These were lecture notes given to me at the Institute, and I am reproducing these without their permission, and I claim no credit from this whatsoever except the fact that I have typed them out myself and added the links to IAHP and credits to Glenn Doman and the Institute.
I believe these are very simple easy to read, yet vital to any understanding of what Glenn and the Institute is trying to teach us, and what some parents here might agree with.
There again, I am only speculating, and I speak for no one but myself really.
I also attach it as a MS Word file, so you can easily print it out.
Here's what the 89 facts...says.
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The 89 Cardinal Facts For Making Any Baby Into A Superb Human Being
Written by :
Glenn Doman,
The Institutes for the Achievement of Human Potential
http://www.iahp.org
AN INITIAL SUMMARY OF THE FACTS
1. The world has looked at brain growth and development as if it were a predestined and unchangeable fact, instead, brain growth and development is a dynamic and ever-changing process.
2. This is a process that can be stopped. This is a process that can be slowed. But most significantly, this is a process that can be speeded.
3. All that we do to speed the process is to give kids visual, auditory, and tactile information with increased frequency, intensity, and duration in recognition of the orderly way in which the human brain grows.
4. Heredity and environment are springboards, not prison cells.
5. Our individual genetic potential is that of the human race.
6. Our individual genetic potential is that of Leonardo, Shakespeare, Mozart, Michelangelo, Edison, and Einstein.
7. Our individual genetic potential is not that of our parents or grandparents.
8. We are primarily members of the human race and only incidentally Lees, Aisens, Domans, Kerrs, or van Dyks.
9. All intelligence is a product of the environment.
10. High intelligence is a product of the environment.
11. Low intelligence is a product of the environment.
12. The wildly intellectual differences in us are a result of the wildly wide differences in the environments in which we are raised.
13. It is the environment of poverty, not the genetics of poverty, which begets poverty.
14. It is the environment of knowledge which begets knowledge. There is no genetics of poverty or of knowledge. If there were, how could we explain the single individual who escapes poverty or comes to knowledge.
15. Children are not dehydrated adults.
16. All games were invented by adults to get rid of kids.
17. All toys were invented by adults to get rid of kids.
18. Tiny children make tools, not toys.
19. Kids prefer patty-cake to solitary confinement.
20. Kids prefer Greek to patty-cake.
21. Tiny children believe that it is their job to grow up.
22. Tiny children want to grow up right now.
23. Tiny children have a rage to learn.
24. All tiny kids have a rage to learn because learning is a survival skill.
25. Tiny children want to learn about everything and they want to learn right now.
26. Tiny kids would rather learn than eat.
27. Babies would much rather learn than play.
28. All children are linguistic geniuses.
29. Tiny kids learn an entire foreign language between birth and 24 months.
30. It is easier to teach a one-year-old a foreign language than it is to teach a seven-year-old.
31. It is easier to teach a one-year-old to read than it is to teach a seven-year-old.
32. The first six years of life are the genesis of genius.
33. The ability to take in raw facts is an inverse function of age.
34. Tiny kids learn more fact for fact prior to three years of age than they learn for the rest of their lives.
35. It is easy to make a baby a genius prior to six years of age.
36. It is extremely difficult to make a child a genius after six years of age.
37. Education begins at six, learning begins at birth or earlier.
38. Learning is not synonymous with education.
39. Function determines structure.
40. The brain grows by use.
41. Intelligence is the result of thinking.
42. Man is intelligent because he uses his brain.
43. When you improve one function of the brain you improve all functions to some degree.
44. First there is a need, and then there is a facility.
45. All humans are born with a greater potential that Leonardo ever used.
46. The human brain contains more than 12 billion functioning neurons.
47. We presently use a minute percentage of those 10 billion cells.
48. If we learned 1,000 facts per hour, 24 hours a day, for 100 years, we would use up only 876,000,000 cells.
49. The brain is the only container that the more you put into it, the more it will hold.
50. You can teach a baby anything that you can present in an honest and factual way.
51. It is easier to teach a one-year-old any set of facts than it is to teach a seven-year-old.
52. Facts are the base on which intelligence is built.
53. Without facts there can be no intelligence.
54. Individual facts are bits of intelligence.
55. The first requirement for intelligence is the ability to take in facts.
56. The second requirement for intelligence is the ability to store facts.
57. The third requirement for intelligence is the ability to retrieve stored facts as useful knowledge.
58. The fourth requirement for intelligence is the ability to use facts, knowledge, and laws to successfully solve problems of increasing importance.
59. The fifth requirement for intelligence is the ability to combine and permutate facts and knowledge to discover new facts and laws.
60. The first step in multiplying your baby's intelligence is to feed your baby with a huge number of clear facts.
61. The second step in multiplying your baby's intelligence is to present the facts frequently to insure their permanent storage.
62. The third step in multiplying your baby's intelligence is to provide frequent opportunity to retrieve the facts for useful purposes.
63. The fourth step in multiplying your tiny baby's intelligence is to present your tiny kid with ever increasing opportunity to solve problems of increasing importance.
64. The fifth step in multiplying your baby's intelligence is to provide your tiny kid with sets of related facts so that the baby can combine and permute the facts in the greatest number of useful ways.
65. Mothers were the only teachers from prehistoric times until the Age of Reason.
66. Mothers brought us from the caves to the Age of Reason.
67. Until the Age of Reason, there were no pediatricians, child psychologists, or teachers of children.
68. Mothers brought us from clubs to the Age of Reason.
69. Professionals brought us from the Age of Reason to the Atomic Age.
70. It is difficult to believe that the professionals will take us as far in the next 10,000 years as mothers have taken us in the past 10,000 years.
71. Mothers are the best teachers.
72. Mothers and kids are the most dynamic learning combination possible.
73. The process of learning is a joyous and intimate one for mother and child.
74. It is good, not bad, to be a genius.
75. Geniuses are made, not born.
76. The process of creating a genius is a joyous one.
77. All children should be geniuses.
78. Tiny kids learn facts at a tremendous rate which staggers the adult imagination.
79. If you teach a tiny kid the facts he will discover the laws.
80. If you teach a tiny kid the laws he cannot as a result discover the facts.
81. Definition of science.
82. Children have five laboratory tests available to them: To see, to hear, to feel, to taste, and to smell. They use these lab tests superbly.
83. Children have superb attention, interest, and concentration.
84. Tiny children are scientists.
85. Tiny kids use the exact same method of solving problems as do scientists.
86. Tiny children have the same objectives as do scientists.
87. Tiny children ask the exact same questions as scientists.
88. It is easier to teach a one-year-old math than it is to teach a seven-year-old.
89. Formulae
1. Formula for average intelligence is:
A.I. = F.I. + E.S.
2. Formula for total intelligence is:
T.I. = V.I. + Aud.I. + Tac.I. + Mob.I. + L.I. + Man.I, 6
3. Formula for potential intelligence:
P.I. = T.I. + E.E.S + E.P.S.
4. Formula for genius:
Genius = P.I. + M.E.E.S. + M.E.P.S.
DEFINITIONS OF INTELLIGENCE ABBREVIATIONS
V.I. = Visual Intelligence
Aud. 1. = Auditory Intelligence
Tac. I. = Tactile Intelligence
Mob. I. = Mobility Intelligence
L. I. = Language Intelligence
Man. 1. = Manual Intelligence
T. I. = Total Intelligence
A. I. = Average Intelligence
F. I. = Functional Intelligence
E. S. = Environmental Stimulation (accidental)
P. I. = Potential Intelligence
E. E. S. = Early Environmental Stimulation
E. P. S. = Early Parental Stimulation
M. E. E. S. = Maximum Early Environmental Stimulation
M. E. P. S. = Maximum Early Parental Stimulation
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