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- Herausgeber: 22 Lions Bookstore
- Kategorie: Bildung
- Sprache: Englisch
Having worked as a researcher and teacher in the area of learning disabilities, I can guarantee you that, at this moment, the world is centuries behind what you will find in this book.
Many have copied excerpts from my studies, as is the norm in the academic world, but these findings have never been presented in a more complete and simplified way as I am presenting here.
This knowledge will show you the exact strategies that the most successful people in history have used to dominate their minds and do incredible work in the fields of art, music, writing, and more.
The reason I never revealed this information before, is because there are many components of the spiritual field that the academic world is simply not ready to accept.
If humanity ever evolves to turn everyone on Earth into geniuses, it will have to evolve in the direction of what is written here.
With the methods presented here, you can learn any topic and break with the scientific prejudice created around the idea that there are learning disabilities.
Learning disabilities, intelligence, and learning potential are concepts invented to measure something that categorizes people. But they are not real, because you can be whoever you want.
How do I know this? I won awards in many fields and helped students for many years to get the best grades — from elementary school to university. Here, you will discover how I made this possible and what kind of techniques I used to always make my students — from elementary to university level —, win any competition in which they participated, even at the national level.
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Veröffentlichungsjahr: 2021
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How to Study and Understand Anything: Discovering The Secrets of the Greatest Geniuses in History
Dan Desmarques
Published by 22 Lions Publishing, 2021.
Table of Contents
Title Page
Copyright Page
About the Publisher
Introduction.
Chapter 1 — The Perception of Reality.
Chapter 2 — Spiritual Wisdom.
Chapter 3 — The Quest for Truth.
Chapter 4 — Discrimination in The Educational System.
Chapter 5 — The Different Social Discourses.
Chapter 6 — How the Best Students Overcome Their Difficulties.
Chapter 7 — How to Increase Intelligence.
Chapter 8 — How Culture Affects Intelligence.
Chapter 9 — How to Identify Your Personal Value.
Chapter 10 — How to Be The Best in Everything.
Chapter 11 — The Miracles of Trust.
Chapter 12 — The Influence of the Ego on Intelligence.
Chapter 13 — How We Self-Sabotage Our Results.
Chapter 14 — How Students Create Their Luck.
Chapter 15 — How to Develop Motivation.
Chapter 16 - The Development of Control.
Chapter 17 — The Importance of Play.
Chapter 18 — How to Control The Mind.
Chapter 19 — Learning Strategies.
Chapter 20 — How to Cure Attention Deficit Hyperactivity Disorder (ADHD).
Chapter 21 — The Dangers of Psychiatry.
Chapter 22 — Caffeine Problems.
Chapter 23 — The Correlation Between Movement and Brain Activity.
Chapter 24 — The Consequences of Laziness.
Chapter 25 — Intelligence as a Process in Action.
Chapter 26 — The Importance of Emotions in Learning.
Chapter 27 — The Importance of a Spiritual Experience in Learning.
Chapter 28 — The Acquisition of Spiritual Wisdom.
Chapter 29 — The Difference Between Dogma and Faith.
Chapter 30 — How to Recognize a Genius.
Chapter 31 — How Geniuses Think and Get Inspiration.
Chapter 32 — How Geniuses Make the World Evolve.
Chapter 33 — Survival and The Analytical Ability.
Chapter 34 — Consequences of The Inability to Analyze.
Chapter 35 - How to Develop Practical Skills.
Chapter 36 - The Skills Assessment.
Chapter 37 — Learning Disabilities and Overcoming Obstacles.
Chapter 38 — Interior and Exterior Language.
Chapter 39 — How to Develop a Good Memory.
Capítulo 40 — How to Understand Anything.
Chapter 41 — How to Analyze a Text.
Chapter 42 — Teaching in Advanced Alien Civilizations.
Chapter 43 — How to Apply These Methods in The Classroom.
Chapter 44 — Why We Lose Insterest and Concentration.
Chapter 45 — How to Overcome Obstacles in Learning and in Life.
Chapter 46 — How to Help Students With Difficulties in Concentration.
Chapter 47 — The Emotional Association in Our Decisions.
Chapter 48 — The Importance of Combining Work and Play.
Capítulo 49 — Hypnosis and Memorization.
Chapter 50 — The Causes Behind Chaos.
Chapter 51 — Is There a Limit to Knowledge?
Chapter 52 - What Education Would Be Like in an Ideal World.
Chapter 53 — The Best Evaluation Practices.
Chapter 54 - The Steps of Self-Control.
Chapter 55 - Exercises to Develop the Mind Through Art
Bibliography.
About the Publisher
Copyright Page
How to Study and Understand Anything: Discovering The Secrets of the Greatest Geniuses in History
By Dan Desmarques
Copyright © Dan Desmarques, 2021 (1st Ed.). All Rights Reserved.
Published by 22 Lions
About the Publisher
Publisher & Bookstore: www.22Lions.com
Introduction.
Having worked as a researcher and teacher in the area of learning disabilities, I can guarantee you that, at this moment, the world is centuries behind what you will find in this book.
Many have copied excerpts from my studies, as is the norm in the academic world, but these findings have never been presented in a more complete and simplified way as I am presenting here.
This knowledge will show you the exact strategies that the most successful people in history have used to dominate their minds and do incredible work in the fields of art, music, writing, and more.
The reason I never revealed this information before, is because there are many components of the spiritual field that the academic world is simply not ready to accept.
If humanity ever evolves to turn everyone on Earth into geniuses, it will have to evolve in the direction of what is written here.
With the methods presented here, you can learn any topic and break with the scientific prejudice created around the idea that there are learning disabilities.
Learning disabilities, intelligence, and learning potential are concepts invented to measure something that categorizes people. But they are not real, because you can be whoever you want.
How do I know this? I won awards in many fields and helped students for many years to get the best grades — from elementary school to university. Here, you will discover how I made this possible and what kind of techniques I used to always make my students — from elementary to university level —, win any competition in which they participated, even at the national level.
Chapter 1 — The Perception of Reality.
Over many years, I have been observing the reactions of my own students and learning from them.
The more I helped them and the more I analyzed their problems, the closer I came to an irrefutable truth: There is no real separation in the analysis of reality, for all subjects combine to form a single structure.
It may even be said that there is no separation between what is defined as spirituality and science.
The mechanisms of the world are independent of the beliefs of human beings and the respective theories that form around such values, in general, of a cultural character.
Despite this, I compared observations with several scientific studies, and I soon realized that the whole problem of learning has a psychic basis that justifies it.
The understanding of reality, and the way the individual internalizes it, defines his success in the analysis of what it provides, namely when he intends to study something.
This organization is formed around his emotions, which reflect the subject's experience with reality.
Each and every human being defines and creates his own reality according to his emotions.
It doesn't matter as much what you do as what you feel. Action starts from emotions, and it is in this principle that the key to change lies.
Such a situation presupposes a reformation in analyzing, reformulating, and reorganizing emotions, so that they later change the thinking. For that is how the change in attitude arises and, as a result, success.
The more I analyzed the emotions of the students I worked with, especially the children, I came across an interesting fact, which is that these emotions are not always rationally justified.
If we look at children, we can easily see how often they tend to replicate the attitudes of adults around them. But, when working with many children between the ages of five and six, I noticed another relevant detail, which is that there are many innate and inspired behaviors.
By using the term innate, I refer to predictable tendencies in the context of human development, in the way in which reality is analyzed.
The term inspired is applied here to behavioral tendencies that presuppose knowledge of life, although the child has not lived long enough for this to be justified.
It is not easy to detect such characteristics because almost nobody cares about this topic. However, it cannot be overlooked that children show learned behaviors without a logical explanation.
This is seen essentially in the way they coordinate communication, even with a restricted grammatical lexicon.
Having vast and significant experience in the field of religion and other associated contexts, allowed me to test this fact. And what I found was a perfect correlation. That is, if we start from the assumption that the child is a spirit in recognition (and not learning), we can more easily reach his emotions and understand them. From there, the work to understand his motivations, desires, anxieties, and disturbances, among other manifestations, becomes much more meaningful and easier to achieve.
We see this because the child tends to correspond adequately and positively to education in this direction. It appears as a balance in actions and attitudes, or at least a visible development in this direction.
Any effort to educate can be successful depending on the work done at the spiritual level, and so wisdom has more meaning when adjusted to a spiritual significance.
Chapter 2 — Spiritual Wisdom.
The only way to know the spirit is through wisdom and not knowledge. Knowledge presupposes tactile, visual, and quantitative analysis in some way. Wisdom, on the other hand, is felt knowledge. The same that an elderly person keeps after many years of life.
We could even say that wisdom is the knowledge of the spirit. It is what is known without knowing — knowledge without the need to be proven, tested, and presented.
If we consider that nothing ends, that everything is an illusion, and that the spirit is an entity that absorbs experiences in cycles of existence, it becomes easier to understand the concept of eternal wisdom.
In this case, by using the concept of spiritual wisdom, we are characterizing that eternal wisdom in a single individual.
The structure of accumulated knowledge then serves the purpose of clarifying the whole process by which knowledge is acquired — it is the journey from complex to simple, from chaos to logic, and from logic to reason in emotion — the center of our spiritual experience.
Since it is not possible to provide a sufficiently omniscient explanation that can help to understand all the problems of learning, we respond instead to different social experiences, through which reincarnation — with the change of profession, country, culture, and social contexts — corresponds to that same personal evolution.
In other words, we attract the chaos of change as we simplify and purify ourselves spiritually.
Society continually accumulates a set of problems, diseases, and difficulties, both in learning and in other fields, because it does not have a clear and transcendent knowledge that corresponds to the universal truth that it integrates. But more than that, this unique truth is generally rejected by individuals who are not prepared spiritually and mentally to accept it.
This rejection is due to the eternal confrontation between ego and nature. For it would imply a submission of man and his entire existence to a Higher Power — an eternal and immutable truth.
Thus, it happens that man denies reality in order to restructure his illusion, in an attempt to adjust that same reality to his ego. For this reason, illusions multiply without the basis of reality being altered or minimally understood.
If we compare existence to a theater stage, we can see that, just like on stage, the scenarios can be many and constantly modified, although the backstage is always the same. Therefore, we must question ourselves: What is the cause of so many scenarios? How are they created? Or better yet, what is the structure of our illusions? And what motivates them?
In answering these questions, we will also answer another question that explains the insanity of human beings on Earth: Why do we create and attract so many problems?
It would not make sense to present different answers and countless techniques that would only intensify and diverge the problem of origin furthermore — the illusion.
The escape from our spirituality and spiritual brotherhood is a reflection of that same collective ego, and it is from the ego that all the problems associated with learning and knowledge arise.
When we invert the process, towards unification, we find the unifying points of the whole problem of learning, as well as of human existence on Earth, because they are correlated.
We exist to learn and we always learn while living. It is from the experience that the mental patterns that explain our conflicts, dilemmas, choices, life experiences, luck, disasters, happiness, and unhappiness, arise.
Chapter 3 — The Quest for Truth.
It is common for human beings, in a consumerist predisposition and used to immediate pleasures, to seek instant answers. And someone with these characteristics will be irritated and frustrated when not getting answers in this way.
However, there are questions where the spirit, devoted to materialistic and selfish purposes, will never get an answer. This because you don't get what you want just because you want it. True knowledge is only revealed to those who are prepared to see it.
Such an outcome may take a long time to unravel a solution — the necessary to understand. And by time, we must include here an awareness between lives.
The acceleration of such awareness is what allows us to obtain the answers sooner, without losing centuries of existence around the same problems.
In my personal case, I spent more than twelve years of my life researching learning disabilities, although I started dreaming of a solution to this problem very early when I was only 6 years old.
The dream is the characteristic of the soul that speeds up getting the answers. The full potential of consciousness is immersed in this human quality.
I postulated the hypothesis that one day I could discover the ultimate secret that would allow me to decipher all social codifications and learn, literally, everything that could be desired. But I still didn't know, at that moment, that I would be one of the most popular writers of my time. This opportunity and the spiritual call came later, as a result of the work on self-awareness.
As a student stigmatized as unsuccessful, due to my constant school failure, I questioned my colleagues about their study methods and none seemed to know how to answer.
They said: "I just read!”
Even at university, I continued to hear this kind of response from many people. And this reality made me indignant.
How is it possible that good students cannot explain how they study? What credibility is there, related to how they learn? Would you trust a doctor who does not know how to explain how he learned in order to be able to perform his profession? Could you trust a psychiatrist or psychologist in the same situation?
It is a reality that many people seem to refuse to face.
We could say that individuals with such a trajectory present a level of ignorance similar to that of any others, even though they operate better within the scope of irrational and senseless logic, eminent in the society of the last decades. They are the most faithful product of humanity's mistakes and the chosen to represent and propagate its illusions and failures.
I came across a clear separation between those chosen by the system and those that the system rejects. The problem is that I was among the rejected.
Despite this, I never considered myself ignorant enough to not have the right to become a university student or follow my dreams and obtain a worthy profession.
On the other hand, it would not be a fallacy to think that social leaders, representatives of human ideals in the world, individuals with greater status in humanity, are, with great probability, the people with the greatest degree of learning disabilities, and the most visible models of the consequences of adapting to unnatural educational and social systems.
These individuals represent the ideal in the leadership of a world immersed in illusions, and for this reason, end up being the biggest propagators of social misfortunes.
Rarely, leaders are found with intelligent solutions, because, simultaneously, this would represent a break with the structures of illusion. And the majority of the population doesn't really want that.
People want solutions that do not involve discomfort and restructuring of social values.
This is actually the reason why they always choose the worst leaders, many of them with strong psychopathic tendencies. The characteristics of fear and apathy, tend to follow the same vibrational frequencies as self-destruction, hence the population literally attracts their woes through voting.
The psychopaths in power are the perfect contrast to a majority immersed in constant apathy.
The solution will then have to go through a greater mass consciousness, produced by conscious writers and accepted also by interested readers. The unread book will not help anyone.
Over many years, I have analyzed dozens of books from the most diverse sources. I started by reading most of the literary editions promising immediate results, mostly authors with a background in psychology, and offering methods of memorization and concentration techniques. But nothing seemed to work.
They didn't work because they were based on common sense, like studying in quiet, well-lit places. And also because, to a large extent, they exposed scientific models from the same social paradigm that was creating students with learning disabilities.
It became clear to me, and from an early age, that none of the specialists in learning disabilities truly understands the subject.
As a whole, the system presented itself as it continues to present itself, self-protective of its lack of functionality.
In a society that considers the need for concentration as a basic principle and differential in the ability to learn, everything that is presented about learning follows the reinforcement of this social representation.
The works available on the subject of learning appeared, and still appear, not to consider what, for society in general, is not real: learning as a mental, emotional and spiritual apprehension of one’s reality in a complete and interdependent set.
It is promoted the assumption that reality can be retained in a forced way in our mind as if it were possible to learn what cannot be understood, experimented or applied deliberately.
The absence of answers in science led me to deepen the theme of learning and human behavior within the various millennial writings that I found in the fields of esoteric sciences and the occult.
