Author

Throughout this narrative, the persistent echo of my inner voice guided me. My innate sense of self, others, and the environment spurred me to champion the cause of children and parents grappling with substance abuse-related disorders. Recognizing the imperative to enhance learning and support services for family leadership and child development, I turned to education and science as my pragmatic compass. Education became the conduit to inform my brain, guided by my keen sense of self, while science provided the tools to discipline my body through deliberate thought and reflection. This confluence led to the inception of human systems research, a methodology I crafted to empower parents and children in crisis to independently navigate the complexities of their lives.…

By encouraging self-directed study in relation to their environment—be it home, school, neighborhood, or workplace networks—I aimed to foster improved contact and interaction, thereby propelling individuals towards positive transformation and self-discovery. My journey in community development has been intricately woven with the fabric of action learning, propelling me into the realms of formal education and scientific inquiry. My academic odyssey includes the attainment of degrees in social welfare, community-based corrections, educational administration and policy, and a doctorate in educational leadership and change, with a specific emphasis on action research and systems thinking. The expansive terrain of my professional practices spans self-development, information processing, participation, and community-based learning. In 1996, I founded the Progressive Investment Group Press, a platform dedicated to producing evidence-based reports on families and children facing crises.

This initiative catalyzed my foray into crafting and publishing literature on education and science, rooted in genuine contact and interaction forged through human asset-building meetings and collaborative projects involving stakeholders and government leaders at the federal, state, county, and local levels. My privilege has been the profound study of sensory and cognitive functions among diverse demographics — rich and poor, educated and less educated, professional and less professional — as I served as an advocate for children and parents in crisis.

Each step in this exploration culminated in the development of ‘Brain Talk,’ a philosophy elucidating why a profound understanding of self and the brain at the helm of the body should be established based on meticulously clarified, evidence-based expressions of sensory and cognitive functions. I proudly stand as the author of five pivotal editions in education and science, serving as authentic reportage that substantiates my interpretations of the symbiotic relationship between the brain and body (2009-2023). Through my contributions to education and science literature, I have not only disseminated knowledge but cultivated a bridge between theory and practice, fostering a deeper comprehension of the intricate dynamics governing our cognitive and sensory experiences.

1. Progressive Investing, the motivation to learn how to live each day to become more informed through the experience of action, and to think through the things you feel.
2. The field of human systems science: the study of brain, body, and sense events to help improve sense and receive path research.
3. Human systems research, the study of self, other people, and the environment to help improve the contact and interaction of people in their home, school, neighborhood, and workplace as fields of experience.
4. Human Systems Research Investigations, to document the challenges of children who come from a family suffering from substance abuse.
5. Feeling Systems Science, the study of how we feel things, and do we feel the things we feel. “Systems feeling is a new science on how the brain, body, and senses feel things” (Slaton 2010).
6. Brain’s Body Learning Systems, the study of (negative or positive) energy, action, and feelings; sense and receive path functions; emotion, thought, reflection; forward and backward feed; and contact, interaction, cooperation, participation, and performance.
7. Brain Talk, the study of self-leadership through the applied use of social and academic learning as the neural and social science of the brain’s body and the neuro physics of self. The general principles of self-leadership are the synthesis of one’s capacity and ability to observe, listen, learn, help, and lead.