Part 1 Nurture Their Nature Section 2

Written BY Tricia Cook, MEd., RSP, AOG;

Read Section 1 First HERE

The Body

Nature- is the maturation of the brain and body; for the purpose of survival, it’s the ability to perceive, give meaning, learn, and act including motivation along with resilience of our very own environments, and seeking out patterns first.


Our brains and particularly the posterior lobes of cortex, have evolved to recognize environmental patterns efficiently.  Just as affect can influence what we perceive in the outside world, our expectations about what we are seeing can warp what we do see. Illusions, like Abelson, are great ways to illustrate the brain’s dependence on and interaction with patterns when recognizing our world. The environment is comprised not of random or chaotic information, but rather of predictable patterns. Humans’ ability to rapidly recognize those patterns is a critical part of how recognition networks  function. (SEE Neuropedagogy & IQ- Disparagement of Perceptions). Received from:


Speaking of the “whole child”- the vagus nerve connects the brain stem to the body. It also connects and aligns the chakras, Pons, RAS & CAN: ACC/HPA and thymus including their own biofield (including electromagnetic field). This vagal balance allows (via thymus) the brain stem to receive the information (formulating patterned neural connections) from the environment, the frontal lobe to perceive the universal emotions which are the following: anger, strength, joy, bliss, shame, empathy, courage, compassion, might and harmony, and the midbrain to monitor and receive information (firing pattern of brain nerve cells in a network), The PONS and RAS- HPA/ACC includes executive functioning which involves logic through analysis or evaluation; initially, the thymus is where the mind (thymus) deems how important based on cellular memory (what or why). “The relationship to the senses and the soul is direct, for the senses leave lasting impressions on the soul.” Retrieved from


Then onto the frontal lobe, where the “why” is based on context cues and visual-patterening (evaluation) and the “what” is based on recursive aspects of patterns (analysis). The vagus nerve controls vagal balance and the executive functioning system (via the thymus- vagus nerve chakra). The thymus (high-heart and mind) including the vagus nerve can be deactivated, hyperactivated, hypoactived, underdeveloped, or variably then going inactive in children (adults-too); therefore, all information is the chaotic and releases specific inflammatory proteins at the gut-brain axis which can be toxic to the triune brain. [Retrieved from Sunny Sea Gold Updated January 27, 2021. “Here’s How the Brain Makes Memories-and What You Can Do to Keep Your Mind Sharp.”,;]

Bottom’s Up- Nope Bottom’s Down

But we can look beyond neuroscience to  other  fields  for  confirmation  of  the  importance  of  these  three  basic  components  of  learning.  For  some  time,  educators,  psychologists,  and  organizational  theorists  have  pointed  to  the  same  three  components  in  any  learning  organism.  For  example,  Lev  Vygotsky,  a  pioneering  Russian  psychologist  of  the  early  20th century,  described  three  prerequisites  for  learning:

  • Engagement with the  learning  task
  • Recognition of the information to be learned
  • Strategies to process that information14


Recognition is Heterarchical

We have seen that individual aspects of patterns, such as their color, shape, orientation, or motion, are processed by separate parts of recognition networks.  And  these  specialized  processes  proceed  in  parallel.  But  they  do  not  proceed  independently.  Like affective systems,  recognition  systems  are  intensely  interconnected  and  heterarchical.  The  naïve  assumption  is  that  recognition  is  primarily  a  “bottom-up”  process.  In  this  view,  visual  sensory  information  enters  the  nervous  system  at  the  retina  (the  bottom)  and  then  travels  up  through  an  increasingly  complex  hierarchical  network,  eventually  reaching  the  visual cortex where  patterns  in  the  visual  information  are  recognized  (the  top).


But as we saw in the Adelson illusion, recognition is very much a “top-down” process. Our brains don’t just passively receive information in that bottom-up way. Instead, our brains are constantly and persistently anticipating and predicting what patterns we will see, hear, smell, taste, or touch, and those expectancies profoundly affect what patterns we actually do perceive. To facilitate recognition, our brains consistently make use of higher-order information such as background knowledge, context, previous experience, and overall pattern.


Retrieved from:;; Fink, R. P., 2020. Gender, Self-Concept, and Reading Disabilities. Available at:

Eliminating Negative Thoughts

In the field of psychology, emotions are not just our feelings, as some may think. Emotions are our feelings, thoughts, ideas, perceptions, physical sensations and involve the senses and their faculties and systems, all of which start in the mind. They create what we call mindset- needing a calm mindset for equanimity is key. Our God- spiritual mindset regulates every love or fear  experience we have and our very purpose of being here on earth. The emotions need to be honored, especially anger and shame. Emotional agility is to move quickly and easily from anger to strength and shame to empathy; For this to happen, you need self-directed neuroplasticity. Retrieved from

The ‘theory of mind’ is an assessment of an individual human’s degree of capacity for empathy and strength; as well as our understanding of ourselves and others have a mind, too. Where the mind is located has been a continuous debate- I propose that the mind at least begin in our very own thymus. The thymus is the center of both our higher and lower self. It is the epicenter of a vagus nerve highway including the interchanges from our gut-brain axis, to our Pons, RAS including CAN: ACC and HPA (both housed with-in the brain) which all control every system, sense, and function; basically, every aspect of the human being. The thymus aka “leb” can be overtaken by love or fear- it’s where our consciousness and super consciousness (ARAS- chakras 12+ consciousness and subconscious conjoin in unity) begins and ends.

The attitude depends on the student finding motivation and meaning for their learning. One’s attitude for learning makes for a make or break type learning. -Tricia Cook

In the field of child-psychology, “Every attitude has three components that are represented in what is called the ABC model of attitudes: A for affective, B for behavioral, and C for cognitive. Although every attitude has these three components, any particular attitude can be based on one component more than another ( 2020).” The naming of the word attitude as it relates to students learning can give someone a negative perception; parents ask me all the time, “can you help me with my child’s attitude”. The attitude one has for learning makes for a make or break type learning. I observe kids all the time with Responsive System Dysfunction (RSD) which means it is hard to find meaning and motivation for learning. When your child is learning under stress, fear, and having RDS, they are learning from their mental or emotional bodies, primarily with a Sympathetic (anger) Functional System which is a hyper-processing dysfunction and Parasympathetic (shame) Functional System Dysfunction which is a hypo-processing dysfunction or both anger/shame which is a Total Functional Dominance System which is a varied hyper-, hypo- dysfunction of the RAS (Rectangular Activation System). This hyper-, hypo- and varied dominance affects the “whole child”.


Affective differences clearly exert powerful effects on learners’ ability to learn. Affect can influence a learner very positively—as shown in Rosalie Fink’s work on reading instruction of individuals with dyslexia—or, as is more commonly noted, negatively. 31 Students  with  severe  affective  disorders,  such  as  schizophrenia  or  a  history  of  abuse,  are  highly  vulnerable  to  reading  failure,  in  part  because  strong  affective  influences  derail  the  work  of recognition and strategic networks.  More  prevalent  issues,  such  as  learning  disabilities,  can  also  produce  strong  affective  responses  over  time.  We  have  talked  to  college  students  with  learning  disabilities  who  vividly  describe  the  palpable  dread  with  which  they  pick  up  and  open  new  textbooks.  Naturally,  some  effects  are  commonplace  for  everyone—anxiety  before  a  test  or  a  presentation  is  not  only  typical  of  most  people  but  also  beneficial.  A  certain  amount  of  stress  or  anxiety  can  prepare  us  to  pay  close  attention  and  to  perform  at  our  best.  Understanding  these  differences  can  help  teachers  support  learners  appropriately.


Retrieved from:; Fink, R. P., 2020. Gender, Self-Concept, and Reading Disabilities. Available at:;

Perceiving with Interpersonal  Victimhood Outside of Conscious Awareness


The research was published in Personality and Individual Differences:


Another Recent Study uncovers the “Tendency for Interpersonal Victimhood”: A new personality construct has been defined that describes   people who persistently see themselves as victims within interpersonal conflicts. This research has suggested, for example, that middle school students with learning disabilities often view academic situations as threatening, even exhibiting physiological stress responses upon entering a room where they will be asked to read. While more successful readers tend to show mild anxiety when asked to read aloud, students with a history of reading difficulties show elevated heart rates and other indicators of stress even before being given instructions.25

Murphy and Zajonc (1993) affirmed a previous finding that positive and negative affective responses “can be evoked with minimal stimulus input and virtually no cognitive processing” (p. 723). They further found that when affective network response is elicited outside of conscious awareness, brain response is diffuse and a specific location cannot be specified.


Retrieved from:

You can learn more about the typical mind- by understanding the atypical mind! -Tricia Cook


6 – A Blameless and Pure Life Via Trusting The Thymus (Mind)

ALL NEED TO BE JOINED: BY HEALING OUR VERY OWN [LEARNING] DIFFERENCE. By Daily belief and greater certainty in exaggerated or hyperbolical expression of praise upward towards God:


Subconscious- the cells


(Body) Mind (RAS-Body/Brain=Intellect/Thought/Meaning/Pure) Ex. You are Grace: You are Knowledge  (Hope, White, Knowledge)


joined with Conscious- the genes


(Soul) Emotions (PONS-Body/Mind= Choices/Imagination/DREAMS/DESIRES) Ex. You are Mercy: You are Strength  (Charity, Purple, Wisdom )


joined with Super Conscious- the chromosomes


(Spirit)  Will (Thymus aka “The Leb” – High Heart/Mind=Charity/Incentive/Motivation/Blameless) Ex. You are Power: You are Loving-Kindness  (Faith, Green, Understanding)


No longer a Victim joined with in Unity with Love and Honor (Knowledge/Understanding)- complete generational DNA (No Fear, Only Love- The Spirit)


(Holy-Self) Jesus, Holy Ghost, God (ARAS) – It’s the seal of perfection, where you are a growing seed of spiritual moral principles (pure) and sympathy (blameless).


Acknowledge: God is Alive (Life), Infinite (Eternal), Complete (Perfect)


“And just as we have borne the image of the earthly man, so shall we bear the image of the heavenly man.” 1 Corinthians 15:49 NIV


“My ELBERT develops connection, trust, and love by instilling curiosity, autonomy, and attunement in our students.” by Tricia Cook

Mind You Again: The Heart

Specifically, the mental body is anger brain dominant and perceives in the heart everything related to learning with anger. The emotional body is shame brain dominant and perceives in the heart everything related to learning with shame. According to my good friend, Tom Heintz (An Emotional Code Practitioner-Creator of The Body Code) references Christine H., MS, LMHC (Hammond 2018), ‘Anxiety [anger and shame] is one emotion that can be passed down from one generation to the next. Also, there are 10 emotions that can also be inherited through family trauma, parental modeling, and/or abusive behaviors.’ For those who struggle with sensory triggers and learning stressors, like when experiencing reading or writing, these negatively perceived and filtered experiences with anger and shame, can cause a trauma type of developmental anxiety and sometimes even depression. Heintz (2020) also refers to this following excerpt from Christine Hammond, MS, LMHC (2018):

  1. Anger – There are three main types of unhealthy anger: aggressive anger, passive-aggressive anger [shame], and suppressive anger [hatred- not kids usually] – all of which can negatively affect a child. For example, if a parent is aggressively angry by yelling, their child might grow up to mimic the same behavior or learn to redirect it into their own manifestation of anger.
  2. Shame – Hearing words from parents such as, “You will never be good enough,” or “You are stupid,” attack the heart of who a person is. Sadly enough, shaming tactics are pervasive in hyper-religious homes where a child is told that they have to live up to some unrealistic standard and very frequently are practised by the child on others once they have been exposed to such treatment” [Generational Healing:; accessed on 2/19/20 “10 Emotions That Can Be Inherited.” The Body Emotions, 21 Apr. 2020,].

In 2018, I created My ELBERT Responsive System Dysfunction (RSD) Checklist, which is a Functional System Dominance Checklist. I have found in over 4 dozen students what I always knew; that they develop anger first, if not given a healthy, safe, and supportive environment for their anger. Also, anger can develop into shame. Then, the shame will be more dominant. ELBERT™ sysm/para checklist and resources are important for those working with neurodifferences because shame is harder to address than anger. Shame is the defense for anger and survival of some people. Some people though are less susceptible to shame and remain in anger. I have found more times than not where just anger has been marked; especially in younger students. Note: if anger and shame are not addressed at a young age, it can turn into hatred and grief. Also, anger appears anxiously (hyperactivity) and shame appears sadly depressed (hypoactivity). Together with both anger and shame, someone can appear anxious and sad. With shame being the hardest, their body may appear calm but internally their mind can be ruminating on negative thoughts, feelings, ideas, and emotions which can be hard to know unless your child shares them with someone. This is why the checklist and interview is so important. I interview the students and their parents (teachers too preferably) where an [x] means most of the time in their learning environment and a [/] means some time in their learning environment (see image 1.0).

7 – Image 1.0 The My ELBERT  Functional System Dominance Checklist illustration

“Neuroplasticity allows the neurons (nerve cells) in the brain to compensate for injury and disease and to adjust their activities in response to new situations or to changes in their environment” (Definition of Neuroplasticity, 2020). Also, I’m needing to mention developmental trauma and learning something new, switching content and context frequently!!


When a child with neurodifferences is learning something new or stressful, if mindset is perceived with anger (SFD), we can observe lessened neuroplasticity of the midbrain (right lobe) and constant speed shifting (accelerated or and varied) of the prefrontal cortex, frontal lobe along with midbrain (left lobe) and emotional disorders with long term memory problems. Likewise, if the mindset is perceived with shame (PFD), we can observe lessened neuroplasticity of the prefrontal cortex, frontal lobe along with posterior left lobe, and constant speed shifting (slow or and varied) of the midbrain (right lobe) along with more executive functioning issues and short term memory problems or midbrain. We can attribute this constant speed shifting to the common problems of poor neuroplasticity. Likewise, the lacking a self-directed neuroplasticity such as positive mindset such as mind trusting qualities of belief: I AM worthy (autonomy) and I AM enough (attunement), feeling safe and secure in their environment.


There are several other factors for successfully expelling learning apathy such as with gaining resilience (meaning), and motivation such as: sleep, diet, health and wellness, physical activity (body), regulation of vagus nerve (soul- body connection), sometimes even the spirit-soul-body connection (much older teens), gratitude including love of self and others (heart-connection). Also, the environment that most of us live in today causing sensory overload along to consistently multitasking and/or content & context-switching (handling 2 or more tasks at the same time) especially in this complex, non-connected (yet, connected), neurotoxic and EMF toxic infused environment- ALL decreasing our very own electromagnetism and vagal tone.

Mind You Again: The Brain

Specifically, if the vagal system is compromised, including the following areas of the brain:

NOTE: Anterior Cingulate Cortex (ACC-CAN) and Vibrating the Alta Major Chakra & Shame


Anterior Cingulate Cortex (ACC) and Vibrating the Alta Major Chakra

The Cinguate Gyrus (CAN)- is a large arch-like lobe in the center of the inner brain that is a part of the limbic system; it houses the organs and their interactions constitute the Anterior Cingulate Cortex (ACC-shame) and the main function of this area of the brain functions to process conscious emotional experience and the parasympathetic nervous system (right side). The ACC plays an important part of conscious reappraisal of emotions such as shame/empathy and anger/strength for the ARAS (Super conscious). Note: The amygdala, bulb at bottom not shown in pic.., is where The Cinguate Gyrus (CAN) first receives perceptions from the mind via the thymus, via the peripheral cranial/CNS nerves, then onto the ACC. A hyper-, hypo- amygdala works harder and the VACC can get dysregulated (shame mainly). The exact role of the Anterior Cingulate Cortex (ACC-shame) in executive functions is still debated, with  most prominent theories suggesting a role in cognitive control,  including error detection, conflict monitoring, and/or task switching [Retrieved from].


See Auditory Neuroscience:

8 – 2.0 ACC & Cinguate Gyrus (CAN) illustration

NOTE: (HPA) Hypothalamic–Pituitary–Adrenal and Vibrating the Soma Chakra & Anger

The hypothalamic–pituitary–adrenal axis is a complex set of direct influences and feedback interactions among three components: the hypothalamus, the pituitary gland, and the adrenal glands associated with the soma chakra and anger. These organs and their interactions constitute the HPA (anger) axis, a major neuroendocrine system that controls reactions to stress and regulates many body processes, including digestion, the immune system and the sympathetic nervous system (frontal lobe/left side). Note: Like above, the amygdala, bulb at bottom not shown in pic.., is where The Cinguate Gyrus (CAN) first receives perceptions from the mind (cellular memory- anger mainly) via the thymus, via the peripheral cranial/CNS nerves, then onto the ACC. [Retrieved from The Brain Network Driving Changes in Consciousness —FeaturedNeuroscience·December 28, 2020, et al. “The Brain Network Driving Changes in Consciousness.” Neuroscience News, 28 Dec. 2020,;]

9 – 2.1 HPA illustration

Vagus Nerve and Vibrating the Soma and Alta Major Chakra

The vagus nerve- is one of the cranial nerves that connect the brain to the body. More specifically, it’s the connection between the brain and the gastrointestinal tract. Likewise, the vagus nerve has two bunches of sensory nerve cell bodies, and it connects the brainstem to the body and vagal nerves carry somatic and visceral afferents that can alter the activity of the brainstem at the point of the reticular activation centers (RAS). Remember the CAN: RAS & ACC (shame)/HPA (anger) also allows the brain to monitor and receive information about several of the body’s different functions and matters of the mind including the perceptions and filters of the parasympathetic (shame), sympathetic (anger) & total (anger/shame) response system during stress such as reading. When you activate the chakras (major 8 and soma/alta major- HPA (anger)/ACC(shame)) and normalize, balance the vagal tone and electromagnetic field, it will stop the “epigenome” which are again the collection of chemicals markers (focus: inherently dyslexia). This interruption will allow the body to then calm, be healthy, resilient, gain positive attitudes (joy, bliss, and happiness) and make learning more pleasurable and effective; therefore, also the Reticular Activating System (RAS) needs to be activated via the vagus nerve (thymus- vagus nerve chakra).


The ascending reticular activating system (ARAS- chakras 13+) itself is on the cerebral cortex and is responsible for the achievement of super consciousness (higher transpersonal self) . Note: The ARAS doesn’t fully develop in the brain until variably, around the ages 21–24 years old (Fowler, J.W. 1998). [“Fowler Faith Stages.” Encyclopedia of the Sciences of Learning, 2012, pp. 1323–1323., doi:10.1007/978-1-4419-1428-6_].


Jamieson, Mendes, Blackstock, and Schmader (2009). In addition to the immediate differences in scores, somewhat unexpectedly—with no further intervention—this group of students also out-performed the comparison group on the math GRE more than a month later. Additionally, the effect held only on the math section of the GRE for both the practice and actual tests; researchers continue to examine why the verbal section was less affected but suggest that this has to do with the different kinds of cognitive skills needed for math compared to the specific kinds of skills examined on the verbal section of this test. This Studies demonstrate the power of conscious strategies for interpreting emotional responses. Researchers recruited students who were planning to take the Graduate Record Examination (GRE) for entrance into graduate school. When participants came to the laboratory, they were presented with a practice GRE. During instructions for completing the practice test, one group of students was told that recent research had shown that feelings of arousal and anxiety during a test might actually precede better test performance. This group was instructed that if they felt anxious during the practice test they might remind themselves that this could be helpful. Instructions for the other group of students stated that people often feel anxiety during test taking but did not suggest how to reinterpret this experience. The results of this manipulation were striking. Students who were told how to “reappraise” the feelings they experienced during the test had significantly better performance on the math section of the practice GRE in the laboratory compared to students who were not told how to interpret their anxiety. Knowing how to reappraise or reinterpret the arousal experienced during testing appears to have had a dramatic effect on performance.30

However, the processes are also “top down” because the amygdala depends on input from the cerebral cortex to  evaluate  information  as  threatening  or  benign.  As  this  example  of  bi-directionality  in  the  nervous  system  suggests,  emotion  and  cognition  are  so  intertwined  that  disentangling  them  is  rarely  practical  or  useful. 28

Retrieved From:;



“Disorders of consciousness (DOC) represent a big and multi-perspective challenge of contemporary clinical neuroscience. First, measuring consciousness and identifying the mechanisms of unconsciousness are still open issues that neuroimaging and neurophysiology are trying to answer with different and complementary approaches.” [Retrieved from];]


“In your relationships with one another, have the same mindset as Christ Jesus.” Phillippians 2:5

10 – 2.2 Vagus Nerve Chakra (Upper Heart Chakra-Thymus) illustration Note: includes Soma and Alta Major chakras

Remember the vagus nerve also connects the brainstem to the body. The vagus nerve also is connected to the eight chakras via CAN including RAS & ACC (shame)/HPA (anger)- by activating the eight chakras including the soma/alta major via the vagus nerve, it can continue doing its job of helping us connect our brain stem to the body; hence, regulating our biofield (including electromagnetic fields). One of the major goals of the paper and program includes holistic alternatives and activities for equanimity and to block or ease the production of specific inflammatory proteins and chemicals (toxicity) excreted at the gut-brain axis via the vagus nerve, align and balance the eight chakras (soma/alta major also) including Pons, RAS, and ACC (shame)/HPA (anger) areas of the brain to regulate our own biofields aka senses (including electromagnetic fields). Also, for the thymus (vagus nerve chakra) to become regulated and balanced.

Corpus Callosum- Crown Chakra

Corpus callosum- links both hemispheres and to varying degrees. Hence, students might have a lateral cognitive dominance of the functioning system- the students with the right-hemisphere dominance have Parasympathetic Functional System Dominance (PFD) and might have dysphonetic dyslexia because language and analysis (break down category and sequencing) which is a left-hemisphere task: therefore, students with right-hemisphere dominance might have high functioning autism, can have language deficits such as dsyphonetic (auditory) dyslexia.

Unilateral Neglect (or Hemispatial Neglect)/Total Functioning System Dominance (TFD)- student might have high-functioning autism along with other learning differences (below). Someone prominent in right-brain (ACC) has an unawareness of objects to one side of the body or personal space. In severe cases, a side can be completely ignored when carrying out certain tasks and everyday functions such as writing so may have dysgraphia. But another important brain function is controlled by either the right side of your brain or the left side of your brain depending on your handedness.

Sympathetic Functioning System Dominance (SFD) student has total (see below) or left corpus callosum dysfunction then having a total right or left-lateral hemisphere dominance (HPA), evaluation (specifically color, shape, size & dimension) is a right-hemisphere task; those with a Sympathetic Functioning System Dominance (SFD) therefore, might have autism, Irlen Syndrome, and dsyeidetic (visual) dyslexia.

Unilateral Neglect (or Hemispatial Neglect)/Total Functioning System Dominance (TFD)- students might have autism (lower functioning) along with other learning differences (below). Someone with dominant frontal lobe or the (left) dominant temporal lobe (SFD) can cause a condition called aphasia, which is a serious disturbance of speech and communication.

Functional Disconnection/ Complete Functioning System Dominance  Syndrome when the short-term memory aka “working memory” is not equalized, then the information being led by the Corpus Colosseum to the frontal lobe for executive functioning becomes deficient- when in adults hatred and grief are involved. Whether the Corpus Colosseum is underdeveloped or deficient in its development for example: there can be blockage, protein folding, insufficient synapse development (premature pruning), poor fluid to transfer synapse message, etc. Also, if the Corpus Colosseum, the “short term memory” is compromised this is also known as Mixed Brain Dominance or dysphasia and forms of autism.

Mind You Again: The Mind

With just a Sympathetic Functional System Dominance (SFD), they perceive in the mind everything with anger during stressful experiences. When they have a Parasympathetic Functional System Dominance (PFD), in the mind, they filter and attune themselves to everything with shame. When we have both anger and shame in the mind (see  child sample above), this is called a Total Learning System Dysfunction  (TLSD) which creates: this creates almost complete soul-body disconnect  (dysregulation) due to constant learning aka cognitive speed shifting  (hyper-. hypo-, and varied) which tires out the brain’s (RAS)  Rectangular Activation System (chakras 6-8th including soma and  alta-major chakras), Pons (crown chakra), and Thymus (vagus nerve  chakra) much quicker than the aligned and balanced learning brain and  body which, in turn, lessens neuroplasticity. When our very own DNA  generationally predispositions with dysfunctions of the Rectangular  Activation System, Pons, and Thymus and for learning differences (anger  and shame predispositions), ALL our systems and senses can have any dysfunctions, and therefore, we can actually have body-soul disconnection in the mind!


Mind you again, learning apathy is complicated and that the spirit-soul-body/connection-trust-love disconnection causes  maladjustment and belonging in this world. Don’t worry, our spirit,  soul, and body connection can also be complicated to a point, if we  understand that we are love and not meant for fear. Think about it this  way, when your child has a Hypo or Hyper, Total Responsive System  Dysfunction (RSD), their learning decreases due to disconnections to  others-themselves, soul-body disconnection of consciousness, perceptions  of anger/shame along with assimilation (meaning and motivation) of those perceptions. Sadly, the students who have RSD dysfunctions, they  can become labelled Learning Disabled amongst other labels. Therefore,  they are not learning effectively, cognitively, or behaviorally on a  conscious level nor helped in a way that is revolutionary nor effective.

Chapter 3 Quantum-self: There are three forms body, soul, & spirit

True Trinity- With-in Everyone

  • People with a neurodifference (approx. 23% of population) learn from Pathos to Ethose All “Atypical” People Learn Ethos to Pathos——–but there’s a missing third component for ALL LEARNING FOR EVERYONE The Authentic Self (thymus):


(RAS- HPA & ACC) The Body & Breath of Jesus (1st-3rd chakras)


  • The ETHOS- “the what” is the  RAS= HPA & ACC (body & brain= brain stem) processing side and short-term memory- it’s the present and the arousal of the limbic cortex such as:  ACC- amygdala, and the hippocampus. It is where our dreams come into our reality and then onto fruition, need healing to have grace and mercy and shame or fear can prohibit. Correlated with chakras 6–8th so needing empathy.


(PONS) The Heart & Breath of Holy Ghost (4-6th chakras)


  • The PATHOS- “the why” is the Pons (body & mind = midbrain) which is a small part of the brain above the pons that integrates sensory information and relays it upward (RAS). Similar to the RAS, it is responsible for arousal (hyper-, hypo-, and varied) and plays a role in mood. In terms of long–term physiological changes, it is also associated with long-term memory- it’s the past and the future. This is also where dreams are centered based on our thymus and what we focus on or need healing to become pure and blameless. It is where our dreams come into our reality and then onto fruition and grief and hatred can prohibit. Correlated with chakras 1st-8th so needing courage and compassion


(THYMUS- “The Leb”) The Mind & Soul-Spirit Connection of God  (7-12th chakras)


  • THE Authentic Self (the true question/answer) is the Thymus (high heart & mind= soul) a connection of perception between all affective and behavioral cognitive experiences on a cellular level (cellular memory) including the mainstream universal emotions of anger, strength, joy, bliss, shame, empathy, courage, compassion, might, and harmony and relays it upward (PONS). It’s also where you can find the “imagination” and “intelligence” that lies within all of us of God’s Will. This is where the God’s mind creates our purpose by filtering, interpreting our world and experiences which in turn creates our dreams into reality of miracles and blessings and Nothing Can Prohibit IF RECEIVED GOD. Correlated with chakra 9-12 and all the rest of the chakras.

Basically- Our Thymus (thymus chakra) allows Euphraino — meaning, “well,” in “the mind”.

The thymus brings Imagination (God’s Intention) and Intelligence (God’s Affirmation) to balance to form our own Beliefs (Will)- it’s ultimately the convergence of  knowledge and wisdom to gain a better understanding of everything!!! Read here how:

11 – NOTE: A Total Learning System Dysfunction (TLSD) and Dysregulated and Dysfunctional System Responsive System Dysfunction (RSD) works in a downward effect from RAS-PONS-THYMUS:

RAS – “The  Door” Rectangular Activation System

12 – 2.3 RAS Rectangular Activation System Note: includes Soma and Alta Major Chakras illustration

Vagus Nerve & RAS Vibrating Alta Major Chakra (*aka God Awareness Chakra)

The Reticular Activating System (RAS)- Ras/ HPA & ACC/Gut – to know, perceive, recognize, have, aware, cognizant, do laugh, reverence, ask, repent, reconciliation which is a network of neurons (hyper-, hypo-, or, varied) located in the brain stem that project anteriorly to the hypothalamus to mediate behavior such as sleep, memory, and learning; as well as, both posteriorly to the thalamus and directly to the cortex for activation of awake, desynchronized cortical EEG patterns. It is holistically and spiritually known from being a center “where we can create our own reality” whether positive, negative, or neutral. Knowing: What we focus on in our mind (thymus), pons (dream center) then comes to fruition here in our RAS. The reticular activating system’s fundamental role is regulating arousal and sleep−wake transitions.  … The ascending projections of the reticular activating system  enhance the attentive state of the cortex and facilitate conscious  perception of sensory stimuli. Retrieved from


The ACC (see top)- is part of RAS (Pineal Gland, Pituitary Gland) associated with the alta major chakra and shame.

HPA (see top)-(Hypothalamic–Pituitary–Adrenal Axis) associated with the soma chakra and anger.

Both are associated with the thymus chakra aka vagus nerve chakra.


Note: Important RAS info. includes the following excerpt… ‘The RAS is said to be the gas pedal [slow (hypo-), accelerate (hyper-) or varied cognitive speed processing] that ignites the diencephalon (the hypothalamus and thalamus) as well as the cortical areas [where all long-term memory/storage takes place] of the brain’ (Petty 1996).

“Cognitive flexibility is related to our perceptions, emotions, actions and even our deep motivations. A change in environment, attitude, or  behavior will also influence the way we think. … When we are able to  make a mental shift without remaining stuck in a particular mindset,  we’re practicing mental flexibility.” [Retrieved from].


“We all have what is needed for “elastic thinking”—to a greater extent,  perhaps, than we realize. It’s just a matter of recognizing the needed  skills, Mlodinow argues, and nurturing them. He answered questions from  Mind Matters editor Gareth Cook. “[Retrieved from].


The RAS being activated via the pons, and thymus leads someone to a  “Flexible Mind”. This flexible mind is due to the transference of  “cells” and activating the synapse of the neurons to increase  neuroplasticity. A “Ridged Mind” is a closed mind- remember, if you  don’t use an “open mind”, you lose it (placidity- that is, also read below abstract thinking).  -Tricia Cook

The GUT- The SECOND Brain

The gut consist of 75% of our immune system, and the microbiome refers to the collective  genomes of the micro-organisms in a particular environment, and  microbiota is the community of micro-organisms themselves (box 1).  Approximately 100 trillion micro-organisms (most of them bacteria, but  also viruses, fungi, and protozoa) exist in the human gastrointestinal  tract12—the  microbiome is now best thought of as a virtual organ of the body. The  human genome consists of about 23 000 genes, whereas the microbiome  encodes over three million genes producing thousands of metabolites,  which replace many of the functions of the host,13 consequently influencing the host’s fitness, phenotype, and health.2


  • Microbiome—the collective genomes of the microorganisms in a particular environment
  • Microbiota—the community of microorganisms themselves
  • Microbiota diversity—a measure of how many species and, dependent on the diverse indices, how evenly distributed they are in the community. Lower  diversity is considered a marker of dysbiosis (microbial imbalance) in  the gut and has been found in autoimmune diseases and obesity and  cardio metabolic conditions, as well a in elderly people.
  • Colonocytes—epithelial cells of the colon
  • Germ-free animals—animals that have no microorganisms living in or on them
  • Short chain fatty acids—fatty acids with two to six carbon atoms that are produced by bacterial fermentation of dietary fibres

According to several studies, there is considerable evidence showing that the gut microbiome not only  affects the digestive, metabolic, and immune functions of the host but  also regulates host sleep and mental states through the  microbiome-gut-brain axis. Preliminary evidence indicates that  microorganisms and circadian genes can interact with each other. The  characteristics of the gastrointestinal microbiome and metabolism are  related to the host’s sleep and circadian rhythm. Moreover, emotion and  physiological stress can also affect the composition of the gut  microorganisms. The gut microbiome and inflammation may be linked to  sleep loss, circadian misalignment, affective disorders, and metabolic  disease. [Retrieved from].

See cell health above [Retrieved from Inflammation and Repair in Inflammatory Bowel Disease: Clinical, Translational and Experimental Studies}

The enteric nervous system (ENS) is a large division of the peripheral nervous system (PNS)  that can control gastrointestinal behavior independently of central  nervous system (CNS) input. Mammalian neurons are located in either the  CNS (brain and spinal cord) or PNS (cells with SOMA outside the brainleft  and spinal cord). Retrieved from


NOTE: The Soma and Ras (see epigenetics and learning disabilities above) cells regulate bodily processes. Therefore, needing neutrality, balance, equality of the thymus for cells to function with  cytoskeleton integrity, cell  proliferation, cell differentiation, cell  adhesion, apoptosis, and cell  migration (Read About RAS (soma and alta major chakras and Cerebral Cortex  above).

Pons- “The Gate”

13 – image 4.1 Pons Illustration works with RAS (*aka God Awareness Chakra)

The pons integrates both the medulla oblongata and the thalamus (NOTE: the importance of conscious reappraisal of emotions (emotional reappraisal) such as shame/empathy and anger/strength for the ARAS). In the thalamus, students can have a slow (hypo-), accelerated (hyper-) or varied processing, and they have a problem with sensory integration disorders (corollary discharge) and emotional intensity or insensitivity with their neurodifference. The Pons, like the RAS, is responsible for arousal (hyper-, hypo- and varied). Plus, the pons connects areas of the brain that controls autonomic functions (parasympathetic (shame) /sympathetic (anger)): Acting or occurring involuntarily, without conscious control, in the somatic nervous system such as sleep and histamine inhibitors: The part of the peripheral nervous system that transmits signals from the central nervous system to skeletal muscles, and from receptors of external stimuli such as mediating sight, hearing, and touch and movement including speaking with conscious control (RAS-alta major chakra, crown chakra specifically via the thymus (Vagus Nerve Chakra)).


The pons controls our breath known as ‘life’. God gave us the ‘life’, so  we can be the breath of God, leading a pure and blameless life. The  pons just doesn’t serve to help the different lobes communicate, but also  is the veil of God. The pons area also contains the trapezoid body  (RAS) where you are able to vocalize sounds. This allows us to  sing, praise and speak, and share His word- Hallelujah. Note: from the (2016) study…higher-frequency LFP oscillation (CFC) is enhanced in the human brain  during high attentional demand, and has been linked to cognitive tasks  not only in cortical brain regions, but also in deep limbic structures, such as the amygdala, hippocampus , and nucleus accumbens. SEE hippocampus and olfactory sense below (Retrieved from;  (; ; ; ; ; Szczepanski et al., 2014); /12448?fbclid=IwAR0gqnyZ9b_0_ViS_yIa0186bY8Wkax6eZ_joF2fxTGLZqe8ZR5yO_pIvuI.; Structure and Function of the Brain | Boundless Psychology,


People also ask: What is the pons in the limbic system?

The  archipallium or primitive (“reptilian”) brain, comprising the  structures of the brain stem – medulla, pons, cerebellum, mesencephalon,  the oldest basal nuclei – the globus pallidus and the olfactory bulbs.  The paleopallium or intermediate (“old mammalian”) brain, comprising the  structures of the limbic system. Note: This is study on dopamine and Exercise-induced changes in the DA-D2R in the dopamine-depleted basal  ganglia are consistent with the potential role of this receptor in  modulating medium spiny neurons (MSNs) function and behavioral recovery.  The primary conclusion of our study is that exercise in the form of  intensive treadmill running facilitates neuroplasticity through  increased expression of striatal DA-D2Rs, a process most evident in the  injured brain. [Retieved from]. In my program, I emphasize yoga, tai chi,qigong type exercises when in the stage of recognition of soul and intents- which works on the celluar level!

“Purgation of The Spirit”. Pons– to come, meet, move, reach, arrive, approach, advance, speak love Note: The PATHOS- “the why” or motivation which is the Pons (body & mind = midbrain) which is a small part of the brain above the pons that integrates sensory information and relays it upward (RAS). Similar to the RAS, it is responsible for arousal (hyper-, hypo-, and varied) and plays a role in mood. In terms of long–term physiological changes, it is also associated with long-term memory- it’s the past and the future. This is also where dreams and God’s purpose for The Kingdom by the sense and sense organs such as: hands (act through touch- soul) and feet (move- spirit).  It is where our dreams come into our reality and then onto fruition and grief and hatred can prohibit instead of compassion and courage (love versus fear- say to rebuke: Not True, I Am Love). Correlated with chakras 1st-8th so needing courage and compassion. Affirmations of God’s Will for Us Along With Our Beliefs! The Principalities, Thrones, Archangels, Virtues, and Powers. SOUL-SPIRIT CONNECTION (Ezkeil- 8th Chakra)- The Senses Make Up Themselves & Their Corresponding Systems and Functions along with Soul -Body connections Think of the body as the four pillars or sides (Thymus, Pons, RAS & ARAS) of a pyramid are closely connected to the symbolism of the TREE (Tree of Life); it also represents stability, and a broken pillar represents death and mortality (Jesus’ Salvation). In the Hebrew and Christian traditions, pillars of internal FIRE (Sacred Fire) and smoke (The Cloud) signify the presence of God, and God punished Lot by changing his wife into a pillar of salt. The Tree is also represented with 3 pillars based on Kabbalah (Gnosis) includes 3 pillars: The book of creation 22 Hebrew letters which consist of God Consciousness at the head (ARAS-crown) and Jesus at the root (our physical being). The 3 pillars: (Heart) Left pillar of Mercy-Knowledge (Yin) is masculine (new brain-Native American), (Mind) Right pillar of Grace-Wisdom (Yang) is feminine (old brain- Native American). Prayer, meditation, and studying the Torah/Bible (10 zipoph) which leads to true spiritually will Balance-Will the pillars (YinYang). Other representations: The body and heart is Jesus, Mary (for Catholics) & The Holy Spirit of God the mind. EM Field is our affective-spiritual components which include the following: a healthy and functional physiological, sensory-motor systems meaning our exteroception and interoception (“our senses”) including our sensory system (especially visual and auditory) along with central and peripheral nervous systems- which is regulated by RAS & ACC/HPA, Pons (parts of the brain), thymus and biofield (including electromagnetic field, internal chakras).

[Retrieved from Google Image Result for Https://</i>,]


The cranial nerves are controlled by the vagus of the peripheral nervous system. see 4.1b Peripheral Nervous System illustration (see the EM Field- The Senses and Chakras, Vagal Tone above)

Since the pons and the thymus (see below) as well as the RAS work together, Students with Sympathetic Functional System Dominance (SFD) can have problems “Seeing God” and “feeling worthy” (Aphantasia)- for God awareness they need circumstantial evidence or can go to extreme become ulta-religious constantly “breaking down” the Bible and religion or non-religious. Those with a Parasympathetic Functional System Dominance (PFD) have problems with reliance and resilience that’s “Hearing God ” and “feeling enough”- for God awareness being calm in the mind- being present and ruminating on past/future a must. (PONS is addressed more in My ELBERT program: includes PYAM & RAS exercises body, breath, calm through prayer, yoga, affirmation, and meditation which connects us to God- see section below). Note: Students with Sympathetic Functional System Dominance (SFD) and Parasympathetic Functional System Dominance (PFD) have high allergy rates and sleep disturbances (see other complications below).


  • Image 4.1a & 4.1b II Pons Axial Section and Peripheral Nervous System illustration which contains the Glia, also called glial cells or neuroglia, are non-neuronal cells in the central nervous system (brain and spinal cord) and the peripheral nervous system.

14 – 4.1b Peripheral Nervous System illustration


(peripheral sends info. to CNS- has effect on CNS as well as EM Field  aka “the senses”)

15 – Image 4.1a Pons Axial illustration

Note: For those with Dysphonetic (auditory) and Dsyeidetic (visual-surface) Dyslexia, the medial longitudinal fasciculus of the pons carries information about the direction that the eyes should move. It connects the cranial nerve nuclei III (Oculomotor nerve), IV (Trochlear nerve) and VI (Abducens nerve) together, and integrates movements directed by the gaze centers (frontal eye field) and information about head movement (from cranial VIII, Vestibulocochlear nerve- which The vestibulocochlear nerve is unusual in that it primarily consists of bipolar neurons. It is the nerve responsible for the special senses of hearing (via the cochlear nerve), and balance (via the vestibular nerve). Then, the cochlea detects the magnitude and frequency of sound waves. Students with dyslexia have tendency for speech deficits and chronic ear infections, auditory as well as visual processing issues in the terms of being a sound and word processing disorder. Note: In some cases, it’s sometimes coordination, balance, and conflicting signals in the inner ear, eyes, and sensory receptors.

16 – Retrieved from

In addition, these Brodmann areas [see Ras and Pons above] have been widely redefined, discussed,  debated, and refined exhaustively based on cytoarchitecture, cortical  functions, and brain plasticity. Brodmann areas of the cerebral cortex are based on the types of neurons  and connections that typically found each region. There are 52  Brodmann  regions, covering the primary somatosensory cortex, primary motor  cortex, somatosensory association cortex, premotor and supplementary  motor cortex, dorsolateral/anterior prefrontal cortex, anterior  prefrontal cortex, and primary visual and audio cortexes, plus  additional areas. BA18 of Brodmann (human) refers to a subdivision of the cytoarchitecturally defined occipital region of cerebral cortex. In the human it is located in parts of the cuneus, the lingual gyrus and the middle occipital gyrus of the occipital lobe. Brodmann area 22 is a Brodmann’s area that is cytoarchitecturally located in the posterior superior temporal gyrus of the brain. In the left cerebral hemisphere, it is one portion of Wernicke’s area. The prefrontal cortex contains Brodmann areas BA8, BA9, BA10, BA11,  BA12, BA13, BA14, BA24, BA25, BA32, BA44, BA45, BA46, and BA47, and it  is thought to be involved in psychological functions such as executive  tasks, attention, and memory. This Research Topic concerns BA8, BA9,  BA10, and BA11 only, since they are the most rostral and might be  involved in more elementary computations as compared to, say, BA46,  which is clearly involved in working memory. Also, Including then Brodmann area 10 (BA10, frontopolar prefrontal cortex, rostrolateral prefrontal cortex, or anterior prefrontal cortex, the  area is “described as “one of the least well understood regions of the human brain”.[2] Ronel (2018) conducted a similar analysis for ADHD, in terms of 4 types  of selection/inhibition (lateral BA 8 – motor selection/inhibition;  lateral BA 9 – emotion selection/inhibition; lateral BA 10 – memory  selection/inhibition; lateral BA 11 – sensory selection/inhibition). Present research suggests that it is involved in strategic processes in memory recall and various executive functions. During  human evolution, the functions in this area resulted in its expansion relative to the rest of the brain.[3]” [Retrieved from]


“Just as we live our life out of memory, thinking and dwelling in the  past as a way of creating the future in the present by using the same  idea to create a new variation, our body is regenerated and sustained  out of the same memory. The mind forms an astral image as a hologram  that imprints the etheric body with the information of that image.” [Retrieved from HERE;].

Thymus- “The Second Gate”

17 – image 4.2 thymus illustration works with RAS illustration


(has an effect to peripheral, Vagus Nerve, CNS-  as well as EM Field  aka “the senses”)

Thymus (12th chakra and all chakras, high heart & mind)-Upper or Higher Heart Chakra (*aka God Unity Chakra, Ascension Chakra, Vagus Nerve Chakra). Thymus- to be, have, belong, remain, imagine living in love (wisdom, curiosity, “intellect”, connect)-It is known as “the seat of the soul”, and our Higher Intelligence & Imagination or “The Mind”- for the fact that it: holds a record of traumatic or painful events, dimensional to the subliminal content (see intelligence model below) and ancestral narration (see imagination).  High Heart Chakra, also called the ascended heart chakra, is connected with an organ: the thymus gland which before birth and throughout childhood (largest in the teen years-dormant at 50 years old). The thymus is instrumental in the production and maturation of T-lymphocytes or T cells, a specific type of white blood cell that protects the body from certain threats, including viruses and infections; It plays a role in immunity, autoimmunity, and aging (it’s basically our twin flame and fountain of youth). The  human leukocyte antigen (HLA) system or complex is a complex of genes  on chromosome 6 in humans which encode cell-surface proteins responsible  for the regulation of the immune system.[1] The HLA system is also  known as the human version of the major histocompatibility complex (MHC)  found in many animals.[2]  Retrieved from].  Vice versus “soul that is the seat of the mind” Retrieved from;


The Thymus and High Heart & Gut Relation

For spiritual mindset….”a healthy spiritual heart (intellect, emotion, will) [thymus] is at the center of  one’s inner being (soul) and is vital for a healthy soul, serving as  the “fountain” of all moral attitudes and actions.”

Inward. Man or Part- in´wẽrd  : A Pauline term, nearly identical with the “hidden man of the heart”  (1 Peter 3:4 ). The Greek original, ὁ ἒσω (also ἒσωθεν )ἂνθρωπος ,  ho ésō (ésōthen ‘ ánthrōpos (Romans 7:22 ) is lexigraphically  defined “the internal man,” i.e. “soul,” “conscience.” It is the  immaterial part of man – mind, spirit – in distinction from the “outward  man” which “perishes” (2 Corinthians 4:16 the King James Version). As  the seat of spiritual influences it is the sphere in which the Holy  Spirit does His renewing and saving work ( Ephesians 3:16 ). The term  “inward man” cannot be used interchangeably with “the new man,” for it  may still be “corrupt,” and subject to “vanity” and “alienated from the  life of God.” Briefly stated, it is mind, soul, spirit – God’s image in  man – man’s higher nature, intellectual, moral, and spiritual. A  symbolic expression in the Old Testament represented by three Hebrew  words: חדר , ḥedher , “chamber,” hence, inmost bowels or breast; טחות ,  tuḥōth , “the reins”; קרב , ḳerebh , “midst,” “middle,” hence, heart  . Once in the New Testament ( ἒσωθεν , ésōthen , “from within,”  Luke 11:39 ). The viscera (heart, liver, kidneys) [the internal organs in the main cavities of the body, especially those in the abdomen, e.g. the intestines aka “the gut”] were supposed by the  ancients to be the seat of the mind, feelings, affections: the highest  organs of the psyche , “the soul.” The term includes the intellect  (“wisdom in the inward parts,” Job 38:36 ); the moral nature (“inward  part is very wickedness,” Psalms 5:9 ); the spiritual (“my law in their  inward parts,” Jeremiah 31:33 ). Its adverbial equivalent in Biblical  use is “inwardly.” INWARD , MAN (which see) is identical in meaning.


“And  he who searches our hearts knows the mind of the Spirit, because the  Spirit intercedes for God’s people in accordance with the will of God.” Retrieved from

18 – Retrieved from

Thymus Ancient Extracellular Signaling Molecule Matrix


The thymus includes ancient  extracellular signalling  molecules which are cues, such as growth factors, hormones, cytokines,  extracellular matrix components and neurotransmitters, designed to transmit specific information to target cells. Increasing knowledge about the roles of extracellular matrix and its components in the nervous system development and disease is important  from the therapeutic viewpoint. Activation of signaling cascades  underlying reorganization of the extracellular matrix and stimulation of  neuronal plasticity is an achievable goal and a promising approach for  treatment of acute and chronic neurodegenerative disorders. Recent data  suggest that extracellular matrix proteases modifying cell recognition  molecules on the neuronal surface, modulate synaptogenesis and  plasticity during development and neurorepair. [Retrieved from;].


As well, sympathetic [Anger] innervation of the thymus originates from the superior  cervical and stellate ganglion. These fibers travel in a plexus along  large blood vessels until they enter the thymic capsule. Parasympathetic  fibers  [Shame]  arise from the vagus, recurrent laryngeal, and phrenic nerves.  Several rodent studies have found that thymocytes respond to stimuli via  norepinephrine, dopamine, acetylcholine, neuropeptide Y, vasoactive  intestinal peptide, calcitonin gene-related peptide, and substance P.[2][6][2] [Retrieved from].

The Thymus aka Leb, Lebab Cont.

The leb is “:The Veil”, of the five senses, also what enters the body, and absolutely essential for physical life and  health, so too a healthy spiritual heart (mind (intellect), emotion (imagination), will (“ego”-good/love & bad/fear)) is at the center of one’s inner being (soul) and is vital for a healthy  soul, serving as the “fountain” of all moral attitudes and actions. The invisible realm of the spirit is as real as the visible world. In  fact, the Scripture tells us that it is even more real (Hebrews 11:3).  And just as God gave us five natural senses to interact with the  physical world, He gave us five spiritual senses to connect with the  supernatural world. The heart [leb- heart and mind] is the bodily organ by means of which the raw data of experience is shaped into thoughts, concepts, or judgments.


Puritan John Flavel- light of the understanding, recognitions of the memory, seat of principles and the fountain of actions. John MacArthur – The “heart” commonly refers to the mind as the center of thinking and reason (Pr 3:36:21;7:3), but also includes the emotions (Pr 15:1530), the will (Pr 11:2014:14), and thus, the whole inner being (Pr 3:5). The leb aka heart and mind carries along several other organs of the body (cf. ear and eyes already in Pr 4:2021) mentioned frequently in wisdom instruction: mouth, lips, and eyes (parallel to “eyelids” or “orbs” in Pr 4:25), mouth, lips, and even the foot and hand. The heart is the depository of all wisdom and the source of whatever affects speech (Pr 4:24), sight (Pr 4:25), and conduct (Pr 4:2627).  The heart is the seat of the total personality. Also emotions according to Richard Watson – The Hebrews regarded the heart as the source of  wit, understanding, love, courage, grief, and pleasure… The heart is said to be dilated by joy, contracted by sadness, broken by sorrow, to  grow fat, and be hardened by prosperity. The thymus aka “heart” is the center of the being, where the will, affections,  thoughts, purposes, and imagination reside. Human emotions are more  frequently associated with the lower organs.” In the context of Proverbs 4, watching over one’s heart involves guarding what is said (Pr 4:24, and the heart affects what is said, Mt 12:34), what is seen (Pr 4:25Job 31:7Mt 5:28), and what is done (Pr 4:2627). Memory is the activity of the “heart,” as in Job 22:22. R E Murphy on the heart – The heart is the central organ of the body in the wisdom literature. It is often paraphrased as “mind,”  since it does have an intellectual component (cf. the usual, if  unfortunate, translation of the “listening heart” of Solomon in 1Ki 3:9 as “understanding mind”). But it is also the basic orientation of a person, embracing desires, emotions, and attitude.


The heart and mind are One. Thus spiritually as well as naturally, out of the heart are the issues  of life. It is the great vital spring of the soul, the fountain of  actions, the center and the seat of principle, both of sin and of  holiness. (Mt 12:3435.) We need to consistently evaluate the purity of our hearts in prayer,  asking God to reveal the little things that contaminate us. As God  reveals our wrong attitudes, longings, and desires, we must remove them  from our hearts. (from Joshua Harris’ book I Kissed Dating Goodbye. Multnomah Publishers).  It’s the subconscious mind because it interprets and filters our experiences and environment. It’s connection of perception between all affective, behavioral and cognitive experiences including the mainstream universal emotions of anger and shame on that of the pons, RAS (ARAS), vagus nerve and gut brain axis. It’s the internal fire [sacred fire] that gives us our purpose for God awareness (RAS) and unity (ARAS) intelligence (knowledge) connection. A healthy thymus gives us system regulation or unhealthy thymus system dysregulation (disintegration) of all our systems: contents, models and operations amongst our very own body, mind and spirit (see cubed model of intelligence illustration below).


The leb – furthermore, includes your mind, emotions,  and will. The mind includes your thoughts, ideas, perceptions, feelings, etc. (gives meaning); the will includes your wants, purpose, and desires (gives motivation); the emotions are the primary universal emotions mentioned above (gives meaning and motivation). The mind needs attunement and the will needs autonomy (Keep in mind,  the emotions governs what is interpreted by the mind and will need to be true, clean, pure, and blameless). Therefore, everyday ask for protection and forgiveness (mind-ask), find (emotions-seek)  joy, bliss, and harmony in any situation and listen/see God’s Will (will-knock). This habit of looking for the positive and the highest good leads to wiring the brain for seeking out more patterns of peace, kindness, gentleness, and worthiness- then, appreciation “Knowing in His Wisdom” that His Will Be Done. Next thing you know, you have a new leb and a new life…to be made new in the attitude of your minds. Ephesians 4:23


“Our mind [“leb”] receives information that it turns into emotional thoughts that  act as a blueprint for shaping our material body, both inwardly and  outwardly. We literally become what we think and imagine.” Retrieved from


Our Euphraino, “the flexible mind”,  relies on The Truth in The gospel lies in your belief in Jesus’ coming to earth…please read below and think about how our subjective, discriminative  knowledge and wisdom leads to understanding everything in terms of the following:


  • His Intention:                         His Affirmation:
  • Transmutation    =======   Authority      (RAS)
  • Revelation   ==========    Power           (Pons)
  • Salvation  ===========   Transformation      (Thymus)
  • Honor  ============     Magnificance        (ARAS)


He makes them listen to correction and commands… In the past God overlooked such ignorance, but now he commands all people…


Note: The thymus (thymus chakra) brings Imagination (God’s Intention) and Intelligence (God’s Affirmation) to balance to form our own Beliefs (Will)- it’s ultimately the convergence of knowledge and wisdom to gain a better understanding of everything!!! Read here how:

Published by Tricia Cook, MEd., Online Dyslexia and Behavioral Interventionist, RSP, AA O-G Tutor & Montessorian

My interest is in helping parents and teachers to understand learning and behavioral challenges and to love learning again. I graduated from Auburn in ECE in 1998. I have been a Montessori teacher here in Birmingham for almost 12 years and have lived in Birmingham for the past 19 years. As an early childhood teacher, I want continue to grow and develop as a constant learner. In 2012, I graduated from Secondary Education with a P-12 Reading Specialist certification the University of Alabama. As a Reading Specialist, I train on diversity and literacy development; I have a specialized knowledge of assessment and diagnosis that is vital for developing, implementing, and evaluating your literacy and neurodiversity behavioral, character development programing. Also, I have varying experiences designing instruction and environments for Montessori and Non-Montessori (OSR-Pre-K) environments. Therefore, I can consult for any environment or setting! In 2013, I attained my highly qualified status in ECE and Reading. In 2013, I also got my Orton-Gillingham AA tutor certification. I currently tutor full-time along with consulting. I have actually been tutoring since 2003. Along with other independent tutoring/interventionist experiences, I have brought dozens of students from an emergent to an advanced reading level! In addition to tutoring, I have provided the reading strengths and needs of my students and share that information to classroom teachers, parents, specialized teachers, and other stakeholders.  Lastly, I have also been a trainer/presenter, since 2008 and really enjoy this aspect of my career. As an experienced trainer, I have trained on many topics including: literacy (the five components), classroom management, positive discipline, diversity character development, Montessori Philosophy, policies and procedures, child development, and Alabama's Pre-k. Take note: Schools and families are desperately looking for an alternative type of affordable multi-sensory, hands-on, and interesting instruction. Currently, I am training and interested in writing on the following topics: A Comparison of Pre-K to Kindergarten; Adolescent Literacy (7th+); Assessment; Developing Readers; Children’s Literature; Classroom Management Techniques; Comprehension; Montessori Philosophy; Environmental Print & Early Writing; Family Attachment; Language and Literacy; Outdoor Classroom; Poetry Writing (7th+); Positive Guidance; Fine-motor Development; Cursive Writing; Creative Writing; Comprehension: Study Skills/Test Taking Strategies; Morphology; Phonics Instruction; Diversity Education; Neurodiversity Education; HandWriting; Reading Strategies; Best Practices P-12. Thank you, Tricia Cook, MEd., RSP, AOG;

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