General Neurolinguistics

General neurolinguistics is meant to corresponds to the major revision of General Semantics that Alfred Korzybski mentioned on numerous occasions as most likely to occur within 25 years of his passing away (he passed away in 1950), and that naturally derives from it when the mental barrier caused by the unwarranted certainty that physical reality cannot be confirmed with certainty and cannot be objectively understood is removed.

Interestingly, the analysis leading to this particular revision was carried out in the 1970's, that is, within the time frame that Korzibski expected, even though it was fully documented only much later due to the time required to localize all confirming formal references.

The objects of this method are the functional description of the verbal areas of the human neocortex, seat of conceptual thinking, and of the manner in which Nature allows optimal structuring and use of these areas.

The following question now comes to mind: "Do these verbal areas naturally structure optimally for each human being?"

The answer is definitely "No!" Despite the fact that all human beings naturally have the potential to fully develop all verbal abilities, only a handful of humans can be traced to have had such luck during the known history of mankind, and then only by sheer chance, since such optimal structuring always was dependent on a unique and seldom encountered combination of favorable family and social circumstances.

But now that the structuring process is fully understood, do the verbal areas of more humans more often end up optimally structured?

The answer is still "No!"... But why?

The reason lies in the very immensity of the intellectual potential of human beings. This potential is so huge that even the most complex everyday life situations and issues require only that this potential be developed and exerted to a relatively low level.

Rather early in life, based on how an individual confronts most problems of every day life in relation to his own experience and on opinions, authoritative and otherwise, that he accepts from others, each individual eventually becomes convinced that his full intellectual potential has been reached, whatever level he objectively reached, and will then close his mind to any idea that his real full potential may not have been reached yet. Strangely, the more educated an individual becomes, the deeper this conviction will tend to be. This is why so few individuals succeed in overcoming this self-induced barrier, even today.

Interestingly, most individuals reading texts on this issue "know" with deep certainty that they belong to the very few who did not let such a barrier hinder their intellectual development!... but in reality, particularly in the more highly educated segment of the population, most of them have no idea how much more clearly they could think and understand; and there seems to exist no way to cause them to reconsider. Such an unhindered development of the intellectual potential of the largest possible number of individuals is however required for the wider ranging problems confronting humanity to be correctly apprehended and resolved.

It is observed that the extent of the period after birth during which complete and easy setting up of the proper neural basis for such optimal structuring can occur is limited to about 7 years, and that a complementary favorable environment is mandatory for complete intellectual awakening to occur. The first mandatory step for such optimal awakening involves learning to read fluently before the age of 7, age after which such training becomes much more difficult and with lesser structuring benefits, due to the hindering permanent and irreversible myelinization process of the verbal areas of the brain which is genetically activated for all children at the approximate age of 7.

Research confirmed by experience shows besides that the younger the better. The ideal situation being when children learn to read at the same time as they learn to speak (children can easily start learning to read by the age of 3 end even before).

The following diagram puts in relation the 6 books designed to progressively bring the interested reader to a clear understanding of the subject. Such a progression was deemed necessary given the effort required for an individual to question his own deep beliefs, as well as to increase his own awareness of objective physical reality, that only optimal conceptual thinking allows to correctly apprehend.

The first three books are setting up at the level of elementary popularization the various aspects of the extended reference frame required to properly assess the content of the last three books. The subject is so vast and abstract that there seemed to be no other way to completely describe it.

The final synthesis of the "General Neurolinguistics" Project was formally published in 2021 upon invitation as a Chapter titled Study on General Neurolinguistics and the Comprehension Ability in the book titled New Frontiers in Medicine and Medical Research Vol. 11 , which is part of a collection that pre-selects articles deemed worthy of attention in the global offer to be made more readily available to the community:

(Clicking on each General Neurolinguistics title below will give access to more information on each book)

	General Semantics Neurolinguistics Pedagogy The Neurolinguistic Foundation of Intelligence 153 pages	How Korzybski's General Semantics combines with Neural network discoveries to allow full control of the thinking process Synthesis of past research confirming the benefits of early tutoring of all verbal skills.
	IQ Control Einstein's Operating System 175 pages	How Korzybski's method and neural network understanding allow taking full control of our neocortex In all races, there is a quickest runner and a slowest runner, but all runners can reach the finish line. Description of the neural network based human thinking process and of how it can be used optimally by anyone. A beginner's guide to coherent thinking. A book that all students should read
	Fundamental Physics Electromagnetic Mechanics of Elementary Particles 572 pages	Description of the inner electromagnetic structure of elementary particles in the frame of an expanded space geometry that allows explaining the existence of all stable physically scatterable particles, relativistic velocities and gravity solely from Maxwell's electromagnetic theory and that consequently opens up a new and very promising avenue of research. All electromagnetic properties usually associated with underlying fields become direct properties of each individual elementary particle. While classical, relativistic and quantum mechanics describe the motion of bodies and particles, this electromagnetic mechanics proposes a description of their fundamental nature and an explanation to the cause of their motion and the reason why they naturally tend to self-propel at constant velocity and self-guide in straight line when no external force is acting on them, on top of possibly revealing a new and apparently inexhaustible source of energy.
	Fundamental Physics Expanded Maxwellian Geometry of Space 320 pages	Electromagnetic Mecanics of Particles Applying General neurolinguistics to resolve the fundamental physics conundrum A causality based model meant to integrate all issues unresoved by Special Relativity and General Relativity by integrating a relativistic effect in nucleons not taken into account by either theories, and that reconciles Quantum Mechanics with causality.
	Education A Future as an Heirloom 279 pages	Awakening of Intelligence in Young Children (Guide for Parents) Parents can play a key role in the intellectual development of their children.
	Fundamental Physics Theory of Discrete Attractors 228 pages	Introduction to causalist physics Description of the various verified characteristics of stable elementary particles. Discussion of Quantum Mechanics, Maxwell's theory and of the gravitation theories of Newton and Einstein from a causality viewpoint.
	Sociology Our Bankrupt Elite 300 pages	State of the elite of a society after 50 years of emphasis on early specialization at the cost of a depressing neglect of an adequate general knowledge base teaching severely hampering the elite's ability to resolve social issues After 40 years of neglect to address the critical need for children to be taught to read and write properly before the end of the first year of primary school resulted in 50% of Quebec active population being categorized as functionally illiterate in 2003 by the OECD despite systematic scholarization up to junior high school, with worse figures yet now taking shape for 2012. (FREE)