Development of mental abilities. Methodology for the development of human mental abilities to protect against energy aggression. We develop mental abilities

The Concept of Consciousness Ryle Gilbert

(3) Mental abilities and tendencies

We have at our disposal an infinitely wide area of dispositional terms that allow us to talk about things, living beings and people. And some terms can be applied to all these categories of individuals at once. For example, some metal objects, like some fish and people, can weigh 340 pounds, be elastic and flammable; they will all fall with the same acceleration if the stand is removed from under them. Other dispositional terms can only be applied to certain kinds of things. For example, only about living beings can a true or false sentence be formulated that they have fallen into hibernation. And "Tory" can only be (true or false) called a person who is also not an idiot, a barbarian, or a child. In the following, we will be interested only in such a class of dispositional terms that can only characterize people. And an even narrower class of terms, namely those that are applicable to the characterization of traits of human behavior that indicate intellectual and personal qualities. We will not deal, for example, with reflexes that are unique to humans, or the physiological aspects of human anatomy.

Of course, the distinction drawn is not clear. Dogs and babies can be taught to respond to words of command or pull the bell for dinner. Monkeys can use and even create tools themselves. Cats are playful, and parrots can imitate human speech. We can say that animal behavior is instinctive and human behavior is somewhat rational. In this case, we point to an important difference (or family of differences), but its edges, in turn, are fuzzy. For example, can we tell exactly when the instinctive imitation of a young child turns into conscious acting? At what year of life does a child stop responding to a dinner bell like a dog and start responding to it like an angel? Is it possible to draw a precise boundary between the suburbs and the suburbs?

Since this book as a whole is devoted to a discussion of the logical properties of some of the most important dispositional or event terms that we use to talk about consciousness, all that is required in this section is to point out some general differences in the use of a number of dispositional terms that we have chosen. It is not our intention to indicate all such terms, or even all their forms.

Many dispositional statements can (although this is not a required or common form) be expressed using the verbs "may", "capable", "could". The statement "He is a swimmer", if it does not imply that the person is a professional in this matter, simply means that he can swim. But the words "can" and "capable" have a variety of uses, as the following examples show. "Stones can float (because this block of pumice does not sink)"; “This fish can swim (because it has not yet died, although it does not move in mud)”; "John Doe can swim (because he was taught this and he has not forgotten how to do it)"; "Richard Rowe can swim (and would swim if he wanted to learn)"; "You can swim (if you try hard)"; "She can swim (because the doctors no longer forbid her)," etc. The first example shows that we have no right from the fact that it is a stone to conclude that it cannot swim; the second denies any physical injury; the latter reports the termination of the ban. The third, fourth and fifth examples provide information about personal qualities, and different ones.

In order to clarify the difference in the logical force of these different uses of the words "may" and "able", let us take a brief digression into the logic of the so-called "modal words", such as "can", "should", "has the right", "necessary", "not necessary", "not necessary, what is not". The assertion that something must be or is necessary functions as a "ticket" to the conclusion that a certain thing exists on the basis of some circumstances, which may or may not be specified in the assertion. The assertion that something must not... or cannot be, functions as permission to conclude that it is not the case. When we need to say that there is no such permission to withdraw, we usually express this with the help of the words “maybe”, “maybe”. When we say that something can be, it follows neither that it is, nor that it is not, much less that this something is in an intermediate state between being and non-being; such a phrase simply means that we have no right to deduce from any (refined or unrefined premises) that this is not the case.

This general consideration is also valid for most sentences of the form: "If ... then ...". Such a sentence can almost always be rephrased into a modal sentence, and vice versa. Modal and hypothetical sentences have the same logical force. Take an ordinary "if-then" sentence, for example: "If I pass under the stairs, then I have trouble all day." Let us see how the sentence that contradicts it is usually expressed. It is not enough to add "not" to the verb of the antecedent or the verb of the consequent, or both, for all such operations would result in statements that are no less prejudice than the original. It is possible, although not customary in common language, to say: "It is not the case that if I pass under the stairs, then I will get into trouble." Ordinarily, we reject prejudice by saying, "I can walk under stairs and not have trouble," or more generally, "Trouble doesn't necessarily fall on people who pass under stairs." Conversely, the original assertion of prejudice can be rephrased as: "I can't get under the stairs without getting into trouble all day." The distinction between "if...then..." and modal expressions is only a stylistic one.

However, we must not forget that the words "if", "must", "may" have other uses for which this equivalence is not valid. "If" sometimes means "even if" or "although". This word is also used to express a conditional obligation, threat or bet. "May" and "should" are sometimes used to express non-theoretical assumptions, orders, and prohibitions. Of course, there is some analogy between allowing or denying the right to draw a conclusion and allowing or denying the right to do other things, but there are also big differences. For example, we do not usually describe as true or false a doctor's prescription that "the patient must stay in bed, do not smoke, but can dictate letters." At the same time, it is perfectly natural to describe as true or false sentences such as "a syllogism can have two premises in common", "whales cannot live without rising to the surface from time to time", "a freely falling body must fall with acceleration" or "people who have passed under the stairs are not necessarily going to be in trouble all day.” The ethical use of the words "should" and "may" has analogies with one usage as well as with the other. One could debate the truth of ethical statements containing such words, but their purpose is to regulate part of human behavior, not to be the basis of logical conclusions. Ethical proposals are more like prescriptions in medical books than prescriptions given by a particular doctor to particular patients. Ethical statements as opposed to specific ones ad hominem orders and reproaches should be considered as the grounds on which any specific orders and reproaches are based, and not as specific treatment of them, that is, not as personal tickets for the right to perform certain actions, but as impersonal decisions. These are not imperatives, but "laws" under which things such as imperatives and punishments fall. Like status laws, they should be interpreted not as orders but as licenses to give orders and enforce them.

Now, from a general discussion of the kinds of functions performed by modal sentences, we can return to a consideration of the specific differences between the above sentences with the modal verb “may”, describing personal qualities.

Saying that John Doe can swim and that a puppy can swim are two different things. When we say this about a puppy, it is understood that no one taught him this and he never practiced, while the statement that this person can swim, implies that he learned this and has not yet forgotten how to do it. The ability to acquire skills in learning is inherent, of course, not only in humans. A puppy can be taught to "serve" in the same way that a baby is taught to walk or use a spoon. But some types of training, including most swimming lessons, involve understanding and applying either verbal instructions or demonstrating movements. And if a creature is able to learn in this way, then consciousness is not hesitantly attributed to it, while the learning ability of a puppy or an infant leaves us at a loss whether or not to recognize such a quality in them.

When we say that Richard Rowe can swim (for he can learn), it means that he is able to follow and apply such indications and patterns, although he has not yet had the opportunity to do so. It would be wrong to assume, which would be quite correct in the case of an idiot, that since he is now floundering helplessly in the water, he will also flounder helplessly after he has received proper training.

Saying you can swim (if you try) is an interesting intermediate use of the word "can." If John Doe just isn't trying to swim right now, and Richard Roe can't do it yet, no matter how hard he tries, you know what you have to do to swim, but you can only do it when you are fully focused on the task at hand. You have understood all the instructions and demonstrations, but you still need to practice and practice. This ability to deliberately apply instructions in a more strenuous and sometimes dangerous practice is generally regarded as the hallmark of sentient beings. The man here exhibits certain traits of character, different from those of the puppy, showing perseverance and courage even in play, for the novice who wants to learn to swim undertakes something difficult and even dangerous with the conscious intention of developing his powers. By saying that he can swim if he tries, we are saying that he can understand the instructions given to him, and that he can consciously train himself in their application.

It is not difficult to imagine many other uses of the words "can" and "capable". One such usage is found in the phrase "John Doe was able to swim when he was a boy, but now he can invent new swimming techniques." "Can invent" does not mean that "he was taught and did not forget how to do it." And this "may" is not at all like the "may" in the phrase "May sneeze." Again, "can" in "Can beat anyone but a champion swimmer" has a very different power than in "Can swim" or "Can invent." It's a "may" that applies to race horses.

The word "may" has another feature that is of particular importance for our main theme. We often talk about a person or an animal that they can do something, in the sense of doing it right or well. When we say that a child can spell a given word, we mean that he will not just give a random set of letters, but will pronounce the correct set of letters in the correct order. When we say that he can tie a reef knot, we do not mean frost that when he plays with ropes, sometimes he gets a reef knot, and sometimes a very ordinary one. No, what we mean is that always or almost always when a reef knot is required, he gets a reef knot, or at least that these knots are almost always obtained when they are required and when the child tries. When we, as is often the case, use the phrase "Can say" as a paraphrase for "knows," we always mean "Can say correctly." We will not say that a child can tell the time if he pronounces arbitrary phrases containing phrases denoting the time of the day. We shall say that he can do this only if he systematically tells the time according to the position of the hour hands or the position of the sun.

Many of the action verbs that we use to describe people, and sometimes, with a certain degree of doubt, animals, denote the performance of not just actions, but appropriate or right actions. They represent achievements. Verbs and verbal constructions such as “to spell”, “to keep score (in a game)”, “to solve (a problem)”, “to find”, “to win”, “to heal”, “to remember”, “to deceive”, “ to convince”, “arrive”, and countless others, mean not only the performance of some action, but also the achievement of a certain result due to it. These are the verbs of success. Generally speaking, success is sometimes a matter of chance. A cricketer may score a point simply due to a careless move. But when we say that a person can do certain kinds of things, such as solve anagrams or heal us, we mean that his activity is quite often successful and without relying on luck. He knows how to carry out such activities under normal conditions.

We also use appropriate verbs of failure, such as "miss," "mistake," "drop," "lose," "spoil," "miscalculate." It is important that if a person can count or spell words, he can also make mistakes in this. But the meaning of “may” in the phrases “can spell” and “may count”, on the one hand, and “may make a mistake when spelling” and “may make a mistake in counting”, on the other hand, is significantly different. If in the first case we are talking about a certain competence, then in the second - not about another competence, but about susceptibility. For some purposes, it is necessary to note another difference between these two senses of "may" and that of senses in which one can say that a person cannot guess an anagram incorrectly, fail to win a race, find a treasure in vain, or prove a theorem unacceptably. In these cases, we are talking about a logical impossibility, and not at all about the competence of the actor. “Unsuccessfully win” or “misunderstand” are self-contradictory expressions. We will see later that the epistemologists' ardor to find incontrovertible observations stems in part from a failure to notice that, in one of its senses, "observe" is a verb of success, so that "observe wrongly" is just as self-contradictory as "unsuccessfully cure." However, like the expressions "incorrect argumentation" or "unsuccessful treatment" are logically permissible, the expression "inadequate observation" is also logically permissible if the word "observe" is understood as analogous not to the verb "find" but to the verb "search".

Apparently, what has been said is enough to show the variety of types of meanings of the word "may", as well as types of expressions of ability and susceptibility. Only some of the expressions of ability and susceptibility are characteristic of the description human beings. But even among them, different types stand out.

Trends are different from abilities and exposures. “Would if…” is different from “could”, and “constantly happens… when…” is different from “may”. The situation is something like this: if we say “may”, we are saying that it is unreliable, that something will not happen. And when we say "tends to ...", "continues" or "tends to ...", we are saying that for sure it was or will take place. Therefore, "tends to..." implies "may", but not vice versa. The sentence "Fido tends to howl at the moon" says more than "It is not true that if the moon is shining, then Fido is silent." This sentence allows the reader not only not to rely on Fido's silence, but directly expect his barking.

But there are many different types of trends. Fido's tendency to get scabies in the summer (unless he is put on a special diet) is different from his tendency to howl at the moon (unless his master scolds him). A person's tendency to blink regularly is different from his tendency to close his eyes in times of need. The second, but not the first, we may call "his manner."

We distinguish between different tendencies in behavior, calling some “habits”, others “tastes”, “interests”, “hobbies” and “hobbies”, and still others “jobs” and “occupations”. Putting on a sock first on the right foot and then on the left can be just a habit, going fishing whenever business and weather permit is a hobby, driving a truck is a job. One can imagine borderline cases of regular behavior that we do not unequivocally assign to any of the categories. For some people, work is their hobby, while for others, both work and hobbies are just habits. But, in any case, the concepts themselves are quite clear. Habitual action is not action for a specific purpose; a person sometimes cannot report that he has done it, even when asked directly after his habitual action: his mind was occupied with something else. Actions performed as part of a job may simply be done out of habit. However, a person does not perform these actions if he is not at work. A soldier does not march while on leave at home - he only does it when he has to march. He abandons and reacquires this habit by taking off and putting on his uniform again.

Displays of hobbies, interest or taste are, as we say, "for one's own pleasure." But such a turnover may create the misconception that such actions are taken as a kind of investment, from which certain dividends are expected. In fact, the opposite is true, that is, we do these things because we love or want to do them, and not because we love and want something that is in addition to them. We are reluctant to invest our capital, hoping to receive dividends that justify this investment, and if we had a chance to receive them without investing capital, we would certainly gladly refuse to invest. But a fishing lover will not accept or understand your offer to have fun without the actual process of fishing. For him, pleasure is precisely this process, and not something that is its result.

When it is said that someone is now enjoying or experiencing a negative attitude towards something, it follows that he is paying attention to it. It would be a contradiction to say that a person likes the music he plays, although he does not pay any attention to what he listens to. At the same time, it would not be a contradiction to say that he listened to music, but this was not accompanied by either pleasure or negative emotions. Accordingly, when we say that someone loves to fish, it follows not only that he tends to pick up a fishing rod when nothing interferes or forbids him, but that he strives to do this consciously, paying attention to what he does; this means that he tends to immerse himself in dreams or memories of fishing and participates in conversations and reads books on the subject with great interest. But that's not all there is to say. The conscientious reporter consciously seeks to listen to the words of politicians, even if he would not do this if it were not his duty. He does not do this during his non-working hours. At this time, he may prefer to devote himself to fishing. He forces himself to focus on fishing, as he did with political speeches. He concentrates here effortlessly. When they say that a person loves to do something, they mean this first of all.

In addition to simple habits, work and interests, there are many other types of trends more high level. Some regularities of behavior are due to principles and strategies that the individual imposes on himself; others are determined by religious principles or codes instilled into him from outside. Inclinations, ambitions, missions, devotion, selflessness, and chronic neglect are all behavioral tendencies, but very different kinds of tendencies.

Two illustrations will help to demonstrate some of the differences between abilities and tendencies, or between competence and inclinations, (a) Both qualifications and skills and inclinations can be simulated. However, a deceiver who pretends to know how to do some things, we call a charlatan, and a deceiver who pretends to have certain habits and inclinations, we call a "hypocrite." (b) Epistemologists tend to confuse themselves and their readers by over-complicating the difference between knowledge and belief (belief). Some of them argue that knowledge and belief differ only in the degree of something, while others say that they differ in the presence of some introspectively observable component that is in knowledge but is absent in belief, or vice versa. Their difficulty stems partly from the assumption that the words "know" and "believe" denote events. But it is not enough to understand that these words are dispositional verbs - one must also see that they belong to different types of dispositional verbs. "Know" is a verb denoting ability, and the ability to successfully implement or comprehend something correctly. On the other hand, "believe" is a verb denoting a tendency, while it does not have any connotations indicating that it is a tendency to do or comprehend something correctly. The word "believe" can be refined with the help of such adverbs and phrases as "persistently", "hesitantly", "steadily", "invincibly", "stupidly", "fanatically", "with all my heart", "from time to time", " passionately or childlike. Most of these characteristics apply to nouns such as "trust", "loyalty", "inclination", "disgust", "hope", "habit", "zeal" or "perversity". Like a habit, a belief or belief can be deeply ingrained, quietly acquired, or discarded. Like commitment, devotion, and hope, they can be blind and obsessive. Like disgust and phobia. And they can be unconscious. Like fashion and tastes, they can be contagious. Like fidelity and affection, they can be caused in a person by cunning. A person can be forced and begged not to believe in something, and he can try, successfully or unsuccessfully, to stop believing. Sometimes a person may exclaim: “I can’t help but believe so-and-so!” However, all such turns and their denials are not applicable to knowledge, for to know is to be able to comprehend something correctly; it does not imply a tendency to act or react in a certain way.

Roughly speaking, "believe" belongs to the family of words denoting motivation, and "know" belongs to the family of words denoting skills, abilities, competence. Therefore, we ask “how a person learned something” as opposed to “why he believes in something”, just as we ask: “how does a person tie a knot”, but - “why does he want to tie such a knot” or "why does he always tie 'women's' knots." Skills and habits have their methods, and habits and inclinations have sources. Accordingly, we ask what makes people believe or fear something, but we do not ask what makes them know or achieve something.

Of course, faith and knowledge (if it is knowledge of what) operate, so to speak, in the same field. We can say about the same kind of things that they can be known or not known, that they can be believed or not believed in, just as we say about the same kind of things that they can be produced and that they can be export. The person who believes the ice is dangerously thin will warn others to ride with caution, and will answer questions in the same way as the person who knows the ice is dangerously thin. If you ask him if he knows that this is indeed the case, he will not hesitate to answer in the affirmative until he is puzzled by the question of how he discovered it.

We can say that faith is like knowledge, it differs from trusting people, being excited about some deeds, or aversion to smoking in that it is a “propositional attitude”, i.e. what exactly a person believes or what exactly he knows, is expressed by a sentence. This, of course, is true, but it is still too skinny a resemblance. Of course, if I believe that the ice is dangerously thin, then without hesitation I tell myself and others that “the ice is thin”, I agree when other people make the same statements, and object to those that are opposite in meaning, I deduce consequences from the sentence “the ice is thin ”, etc. However, the belief that the ice is dangerously thin is also expressed in a tendency to skate carefully, to be afraid, to imagine possible misfortunes in the imagination and warn other skaters against them. Faith is expressed in a tendency not only to make certain statements, but also to carry out certain actions, to draw certain images in the imagination, to have certain feelings. And all these things are related to the same sentence. The phrase "The ice is thin" will be contained in the description of fears, warnings, careful riding, statements, conclusions, agreements or objections.

A person who knows that the ice is thin, and who is also interested in finding out whether it is thin or not, will also be inclined to behave and react in a similar way. But if we say that he keeps close to the shore because he knows that the ice is thin, then we use the word “because” in a completely different sense and give a significantly different kind of “explanation” for this than when we say that he keeps near the shore, because he believes that the ice is thin.

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What does it mean and what is it for? What does it look like, how to clean it, keep it clean and develop it? We will try to answer these questions in this article.

What is the human mental body

M The mental world is a certain part of the universe that exists parallel to the physical world, surrounding and partially penetrating the physical world, but not visible and not perceived by physical vision, since it consists of matter of a different order. it world of mind, ideas and thoughtforms, also a world of dreams and dreams. This is the place where the seed of Consciousness, the Divine Presence is planted. The mental body consists of even finer matter than the astral and etheric bodies.

The bearer of personality on the mental plane, the lower, concrete mind. In the mental body, there is awareness, a sense of oneself and the world, the Divine essence is to think and accept the world with the Heart, and not with the mind. It generates thoughts and ideas. There is a mental perception of the world and its reflection through language, speech, rational and logical thinking.

The memory cells of the Mental Body store all knowledge, all the information that a person heard, read, perceived, learned. The event series is also stored there. All memories are also recorded in your bodies and stay with you.

What does the mental body look like?

Acting in conjunction with other bodies, the body of the mind is not, however, an exact copy of the physical person (like the astral body). It has a less clear copy of the body, an oval egg-shaped outline that permeates the physical and astral bodies surrounding them. It's even wider astral body, as it develops, it has a luminous aura, which becomes more and more in the process of intellectual and spiritual improvement of a person.

Inside it are mental images, most often they are clots with different shapes and brightness. The color of the clot depends on the emotional content of the mental image.

Due to the development of the higher mental faculties of man, this egg-shaped form is transformed into an increasingly beautiful and majestic object. It's impossible to see him astral vision, it is accessible only to the higher vision belonging to this world and above.

The state of the mind body that we will acquire in the next incarnation depends on what we have time to do with our current mind body; hence the direct dependence of the evolution of man on how he uses his body of mind in the continuation of his earthly life. We cannot separate one life from another, nor can we miraculously create something out of nothing. Karma brings a harvest in accordance with what is sown: whether the harvest will be poor or rich depends on how well the sower has prepared the soil and what seeds he has picked.

Cleansing the mental body. How to cleanse, restore and heal the mental body.

As a rule, with age, astral-mental accumulation overflows in people, and if it is not unloaded, then over time it becomes difficult to fully live and change your life, thinking, behavior, navigate new information, for example, change your profession, look, opinions, get rid of from dependencies and influences of other people, forces, various sources.

The overcrowding of the astral-mental layer can be different: both energetic and informational. Bodies lose their saturation, the ability to emit energy, visually become darker, inside, as a rule, some clots of information or energy are formed that look like dark spots, different shapes and density. If you approach compaction on a subtle level, then you can read information (emotion, sensation, memory), understand what is at stake and what has accumulated in a particular place.

Because information is distributed around the entire perimeter of the body, then physiology and psychosomatics are added to this, the location of information affects the organs and systems around, creating certain bindings.

Promotes healing and strengthens the mental body:

Practice meditation and concentration. To be an observer of thoughts and the process of thought-creation!
Awareness of your thoughts throughout the day.
Stop unnecessary and negative thoughts.
Meditations. Spiritual practices.
Identification and elaboration of negative programs and beliefs.
Observation of thoughts "from the outside" and as a result - the ability to move away from thoughts (to understand that I am not a thought).
Understanding that every thought entails karmic consequences.
Healthy rest. Healthy sleep and maintaining the correct "daily routine".
Communication with harmonious and pleasant people. If possible, stop communicating with negative people.
Moderate physical. loads. Physical cleansing. body, post, hardening.
Reading books.
Stay in nature.
Pleasant thoughts and states.

Pollutes and weakens our mental body:

Restless mind. Fussiness, wandering of the mind, thinking about unnecessary and irrelevant things. Too many thoughts.
Negative thinking.
Negative programs and beliefs, conscious or unconscious.
Identify with thoughts or thought process.
Negative thoughts, ideas and beliefs.
Communication with negative people. Negative thoughts of other people directed at the person.
Pride and Selfishness.
Excessive immersion in your own dreams and dreams.
Thinking about things that don't matter to you, such as solving problems in the distant future or empty thoughts about the past.
Unhealthy sleep at the wrong time, for example, in the afternoon, getting up late and going to bed late.

How to cleanse the mental body

Need to learn transform internal emotional and mental blocks. To rethink what we are: annoying, infuriating, what we cannot tolerate, what we are afraid of, and so on. The fact that we once did not accept or it “hurt” us.

It is important to stop thinking negatively and focus on the bad. Must learn constantly watch your thoughts and states. Very good to teach think well about yourself, other people and life in general!

The practice of information starvation and purification is also useful. When for some period you not only do not take food, but also information. You cleanse the cells of all your bodies with water and prayers, that is, you remove negative data and programs with the help of water and fill your body with high energy through prayers.

Very important be aware and listen to the heart, it can tell a lot!

How to develop the mental body. Training and development of the mental body.

Thoughts are the material from which we build our mental body; developing our mental abilities, thought process, improving our creative abilities, our higher emotions, we literally build our mind body; and this process goes on day after day, month after month, and year after year, for many lifetimes. If you do not develop your mental abilities; if in the sphere of thinking one remains only a plagiarist, but not a creator. If you constantly borrow thoughts from the outside, instead of developing them yourself, from the inside, going through life, fill your mind only with other people's thoughts, then the mind body simply will not be able to grow, and a person will actually end each of his next life in the same place where he and began.

By developing your mind, creatively using your abilities, improving them, constantly using them and straining them, you can develop your mind body and advance along the path of evolution.

Once you become aware of this, you will begin to follow his activities. And once this happens, you will find that, as mentioned above, most of your thoughts are by no means your own. But it is only the thoughts and ideas of other people that you perceive.

Try to focus on it right now and then for the rest of the day try to notice what you're thinking! Such a drastic change will most likely result in you finding yourself thinking about nothing (the most common result), or your thoughts so vague that what you dare to call your own mind, they don't make much of an impression.

By being conscious enough times (and this operation in itself contributes to the development of your self-awareness), you will learn to recognize individual thoughts that are in your mind, and you will be able to notice the difference between the state in which these thoughts were when they entered your mind and when they disappeared from it, that is, what you managed to add to them while they remained with you. As a result, your mind can become really active and its creative abilities will develop.

First of all, select those thoughts that you will allow to remain permanently in your mind; further - if you find a good thought in your mind - linger on it, enrich and consolidate it, try to improve it even more and then send it to the astral world as your potential assistant; if any evil thought enters your mind, drive it out as quickly as possible.

You will soon find that as you allow more and more good and wholesome thoughts into your mind and refuse to allow evil thoughts into your mind, good thoughts come to you from outside more and more often, while evil thoughts enter your mind all the time. less and less.

A similar effect is explained by the fact that, becoming more and more a container of good and useful thoughts, your mind, like a magnet, more and more attracts similar thoughts from the outside world; and as soon as you deny shelter to all kinds of bad thoughts, your mind will automatically begin to stop any attempts to penetrate them. The body of the mind will acquire the ability to attract all good thoughts from the surrounding atmosphere and reject all bad ones.Thus, the mind will perfect only good thoughts, while constantly replenishing the volume of mental material from which its body will be made up, year after year more and more enriched and increasing in size.

We must train ourselves to think clearly and consistently and not allow our minds to spontaneously jump from one subject to another and waste our energy on many unimportant thoughts.

It is a very useful practice to arrange thoughts in a sequential order, in which each subsequent thought flows naturally from the previous one; it allows us to develop in ourselves those intellectual qualities that make our thinking consistent and therefore fundamentally rational; acting in this way (when one thought replaces another in a certain, ordered sequence), the mind turns itself into an increasingly effective instrument of the true Essence, operating in the world of mind.

This improvement in thinking ability through concentration and orderliness of thinking is manifested in a more clearly defined and developed body of the mind, in its accelerated growth, in balance and balance. The efforts expended are rewarded a hundredfold with the progress that follows them.

Helps develop the mental body:

Awareness, control of thoughts and beliefs. Track your thought process! Remove negative thoughts, ideas and beliefs, cultivate positive ones!
Stopping the thought process (wandering of the mind, thinking about unnecessary and irrelevant things) when there is no need for it! Run only to solve a specific problem. Stop the internal monologue.
Engage in mental activity, train the mind, solve logical problems.
Sublime Thoughts and Ideas.
Meditation, concentration and visualization.
Development and purification of the Astral body.
Physical activity, sports.
Willpower, courage, responsibility, self-discipline.
Fasting, cleansing physical. body.
Friendly communication and discussions, ability to defend one's position.
Reading books, perception of new ideas and thoughts.

If you were interested and useful article about share on social networks. If you have something to add, write in the comments. Be mindful and try to think well as often as possible!

Speaking about what magic is at the mental level, it should be noted that the most common technique used in this area is visualization.

It is not a panacea in solving global problems, but it can be very effective in realizing human desires. In its implementation, it is necessary to adhere to certain rules:

before starting the practice, you should consider whether the chosen desire is worth the significant energy reserves spent on its implementation;
you should make sure that the fulfillment of the desire will not cause any harm to the people around you;
in order to concentrate your thoughts as much as possible, you need to completely relax, which can be achieved during sleep;
the event that a person expects must be detailed in his mind;
you need to think about the fulfillment of your desire only in a good mood, relying on the promise of positive emotions.

Close to visualization in its meaning is considered such a concept as meditation. You can learn more about it from the article on our website. Many may be interested in information about the energy of forgiveness, which is also offered to the attention of visitors to our site.

What is mental magic

This type of magic is considered the strongest and most skillful, as the action is more subtle and effective. Mental magic is the editing and construction of situations by highly organized thought forms operating on high mental levels. If a simple thought form affects people directly, penetrating into their aura or sending radiation into it, then a mental thought form adjusts events in the right direction, making them more likely than others. And here rough influences are no longer needed: one small event starts a whole chain. In this vein, it would be appropriate to compare a private and a general: a private can influence the enemy physically, the stronger, the more prepared he is. If it is properly pumped, then it will give a result. But the general can arrange the situation in such a way that the enemy wears himself out or even destroys himself due to misinformation, for example, by going through the swamps.

Mental magic is built on working with situations, not with people. Therefore, such influences are more difficult to recognize and act more effectively. Not any magician can act on the mental level: appropriate opportunities are needed in the form of mental bodies capable of such work. In addition, you need to develop them correctly and be able to act through them. Working with gross energies does not contribute to such development: the underlying bodies are involved, de-energizing the upper, mental ones. The concentration of a particular type of energy determines the dominant body that feeds on that energy. For the successful operation of mental bodies, proper “charging” is needed.

Do not confuse ordinary influences with mental ones: for example, with rituals for good luck. Most often in this case an aura of emotions corresponding to success is created and people react positively to it. And the “puffed up” himself feels more confident, because not only is he himself in a “successful” state, but now he also needs to spend less of his own energy on maintaining a positive state.

If the same thing were done by the methods of mental magic, then the circumstances would be such that, for example, a person would “accidentally” find Good work in a good team, “accidentally” there would be an opportunity not to have an expensive rest, and so on. There is no visible impact on people here, favorable conditions are created for the necessary situations - they are put together like a puzzle.

The easiest way to mentally influence: form a message in the form of what you need in the end and let it go. After that, you can’t think about it anymore, let everything be as it will be (excluding both gross influences and mental “garbage”). The greater the power of thought, the more invested in it, the more likely a positive result.

Of course, more subtle work is also possible, in the form of viewing the available options, all cause-and-effect relationships and correcting them. But there are no specific ways in this regard, because the development of many skills is required.

The energy corresponding to the process of human thinking is usually called mental. It is believed that the level of density of the mental body is different, so there are many types of this energy. Based on this, we can say that mental magic is inseparably connected with the work of thoughts, and has the following components:

Reading thoughts and transmitting them at some distance. During the telepathic process, the sense organs do not take part. It is the ability to convey words, emotions or images with the power of thought. Although there is no reliable evidence for the existence of telepathy, there is nothing stopping you from trying. Relax your body and mind, mentally imagine that the recipient is right in front of you, and focus on mentally sending a simple word or image to the recipient. Try to take turns receiving and sending signals with a close friend or relative and write down your progress in a diary. In a practical way, it may turn out that there is a strong mental connection between you and a friend!

Each person can develop telepathic abilities, since it is inherent in our nature with you. But for some, such development takes only a few months, while others will take many years.

Telekinesis

The process of influencing objects and events without the use of physical effort. Telekinesis has been known since ancient times. Supporters of the phenomenon believe that many of our ancestors knew how to master telekinesis, and used unusual abilities for practical purposes. For example, during a sea voyage, by an effort of will, they “increased” the speed of the ship in order to quickly reach the other shore and not die in a storm. Mass interest in the phenomenon arose in the 19th century - during the heyday of mediumship and spiritualism. But by the beginning of the 20th century, attention to telekinesis had noticeably decreased, since no significant evidence of its reality was found. However, in the 60s, telekinesis again became a favorite in our country - thanks to the "phenomenon of Ninel Kulagina." A simple housewife from Leningrad could effortlessly move small objects (for example, a sugar cube or a matchbox), cause the compass needle to rotate, scatter a laser beam with her hands, change the acidity (pH) of water, and much more. This attracted the attention of many Soviet and foreign scientists.

Teleportation

The rapid movement of any objects over a certain distance. Teleportation is the general name for processes in which an object moves from one place to another, in a very short period of time (almost instantly), without existing at intermediate points in between, using technological methods or paranormal phenomena.

Teleportation is studied by science and described in science fiction; the possibility of overcoming a huge distance in an instant has always attracted people because of the strength and convenience, and the simultaneous mystery of the phenomenon.

Levitation

The ability to reduce the weight of an object so that it can float in the air without assistance. Levitation is a phenomenon that, like many others like it, has not yet been explained by science. The effect of levitation, when a physical body can lose its terrestrial gravity and soar into the air, in itself remains rather mysterious for us. And yet - let's try to figure it out and explain what levitation is in simple and understandable words.

The secret of levitation, as specialists and researchers explain this phenomenon, is that, as a result of a certain kind of energy heating, each cell of the body that receives this energy impulse and is also warmed up accelerates in its movement. This, in turn, leads to a change in the mass of the whole body.

It is no coincidence that in transphysics such a phenomenon is considered a side effect of spiritual practice.

Hypnosis

Impact on the human mind in order to obtain some information. The term "hypnosis" is often mystified, misunderstood, or simply overcomplicated. It is used to describe a person's trance-like state, intermediate between sleep and wakefulness, which can be entered either through autosuggestion or when working with a hypnotist. Hypnosis is also called the process of interaction between the hypnotist and the subject.

If we go deeper into the effect of hypnosis on a person, it is worth starting with the fact that our brain consists of nerve cells - neurons, which are either in a state of excitation or in a state of inhibition. With the predominance of excitation of neurons, the person is awake, with the predominance of inhibition, he is asleep. Hypnosis is a focus of excitation of the “sleeping” cortex and disconnected awareness. Therefore, people under hypnosis are not capable of critically evaluating commands or instructions from the hypnologist. During the session, it is impossible to logically comprehend what is happening, however, due to the focus of excitation, a person is able to follow the instructions given by the hypnologist. In fact, hypnosis is an intermediate state between sleep and wakefulness, "guarded" by the rapport zone, as hypnosis experts call it.

extrasensory perception

It is a special ability of perception by the senses of what seems unusual to an ordinary person. Now let's take a closer look at what can be attributed to psychic abilities. For example, this is telepathy, the ability of a person to transmit his thoughts, images and feelings to another person at a distance. Here you can draw a small analogy with the transmitter and receiver, because schematically this is how telepathy works. Signals from one brain are transmitted to another, which receives them.

It also includes clairvoyance. With the help of this ability, a person can receive any information (from the past, future and present). Clairvoyance can be divided into several conditional varieties, such as clear feeling, clairaudience, claircognizance. Such divisions are necessary for the fact that usually a person is tuned to one reception wave, i.e. can either see images and pictures in his head, or know something for sure, or hear messages in the form of voices. It is very rare to find a combination of all these abilities.

Also, such a concept as dowsing or dowsing can be attributed to extrasensory abilities. It's quite ancient magical ability, which lies in the fact that people find hidden objects (for example, sources of water and magic, some minerals, etc.). Usually this is what is hidden underground. As a tool, a vine, a pendulum, a frame are used. It is he who leads the psychic to the desired.

Psychic abilities are also endowed with mediums. These are people who can come into contact with spirits. It happens completely different ways, for example, with the help of a ouija board through questions, or the medium himself falls into a trance and is a conductor, conveying the words of the spirit with his voice.

In addition, a psychic can also provide healing assistance, because he clearly sees the problem of a person, its origin, as well as the way to remove it. Here, extrasensory perception with hands, or, as it is also called, bioenergetics, is very important, since often you have to work with them to get rid of the problem. A person with this ability can, by the simple laying on of hands, relieve the patient of depression and fatigue, remove negativity, and also cure some diseases of the body. Here, of course, everything will depend on the personal strength of the bioenergy and the degree of the person’s illness, as well as on the desire not only to heal, but also to change.

Clairvoyance

The ability to receive accurate information regarding upcoming events. Clairvoyance is the ability of a particular person to perceive information that remains inaccessible to the perception of most people. How clairvoyance manifests itself - we will talk about this in this material.

Clairvoyance is the inner vision of a person. With clairvoyance, information comes in images, symbols and signs. At the same time, ordinary sense organs are not involved - only the so-called "third eye" is responsible for clairvoyance.

Most mediums and psychics use this method of objective vision of reality. If you have ever watched them work, you may have noticed that when a psychic concentrates on something, he looks away.

At the initial stage of the development of clairvoyance, the images that a person begins to see are very fleeting, it is quite difficult to distinguish them. It is for this reason that most people are unable to notice them, and they are lost.

You can also read in esoteric literature that if a person has the gift of clairvoyance, he allegedly enters the three-dimensional dimension. In reality, a person who begins to awaken beyond his abilities simply receives images of future events, which can come in the form of pictures, sounds, and in some cases words. Each individual interprets them differently.

When you develop your abilities and have enough experience, the same images will come to you, which you will learn to understand using your own interpretation scheme. It is important to memorize the features of the information that you receive from above, you can even start a special diary in which to note everything unusual that happens to you. As a result, you will receive your own psychic dictionary to interpret the information received through the gift from above.

The universe is rich and varied, and man is its extension. Mental magic is the magic of thought! Programming for love and luck, for health and well-being is built on its basis. Known to many mantras, they are used in Buddhism and Hinduism as a sacred hymn or verbal spell formula, with constant repetition of which a certain specific result is achieved. Agmas in mental magic are also words of power. Unlike mantras, agmas consist of a small number of words, which you don’t even need to try to understand. The key word just actuates energy forces and as a result, you can get the expected effect.

Mental magic is sometimes classified as recreational magic. On its basis, external effects are demonstrated in the form of the ability to transmit and guess thoughts at a distance, visions, predictions, etc. Masters of magic, using the power of thought and reason, were able to master amazing abilities:

The conclusion is simple - using the power of thought and desire, you can achieve self-realization. It may not be immediately and not everyone will be able to move and ignite objects or force someone to obey, but those who believe in higher power visualization. The command of the will is mental magic, the video demonstrates the variety of possibilities for materializing a thought form on a subtle level.

By mental development, we mean, first of all, mental development, as well as changes in the way of thinking, the totality of mental skills and spiritual attitudes inherent in an individual or social group 1 . Considering mental development, let us first give a general description of this concept, and then consider mental development in the context of our understanding of abilities.

5.1. General characteristics of development

Definition of concepts

Development is defined as “directed, regular change; as a result of development, a new qualitative state of the object arises” 2 . When people talk about human development, they primarily mean three areas of development: physical, cognitive and psychosocial. general characteristics areas of development are presented in table 8 (according to G. Craig 3)

Table 8

General characteristics of development areas

Development area	Characteristics
Physical	Includes growth and changes in the human body. This includes both external treasonchanges, such as the dynamics of growth and weight, and internal: changes in bones and muscles, glands, brain and sensory organs. This area also includes physicalphysical health and motor skills (e.g. walking, crawling,letters)
cognitive	Includes mental processes related to thinking and decisionproblems. Covers changes in perception, memory,reasoning, creative imagination and speech
Psychosocial	Includes the development of personality and interpersonal relationships. These two areasdevelopment are interconnected and cover, on the one hand, changes in the self-concepttion, emotions and feelings, and on the other hand, the formation of social skills and fashionlei behavior

We will be primarily interested in psychomotor and cognitive development, which is expressed in the development of appropriate abilities. Consideration of developmental processes, we will limit the age to 6 years. At this age period, development is most intensive. No wonder the great Russian writer L.N. Tolstoy noticed that from me to a 5-year-old - one step, from a 5-year-old to a newborn - a huge distance.

When considering questions of development, we will be primarily interested in the determination of this process.

Usually, human development is carried out systematically in all three areas, but the development process is characterized by irregularity and heterochrony.

Development is characterized by three processes: maturation, learning, socialization. When development is determined by the genetic code, one speaks of ripening. "The process of maturation consists of a sequence of pre-programmed (genetically) programmed changes not only in the appearance of an organism, but also in its complexity, integration, organization and function" 1 . The maturation of body organs, mental functions and abilities proceeds at different rates. "Term aging refers to the biological changes that occur after passing the point of optimal maturity” 2 .

learning define a wide range of processes of formation of individual experience. A detailed description of the various types of learning is given by us in work 3. Learning also plays a decisive role in the processes of developing abilities. This determines the process of acquiring intellectual operations and schemes for their use in various situations.

Socialization- there is “the process of assimilation by the human individual of a certain system of knowledge, norms and values that allow him to function as a full member of society; socialization includes both a targeted impact on the personality (education) and spontaneous, spontaneous processes that affect its formation” 4 . Socialization is carried out in the process of interaction between the subject and his social environment. Already in infancy, not only the mother influences the infant, determining the formation of his individual experience, but the infant also influences the mother, determining her behavior. The process of socialization continues throughout a person's life, is a reaction to a change in his living conditions: going to school, professional activity, marriage or divorce, retirement, etc. Socialization is manifested in the formation of spiritual abilities.

In the process of development, the three noted processes (maturation, learning and socialization) closely interact with each other. The maturation of functional systems contributes to learning, learning determines the development of intellectual operations and schemes for their use, socialization forms the moral foundations of the individual, which determine the formation of life goals and the development of certain types of activities, and all this in turn leads to the development of abilities necessary to perform a specific activity.

It is also necessary to dwell on two concepts: the critical period and readiness. The critical period is understood as the only period of time during which a certain environmental factor leads to certain changes in development. Readiness is also understood as a certain period when external influences lead to the best learning. But unlike the critical period, this learning can also occur outside the readiness period, but with less effectiveness.

Obviously, such periods exist for the development of abilities, but this issue has not yet been sufficiently studied.

In the following, we will focus mainly on the cognitive area, while remembering that development in this area is closely related to development in other areas.

cognitive development

prenatal development due to the genetic program and is one of the most striking examples of maturation.

Without dwelling on various aspects of this process, we note that after 24 weeks of intrauterine development, the electrical activity of the brain is recorded, which indicates that the fetal brain begins to function. In the seventh month there is a rapid development of the brain, accompanied by the localization of sensory and motor centers. The fetus responds to loud sounds, speech, and light. Mimic movements, body turns and head movements are observed. In the eighth month, the fetus opens its eyes and is believed to be able to see its hands. “Some scientists believe that from the 32nd week the fetus begins to become aware of what is happening, since many neural circuits of the brain have already formed by this time 1 . There is every reason to believe that development goes “from head to toe”.

“Over the past three months, the fetus continues to grow, its motor and sensory capabilities expand, and it begins to process information from the environment, which contributes to the maturation of its nervous system” 2 .

The newborn is viable, that is capable survive.

The cognitive abilities of the newborn are limited, but develop rapidly. Unfortunately, we have to admit that we are just beginning to learn about the amazing abilities and skills of newborns. Newborns have an amazing ability to learn. In the same period, intensive maturation of the newborn continues. Perceptual, motor, cognitive and emotional development proceeds as a single process taking place in a specific social environment.

In the period up to four months, the baby "discovers himself", discovers that he has hands and fingers. He can look at them for several minutes in a row, follow their movement, bring his hands together, clasp one hand with the other. Some four-month-olds discover their legs by performing similar operations on them.

From 5 to 8 months, visually guided reaching is formed, the ability to use one's own hands (fine motor skills) progresses, movements and actions are mastered in which the large muscles of the body participate (gross motor skills). Children can sit down, more than half can stand still, holding on to something. A small proportion of babies begin to walk by holding on to the edge of the bed. In the same period, most children begin to move in space in a different way.

From 9 to 12 months, the child's walking skills are improved. Motor development acts as part of a dynamic system of perceptual-motor development, in accordance with the conditions. The ability to move and vertical position opens up new possibilities for understanding the world around. One-year-old children have a developed ability to manipulate.

By 18 months, almost all children can walk, carry something in their hands, pull something, push something in front of them, some children can climb ladders, hit the ball with their feet, eat more skillfully themselves, can partially undress. They strive to imitate adults: “read” a magazine, “sweep”, “talk” on a toy phone.

By the age of 24 months, children can “not only walk and run, but also ride a tricycle, jump in place on both feet, balance on one foot for a while, and throw a ball with both hands to an adult quite deftly. They climb stairs, and with outside help they can go down from it. They examine objects and furniture from all sides, trying to pick up, shift, carry, push and pull everything that catches their eye. Put various items in large boxes and put them back. They pour water, sculpt from clay, stretch and bend everything that stretches and bends, transports objects in a wheelchair, on a cart or on their "trucks". They explore, test and try. All this allows them to gain vital experience in relation to the properties and possibilities of the physical world.

If a crayon or pencil falls into the hands of two-year-old children, they can draw scribbles and for some time be fascinated by these “magic signs”. They are already able to build a tower of 6-8 cubes, and build a “bridge” of three. The ease with which they build their buildings from cubes speaks of the ability to select elements that are suitable in shape and to focus on the principle of symmetry in their designs. If desired, two-year-old children are able to take off almost all their clothes, but only very few can put them back on.

Studies by scientists 2 3 4 5 6 (and others) show that already in the period of up to two years, intensive cognitive (cognitive) development of the infant takes place.

The formation of functional physiological systems that ensure the perception of the surrounding world is nearing completion. At the same time, it should be emphasized that this formation is carried out in a certain cultural environment, in interaction with objects and using them in accordance with the desires of the child. Images of objects of the surrounding world in this process intellectualized. “In the process of thinking, S.L. Rubinshtein notes, there is some trimming of its visual content to a more adequate expression of the intellectual function that it performs in the thought process” 7 . Eleanor Gibson 1 notes that almost from birth, babies evaluate almost everything they see and hear in terms of possible use. With motor development, these possibilities increase and this leads to further intellectualization of the image. In an objective action, sensorimotor development is carried out and the sensorimotor intelligence of the child is formed, which includes sensory, motor abilities and figurative knowledge. T. Bauer discovered that even for three-month-old children, the value of the shape and size of an object is available. Babies reach for small objects, and only follow the big ones with their eyes. Babies already distinguish between men and women, at the age of 7-8 months they distinguish living beings from mechanisms, at 9 months they notice similarities and differences in objects. One-year-olds have an idea of a container, such as a cup.

Simultaneously with the development of sensorimotor abilities, various forms of memory develop. The baby remembers sounds and movements, remembers the place where the toy lies. Experiments have shown that already two-month-old children store visual impressions in their memory, and five-month-olds are able to recognize an ornamental image after 48 hours, and photographs of a human face after 2 months. Thus, babies have both short-term and long-term memory.

G. Craig notes on the basis of an analysis of various kinds of research that “children are probably born with ready-made neural structures that allow them to perceive certain categories of objects in the same way that older children and adults perceive them” 1 .

A new impetus to the intellectual development of the child is given by language development. Without considering this process in detail, we note only that since the work of Noam Chomsky, many scientists believe that a person from birth has a mental structure designed to master the language. These representations indicate innate language abilities.

A brief overview of the skills, abilities and abilities of the baby (according to G. Craig) is given in table 9.

Can intelligence be developed? Neuroscientists have long answered this question in the affirmative. Your brain is plastic and able to physically change depending on what you are doing. And even the smartest person has something to strive for. So don't waste your time! We have collected tips and exercises from our books to help you become even smarter.

1. Solve logic puzzles

You will find exciting tasks for training logical thinking in the book of the popular blogger Dmitry Chernyshev "What to do in the evening with your family in the country without the Internet". Here are a few of them:

Answer:

This is a type of credit card. Notches about the borrowed goods were simultaneously made on both sticks. One was kept by the buyer, the other by the seller. This ruled out fraud. When the debt was repaid, the sticks were destroyed.

Answer:

This is Morrison's hideout to protect people during the bombing. Not everyone had cellars in which to hide. For poor households, the device was free. 500,000 of these shelters were built by the end of 1941 and another 100,000 in 1943, when the Germans began using V-1 rockets. The shelter paid off. According to statistics, in 44 houses equipped with such shelters, which were heavily bombed, only three out of 136 residents died. Another 13 people were seriously injured and 16 were lightly injured.

Answer:

Look again at the condition of the problem: there was no task to "continue the sequence." If 1 = 5, then 5 = 1.

2. Train your memory

Until now, you've been trying to guess the number by choosing the average. This is the ideal strategy for a game in which the number was chosen at random. But in our case, the number was not chosen randomly. We have deliberately chosen a number that will be difficult for you to find. The main lesson of game theory is that you need to put yourself in the place of another player. We put ourselves in your place and assumed that you would say the number 50 first, then 25, then 37 and 42.

What will be your final guess? Is it number 49? Congratulations! Yourself, not you. You are trapped again! We thought of the number 48. In fact, all this reasoning about the average number from the interval was aimed precisely at misleading you. We wanted you to choose the number 49.

The point of our game with you is not to show you how cunning we are, but to clearly illustrate what exactly makes any situation a game: you must take into account the goals and strategies of other players.

5. Do math

Lomonosov believed that mathematics puts the mind in order. And indeed it is. One way to develop intelligence is to make friends with the world of numbers, graphs and formulas. If you want to try this method, the book Beauty Squared will help you, where the most complex concepts are described simply and in a fun way. A small excerpt from there:

“In 1611, the astronomer Johannes Kepler decided to find himself a wife. The process did not start well: he rejected the first three candidates. Kepler would have married a fourth if he had not seen a fifth, who seemed "modest, thrifty, and capable of loving adopted children." But the scientist behaved so indecisively that he met with several more women who did not interest him. Then he nevertheless married the fifth candidate.

According to the mathematical theory of "optimal stopping", in order to make a choice, it is necessary to consider and reject 36.8 percent of the possible options. And then stop at the first one, which will be better than all those rejected.

Kepler had 11 dates. But he could meet with four women and then propose to the first of the remaining candidates, whom he liked more than those he had already seen. In other words, he would immediately pick the fifth woman and save himself six bad dates. The theory of “optimal stopping” is also applicable in other areas: medicine, energy, zoology, economics, etc.”

6. Learn to play a musical instrument

Psychologist and author of We Are Music, Victoria Williamson, says the Mozart effect is just a myth. Listening to classical music will not increase your IQ. But if you make music yourself, you will help your brain work better. This is confirmed by the following experiment:

“A number of extensive analyzes of the relationship between music lessons and IQ in children have been conducted by Glenn Schellenberg. In 2004, he randomly assigned 144 six-year-olds from Toronto to four groups: the first had keyboard lessons, the second had singing lessons, the third had acting lessons, and the fourth was a control group with no extra lessons. To be fair, after the study, the children in the control group were offered the same activities as the rest.

The training lasted 36 weeks in a dedicated school. All children took IQ tests during summer holidays before these sessions began, and also at the end of the study. Criteria of comparable age and socioeconomic status were used.

After one year, the vast majority of the children performed better on the IQ test, which is logical since they are a year older. However, in the two music groups, the increase in IQ was greater than in the acting and control groups.”

7. Practice Mindfulness Meditation

Meditation not only helps to reduce stress levels, but also helps to develop memory, creativity, reaction, attention and self-control. For more on this method, see Mindfulness. Advice from her:

“Have you noticed that the older you get, the faster time passes? The reason is that with age we acquire habits, certain patterns of behavior and live on the "automatic": the autopilot guides us when we eat breakfast, brush our teeth, go to work, sit on the same chair every time ... As a result, life passes by, and we feel miserable.

Do a simple experiment. Buy chocolate. Break off a small piece of it. Examine it as if seeing it for the first time. Pay attention to all the kinks, texture, smell, color. Put this piece in your mouth, but don't swallow it right away, let it melt slowly on your tongue. Try the whole bunch of flavors. Then slowly swallow the chocolate, try to feel how it flows down the esophagus, note the movements of the palate and tongue.

Agree, the sensations are not at all the same as if you just ate a bar without thinking. Try this exercise with other foods, and then with your usual activities: be mindful at work, while walking, getting ready for bed, and so on.

8. Learn to think outside the box

Creativity will help find a solution even in a situation that seems hopeless to most. book author"Rice Storm"I am sure that anyone can train creativity. To get started, try applying the Leonardo da Vinci method:

“Leonardo da Vinci’s way of generating ideas was this: he closed his eyes, completely relaxed and dotted a sheet of paper with arbitrary lines and scribbles. Then he opened his eyes and looked for images and nuances, objects and phenomena in the painted. Many of his inventions were born from such sketches.

Here is a plan of action on how you can use the Leonardo da Vinci method in your work:

Write the problem down on a piece of paper and reflect on it for a few minutes.

Relax. Give your intuition the opportunity to create images that reflect the current situation. You don't need to know what the drawing will look like before you draw it.

Give shape to your challenge by delineating its boundaries. They can be of any size and take shape as you wish.

Practice drawing unconsciously. Let the lines and scribbles dictate how you draw and position them.

If the result does not satisfy you, take another sheet of paper and make another drawing, and then another - as many as you need.

Explore your drawing. Write down the first word that comes to mind for each image, squiggle, line, or structure.

Tie all the words together by writing a short note. Now see how the writing relates to your task. Have new ideas emerged?

Be attentive to the questions that arise in your mind. For example: “What is this?”, “Where did it come from?” If you feel the need to find answers to specific questions, then you are on the right path leading to a solution to the problem.

9. Learn foreign languages

According to researchers, this promotes brain development and helps maintain mental clarity even in adulthood. In the guide of the polyglot Susanna Zarayskaya you will find 90 effective tips on how to learn new foreign languages easy and fun. Here are three recommendations from the book:

Listen to songs in the language you are learning while driving, cleaning your home, cooking, tending flowers, or doing other things. You will be imbued with the rhythms of the language even with passive listening. The main thing is to do it regularly.

The non-profit organization Planet Read is using Bollywood music videos in its Indian literacy program with subtitles in the same language. The subtitle format is the same as in karaoke, that is, the word that is currently being spoken is highlighted. Easy access to such videos doubles the number of first-graders who have mastered reading. And all due to the fact that viewers naturally synchronize audio and video. The method by which illiteracy is fought in India will allow you to compare what you hear with what you see.

Who said that drama is incompatible with the table of irregular verbs? Soap operas can be a very fun way to learn a new language. The storylines are simple and the acting is so expressive that even if you don't know all the words, you'll still be in the know by just following the emotions of the characters.

10. Make up stories

This is another way to become more creative and develop flexibility of thinking. Don't know where to start? In the notebook "642 ideas to write about" you will find many tips. Your task is to continue the stories and turn them into complete stories. Here are some assignments from the book:

You meet a girl who can close her eyes and see the entire universe. Tell about her.

Try to fit the whole life of a person in one sentence.

Take an article from a fresh newspaper. Write down ten words or phrases that caught your eye. Using these words, write a poem that begins: "What if..."

Your cat dreams of world domination. She figured out how to switch bodies with you.

Write a story that starts like this: “The odd thing started when Fred bought a house for his miniature pigs…”

Explain to a gold miner in 1849 how e-mail works.

An unknown force threw you inside the computer. You need to get out.

Choose any object on the desk (pen, pencil, eraser, etc.) and write him a note with thanks.

11. Get enough sleep!

The ability to learn depends on the quality of your sleep. A curious fact from the book "The Brain in a Dream":

“Scientists have found that different stages of sleep are meant for different types of learning. For example, non-REM sleep is important for mastering actual memory tasks, such as memorizing dates for a history exam. But dream-rich REM sleep is necessary for mastering what is associated with procedural memory - with how something is done, including with the development of new behavioral strategies.

Psychology professor Carlisle Smith says: “For a month we sawed out blocks from which we built a maze for mice, and then recorded their brain activity around the clock for ten days. Those mice that showed greater intelligence in running through the maze also showed greater brain activity during REM sleep. I myself never doubted that sleep and learning are related, but now enough data has accumulated that others are interested in this issue. ”

12. Don't neglect exercise

Sport has a positive effect on our intellectual abilities. Here is what evolutionary biologist John Medina has to say in his book The Rules of the Brain:

“All sorts of tests have shown that physical activity throughout life contributes to a striking improvement in cognitive processes, in contrast to a sedentary lifestyle. The exercisers outperformed the lazy and couch potato in terms of long-term memory, logic, attention, problem-solving ability, and even so-called fluid intelligence.”

More books on the development of intelligence- .

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