Proof That Learning Disorders Are A System Construct

In this episode, I explore the detrimental effects of societal expectations on highly sensitive individuals. I argue that the most damaging aspect of the relationship between sensitivity, intelligence, and insanity arises from societal institutions, especially education. These institutions often favor psychopathic and narcissistic traits at the expense of highly sensitive individuals, leading to frequent chronic mental and physical health issues.

I present examples of renowned geniuses throughout history who have suffered due to their heightened intelligence and sensitivity in American and European societies. This highlights the harsh reality that our society often fails to properly value those who make significant contributions, treating them instead as disposable resources.

I stress the need for paradigm shifts that more effectively support sensitive individuals. I suggest creating specialized environments dedicated to and for sensitive people, where their unique values and talents are acknowledged, understood, and fostered. Neglecting to make these changes risks losing those most equipped to develop solutions for our future challenges. 

00:00 Introduction to the Podcast and Topic
00:12 Society's Impact on Mental and Physical Health
01:17 The Power of Intellectual Autonomy
01:43 Global Threats and the Need for Self-Trust
03:59 The Role of Empathy and Altruism
05:26 The Flaws of the Education System
06:47 The Importance of Storytelling
09:48 The Struggles of Being Different
10:14 The Power of a Healthy Environment
13:36 The Importance of Unity and Collaboration
14:30 The Role of Education in Suppressing Genius
21:15 The Impact of Forced Education on Gifted Children
23:45 The Need for Change in the Education System
26:03 The Impact of Peer Intelligence on Child Development
26:47 The Misunderstanding of Gifted Children's Development
27:01 The Struggle of Raising Gifted Children in a Conventional System
27:39 The Importance of Nurturing Individuality in Children
30:03 The Power of Healing Through Connection
32:34 The Tragic Impact of the Education System on Creatives
34:11 The Health Struggles of Historical Geniuses
39:44 The Need for a New Approach to Education for Highly Sensitive People
45:12 The Power of Sensory Perception in Learning
49:33 The Importance of Cultivating and Healing Each Other
50:09 The Inefficiency of Traditional Teaching Methods
50:40 Updates and Future Plans
51:15 Conclusion: The Value of This Discussion

I reference the following sources in this podcast.
Terry Doyle Talking About His Book - Learner Centered Teaching
https://youtu.be/AlEgA_U2FnY

The Learning Pyramid of Retention
https://www.researchgate.net/figure/The-learning-pyramid-Learning-Pyramid-2020_fig1_350582593

https://www.npr.org/2020/07/14/891140598/understanding-unconscious-bias
The table Information transmission rates of the senses shows how much information is processed by each of the five senses. This table immediately directs attention to the problem of determining what is happening to all this data. In other words, the human body sends 11 million bits per second to the brain for processing, yet the conscious mind seems to be able to process only 50 bits per second. 

Donald and Gua - Infant, Human and Chimpanzee, Raised as Siblings.
https://www.the-sun.com/news/3802699/experiment-baby-donald-ape-human-killing-himself/
https://youtu.be/gCxf7yUDzio
https://www.smithsonianmag.com/smart-news/guy-simultaneously-raised-chimp-and-baby-exactly-same-way-see-what-would-happen-180952171/

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In this podcast I speak with Irene Gottlieb about the Trifecta of syndromes that impacts many of the most sensitivity individuals. Irene is profoundly gifted, runs a school for the profoundly gifted and has three children who are profoundly gifted. She has a lot of day to day experience with individuals who possess the trifecta of: Ehlers-Danlos Syndrome (EDS),  Postural Orthostatic Tachycardia Syndrome (POTS) and Mast Cell Activation Syndrome (MCAS).

Irene has a lot of experience researching the Trifecta. First as the mother of three children who have have the trifecta and second as the founder of a school where it is quite common. I originally heard Irene talk on this subject over the summer of 2023. I went to the talk knowing my family had two of these syndromes and left knowing we actually had all three of these syndromes. There is very little information on these syndromes, particularly MCAS, and Irene is one of the most knowledgeable people I know on the subject. I asked her to join me on my podcast and she graciously gave me 7 hours of her time during which we recorded this multi-part podcast. 

POTS Defined

https://my.clevelandclinic.org/health/diseases/16560-postural-orthostatic-tachycardia-syndrome-pots

Ehlers-Danlos Syndrome Defined

https://www.mayoclinic.org/diseases-conditions/ehlers-danlos-syndrome/symptoms-causes/syc-20362125

Mast Cell Activation Syndrome Defined

https://www.aaaai.org/conditions-treatments/related-conditions/mcas

PART 2 CAN BE ACCESSED HERE.

https://giftednd.substack.com/p/part-2-discussion-on-pots-eds-mcas

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I believe the obesity epidemic signifies a sensitivity to the schedules imposed by our systems on everyone. Obesity, in my view, is a consequence of the struggle to conform to increasingly restrictive and demanding systems, coupled with a diminishing nutritional quality in our food supply. The choices we make regarding nutrition are driven by the need for increasing dopamine rewards, which, in the short term, help us adhere to our schedules.

Obesity rates are on the rise across all Western societies. While it was initially observed in the most sensitive individuals, it now appears that either sensitivity is increasing or our societal systems breaking down are pushing everyone into a situation where fitting into the schedules we first learn in school is no longer feasible. I am concerned that as our society approaches its end, we may find few individuals healthy enough to bring about the necessary changes for a successful transition.

The research landscape in this area is still evolving, and recent insights suggest that others are also discovering connections between neurodivergence and obesity. You can explore this in the following supporting papers.

 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9775563/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7551752/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6356459/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10519741/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7335278/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8775294/
https://www.frontiersin.org/articles/10.3389/fped.2020.535705/full

The ongoing journey to comprehend the intricate interplay between higher cognition, neurodivergence, and obesity has given rise to another theory.

One I am asking for your feedback on. Do you find this to be true for you? Please let me know at info@giftednd.com.

In neurotypicals the cognitively mind breaks before the body does. This is the purpose of boot camp. To break the mind and build it back as a no thinking enlisted body for war. (NT) 

In neurodivergents the sensing body breaks before the mind does. This is what college is for. It breaks our body to make it a slave to the needs of the mind. (ND) 

In the 2e, those of us with both high sensing and cognitive intelligence, there is a constant battle for resources between the two. For us the emotions and intellect must connect for us to be mentally and physically healthy. 

For the 2e it is mental agony to have them separate and everything in our society insists they be separated. This only serves the powerful not the individual or the society. Separation manifests illness in both mind and body. But when your emotions and intellect connected your syndromes, your sensitivity and your highly aware neurodivergent brain functioning help you find your optimum functioning. (2e) 

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In this episode, I delve into the concept of creative intelligence and its impact on our perspective-taking. Using tutoring as an illustrative example, I demonstrate how the variance in learning experiences often boils down to differing perspectives.

Our educational systems are designed to instruct as if everyone's IQ falls within the range of 80 to 120. Those outside this range, whether above or below, tend to face difficulties. Creative thinkers, in particular, often find themselves far beyond this standardized spectrum. The higher one's capacity for intuitive intelligence, the greater the struggle. The typical response to academic challenges is seeking a tutor. However, tutors frequently fail to address the underlying issue.

A long time ago I decided to stop enrolling my kids in tutoring, a choice that saved both time and money. The root of their struggles wasn't a lack of comprehension but rather an understanding surpassing the system's two-dimensional perspective. The challenge lay in deciphering the specific viewpoint desired by the teacher, test, or educational system. By analyzing test questions or sample papers, we identified the perspective sought by the instructor, and suddenly, the struggle ceased.

As I age, I have found decreasing value from our education systems. My knowledge has expanded to a point where there is no value in conventional education, even from the most prestigious institutions worldwide. The answers provided by artificial intelligence hold little significance for me. Instead, I've learned to use these generic perspectives as a starting point for effectively communicating my own viewpoint to others.

Individuals with diverse perspectives will contribute increasing significant value to our future. Recognizing and comprehending this dynamic is crucial for shifting our culture towards a healthier state. The sooner we grasp this concept, the quicker we can guide our society in a direction that embraces and capitalizes on the unique value offered by differing perspectives.

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It's another episode on Free Will, this time from the system perspective or 2D perspective. Using the viewpoint of Daniel Dennett, I review the 2D perspective of Free Will, illustrating how it contrasts with Robert Sapolsky's perspective and my own.

Daniel Dennett is known as the "Father of Modern Philosophy." He is a neuroscientist and the head of the Philosophy Department at Tufts University. In this podcast, I reviewed the following documents covering Daniel Dennett's perspective on Free Will:

• Big Think interview with Daniel Dennett
• YouTube video: Daniel Dennett on Free Will
• YouTube video: Daniel Dennett - The Magic of Consciousness
• "Kinds of Minds: Toward an Understanding of Consciousness" by Daniel C. Dennett
• "I've Been Thinking..." written by Daniel C. Dennett

I'll be very honest with you; I am not a fan of Daniel Dennett. I find his writings and lectures to be like climbing a very tall ladder, with many different concepts all precariously stacked on top of each other, yet never connected. I love learning, except from him. When I listen to or read Daniel Dennett, I am reminded of all the professors I had that did not want students to ask questions. 

He does not explain his thoughts in a manner that makes them accessible but rather in a way that makes them inaccessible. I think this is the sign of a highly cognitive thinker who lacks empathy for his audience.  He forces the listener to do mental gymnastics to understand his thoughts. I believe he is indicative of issues we see in all the current humanities, except for anthropology. The American universities are are staffed by people who believe the masses are stupid and unable to think for themselves. They have turned the humanities into a religion, with only those who agree being right and those who disagree being wrong. This has contributed to our country's mental health crisis. It seems to me that those who run the humanities are educated but have not lived. They do not know how to reach their audience, and they do not care to do so. They think the audience should simply do as they say and not think for themselves.

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Happy New Year, Everyone!

It's 2024, and this year, instead of making resolutions on how you can improve yourself, I want you to do the opposite. I want you to radically accept yourself exactly as you are. I would like this year to be the best year of your life. I want you to see only the amazing things you can do and all the potential you have.

In this podcast, I cover Robert Sapolsky's book, "Behave." This voluminous book covers all the reasons why we do not have free will. There are many. For some reason others find this disheartening. I personally find this liberating. If we don't have free will, why are we all working so hard to do what others want us to do? Why are we worrying about the future? Why worry about making the right or even best choice? If we have no free will then why not spend our life focused on what makes us feel alive and the rest should fall into place.

As a gifted neurodivergent, I have come to realize there is so much in place in our system that actively thwarts my success. I worked very hard trying to fulfill the potential they said I had—the potential to be slightly better than average, the potential to make other people a lot of money. When I finally gave up, left the system, and pivoted to what I wanted to do, everything got so much easier. I was no longer working against myself; I was working for myself. I was working in a manner that seemed like I was always supposed to work. I was doing exactly what I was always meant to do.

Every minute I spend working on the things I was told I was not supposed to work on because I was here to be productive and serve the system, I have been happier. I want this for you too. I want your life to get better each year. The rest of the world may be falling apart, but we are finally getting the chance to be freed enough to pull ourselves together.

Robert Sapolsky's book "Behave" - I love this author. I recommend all of his books.
https://en.wikipedia.org/wiki/Behave_(book)

Don't forget to sign up for your free session while you still can. I am getting busier, and someday I may have to take my free session away. So sign up and introduce yourself while you can for free. I really enjoy meeting every one of you.

www,giftednd.com

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Gifted Neurodivergent Podcast
Dr. Linda Silverman's Notes
December 13, 2023
1. Variation of ways I have seen spatial giftedness manifest.
All endeavors in which the right hemisphere has major involvement.
Creativity
Imagination
Intuition
Empathy
Mathematical and scientific interests
Big picture thinkers in all fields
Thinking outside the box
The ability to predict trends
Understanding customer needs
Design
Fine arts
Photographic memory
Spiritual awareness
The ability to grasp non-duality
Psychic ability
2. In how many areas does spatial giftedness manifest?
Countless
3. What are the highest and lowest manifestations of math, music and emotions?
In mathematics, the highest manifestation might be grasping the mathematics of the universe.
The lowest might be an attraction to numbers and counting.
In music, the highest manifestation might be the ability to compose inspiring music.
The lowest might be appreciation of music.
In emotions, the highest manifestation might be the ability to deeply feel what others are feeling.
The lowest might be emotional intensity without the ability to direct it compassionately.
4. Life-changing aspects of spatial abilities.
As visual-spatial abilities are innate, they are part of the life path of the individual. VSLs see the
world differently from birth. As they are capable of going beyond duality, they are likely to forge
unusual lifestyles, outside the norms of society (e.g., bisexuality, being nonbinary, etc.). Their
sharp intuitive abilities also make them excellent salespersons.
5. What were my first indications that things were not as the education and medical system
said they were?
One of my earliest memories, at around the age of 4, was hearing my older sister say to our
parents, “You made me the way I am!” “I didn’t ask to be born!” I was certain that she was
wrong. I knew that we create our own realities. At 19, I married a man who became a psychic

healer. I lived with miracles. Once I told my Statistics instructor that I didn’t believe in chance.
Education tends to be highly competitive, and the prevailing viewpoints on giftedness are highly
competitive. I have always believed that each of us has a unique mission, and that we don’t
compete with anyone for our destiny. As for medicine, many doctors seed fear in their patients
on the assumption that they are “protecting” them, when they are actually acting out of self-
interest, trying to protect themselves. When the field of medicine finally understands the mind-
body connection, there will be a major shift in medical practice and more effective outcomes.
6. What is the self-motivated journey I went on to where I am today?
I don’t believe I have been self-motivated. The field of giftedness is a calling for me. I was called
to it when I was 17. I believe I am continuing the work of Leta Stetter Hollingworth, who passed
away shortly after I was born. There are so many uncanny connections between us—even our
stubby thumbs!
7. What surprised me the most on my journey? The least?
I was shocked that the testing industry actually listened to me. I was least surprised that the
competitive achievement mindset of the field stubbornly persists.
8. How are empathy and intuition connected with the development of spatial giftedness?
Visual-spatial abilities, empathy and intuition are all connected through the right hemisphere. I
don’t see any of them as “developing”; rather, I believe that they are innate gifts. Individuals
with high visual-spatial abilities can manifest these abilities in endless ways, from flower
arrangements to living a life completely devoted to service.

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This episode is the third and final podcast of the "Overexcitabilities" series.

In the last podcast, I shared how my overexcitabilities played a crucial role in fostering my learning. They emerged when I was either exhausted or excited to aid me in subconscious or immersive learning. In this podcast, I delve into the challenges posed by overexcitabilities in the classroom. I illustrate how teachers and educational systems suppress highly sensitive learners, actively hindering their potential growth. I highlight the disregard of current scientific data around the needs of profoundly gifted students, subjecting them to standards they simply cannot sustain and a learning environment that prevents them from learning.

In a straightforward manner, I demonstrate how our educational systems can break the brightest and most sensitive children. Even those, like myself, who were mild-mannered and exhibited limited psychomotor overexcitabilities.

Using 20 classroom rules of conduct that are found in a typical elementary classroom (in the USA) I illustrate how 19 of these rules appear almost perfectly designed to stifle the learning experiences of those with high sensing intelligence. I discuss the different focus of creatives (the highest sensing) and how this distinction is used against them in traditional classroom settings. The combination of the classroom environment and teaching methods often forces twice-exceptional (2e) and gifted sensing intelligent children to exert much more effort than their peers. This creates a situation where these children are pushed into a state of overexcitabilities every day, only to be repeatedly punished and demeaned for their inability to control their behavior.

I propose redefining "2e" (twice exceptional) from its current meaning—learning differently and cognitively gifted—to giftedness in both sensing and cognition. I argue that the reason our systems struggle to accurately test 2e intelligence in their most gifted areas is that the IQ of these individuals falls above the testing range of our quantitative tests, which typically tops out at a 145 IQ. The hard is simple and simple is hard rule for autism indicates complex spatial giftedness that is going uncultivated by our current system. I believe the key distinction between 2e giftedness and "normal" giftedness lies in the sensing intelligence.

I posit that our current system definition of giftedness is confined to cognitive intelligence and introduce a giftedness found in sensing intelligence (higher sensing) that can manifest without high cognitive giftedness. I specifically identify this giftedness in individuals with high empathy but I believe it occurs in various other ways as well. Ways I have discussed in previous episodes of this podcast and ways that I plan to explore in future podcasts. I advocate for recognizing high sensitivity as a form of giftedness, just as much as high cognitive giftedness, and stress the importance of cultivating creative education with every available tool. 

I reference the following in this podcast.
https://www.commondreams.org/news/jeff-bezos-homeless
https://www.crf-usa.org/images/pdf/bria_37_4-tlaxcalan.pdf
https://umbrellaus.org/

Want to chat with me about your overexcitabilities sign up for a free session on my website home page www.GiftedND.com
Email me questions or comments at info@giftednd.com

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This episode will offer you an entirely new perspective on the value and purpose of our overexcitabilities.

While many are familiar with Dabrowski's Positive Disintegration Theory and its associated overexcitabilities, the way it is commonly presented lacks practical relevance for individuals living with high overexcitabilities.

I have found the research on overexcitabilities to be deficient, describing them from an external standpoint and treating them as almost optional. This mischaracterization overlooks their true nature and the significant role they play in contributing to our giftedness. Understanding our overexcitabilities is key to unlocking and maximizing our gifted potential. It allows us to comprehend how heightened sensitivity generates more inputs, and our overexcitabilities process these inputs to cultivate knowledge.

I have yet to encounter any representation that captures the experience of being a gifted neurodivergent individual as I have lived it. It is evident to me that there is a distinct purpose behind how my sensitivity and overexcitabilities function and how they drive my gifted knowing, and I can't fathom why this insight is not more widely available.

I strongly believe that suppressing our overexcitabilities is a root cause of many mental illnesses and chronic conditions prevalent in our society, as well as a reason why genius seems to be missing. I think we have built a myth around giftedness and how it works. I did not choose to positively disintegrate but was rather compelled towards positive disintegration as a matter of survival.

I delve into how heightened sensitivity-driven giftedness provides us with unique perspectives that will fuel the development of humanity with the latest versions of CHAT GPT 4/5. I also express concerns about the potential misuse of this technology by individuals without good intentions.

Questions? email me at info@giftednd.com or check out our website at  www.giftednd.com

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Until AI became mainstream this year, I had to rely heavily on writing coaches. Why? Because my brain operates differently, making it challenging to pinpoint the best perspective form the multitude my brain offers simultaneously each time I attempt to communicate through writing.

My spatially gifted savant brains has one gift. The gift of perspective taking, so much so it is nearly always overwhelming me. I can see things from the viewpoints of everyone I've met—understand their thoughts, navigate their worlds through various lenses like professions, historical periods, talents, neurodiversity, and sexual identity. When emotions merge with these perspectives, it exponentially expands the ways I perceive how different brains influence thoughts and actions.

I'm certain I'm not the only creative or neurodivergent thinker capable of this. My also children possess this skill. It drives their exceptional self-learning ability. I recommend that fellow neurodivergents struggling with this seek guidance from coaches to navigate their learning journey. Even neurotypicals probably should consider this too.

Frankly, the one-size-fits-all approach to learning is terrible. It's not genuine learning; it's conditioning. My struggle with schooling wasn't about learning—it was having so many perspectives when we are only allowed to have one, their chosen one. This forced me into to self-teach everything I desired or needed to know. The issue lies in systems built upon the assumption that there are only two answers to every question. It's astonishing how people claim autistics have they are simply reacting to the very clear black-and-white thinking enforced by our systems and hierarchies. Which offer only a 1 right and all others wrong option for understanding. Especially if you are someone with heightened senses who is very aware there's so more complexity.

Among the coaches I worked with, Joanna stood out. She didn't dictate how I should write; instead, she allowed me to explore how she approached it. I learned from her that a creative's highs, lows, or overexcitabilities serve as intrinsic guides, providing the energy and perspective necessary to convey the intended message.

This podcast is the first of two focusing on overexcitabilities and their link to the development of our outside genius. This episode is an interview, while the second delves into how overexcitabilities can serve as a direct measure of intelligence, nurturing the various perspectives forming the bedrock of our creative intellect.

Contact Joanna at www.JoannaAcevado.net

Got Questions? I got answers, thanks to so many perspectives, reach out to me at info@giftednd.com.

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