and much anticipated Millennial Child.

THE PROMISE OF THE MILLENNIAL CHILD: 
D&C 45: 57-58
For they that are wise and have received the truth, and have taken the Holy Spirit for their guide , and have not been deceived….they shall abide the day.
And the earth shall be given to them for an inheritance; and they shall multiply and wax strong, and their children shall grow up without sin unto salvation.
     How do we need to organize ourselves, our families, our church and community, our state and nation, our world, to realize this promise? 
 

 The material below has been posted on Facebook during the spring and summer of 2019.  It consists of commentary and pictures that highlight the contents of the Study Guide and can help you understand somewhat the exciting material the guide contains.  I've made it available in this format so that anyone in the world can read the postings without us having to be friends on Facebook.  You can refer them to anyone.  The format leaves much to be desired but the press of time and my health won't allow extensive editing but the important elements are there.  I hope it will help you in your quest to become a better "teacher" [interventionist].  Jon Hansen 9-12-2019

1.  TABLE OF CONTENTS  FACEBOOK POSTING 1-25  9-9-2019

2.  Thank You For The Favor of Your Friendship.
3.  The End Is Not Near…You Must Learn To Cope!
4. Beggars Can’t Be Choosers
5. Are We Prepared To Launch The Culture Of Godliness?
6. A Fanciful And Flowery And Heated Imagination Beware Of..
7. Christ And The Butterfly
8. Preparing Ourselves To Teach For The Millennial Child
9. Why We Study Culture First
10.        Need For A Culture To Show Us The Way
11.        Zone Of Personal Dominion
12.        So You Want To Teach Somebody Something
13.        HOW TO POSTPONE ZION ONE DAY AT A TIME
14.        Purpose Of The Guide
15.        The Mind/Brain Complex Before Interventions
16.        When Thinking Begins
17.        Dr. Brain Power
18.        Critically Important To Develop A Fully Articulated Human Mind
19.        After The Interventions
20.        Beware of creating Discouraged Learners
21.        Blue Collar Scholars
22.        Hacking At The Leaves oF Evil/ Nurturing Thinking Skills
23.          Lost In One Generation


 #2       Thank you for the favor of your “friendship” on Facebook.
     I’m trying to reach out to friends and extended family members to share my “intellectual/spiritual 
will” as we have been advised.
     The  information  I’m  going  to  share  with  you, Titled:  Teaching For The Millennial Child:
Study   Guide,   does   not   comprise   a   “formula”, “method” or a “road map”.

Jon H. Hansen, SR., M.Ed. [BYU] Wordwright Illustrator

It is a collection of ideas propounded by many different scholars in rather diverse fields of 
inquiry and existing in at least 8 distinct bodies of knowledge or  knowledge  domains..    Most  
of  these  scholars,  philosophers,  etc.,  are unknown to each other or at odds with one another 
regarding the implications of their findings.

In reality these principles apply to all organized human life in general and can be used to fashion 
and repair an eclectic assembly of human cultures and the societies and the personalities built on 
them.

I’m really worried, however, about the lens of my bias.  Like the scholars and researchers who 
developed these domains, most of whom are atheist, agnostic or existentialist, my bias (lens) which 
is the culture and society of the Church of Jesus Christ of Latter-Day Saints, needn’t concern you.

Truth is truth and the profound truths is this Study Guide stand apart from any private 
interpretation. You can benefit greatly from this knowledge without  having  to  adopt  any  
particular  person’s  interpretation  of  the implications of  the  knowledge.   I  cannot explain 
my understanding of  this material, however, without running it through the lens of my bias.  I’m 
just not smart enough to be a universalist intellect.  Be therefore forewarned and don’t let my 
point of view turn you away from exploring the profound truths about humankind to be found in the 
knowledge domains.

I can see the whole world creating a mutually acceptable set of principles and  beliefs  for  
laying  the  foundation  of  a  peaceful,  wonderful  Millennial Kingdom comprising the best of all 
the world’s cultures and the societies built on them.  These knowledge domains introduced in the 
guide and other ideas associated with them offer the promise of doing this very thing.

Complex problems require complex solutions.  Prepare yourself for that. But I’m convinced that the 
worldwide generation that creates this Millennial Society will know and use these principles, and 
more.  So…300 pages, 100,000 words.. no easy task.  But we know someone who said: “I Never said it would be easy.  Only that it 
would be worth it.”

           This study guide is free, with access to all, and is hosted on a website maintained by my wife and 
me.  You can download a PDF version.  Remember, it’s a personal spiritual/intellectual will so some 
parts of it are related to my life. I have pictures of my art and several of my stories (Under 
Grandpa’s stories) like  “Fly  Fisherman  in  Heaven….  Maybe”,  and  The  Phearsome  Phantom 
Phlyswatter Strikes Again.

The document is still a work in progress so be prepared to be patient and diligent.  The only 
correct table of contents right now is in the material on the website and not in the guide.  The 
material was so complex I took an extra 5 months and wrote three Syllabi to demonstrate how the 
material might be used.   Rely  on  them  and  follow  the  suggested  guidelines  as  you  proceed 
through the material.

You  can  get  a  link  to  the  Study  Guide  through  the  following  link: 
www.millennialchild.net    Be sure and use   .net!   Anything else will lead you to another 
website.  Good luck in your studies.  Let’s hope we can all assemble one day in that marvelous 
Millennial Society.

Pictures won't load in place wtih the text but I have included them as a group at the end of these postings.  In time I will try to edit this text and get that taken care of, but it has no practical impact on the message of the Study Guide so I think you can work around it.  This is just another example of my technological handicap.

    Picture:  You Must To Cope:  When we speak of the “Last Days” we are referring to the last days of the wicked.  The end of time is  thousand years in the future and we want posterity living peacefully on earth till then.

    Picture:  Beggars Can’t Be Choosers

    Picture:  Are We Prepared To Launch The Culture of Godliness?

      Complex Problems Require Complex Solutions
“A fanciful and flowery and heated imagination beware of; because the things of God are of deep 
import; and time and experience, and careful and ponderous and solemn thoughts can only find them 
out.  Thy mind, O man (and woman) if thou wilt lead a soul unto salvation, must stretch as high as 
the utmost heavens, and search into and contemplate the darkest abyss, and the broad expanse of 
eternity—thou must commune with God.”
Teachings of the Prophet Joseph Smith, 137 (25 March 1839)

Found in the Study Guide
     Interwoven into the body of the Study Guide are suggestions for the process of bringing into 
existence among us more powerfully and precisely the Culture of Godliness and the essential 
elements of the Society of Enoch and Melchizedek [Zion] that can be built on that culture.  And for 
generating in ourselves, our loved ones and our society a Fully-Articulated Human Mind/Brain 
complex animated by an Enlightened Christian Conscience and/or and Enlightened Moral/Ethical 
Conscience and the aspects and character of a potential Millennial Child for ourselves and those 
nearest and dearest to us.

And to acquire the powerful, dynamic principles, tools and practices leading to the comforting 
safety of living the laws of Obedience, Sacrifice and Godly [inspired] Charity that guided the 
Savior during His time in mortality.

You can read more about this in the Study Guide Teaching For The Millennial Child in the chapter on 
culture with Edward T. Hall and in  Syllabus One.

www.millennialchild.net

Complex Problems Require Complex Solutions

I don’t have any 30 second TV soundbite solutions to the problems we are facing.  100,000 words, 
320 pages is what I have compiled on the subject.

This is not just a wordy study guide, however,.  It is also a personal journal with Grandpa 
Hansen’s stories and art. [Check out, for fun, my story Flyfisherman in Heaven…..Maybe]

I take counsel from Pres.. Nelson and Joseph Smith.  Get some rest, take your vitamins, etc.  The 
re-read and follow Joseph Smiths counsel about pondering the deep things of life.

Lord bless you in your quest.


   Picture:  Christ and the Butterfly
    The Allegory of the Butterfly and our journey through the Plan of Salvation
     The caterpillar feasts on the surrounding vegetation as we feast on the word of God.  In the course 
of time this works a change.  The caterpillar weaves about itself a cocoon, we interweave ourselves 
into the ordinances, doctrines. Performances, being tutored in the Plan of Salvation.  Within its 
cocoon the genetic heritage of the caterpillar is animated and makes fundamental changes that 
result in a new being.  We become transformed by our genetic spiritual heritage into a new creature 
of the Holy Ghost.  The new being in the cocoon struggles to emerge.  The struggle makes it strong 
enough to soar in the sunlight and fulfill the measure of its creation.
     With our new being we struggle to escape the chains and bonds of a fallen world.  Our struggle 
prepares us to soar in the Light of Christ into that Eternal World which is our destiny.
     Some Native Americans and others see in the Butterfly a likeness to the Son of God


Why do children often perform below their obvious capacity?
     Does that sound like a simple question?
     After we continue our quest for a while you will be amazed at how much can go wrong, both in the 
mind and in the environment to interfere with the optimal function of a human mind/brain.

Preparing Ourselves To Teach For The Millennial Child

What Are The Eight Knowledge Domains [Subject Areas} Through Which We Can Study The Lord’s Careful 
Planning For Our Mortal Experience?
     Hall, Smith, Stanley and Shores, and Young and Morgan talk to us about culture: Material and 
non-material cultural items [Young]; Universals, Specialties and Alternatives [Stanley, et al]; ]
Sets, Isolates, and Patterns: Culture is Communication [Hall]. Fischer about the emergence of thinking skills by age over time, Impact of the Literate Practices, Coaching for mental/brain thinking skill development through powerful, age oriented dyadic 
instructional interventions Feuerstein about MLE [mediated learning experience A really powerful system for analyzing the 
learning readiness of your subject Vygotsky talks about ZPD, {The Zone of Proximal Development), Berne about the internal structure and function of the mind, [Parent- Adult-Child] Sternberg about real intelligence vs mere IQ, [how intelligence can be increased despite basic IQ]
Culture, Values and Character: Synthesis of important material from the 8 Models and elsewhere. Kohlberg, Bruner, and Maslow help us understand the emergence and development over time of a system 
of values, morality, and ethics.{paralleling Fischer’s model of the emergence of thinking skills over time] 
     Each of these has sections on what can go wrong with a person’s ability to function in their area 
of research and interest.  And, more importantly what can be done about it.
     We are proposing solutions to the challenges the world faces.  Please keep that in mind and prepare yourself to be tutored by the Savior, the Master Interventionist and permit yourself to be enlarged and gain new skills in this tender, terribly vital work.
Teaching For The Millennial Child: Study Guide  www.millennialchild.net


Why We Study Culture First
     “The realization that formal culture can exert a stabilizing influence on our lives should not be 
mistaken for conservatism.....We must realize that each child must learn the limits just as he/she  
must learn that there are certain things upon which he/she can always depend.”
     Edward T Hall, The Silent Language, p. 167
These quotes from Edward T. Hall, The Silent Language are found in in Teaching For The Millennial 
Child: Study Guide in Hall Chp. 2 pp. 135,ff.
www.millennialchild.net
     We study several simpler but useful models that describe what culture is and the impact and 
influence it has upon our lives.Eventually we come to Edward T. Hall who has described a rich, complex model that allows us to 
analyze and describe our various cultures (Worldwide, national, regional, local, community, family, 
and personal) in great detail.  This makes it possible to design powerful learning interventions 
allowing us to recreate for our learner what has led us to believe as we do.  It also equips us to 
add greatly to our personal understanding of our world.
     “Probably the most difficult point to make and make clearly is that not only is culture imposed 
upon man, but it is man in a greatly expanded sense.  Culture is the link between human beings and 
the means they have of interacting with others.  The meaningful richness of human life is the 
result of the millions of possible combinations involved in a complex culture.”  Hall, p.166-167
            “By broadening his conception of the forces that make up and control his life, the average person 
can never again be completely caught in the grip of patterned behavior of which he has no 
awareness..”   Hall,IBID, p. 165-166

“A real understanding of what culture is......will help people learn where they are and who they 
are.  It will prevent them from being pushed around by the more voracious, predatory and 
opportunistic of their fellow men who take advantage of the fact that the public is 
not usually aware of those shared formal norms which give coherence to our society.”  Hall, p.166 

Posting Worksheet For Culture 7-10-19

The Need For A Culture To Show Us The Way To Live Our Lives Effectively
     What could be a more stable basis for working out the agreements, expectations, institutions, 
principles, values, and so on, than that which rules in the eternal worlds, the “CULTURE AND THE 
SOCIETY OF GODLINESS.”
     This is rich in the elements out of which the search for the organizing sets, isolates and patterns 
of Heavenly Father’s culture can be woven.  The spiritual powers attendant to the Kingdom offer us 
a scaffolding  [supportive influence] in this effort.   Hall:
     "Modern society has complicated matters because of the increased number of alternatives that are 
provided the young.” Hall, IBID p. 214
     Culture is the means of human communication by which we define ourselves and by which we understand 
others and find meaning in what is going on around us.  Bits and pieces of cultural events [sets] 
impinge themselves on our senses during every waking moment.  Culture gives us the tools to assign 
meaning to this flood of sensory stimuli.  Unfortunately differing cultures offer widely differing 
definitions and explanations for this stimuli.
     According to Hall these bits and pieces are called Sets and the organizing tools that give them 
meaning are found in Isolates and Patterns.  Sets are fairly straightforward occurrences, but the 
Patterns and Isolates used to explain them and give them meaning can vary widely among different 
groups of people. Hall mentions, for example, that the differences between Navajo and Anglo American cultural Patterns and Isolates, including language, are so diametrically opposite as to make understanding cultural communication difficult if not impossible [in some instances].  That’s the reason I focused on the Navajo-Anglo cultural conflict, because I’ve experienced it personally. 
     Smith, et al, describe culture in three other terms:  Universals, Specialties, and Alternatives.  
Universals: something virtually every adult member of a culture or society would know about.  
Specialties:  things only a limited number of the members of a society would know about or be able 
to do.  Alternatives:  alternate ways of doing things, often elements of a different culture, a 
different way of looking at or doing something.Young and Morgan divide cultural elements into just two categories: Material and non-material elements.
     This material is out of your Concept Learning Sequence and will only become plain if you will study 
the relevant quotations in the Study Guide, but they much be presented in order to proceed with the 
larger process of this project. They can grow to be powerful, highly elaborated tools of analysis 
and construction when designing and creating and administering Guided Spiritual/Educational 
Interventions aimed at helping someone else understand how you came to believe as you do.  These 
things are explained in Hall: Chapter Two, pp.136,ff.  Teaching For The Millennial Child: Study 
Guide.  www.millennialchild.net

FOR PROGRESS TO BE MADE TWO GENERATIONS MUST AGREE

     There is another important maxim that influences this that I have chosen to call::  ZPD The Zone of Personal Dominion.  This 
will be addressed in the next Facebook Posting.


THE ZONE OF PERSONAL DOMINION

IN ORDER FOR PROGRESS TO BE MADE TWO GENERATIONS MUST AGREE
               This is a fundamental, universal Axiom of human life.
     There is another important maxim that influences this one and is absolutely critical for designing 
effective interventions to share effectively why we believe as we do (one person at a time):  ZPD: 
The Zone of Personal Dominion.
     “Complex problems require complex solutions that take complex thinking to create and complex skills 
to administer.  Maybe one of these  days we’ll decide to throw away our “pop-culture” “band-aid” 
“quick-fix” educational interventions and sit down together and read the complete set of 
instructions for creating a “Fully-Articulated” Human Mind animated by an Enlightened Christian 
Conscience before we push the power button and send our offspring out to “play” in 
traffic.........”
Jon H Hansen M.Ed
     Complexity implies the need for us to:   study and learn, and become acquainted with all good books, and with languages, tongues, and people.  (Refer to D&C 90:15)
      This is why we say that “Mind Creation”, helping someone develop a Fully-Articulated   Human   Mind 
  with   an   attendant   Enlightened   Christian Conscience”, is literally a “joint venture” 
project between an “expert” and a learner, with each side bringing critical elements to the 
process, with neither side being able to proceed without the purposeful, volitional cooperation of 
the other.
            This Axiom dictates the climate we in which we must operate: I call it the “Zone Of Personal 
Dominion”.
     This is another axiom we must deal with in our work.  It is just as real and pervasive as gravity.  
No matter how inconvenient we may find it at times, we must always allow for it in the design and 
planning and presentation of our interventions. Failure to take it into account can render useless our best, most skillful and important efforts
It can be summarized as follows:
                  The Creator has encapsulated the human mind in an impregnable zone of personal freedom of choice.  
(Free Agency)         Nothing enters a human mind that that person does not choose to have enter it.
              We cannot command attention.  It must be freely given.
     Failure to allow for this axiom invites failure no matter how intelligent and clever our design may 
otherwise be.  Our intervention can be perceived by the learner as “preaching” or even “harassment 
“ and be rejected outright, though not always openly.
          Additionally when we design the climate in which we want our intervention to occur not just any 
“climate” will do.  We must create and defend a very particular, powerful culture, “The Culture of 
Godliness”  or, for non-Christians, the Climate of Morality and Ethics or all our efforts may be in 
vain.
“If you want someone to believe as you do you must recreate for them: Either by actual 
experience-in real time or vicariously, everything that has led you to believe as you do …
          Edward T. Hall:  The Silent Language
                Yes, I’ve quoted that before.  These Axioms are clarified as they are elaborated in the Study 
Guide.  For example now this one can be modified and strengthened greatly by factoring in the axiom 
of the Zone of Personal Dominion.
           You will find this process throughout the Study Guide.  As you acquire additional information, 
things previously discussed will take on deeper meanings and be much more useful in your work.
      I suggest early on that you also get familiar with the material presented under Guided Reinvention introduced below.
                      Some of these quotes are found in Part One, p.81, ff. of Teaching For The Millennial Child: Study 
Guide.  www.millennialchild.net

SO YOU WANT TO TEACH SOMEBODY SOMETHING

What does that mean exactly—to “teach” someone something?
     The entire 300 pages of the Teaching For The Millennial Child: Study Guide is devoted to describing 
how you could do that.  The following post will show you what’s in the Guide to be known on that 
subject.  Remember, these are only hints or previews.  If you actually want to know stuff you’ll 
need to organize yourself and start learning from the guide.
    Interacting With A Learner During An Educational/Spiritual Intervention
     Coaching:  Teaching For The Millennial Child: Study Guide Fischer Chap. One pp. 251, ff.

GUIDED REINVENTION Is the hoped for outcome when we undertake to share with a learner something 
that has led us to believe as we do on some vital subject.  It’s another way of saying that the 
Learner makes it his/her own.
       Failure to provoke voluntary reinvention is where our “Preaching” Prattling” Hectoring” runs off 
the rails along with our effort to help the rising generation, or other learner to share the values 
of our culture, or anything else.
     Each Learner is responsible for her/his own learning.  This axiom incorporates BYU’s motto:  Find 
Your Own Best Way
      Right now we are considering characterizing and describing powerful “Dyadic” instruction, defined 
as the only true form of “teaching”.
        SOME IDEAS ON “HOW TO”: Specific examples and information that may guide you in crafting your 
educational interventions.
      For these Facebook posts only examples and partial quotes are given to reflect what there is to be 
known in the Study Guide.  For a more complete explanation please consult the guide.
     “Many imitative achievements are not mere mimicry; instead, they involve persistent reconstructive 
efforts on the part of the imitator.  These efforts are a major source of developmental 
reorganizations, especially when complemented by the purposive teaching spontaneously provided by 
parents. Also, because constructive imitation engages a wide range of cognitive resources, there is 
no isolable imitative faculty as some have supposed.
     “By hypothesis, constructive imitation by children and purposive teaching by parents are 
complementary components of an evolved system for guided reinvention. Moreover, when these 
components are seen as parts of the entire hierarchy, a further hypothesis is suggested. When 
cognitive development is proceeding most rapidly, it will involve guided reinvention embedded 
within goal-directed activity that is jointly undertaken by an apprentice (the child) and an 
expert, who are tied together by positive affect."
     Guided Reinvention Within Dyadic Goal-Directed Activity
     Social-cognitive coordination is always a matter of degree.  The degree of coordination increases 
with the amount of overlap between two individuals’ understanding of the situation in which they 
jointly find themselves (e.g. the situation of playing a game).  Thus, a high degree of 
social-cognitive coordination requires the achievement of many moments of shared understanding.
     Shared understanding is such a critical factor because normal language development is a 
comprehension-driven process that involves much more than learning of syntactic patterns….even 
though it is sometimes discussed as a pure exercise in pattern learning.
     Comprehension involves both isolating new patterns and making sense of them by finding a way to 
articulate them with what is already understood.     (Fully Articulated Human Mind?)
     In guided reinvention the child and adult share an understanding of their joint situation, and the 
adult’s speech takes that understanding as a point of departure while heeding developmental and 
contextual constraints. As a result of this support, the child stands a good chance of being able 
to comprehend the adult’s utterance the first time he or she hears it, even when it contains novel 
components.”  (P. 116, Cognitive Development in School Age Children….., Fischer, et al)
     How do child and adult articulate new patterns with what the child already understands:  The child 
seeks above all to discover the relevance of the adult’s contributions to his or her own purposes 
and goals at the moment.  The adult attempts to ensure that his or her acts are relevant to the 
child’s activity in a way that the child is prepared to discover.
     Does that sound like you’re supposed to give them all the answers?
Fischer Chp. One p. 252, ff.    Teaching For The Millennial Child: Study Guide 
www.millennialchild.net

        HOW TO POSTPONE ZION ONE DAY AT A TIME
     Fischer.  Chap. One  Beg. p. 288
     All we have to do is simply do nothing.  Not be pro-active nor anxiously engaged in establishing 
these institutions.  To leave our children, by inept nurturing, “Home Alone”.
     One real danger here is that nature abhors a vacuum in the mind just as it does in nature.  If we 
do not help those around us take in and reinvent  for themselves the elements of the Culture of 
Godliness, those minds will not remain empty. There are many spurious, dark, and dangerous and downright evil cultural sets, patterns, and 
isolates floating around in our mental universe. Experience teaches us that minds that are not 
mature in the elements of the Society of Enoch and Melchizedek will be filled instead by other 
elements from other societies and cultures.
     If our “constructive criticisms”, preachments, platitudes and other attempts to intervene go 
helplessly, hopelessly wide of the mark...If we literally “talk over their heads”..... They will 
search the current teen-scene craze, ask friends, chase after suspect celebrities, listen to 
questionable music that claims to help them understand themselves and to say the things they cannot 
say for themselves.
     Randomly getting “mentoring” in their warped “zone of proximal development” from the world rather 
than from us....from the Holy Spirit…This is when we realize that the human mind abhors the empty, confusing  “default” position and 
will begin  eclectically visiting alternative sites and  “down load” from the “Internet Of Life” “answers” to resolve their confusion.We’re getting a lot of interference in child raising from some sectors of society.  The Conspiracy Of Profit, at any cost.....aimed directly at the least sophisticated segments of the population, 
our young, ....knowingly, deliberately targeting our children.  And, just as dangerously, our neighbors children.....
        Because many kids are functionally “Home Alone” too often nowadays.  Their minds are not being 
filled with powerful anti-virus patterns of the Culture of Godliness so the inhumane, anti-Christ, 
acultural, situational ideas are being down-loaded onto relatively empty, open, and receptive 
adolescent hard disks.
          This is the only way the “Deceiver” can deceive.  When good people fail to communicate effectively 
and establish Anti-virus protections through targeted, sanctified, skillful presentations of the 
basic facts, propositions, values, axioms, and so on of the Culture of Godliness that encouraged 
the process of spiritual guided reinvention in their precious Learners.
         There are no “anti-virus” programs in their minds, previously loaded and programmed by an 
enlightened, progressive “parenting culture”.  There is no “virus alert programming” in place in 
their minds that will automatically detect the falseness of this data and set off the warning 
bells.
      Parental inability to share important knowledge because of inept attempts to apply useless 
interventions that more or less miss the mark entirely only make it easier for the Enemy of Souls 
to make serious inroads into the mental/spiritual lives of young and of mature but un-“taught” 
mind/brain/spirit complexes. 
          I tell you again that the Study Guide has much to teach you about all this and I can only beg you 
to take it seriously and get busy doing your “due diligence” and study these for yourself and stop 
relying on me to give you tiny bits here and there that have little value except to inform and no 
power at all to help you help those lovely, blessed human wannabees that look to you for help.
          And once in place these craftily designed, darksome, and disruptive programs appear brilliant, 
glitzy, superficially engaging, speaking mostly to the module in the brain that processes 
emotions....and away we go.......
            But, sadly, hidden deep in the code of these programs is a most deadly virus--placed there by that 
Master Hacker--the enemy of souls---and assembled over time by the teenage CPU it becomes, 
amazingly, an anti-antivirus program. (actively anti-Christ) Resulting in a “barrier attitude” that 
may lead the child to resist mightily any and all attempts to clean up and spiritually “re-format” 
the hard disk.
     This is not a new problem.  From the Book of Mormon we learn:
Mosiah 2:34
I say unto you, that there are not any among you, except it be your little children that have not 
been taught concerning these things………..
         Somehow some of the parents/adults of that generation failed to inculcate the spiritual “Culture of 
Godliness” successfully in their posterity.

Mosiah 26:
       “Now it came to pass that there were many of the rising generation that could not understand the 
words of King Benjamin, being little children at the time he spake unto his people; and they did 
not believe the traditions of their fathers.
     “They did not believe what had been said concerning the resurrection of the dead, neither did they 
believe concerning the coming of Christ
     “And now because of their unbelief they could not understand the word of God; and their hearts were 
hardened.
     “And they would not be baptized; neither would they join the church.  And they were a separate 
people as to their faith, and remained so ever after, even in their carnal and sinful state; for 
they would not call upon the Lord their God.

----------
     “For it came to pass that they did deceive many with their flattering words, who were in the 
church, and did cause them to commit many sins………….”

THE PURPOSE OF THE STUDY GUIDE
     I’ve been working on compiling this study guide several hours a day for nearly three years now 
(7-24-2019).  It comprises 300 pages and some 100 thousand words.
     This Study Guide seeks to give you information that will guide you in joining with others in 
working  on understanding the true nature of the challenges the world’s societies face and presents 
material from the work of recognized professionals is several fields of inquiry.
     It is comprised of models of reality describing theories about the development of thinking capacity 
and the ability to consider moral and ethical values and principles and to understand “culture” and 
to act in the creation and effect of culture upon individuals as we struggle to create a 
Fully-Articulated Human Mind and to understand in great detail the processes and events and 
milestones in the development of that mind, and of an Enlightened Christian Conscience, one person 
at a time.
     The information I’m going to share with you does not comprise a “formula”, “method” or a “road 
map”. It is a collection of ideas propounded by many different scholars in rather diverse fields of 
inquiry.  Most of whom are unknown to each other or at odds with one another regarding the 
implications of their findings.
     I have currently, as of today (April 27 2018), spent nine months of very steady and laborious 
effort to review these models, and using the scholarly system you will learn about in “literate 
practices”  in Fischer’s model, non-local integration, I have worked to extract material that ties 
the models together and compares portions of each to show that though these scholars and 
researchers are widely separated in time, in knowledge domains, in basic orientation to the 
meanings of human life, nevertheless they are coming to similar conclusions about the area of our 
interest as I have just described it.  And their conclusions resonate with us because they are, 
more or less reflections  of parts of the Gospel of Jesus Christ.
     And to show that much of this work harmonizes with the revealed knowledge we have about the 
purposes of mortality and the pathway through life marked out by revelation and example.
     Moreover the knowledge revealed by these students and scholars are describing for us in great 
detail the wisdom, knowledge, character, experience and anxious dedication Heavenly Father has 
shown in the way He has set up our mortal experiences.  We can see plainly why mortality works the 
way it does and shows us what we can do to live our lives much more successfully and help others to 
do the same.
“In the mouths of two or more witnesses shall all  my words be established.”
     Our task will be to hold up to the light revelation and of our reason and expertise in spiritual 
matters, certain aspects of these many diverse fields of inquiry and see how one illuminates 
another, in ways in which the authors have no insights to give us, but which we can use, together 
with our own spiritual insight, inspiration, and knowledge, and the Light of Christ to 
create our teaching (coaching) interventions to change the “world” in which our children and others 
are nurtured.
     Bear in mind that, though we seek to minister to the “one”, that one must have a supporting culture 
and society in which to live a fulfilling life.  No one, here or in the eternities, lives in a 
social vacuum. This means that we will have to develop  or more deeply elaborate our own “world view” that guides 
us in helping the Lord create here in mortality the “Culture of Godliness” that exists in the 
eternal worlds.
     And to come together with one heart and one mind to call down the powers of Heaven to help us find 
ways to help our children incorporate these living, vital principles in their lives, at the right 
time and in the right order, as they mature.  That they may have, or acquire, their own 
Fully-Articulated Human Mind and thus work at acquiring the very Nature and Character of Christ and 
even of God Himself.
     And, to know how to minister in power to those who have already matured but have not developed that 
dynamic mind of which we speak.  To help those who are adults, including ourselves perhaps, relearn 
their attitudes, beliefs, principles and practices and to acquire the skills to lead more 
productive, spiritual, and effective lives.
            To show many Prodigal children the way home.
            To help create the society that can more widely promote God’s culture here in this fallen world.
      I have found there are some really intriguing insights to be gained from the effort to 
cross-analyze and study these varying models that seem to describe certain aspects of the 
development of the mind/brain/spirit complex in this mortal sphere.
     And also the societies and cultures those minds can help create for us to live in.
     I think, through this study together, Heavenly Father can be shown to be exceedingly wise, able, 
and committed to sharing all He has with all His children.
     This material shows somewhat the depth of his planning for us and our mortal probation.  How He has 
built into our mortal bodies great potential power of intellect that is given to us, as is our 
mature body, in stages, over time, allowing us to master each important stage or level before 
moving on.
     More interesting still will be the effort to translate them into media, methods, and a guiding 
philosophy for using them that will reduce them to practice in re-inventing here, among us, more 
widely and effectively the very “Culture of Godliness”.
     And to develop ways (methods) of assisting our children to acquire them also. [Meaning by us 
creating in ourselves the capacity to create marvelous, powerful, effective teaching interventions 
that will provoke our Learners into processes of guided reinvention leading to insight into and 
testimony of the Culture of Godliness.]
     There is an excellent article in the September 2019 Ensign by Brother Lynn G. Robbins of the 
Seventy entitled Resilience [“The Cobra Effect”] That discusses many of the issues young people are 
having and suggests solutions.  It is an excellent practice piece to teach yourself about how you 
can use the tools in the Teaching For The Millennial Child: Study Guide to fashion the teaching 
interventions you might desire to use to serve your child or immature adults who have not yet had a 
chance to begin developing a Full Actualized Human Brain/Mind Complex.  The guide can be found at:
www.millennialchild.net
            Picture: The Mind/Brain Complex Before Being Polished By Skillful Interventions

When “Thinking” Begins
     Found in: Teaching For The Millennial Child: Study Guide, Syllabus 3 p. 1, ff., 
www.millennialchild.net
     Kurt w. Fischer of the Harvard mind/brain institute is widely quoted in the study guide because he 
has developed and propounded a theory of how thinking skills develop in human beings.  His work 
represents the core concepts and principles that can guide you in creating powerful 
educational/spiritual interventions.  His work is cited extensively in the study Guide.
Fischer continues:
     “Despite the importance accorded to helping students make conceptual connections and arrive at a 
more sophisticated understanding of how ideas, concepts, theories, and explanations interact with 
and inform one another, educators have few maps to help them describe the process by which students 
learn to make these connections. Through skill theory, Kurt Fischer provides a way of understanding 
how the capacity to discern relationships in more abstract, inclusive, and intellectually 
insightful ways develops. With a deeper understanding of these developmental processes, educators 
[and parents] will be better able to create experiences that support students in making connections 
and better able to assess their progress along the way.”  Fischer IBID
     At a certain age children cannot perform certain thinking tasks, then,  rather suddenly, one day, 
with proper support from their environment, they can.  Essentially everyone in that age cohort is 
now able to perform the task. These stages are thought to occur about age 8, 12, 14-15, 18-20, and 
up to about 23 or 24.  Some theoreticians posit that some additional development happens up to age 
30.  (That’s the age at which men in Jesus’ time were allowed to begin teaching in public)
     Most research has focused in early childhood and adolescence so information about the upper, later, 
stages of maturation is not voluminous. But it is also critically important to us, as we will see 
in Berne’s P-A-C where a child creates, from birth, an “Ego State” that can have a powerful effect 
on later life for good or for ill.
      Unfortunately, it is this area where we need to be active in working with our late teens and young 
adults because it is most often in this group that the “Seeds of Apostacy” that have been sown 
earlier bear a most bitter fruit.
     We need to be generally familiar with the nature and quality of of thinking skills from birth on so 
we can analyze more exactly what state of mental development we are dealing with in each learner.  
Just because a skill emerges in the general population by a certain age that does not automatically 
mean our learner has consolidated and can use those skills in the important learning about culture, 
society, morality and so on.
     The axiom here is:  Test Your Assumptions.
The tools in the Study Guide will inform and guide you in your work to follow, as a servant and 
disciple, the Master Interventionist and learn in the process to “Teach as Jesus Taught [Teaches]”.


Dr. Brain Power, Master Interventionist


Critically Important:  Develop A Fully-Articulated Human Mind

It is productive to consider, from our specialized spiritual viewpoint, some of the questions to be 
asked of our study together.

For example we can agree that the human mind develops or evolves as physical maturity brings an 
increasing development of brain/neural capacity to support our ever more abstract and integrated 
thinking efforts as we consider certain aspects of the world around us.

Heavenly Father is the master of this process, that’s why we uphold and trust Him to be our God and 
our Father.  He knows the end of all this from the beginning. And He is the author of the manner in 
which the human mind matures and also of the way to progress while in mortality along a pathway to 
“perfection” in this process.  To develop a Fully Articulated Human Mind actualized by an 
Enlightened Christian Conscience.

If you are interacting with the Study Guide you are learning that there are age related stages of 
thinking in ever more complex abstractions in this evolving process that effect all human minds.  
That there are certain environmental requirements required to assist the mind to develop its 
capacity for thinking in these ever more complex ways.

That the emergence of these stages are age-related and also that contemplating certain advanced 
abstract principles, as in the discipline of morality and ethics requires both the presence of the 
matured mind/brain structure and the support of the environment. That advanced thinking in these 
disciplines requires advanced mind/brain development.  That these capacities do not emerge until 
the mind/brain unit has matured for twenty or more years.

You may not care to know this or see any use to it.  But I can assure you Lucifer understands all 
these disciplines quite well and is building very subtle interventions backed by a huge investment 
in hardware and software and person power to present lies and sow confusion among the young, and 
others in our world.  He presents dark and lying principles in an effort to deceive and confuse 
God’s children, expertly slanted toward  our young and immature brothers and sisters.  And he is 
succeeding alarmingly well.
Because the principles undergirding this material is true. But the lies he presents are not and 
they are easily shown up for just what they are…..

But he succeeds because able adults are not mounting an effective counter-attack in too many segments 
of our culture.

We are not equipping our brothers and sisters with elements of the Whole Armor Of God organized at 
their developmental level and then erecting social supports to defend them until they can mature 
and assume the complete protection of that armor when the mind/brain unit is matured and can 
support their effort to completely and effectively re-invent these things for themselves.

FOR EVIL TO TRIUMPH IT IS ONLY NECESSARY FOR GOOD PEOPLE TO DO NOTHING.


What’s the difference between teaching ineffectively and not teaching at all?  Either way leaves 
the field to the armies of the enemy. Teaching darkness, evil and lies is a tough sell.  But we’re 
making it a lot easier by our non-intervention.  It’s really time to shed some light on this 
struggle.  To show truth for what it is and let our learners invent for themselves, with 
enlightened support from those who love them, an effective work-around to help them grasp and hang 
on to the Iron Rod.

So what can these models or knowledge domains  tell us about the intriguing questions which arise 
as we consider some things Heavenly Father has given us by revelation as milestones of the 
development of Mind/Brain in His children.

For Example, why have we been told that by age 8 a young mind has matured enough to receive baptism 
and the Holy Ghost and to begin the be “accountable” before the Lord?

What changes in them in relation to their ability to think that creates this mind/brain development 
situation?

What teaching and activities extensions and elaborations, at the level of their current and 
proximal development, should we try to engage them in to consolidate this development?  To be sure 
they actually acquire the use of this powerful spiritual tool to the highest level of their current 
capacity.

This shows us a way:

Fischer’s model of cognitive development tells us that :

In the 6th  and 7th year of life the child gradually develops in his/her thinking from being 
ego-centric (the world revolves around me, it’s all about me) to being socio-centric (being able to 
understand that others also have feelings and opinions and basic human needs).

This carries with it the beginnings of understanding that others matter, that they need kindness 
and friendship, service and so on.

It also lays the foundation for judging one’s behavior toward others as “good” and “bad”, thus they 
can begin to actually “interact” with others in real social terms for the first time.

They can be coached in this by the Holy Ghost, parents, their society and thus begin developing 
that inner spiritual voice that will serve them so well as they mature.  Forbearing, patience, 
concrete acts of charity, all these become comprehensible when introduced at the proper thinking 
skill level with the proper foundation of spiritual instruction..

Thus to begin to become “accountable” for their choices and actions towards others in  concrete, 
limited but extremely important ways.

What, specifically, has changed in a 12 year old’s capacity to think such that a young man is held 
to be ready to receive the priesthood?

For the first time they can think about interactional concepts of intention or responsibility, 
personality descriptions such as conformity or hypocrisy socio-moral concepts such as law, society 
or justice.


They cannot, as yet, build these into abstract principles or generalized models.  But they can 
understand and use practical skills and insights in dealing with others in a compassionate and 
Christ-like way.

OBEDIENCE AND SACRIFICE

     At what stages in a young person’s life should they be encouraged to obey and keep the commandments 
though they cannot, as yet, understand all of the doctrine and principles they are based on?  How 
do they evolve during this process?
     There are four transformation steps within a skill level.   How can we know the nature and thrust 
of our interventions are based in their developmental readiness so they “take” effectively? How do 
we allow for the discovery and development of emerging skills in their “Zone of Proximal 
Development”?
    How do we create and use educational and inspirational and spiritual interventions successfully 
while respecting their God-given free agency in their “Zone of Personal Dominion”?  How do we 
insure that our educational interventions recognize the ZPD [Zone of Proximal Development
{Vygotsky}]
     When (at what age) have the structures of the brain developed to the point that the higher, more 
abstract, aspects of morality and ethics can be considered and understood?  Until then how can we 
help them make moral choices and live moral lives?  And learn to take the Spirit as their guide.
     Since they mature and change their thinking capacities over time, at the various age/developmental 
levels, what specific kinds of support from their environment do they need at each stage of 
maturity?  What can be done for them and what should be avoided?
     What should attempts at remediation look like? If they have strayed from the path how do we design 
spiritual interventions in an effort to reclaim them?
     How do we nurture growth through identifying and working with thinking skills emerging in their 
ZPD?  While not violating their ZPD?  Did you get that?  The clues are in the preceding paragraphs.
     How do the principles of obedience and sacrifice come in here?
     The foundation for this will be laid as we consider Fischer’s model, and those whose ideas coincide 
with his.
     If you want help understanding this visit the 3 syllabi and let them guide your study in the guide.
This material is discussed beginning about page 225, ff. in Fischer, Teaching For The Millennial 
Child: Study Guide  www.millennialchild.net



After The Interventions:  A Fully Articulated Human Mind!



​

Beware of Creating Discouraged Learners

I worked with gifted and talented 7th and 8th grade students in US and Utah History.  I also 
re-wrote a lot of Gifted curriculum using the principles in the study guide, along with study 
skills and speed-reading units, plus memorizing skills to help the remainder of the students to 
operate in that material at much the same level a gifted student would, just with more time on 
task.

I called my efforts the “Blue Collar Scholar Academy” and took a principle from Japanese 
educational philosophy.

If something is hard for you, spend more time on it, bring your lunch and stay all day.  Find your 
tutors and listen to them, and find your own best way.  It’s amazing what less gifted students can 
accomplish if they are allowed to simply spend more time on task.

The speed with which teachers are required to “cover the material” leaves many students who 
otherwise could experience success in their efforts wading through a back log of material they 
haven’t had time to master.  Many curriculums add concepts sequentially, (the concept learning 
sequence that is so vital to creating effective interventions).  If the learner doesn’t understand 
the previous material they aren’t prepared to learn now.

Yet given time, they can master material and build understanding.

Without this opportunity they can easily become discouraged and may disengage from the entire 
schooling  process.

This possibility must be in your mind at every step in your intervention design efforts.

One area of this that is very important is that we must be careful not to down-grade or discount 
the intelligence of an individual because they are struggling with a task that is unfamiliar to 
them. For which the neural pathways and general brain/mind development they need to think about the 
concepts involved at the level of abstraction needed to create real meaning may not have emerged, 
or may not have been consolidated by experience and tutoring.

Discouraged learners, those who have failed at tasks so often that they have just given up applying 
any mental effort to trying again, are found everywhere.  One of the saddest examples is when a 
basically intelligent, even gifted person has been given, in an environment of


pressure, and perhaps even hostility, tasks beyond their current ability.  The curriculum moves too 
fast or the teacher moves the students into advanced, more abstract, material that is beyond their 
present abilities and is also not in their Zone of Proximal Development.  They blame themselves, 
not realizing that given time, as their brain develops, they will have the capacity to do these 
thinking tasks with ease.

I worry that many gospel “teaching” situations are requiring development and skill levels and tools 
that the learner does not yet have. We may be creating discouraged learners faster than we are 
creating gospel scholars.   Consider again how Joseph Smith, and Jesus were dealt with while they 
were being prepared for their critically important roles.  We’ll return again and again to those 
scenarios as we get the additional tools and insights we need from our study of the other models.

All of the models on the development of thinking capacity in humans end up focusing on the 
adolescent years as a time of great transition and turmoil.

It seems to be the result of the collision of emerging mature mental operations and the residue of 
childlike mental thinking constructs.

I suspect that it is here that the fruit of the “Seeds of Apostacy”, which may have been planted 
earlier begin to grow and, like tares among the wheat, truly encumber the social, spiritual, mental 
environment in which young minds are struggling to mature.

This is a critical time of internal turmoil where the young lack, as yet, some important tools for 
thinking about what is happening around them.

The tares, if you will, are also growing rapidly, choking out the ground where, from this time on, 
there is constant confrontation with the Dark Side.

Just as Fully-Articulated Human Minds are struggling to emerge.

Without a doubt, as we observe all around us, this is where the adversary’s efforts kick into high 
gear, striving with every resource available to create a noisy, attractive distraction loaded with 
soul-destroying elements.

So naturally this area will draw a lot of attention from us as we study how to create effective 
guided educational interventions that also negate the efforts of the Dark side.

When I was a child, I spoke as a child, I understood as a child,


I thought as a child; but when I became a man I put away childish things. (I Corinthians 13:ll)

Syllabus 3  page 20  Also Page 357, Sfudy Guide 6. Feuerstein Mediated Learning Experience


Blue Collar Scholars:  Bring Your Lunch And Stay All Day


Nurturing Thinking Skill Even As We Present our Interventions

We can, even as we teach the “facts, generalizations, and principles” of a subject like the Gospel 
of Jesus Christ,  at the same time, almost seamlessly, be teaching the use of their new capacities 
to think.  If we ourselves know what we’re about........

In the latest ASCD Update Karen Rasmussen says:

In the 1980s there were a lot of freestanding programs to teach thinking skills...These programs 
proved largely

unsuccessful....because many students were not transferring the

skills to real-life situations....

Student inability to transfer thinking-skills to real-world situations has led most teaching for 
thinking programs to combine the explicit teaching of skills with content.....

Have you analyzed one of these “critical thinking skills” exercises against the criteria Vygotsky 
and Feurerstein and Hall have described?   And remember,  there are five other models we haven’t 
touched on yet......... Have you seen anything

that talks about assessing individual student readiness to engage in such an activity?  Probably 
not much, and certainly nothing approaching the depth of detail and effectiveness you can achieve 
by using the knowledge in the Study Guide.

It strikes me that what’s called for here is exactly the kinds of thinking we must nurture in our 
children.  Problem solving, decision making activities that require us to hold very complex models 
of “reality” in working memory while we mentally modify parts of them and think about the 
implications. And from them create a “system of systems” that will guide us in answering the real 
questions, providing the real solutions, to the problems of nurturing a Culture and a Society of 
Godliness.

And then create from scratch the educational interventions needed to take them there.

I hope for the sake of our world that this is not something beyond the collective “zone of proximal 
development” of human kind.  If it is, we better start looking for that “able Adult” out there 
somewhere who can mentor us through this......

And please remember:

For Progress To Be Made Two Generations Must Agree

Cause we’re losin’ it, folks.   We can go from civilization to barbarism in two generations.  It’s 
happened many times before....and some segments of our

society are on their way now......

As Stehpen Covey quotes:

“For all the thousands hacking at the leaves of evil, there is only one hacking at the roots.”

We need to be chopping up some roots.

A lot of the “craziness” we see in teen-agers is the result of their desperate efforts to make 
sense out of an increasingly complex world with their newly emerged, ill-formed minds.  If our 
“constructive criticisms”, preachments, platitudes and other attempts to intervene go helplessly, 
hopelessly wide of the mark...If we literally “talk over their heads”..... They will search the 
current teen-


scene craze, ask friends, chase after suspect celebrities, listen to questionable music that claims 
to help them understand themselves and to say the things they cannot say for themselves.

Randomly getting “mentoring” in their warped “zone of proximal development” from the world rather 
than from us....

This is when we realize that the human mind abhors the empty, confusing “default” position and will 
begin to eclectically visit sites and  “down load “ from the “Internet Of Life” “answers” to 
resolve their confusion.

We’re getting a lot of interference in child raising from some sectors of society.  The Conspiracy 
Of Profit, at any cost.....aimed directly at the least

sophisticated segments of the population....knowingly, deliberately targeting our

children.  And, just as dangerously, our neighbors children.....

Because many kids are functionally “Home Alone” too often nowadays, the inhumane, 
anti-establishment, acultural, situational ideas are being down-loaded onto relatively empty, open, 
and receptive adolescent hard disks.

There are no “anti-virus” programs in their minds, previously loaded and programmed by an 
enlightened, progressive “parenting culture”.

There is nothing in place in their minds that will automatically detect the falseness of this data 
and set off the warning bells.

And once in place these darksome, disruptive programs seem brilliant, glitzy, superficially 
engaging, speaking mostly to the module in the brain that processes emotions....and away we 
go.......

But, sadly, hidden deep in the code of these programs is a most deadly virus--placed there perhaps 
by that Master Hacker--the enemy of souls---and assembled over time by the teenage CPU it becomes,

amazingly, an anti-antivirus program. (actively anti-Christ) Resulting in a “barrier attitude” 
[labeled “unbelief” by the prophets] that may lead the child to resist mightily any and all 
attempts to clean up and “reformat” the hard disk.

The best treatment for this serious, soul-destroying condition is to prevent it being downloaded in 
the first place. Careful, loving nurturing counseling and instruction can create a powerful 
anti-virus program that guards the mind/brain complex from the invasion of anti-Christ programming. 
 Remember, since the mind/brain/spirit evolves and matures over time, just as with a computer disk, 
you have to upgrade the programming to reflect the greater capacity for understanding that comes 
with age and with education.  It’s not a “one and done” operation.

If you’re dealing with a “hard disk” that is already corrupted your approach will need to be 
different.

What the study Guide is trying to share with you are tools that will help you design and present 
those “rescue interventions” that can redeem a straying soul.

Remember, this was all in place before the foundation of the world and was put in their by Heavenly 
Father in the beginning.  It is our task, duty


and mission to master the use of this knowledge, put on the Whole Armor of God and raise a sword in 
defense of Truth and Righteousness.

Lord Bless You In Your Efforts


For Progress To Be Made Two Generations Must Agree

We can go from civilization to barbarism in one generation.  It’s happened many times before....and 
some segments of our society are on their way there now......

In a climate of unbelief a person [like Laman and Lemuel and the young children in King Benjamin’s 
time] will not call on God so no matter what the outward appearances and performances may be, faith 
is never ignited in a person’s heart.

Then, in time, when the ankle bracelet of social control comes off, when a person “ages out of the 
system”, when they have “served their time”, such that parents and society have no further hold and 
very little influence on them, the seeds of apostacy, sown earlier perhaps by that enemy of all 
souls, sprout and begin to yield a very bitter fruit.

At this point our initial efforts to have our learners feel the Spirit for themselves have failed.  
If, in a frantic attempt to redeem a lost soul, we continue doing the same things we’ve always 
done, [using the same tools and procedures] over and over again, but this time expecting different 
results we are indulging ourselves in the false hope of a self- defeating behavior.

We must train ourselves to “teach as Jesus teaches”.

What we need is a self-education effort aimed at mastering the knowledge introduced in the Teaching 
For The Millennial Child: Study Guide.  To become wise as serpents and yet harmless as doves in the 
knowledge that describes the tools and character traits modeled for us by the Master 
Interventionist, Jesus Christ.

To quit using disreputable teaching tools and learn to “Teach As Jesus Taught”.  That phrase should 
be updated and changed to: “As Jesus teaches” For I truly believe what has been said by some 
students of learning: Half the challenge of gaining insight and knowledge  is finding out what the 
questions are.

If you illuminate your mind such that you can have an insightful, knowledgeable conversation with 
your Heavenly Father and your brother Jesus you may find yourself talking with them about some 
things they are very, very interested in. And you can get great insight into how they teach from 
your own experience.

And if you have prepared yourself to both ask the Lord how to design and present a targeted 
intervention based on the material in the guide, and your are prepared spiritually as well as 
intellectually to  understand the answers, you may find yourself creating powerful, effective, 
spiritual, educational, emotional interventions for someone you love very much.

Sooner or later good intentions must be replaced with expert knowledge.  As Boyd K. Packer said:  
When a lesson is needed offering a testimony will not do.


Arons Said:

"It must not be forgotten, however, that the reasoning modes and processes proper to academic 
inquiry are skills that must be mastered--they are not a matter of style or preference."  (Arons, 
1977)

Don’ underestimate the effort it will take to become facile and expert in the use of these tools.  
Don’t make the error Oliver Cowdry made in wanting to translate the Book of Mormon.  Think what he 
lost.

Be sober minded and serious about this.  Recall What Joseph Smith said about “a fanciful and 
flowery and heated imagination”  [Found in the Facebook posting “The Culture of Godliness” or in 
the study guide]

The Savior explained to Oliver:

D&C 9

7.  Behold, you have not understood; you supposed that I would give it unto you when you took no 
thought save it was to ask me.

8.  But, behold, I say unto you, that you must study it out in your mind; then you must ask me if 
it be right, and if it is right I will cause that your bosom shall burn within you; therefore, you 
shall FEEL that it is right. [Emphasis added]

9.  But if it be not right you shall have no such feelings, but you shall have a stupor of thought 
that shall cause you to forget the thing which is wrong; therefore you cannot write that which is 
sacred save it be given you from me.

This is equally true of designing and writing effective interventions.

As Stehpen Covey quotes:

“For all the thousands hacking at the leaves of evil, there is only one hacking at the roots.”

We need to be chopping up some roots.

A lot of the “craziness” we see in teen-agers is the result of their desperate efforts to make 
sense out of an increasingly complex world with their newly emerged, ill-formed minds.  If our 
“constructive criticisms”, preachments, platitudes and other attempts to intervene go helplessly, 
hopelessly wide of the mark... If what we say is irrelevant…. If we literally “talk over their 
heads”..... They will search the current teen-scene craze, ask friends, chase after suspect 
celebrities, listen to questionable music that claims to help them understand themselves and to say 
the things they cannot say for themselves.

Randomly getting “mentoring” in their warped “zone of proximal development” from the world rather 
than from us....

This is when we realize that the human mind abhors the empty, confusing  “default” position and 
will begin to eclectically visit sites and “down load “ from the “Internet Of Life” “answers” to 
resolve their confusion.


We’re getting a lot of interference in child raising from some sectors of

society.  The Conspiracy Of Profit, at any cost.....aimed directly at the least sophisticated 
segments of the population....knowingly, deliberately targeting our children.  And, just as 
dangerously, our neighbor’s children.....

Because many kids are functionally “Home Alone” too often nowadays, the inhumane, 
anti-establishment, acultural, situational ideas are being down-loaded onto relatively empty, open, 
and receptive adolescent hard disks.

There are no “anti-virus” programs in their minds, previously loaded and programmed by an 
enlightened, progressive “parenting culture”.  There is nothing in place in their minds that will 
automatically detect the falseness of this data and set off the warning bell.

And once in place these darksome, disruptive programs seem brilliant, glitzy, superficially 
engaging, speaking mostly to the module in the brain that processes emotions....and away we 
go.......

But, sadly, hidden deep in the code of these programs is a most  deadly virus--placed there perhaps 
by that Master Hacker--the enemy of souls---and assembled over time by the teenage CPU it becomes, 
amazingly, an anti-antivirus program. (actively anti-Christ) Resulting in a “barrier attitude” that 
may lead the child to resist mightily any and all attempts to clean up and “reformat” the hard 
disk.

See the Book of Mormon  Mosiah 2:34 and Mosiah 26

“And now because of their unbelief they could not understand the word of God; and their hearts were 
hardened.

“And they would not be baptized; neither would they join the church.  And they were a separate 
people as to their faith, and remained so ever after, even in their carnal and sinful state; for 
they would not call upon the Lord their God.

Unbelief is the mental state we are dealing with here.

I can only refer you again to the basic axiom of our effort….For progress to be made two 
generations must agree. Because of free agency, and because of the necessary environment in which 
an Enlightened Christian Conscience must be formed, we cannot appropriate Satan’s tools of 
coercion, shaming, humiliation and force.

No influence can, or ought to be maintained ….[ D&C 121: 41-43]

It can be done.  Let’s make up our minds to try to “Teach as Jesus Teaches”, to follow in the 
footsteps of the Master Interventionist.

www.millennialchild.net

The End Is Not Near
You Must Learn To Cope

     When we speak of the "last days" we are referring to the last days of the 
wicked.  The End Of Time is at least a thousand years in the future and we
want to have posterity living righteously here till then. 
​         Plan accordingly.

---

Jon H Hansen, Sr. M. Ed.
Wordwright  Illustrator 

---

    Beggars Can't Be Choosers
Your Children Will Leave Home Sooner Or Later   
     Our children will leave home sooner or later (unless you’ve found the Fountain of Youth). And when they enter that marvelous “Supermarket of Life” with so many attractive, and rewarding activities, if they are handicapped by inadequate, “crazy” minds, they will learn that in a place where knowledge and rapid learning are “coin of the realm” they are impoverished and alone in an indifferent world where opportunities for quality life-style choices are “expensive” and where beggars can’t be choosers.
Think twice about inviting such a result on the parents of your grandchildren.
Hansen, Teaching For The Millennial Child

---

Are we prepared to launch the the "Culture and Society of Godliness".   

---

Put On The Whole Armor Off God 
    “A real understanding of what culture is......will help people learn where they are and who they are. It will prevent them from being pushed around by the more voracious, predatory and opportunistic of their fellow men who take advantage of the fact that the public is not usually aware of those shared formal norms which give coherence to our society.” Hall, p.166

---

Christ and the Butterfly
The Allegory of the Butterfly and our journey through to Plan of Salvation.
The caterpillar feasts on the surrounding vegetation as we feast on the word of God. In the course of time it works a change. The caterpillar weaves about itself a cocoon, we interweave ourselves into the ordnances, doctrines, performances, tutoring of the plan of salvation. Within its cocoon the genetic heritage of the caterpillar is animated and makes fundamental changes that result in a new being. We become transformed by our “genetic spiritual heritage” into a new “creature of the Holy Ghost.” The new being in the cocoon struggles to emerge. The struggle makes it strong enough to soar in the sun and fulfill the measure of its creation. With our new being we struggle to escape the chains and bonds of a fallen world. Our struggle prepares us to soar in the Light of Christ into that Eternal world, which is our destiny according to the Father’s Plan for us.
     Some Native Americans and others see in the Butterfly a likeness to the life of the Son of God.

---

Blue Collar Scholar...Bring Your Lunch And Stay All Day 
     Beware of Creating Discouraged Learners
I worked with gifted and talented 7th and 8th grade students in US and Utah History. I also re-wrote a lot of Gifted curriculum using the principles in the study guide, along with study skills and speed-reading units, plus memorizing skills to help the remainder of the students to operate in that material at much the same level a gifted student would, just with more time on task.
I called my efforts the “Blue Collar Scholar Academy” and took a principle from Japanese educational philosophy.
If something is hard for you, spend more time on it, bring your lunch and stay all day. Find your tutors and listen to them, and find your own best way. It’s amazing what less gifted students can accomplish if they are allowed to simply spend more time on task.

---

A Fully-Articulated Human Mind/Brain Animated By An Enlightened Christian Conscience.  
It Just Doesn't Get Any Better Than That!

---

Dr. Brain Power, Master Interventionist

---

Before Being Polished By Masterful Interventions

---

                                            New Uploads From Facebook as of 12-10-2019
​                                  Table of Contents for Upload From Facebook #2
1. First Time In 3 Years—Picture [Bottom of Page]
2. Déjà vu All Over Again
3. Conference Room Talk: This Day Shalt Thou Be With Me In Paradise
4. Soo….How Does Jesus Teach—Parts One And Two
                                         Déjà Vu All Over Again!
                 New Church Announcements About The Young People’s Programs
That was my reaction when the General Authorities announced the new approach to working individually, one-to-one, with the rising generation. I support the effort. I also recognize the challenges involved.
And I marvel that I have been led, over many years, to search out and compile and organize and use effectively the knowledge in the Study Guide: Teaching For The Millennial Child
www.millennialchild.net that will now be very useful in this God-given enterprise. And for the last three years, without knowing why, I have felt impressed to begin actually writing the Study Guide Teaching For The Millennial Child. [That phrase first appears in my notes back in the 1980’s so I’ve been thinking about it off and on for a long time]
Not to compete with the Church’s new program, but to allow us to analyze much more deeply the environment in which we must work, to understand our Learners, and to do, as we were told over and over again, to zero in like a laser on each individual.
As we train ourselves to be Master Interventionists and to Teach As Jesus
Teaches, we can come to understand what it will take to do as we are being asked to do. We will able, as shadow leaders, to design interventions to share with the young leaders all that they are able to understand, at each Age/Mind/ Brain Complex Level we deal with, these powerful principles so they can also design effective approaches to having a positive impact on each person under their care.
This could be powerful inasmuch as they will be learning and testing and elaborating these principles for their callings from their very youth.
Even a cursory glance at the material in the Study Guide will show you that the researchers and scientists and writers whose work is introduced there have devoted years of their careers to searching out, codifying, and explaining principles of human development that will help you know HOW to do what the Church is asking you to do for the young, and as you will hopefully discover, anyone of any age who needs to progress in creating in their minds a model of how the world, and the Gospel, works in their lives, including yourself.
I have said often complex problems require complex solutions. In my own search for the principles upon which our mortal experience is founded I have generated about four or five tubs of files curriculums, essays, pamphlets booklets, illustrations, [my own and those of the people cited in the Guide] over the years since the late 1960’s when I began my quest. I’ve included some pictures of just one of those containers.  [Posted below, under the text.] .I’m not saying you must devote 60 years to acquiring your own set of tools. The Guide and the website and these posts are designed to you quickly to the heart of this matter and suggest how you can teach yourself to be a Master Interventionist relatively quickly. How to learn even as you serve.
               I generated so much material because I am a Blue- Collar Scholar.
Kurt Fischer’s work, for example, challenged me beyond my capacity to comprehend much of what he shared with me. I literally outlined in my notes much of his ideas. I called on the Spirit for understanding and was answered with tutoring and with teaching experiences and life experiences that helped me acquire a basic understanding of his theory. I recommend this Process to you.
     Now he’s on You Tube, as are the others cited in the guide and, like so much of doctrine and knowledge today, with our modern technology, his ideas are readily available and can be studied at your leisure.
One aspect of the theories you will find in the Guide is that before we can develop new understanding we must generate new neural pathways in the brain to support our thinking processes. If acquiring this material is, at first, hard for you, simply persist and the brain will grow the infrastructure needed for you to create understanding. AND DON’T FORGET THAT YOUR LEARNER WILL HAVE TO GO THROUGH THE SAME PROCESS. So you will need to allow for that as you administer your interventions.
 Remember the axiom of ZPD [the zone of personal dominion--Free Agency]   You cannot demand attention and participation. You can only invite it.. You need to create a friendly, affective, companionable relationship upon which to build the trust you will need from them to proceed with your work. To invite them, and to show them how, to invent for themselves their own understanding of how to go about doing what the Lord, through His servants, is asking them to do, to make of themselves instruments in the Lord’s hands and to render powerful service to the world around them. Don’t hesitate to demonstrate this in your own efforts to learn and grow in the four areas identified in the new program for the young people.
                                    What Outcome Do We Hope For By Our Efforts?
                       D&C 45:57 and their children shall grow up without sin unto Salvation.
     How must we organize ourselves to support the emergence and establishment of the Millennial Child? The Study Guide offers help from
modern scholars, scientists, theologians to help us promote the Culture of Godliness, the Society of Enoch and Melchizedek [Zion]. And to create interventions leading to a Fully-Articulated Human Mind/Brain complex animated by an Enlightened Christian Conscience rooted in a Life of Obedience by Sacrifice, Guided by the Holy Ghost and filled with Inspired Acts of Charity.
Heavenly Father has revealed His careful, intelligent and loving preparation of our mortal experience. Researchers, scholars, theologians and others have created knowledge domains (subject matter areas) that outline ways the human mind/brain complex develops and how the environment in which we live is organized.
     Culture, emergence and consolidation of thinking skills, the psychological organization and functions of the human mind, development of the moral sense in humans, Intelligence vs. IQ, the design and creation, the design and creation and presenting of targeted, personalized, educational/spiritual interventions that can provoke mental development and learning and lead to guided reinvention on the part of the Learner.
It can lead to the creation and implementation of those elements of society and of personal development that will allow us to put on: The Whole Armor of God, to work toward our Master’s of Mortality Degree and truly, powerfully learn to Teach As Jesus Teaches.
It’s exciting to see that these important values are being brought to the forefront of our attention by our church leaders. That will mobilize the faith and effort of the Latter Day Saints to tweak our present practices to make them more inclusive of more of God’s Children.
I truly hope what I’m offering you will find a place in your lives and prove useful to you in your work.

                                          This Day Shalt Thou Be With Me In Paradise
Helping Your Young Temple Patrons To Realize How Great Their Service Is.
[This is an example of how I use the Knowledge Domains in the Teaching For The Millennial Child: Study Guide to fashion a carefully designed and targeted Intervention.] www.millennialchild.net    [for a link to the guide]
We’ve been asked by our temple presidency to make every effort to see that the patrons have a warm and a personal experience in the Temple. This is my personal response to that request.
      The educational theory behind this conversation that I share in the Confirmation Room is that it focuses directly on the patron and expands his/her understanding of how their personal effort to come to the temple fits into the work of salvation. And to help them feel how great is the joy of those who accept their efforts and the joy it gives their Savior.
It is designed to greatly enlarge their soul and to give the Spirit an opportunity to confirm to them the truthfulness of the Gospel, of Temple work and their personal importance, no matter what their age or situation, in the work of salvation.
Its impact and effectiveness depend on that focus….on the one.
                                         In the confirmation room I say something like the following::
We have been taught by the temple presidency that there is a temple in the Spirit World associated with this temple and that very often those people for whom you are going to officiate come to the temple to observe this ordinance because it is so important to them.
If you think about it, ever since the day they died they’ve been living in Spirit Prison. But when you are confirmed for them today as a member of the Church of Jesus Christ of Latter Day Saints and you receive in their behalf the precious Gift of the Holy Ghost, those prison doors can open and they can leave Spirit Prison and enter Paradise.
What a reunion that must be. I can only picture a missionary homecoming at the airport when the missionary comes down the concourse and there family and friends wait, cheering, waving banners, sharing group hugs, ‘So grateful you’re back safely, that you returned with honor’,…And this after an 18 month or two year mission.
How would it be if you had been in Spirit Prison for, say, a 120 years. And one morning someone comes to you and says: Today brother/sister so and so [insert your Learner’s name] is going to the temple today. They will be confirmed for you and today you can leave Spirit Prison and enter Paradise.
Perhaps you can sense the joy such a message brings to someone in the spirit world who has accepted the Gospel and yearns to be reunited with family and friends. A message you can share with the Savior in delivering to them through your service here in the temple today.
And what do they find in Paradise? The Savior, the Saints, family and friends and a marvelous opportunity to continue working out their Salvation while they wait for the rest of their ordinances to be completed. There is no way we can tell you how precious the gift is that you are giving here today to some of your brothers and sisters who have gone on before you. We hope the Spirit will help you to experience this joy for yourself..
I always think about what the Savior said to the thief on the cross:
This Day Shalt Thou Be With Me In Paradise.
By your service here today you are giving your Savior the marvelous gift of being able to joyfully go to one of His brothers or sisters, take them by the hand, embrace them, look into their eyes and say:
                                                                      This Day
                                                          Shalt Thou Be With Me
                                                                    In Paradise
     In my mind no earthly gift equals this marvelous blessing you can help your Savior give by your participation in temple work.
And, when you think about it, you are giving a great gift to your Savior by releasing some of His brothers and sisters to join him there in building the Kingdom. As they work there to build the Kingdom and you work here during your life to build the Kingdom, we have been told by a prophet the day will come when those Kingdoms will join. We have been told by a prophet that these brothers and sisters will gratefully, anxiously seek you
out to thank you for this gift you are giving them by your service here in the temple today..
We hope you will feel the joy your work is bringing them. Don’t let anyone in this world tell you you’re too young or too small or too unimportant to give great gifts to your Savior and to your departed brothers and sisters through you service here in the temple.
I say this often and I never fail to be touched at the joy you bring to others through your service. We hope you will feel this and that you will return often to join us in this great work we do here.
                                   Redeeming the dead.

                                                      So…..How Does Jesus “Teach”?
                            Jesus Teaches as Heavenly Father Teaches. Even as Jesus Himself was Taught
[ This material comes from the Teaching For The Millennial Child: Study Guide which can be found through the website: www.millennialchild.net]
     Having reached perfection as an interventionist under the tutelage of His Father, Jesus is the perfect example to us of how Heavenly Father “teaches” as he does His work in bringing to pass the immortality and eternal life of Mankind, if we receive and obey His counsel and mentoring.
We are encouraged to follow the steps the man Jesus took that will allow Heavenly Father to perfect us also.
The result of this mentoring is that Jesus has been helped, by perfect obedience to the Father’s plan, by responding perfectly to His Father’s tutoring interventions, to obtain “all His Father hath”. I personally feel this means He became, among other things, The Master Interventionist.
Jesus was [and is] for us the perfect example of how to follow the “covenant path” back to our Heavenly Home and to show us that the Great Plan of Happiness is a real, viable avenue for us to follow.
     The system works for people like us.
The cheerful little sparrow shares in adversity all the song it has to give to offer us comfort and companionship in our trials. We offer all we can give in all humility trusting what the Savior said: Not a sparrow falls to the ground without our Father noticing. Fear not, Thou art worth more than many sparrows  [See the picture below the text]
Jesus has demonstrated that perfectly. In my mind He is the Perfect Interventionist.
     In the process he gave grace by His works to receive grace in return and experienced every scenario of challenge and testing and instruction presented by mortal life, including the consequences of not getting everything right the first time. Though He did no sin, he felt and experienced everything we do, even though He lived a perfect life and was not Himself subject to the Law.
                Axiom: If you want someone to believe as you do you must recreate for them either in real time or vicariously everything that has led you to believe as you do.
Heavenly Father did this with His Son, Jesus. [“I do that which I have seen the Father do.]
                Axiom: True teaching only occurs when an informed other helps a Learner accomplish specific goals that the Learner is motivated to achieve. [Found in Kurt W. Fischer’s chapter in the guide]
Scriptural Examples of The Use of the Master of Intervention Tools
Joseph Smith, in his 15th year, received a concrete experience. He experienced the frightening power of Lucifer. He was saved by the intervention of God the Father and His Son. [do you think, by then, they had his undivided attention?] He received an answer to his questions and was promised further instruction from time to time. He was shown a concrete object, the gold plates, as part of his initial orientation.
He went home knowing there was a God, who knew him by name, and who was willing to continue interacting with him. And not upbraid him for his ignorance of spiritual things.
Moroni taught Joseph everything three times, gave him much information and told him about another concrete experience he would have with the Book of Mormon if he was faithful. But Joseph was mature and married before that came to pass.
In the guide you can also find examples of how the Savior taught Peter and the other His Father had given Him.
Knowing what Kurt Fischer has documented about how the mind/brain complex emerges and consolidates the capacity to deal, not with just concrete events and objects, but sophisticated, abstract concept and constructs as well we can understand why the Lord waited for Joseph Smith’s mind/brain complex to mature sufficiently to allow him to understand the complexities of the Restoration..
Jesus’ educational philosophy [the manner in which He teaches] grows out of the universal principles of human development. His Father’s work with Him clearly [to me at least] shows Heavenly Father uses these same principles and the practices based in them in His work.
In the study guide you can teach yourself what some of the very most important of these principles are. In your gospel research you can then discover countless examples of targeted interventions in use by the Godhead, and their servants.
Under His Father’s guidance Jesus enlarged His basic desire to serve others to a whole new level by learning to use these fundamental truths about human nature to succor us [intervene] in our every challenge, even to help us micro-manage our lives, ….perfectly. And further He became our advocate before the celestial court of law. The measure of the depth of His love for us is in the fact that He did not [does not], even so, esteem himself to be superior to us.
            Paul speaks of this in Hebrews, Chapter 2:
V. 11 For both he that sanctifieth and they who are sanctified are all of one: for which cause He is not ashamed to call them brethren [and sisters].
V. 17: Wherefore in all things it behooved Him to be made like unto His brethren [and sisters], that he might be a merciful and faithful high priest in things pertaining to God, to make reconciliation for the sins of the people.
V. 18: For in that He himself hath suffered being tempted, He is also able to succor them that are tempted.
This is an attitude we, based on our own spiritual interventionistic tutoring experiences, also can use when working with people who are less sophisticated than us in these things.
Now He stands, because he successfully followed God’s plan, as the Master Interventionist [prepared perfectly by His Father to teach as His Father teaches], to our cohort of Heavenly Father’s children as we come to earth for our mortal experience as direct descendants of Adam and Eve.
     To me “perfection” involves being perfect as a Master Interventionist and well as being perfect in living according to the patterns of Celestial life and character.
     We are counseled to “follow after Him”, and within the circumstances in our own mortal dominion [or sphere of influence] seek to become a Master Interventionist like Him, and, among other things, learn to “teach” as He and His Father teach.
     What knowledge base did He possess that allowed Him to profile His learner and create a masterful, targeted intervention that met their exact needs at that moment and that took into account their Zone of Proximal Development,
meaning what mental and spiritual capacities were presently emerging in them that could be animated, consolidated and implemented to improve their lives.
Much of this has been “revealed” to researchers and scholars and has been gathered, outlined, and annotated in the Teaching For The Millennial Chjild: Study Guide. www.millennialchild.net   for a link to the guide.
So why can’t we instruct ourselves, with the help of the Spirit, to learn how to “teach” as Jesus teaches?
I’ve learned that very often when someone doesn’t do something it’s not because they don’t want to.
             But because they don’t know how.
                    Lucky you!
You’ve fallen under the sway of a junior master interventionist waanabee in training…..me. Though I have only mediocre intelligence, I have boundless curiosity and good will and a great desire to discover, and share, important stuff with others about how mortal life was intended to work. I stayed with junior high teaching because I had enough intelligence and experience to help junior high minds begin to find their way. I was able to offer them tools they could use to further their education at higher levels under more skilled and able instructors.
I’m doing exactly the same thing now—trying to offer you tools to start you on your way to becoming a perfected Master Interventionist with a genuine Master of Mortality Degree.
                    But I can only help you start.
Daniel Boone, almost 90 years old, stood at the confluence of the Ohio and the Mississippi rivers when Lewis and Clark turned the corner and started up the Mississippi on their grand exploration as the Corps of Discovery. He told them he wished he could go with them, but due to his advanced age, he could only wish them well and stand and watch as they passed on to their great adventure and their glorious destiny.
I, finishing my 82nd year, can only do the same. Encourage you to teach yourself from the knowledge domains in the study guide and the narratives about Jesus’ teaching in the literature of Zion, paying special attention to the materials that illuminate how Jesus “taught” [ designed targeted interventions] for those the Father had given Him and through them, the world. [How He masterfully recreated for them everything that had led Him to believe as He did.]
For myself, if you never do anything with this knowledge, when I pass through the veil into the great beyond, I want to be able to say I tried to share my gift from the Lord with as many of His children as I could.. Based on the resounding silence with which my efforts thus far have been met I’m assuming that is all I can expect. But it’s my treasure, that has served me well and I hope I’ll be allowed to take it with me because I suspect that these skills are central to enjoying the celestial life.
     In the study of culture (found in the Study guide) Stanley and Shores and others teach us that a culture has content known as Universals. Defined as: Things that virtually every adult member of a culture will know about and can do.
I think this knowledge in the Study Guide is possessed and used in the society we will find beyond the veil and that members of that society universally know about and can use this knowledge to craft powerful, effective instruction [interventions] in their work with Heavenly Father’s children [and perhaps someday our own]..
     I suspect that until we as a society train ourselves also in this set of tools and knowledges and liberate our minds to teach as Jesus teaches, we will simply continue to put off Zion, one day at a time. 

                                                   So….How Does Jesus Teach-Part Two
     Studying from: Teaching For The Millennial Child: Study Guide [www.millennialchild.net ] we can find in the eight knowledge domains and make explicit and technical in our minds certain axioms that undergird and that describe the human condition we experience while on our mortal journey.
Through our spiritual eyes we can have our minds expanded to see how these principles, to the degree they are true, describe real tools, skills, insights and experiences that help us begin to understand the how of Godlike interventions.
One of the hallmark features of this mortal experience is that even as we are not born with a fully developed human body, the mortal mind/brain complex emerges and matures only over time. This shows us quite clearly how the gradual emergence of the And perfect in manner in which the mind/brain complex embodied in the human body allows us over time, as we experience mortal life, to sustain the effort required to handle ever more complex, abstract, ideas and the thoughts they provoke.
Apparently to guard this process from outside disruption our creator has implemented the Prime Directive to govern all His works with His children. [See Axiom Three below.]
It’s been made very clear to us that God Himself respects this condition, indeed has gone so far as to say that He Himself will never violate the respectful processes of intervention animated through Free Agency. Indeed, without our power to choose and to act for ourselves His plan to give us all He has could not be brought about. We simply have to learn to control these bodies and minds by doing [by experience].
Even those in the Godhead apparently must respect Free Agency when designing and administering guided interventions.
              Axiom One
      In Order For Progress To Be Made Two Generations Must Agree
            Axiom Two
If you want someone to believe as you do you must recreate for them, either in real time or vicariously, everything that has led you to believe as you do. [Guided Reinvention].
            Axiom Three
The Heavenly Father has encapsulated the human mind in an impenetrable barrier such that nothing enters into the human mind except that which we allow to enter. Without this condition, which guarantees we are free to act and to choose for ourselves, the Plan to raise us to a level of mental, physical and spiritual perfection that will enable us to abide in the governing principles and practices of the Celestial world cannot be brought to pass.
     Think deeply about this the next time you see someone who has been “taught” the Gospel their whole young life simply walk away when they age out of the system. You did lots of “teaching” but nothing [or not enough] stuck because of unbelief and their agency.
Slaves and servants cannot be brought to perfection in living by the Celestial Law. As the study guide shows, growth and progress result from a freely occurring, joint effort, between the learner and the environment.
We call this free agency and it is a non-negotiable condition [as Lucifer discovered with tragic consequences to himself and those who followed him]. If you try to ignore it in your work it will cripple your efforts and dilute their impact on those for whom you wish to minister.

                                                            The Prime Directive
     Freedom to choose one’s way through life undergirds the human condition as the Prime Directive governing the mortal experience of all of Adam and Eve’s posterity. Everything the Godhead, and all who associate and work with them, must abide by this great, universal, Axiom
Things are not haphazard and disorganized in designing and constructing and administering for us the Mortal Experience. This experience is built upon a foundation of truths and practices that are hardwired into the Great Plan of Happiness. We study culture in order to understand specifically, and in detail, how the Culture of Godliness and the Society of Enoch and Melchizedek are created, organized and maintained by living but imperfect children of God. [especially how it is transmitted between generations.]
The Savior must operate within the laws, rules, practices, and so on, upon which we build Heavenly Father’s celestial culture and society. We must all become of: One Heart and One Mind.
There are no shortcuts if we want ourselves and our loved ones, and all God’s children to develop in themselves a Fully Articulated Human mind animated by an Enlightened Christian Conscience rooted in a life of Obedience by Sacrifice, Guided by the Holy Ghost and instructed and supported by the Spirit of Christ and filled with Acts of Inspired Charity. To be “perfect” in these things. And perfect in acquiring the “Character of Christ”.
     I suggest you read Bro. Bednar’s talk: The Character of Christ-BYU Idaho Jan. 25, 2003. https://www2.byui.edu>transcripts
There is another vitally important dimension of effort to be considered here: character.
To “be like Him” to teach as He teaches, we need to be working in our personal lives to develop the character of Christ as that character applies to ministering [creating and applying interventions]. Bro. Bednar says Neal A. Maxwell taught that without the character of Christ there would have been no atonement. A major point he made was that no matter what was going on in Jesus’ personal life, even the advent of the sufferings of the Atonement, Jesus was able to focus on the needs of His brothers and sisters. He continued teaching, loving, serving them and His Father no matter what He as personally suffering at that time..
     As we follow Him through the trials of our own lives we will have chances to add to our qualifications as a Master Interventionist the powerful and remarkable aspects of character that so attracts us to Him. We thus “learn by the things which we suffer” and thus we take up our cross and follow after Him down that marvelous path that leads to “perfection”.
     Perfection as teachers [Master Interventionists] and personal perfection of character and nature.

This posting is outside the normal “concept learning sequence” around which the guide is organized. Meaning that it will be difficult for you to get the whole picture of this process because important terms have not yet been defined and illustrated. But it can serve as an “Advance Organizer” to give you a general overview of what is to be known about these important subjects. Knowledge that is found in the eight knowledge domains in the Study Guide. So perhaps it will serve to prompt you to engage with the guide itself and not depend wholly on these “sound bite” samples in the postings. 

Photos mentioned in the text above are found here.  Why you ask?  Because I'm such a non-technical person I haven't been able to figure out how to do it.

This is part of the research ;material I developed over a forty year period '

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First time in three years I've had a chance to paint.  Feels great!.