How to make the world a better place through emotional literacy education and understanding fear.

emotional literacy education understanding fear

Emotional Literacy Education Understanding Fear
How to Make the World a Better Place Chapter 4
by Mark Zimmerman

Go To:
Chapter 1 Emotional Literacy Education and Self-Knowledge
Chapter 2 Emotional Literacy Language and Vocabulary
Chapter 3 Emotional Literacy Education Teaching Compassion
Chapter 5 Emotional Literacy Education, Hate, Violence & September 11, 2001
Chapter 6 Abraham Maslow, Emotional Literacy and Ortho-Education
Chapter 7 A Theory of Human Motivation by Abraham Maslow
Chapter 8 Self-Knowledge Learning Needs vs. Maslow's Self-Actualization Skills
Chapter 9 National Standardized Test, FCAT Testing and State Tests
Chapter 10 The Cause of War and a Solution

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When I was a child, I had this recurring nightmare. After having watched the Wizard of Oz on TV, I began dreaming at night of being in the Land of Oz. The wicked Witch of the West flew into the city of Munchkins, and all the Munchkins began to run in fear. As I began to run, I screamed, but there was no sound coming out of my mouth. It felt like no one could hear me and that no one could help me.

I knew that it occurred while I was asleep. The fear made me acutely aware, and I realized that it was a dream and not real. I figured out that I could stop the dream if I woke up. I began focusing, during my sleep, on my eyelids and attempted to lift them up. This helped me to become awake right at the moment the wicked Witch of the West appeared. Over time this technique helped me with this nightmare, and all my other nightmares. From that time on, every time I had a nightmare, I learned to wake myself up by pulling my eyelids open. Thus began my first needed attempt at managing and controlling my emotions.

Look at this scenario. What if a child was born emotionally aware, and with a curiosity fuelled by positive and negative emotions, and the intellectual ability to understand those emotions. Wouldn't this give rise to a child whose natural ability made him become emotionally literate?

What if that child had grown up into young adulthood feeling something missing in himself and language itself. What if that something missing was an understanding of himself and others. And what if that child had gone on to compose a new language, an emotionally literate language, as an effort to fill in the missing information inside himself, and where language fell short.

I feel as if I am such a person. I am something like a savant who specializes in emotional awareness and the use of language. In my late teens and early 20s, I composed Knowledge of the Self in seven volumes. I have since come to realize that what I created was a language unto itself. Kind of like twins who create a language only they can understand. In this case, I created a language that only I could understand.

Since the time I wrote those books, I have been trying to figure out a way to make them understandable to others. I am now 41 years old. I feel very close to bridging that gap. I have now realized that what I have composed is the Emotional Literacy Language. It contains: emotional language rules that coordinate learning, a structured emotional vocabulary, word categories, an Outline of the Self, word meanings and descriptions, Classical Literature annotated with emotional vocabulary, emotional word maps, rules that govern word association, emotional objectives, emotional growth paths, and words that cue an infinite set of word combinations (phrases with meaning) within the Emotional Literacy Language.

Last spring I came upon the concept of Emotional Literacy for the first time. I saw immediately the link between Emotional Literacy and self-knowledge. The work I have been doing most of my adult life relates to linguistics. My personal experience was that while looking up words in the dictionary, I found words and meanings relating to self-knowledge insufficient to form an adequate and useful picture. As I began to study words which related to an Emotional Language, I found words with shared meaning and also words with connected meaning. The baseline for determining meaning and word connection was derived from personal experience; and observation that was applied to studying various disciplines like psychology, philosophy, religion and science.

My ultimate goal is to go through the entire dictionary, and identify all useful words that relate to Emotional Literacy Education. When I paused working on identifying these words in 1999, I had found 4,913 Emotional Literacy Vocabulary words. From that preliminary work, I believe that there are an estimated 10,000 to 20,000 words in the Emotional Literacy Vocabulary. In the dictionary I am using, that would comprise 10% to 20% of all words.

I have also discovered that an expanded vocabulary could be broken down by grade level and taught in schools. Utilizing an Emotional Literacy Vocabulary, we have discovered that it can fit directly into the current curriculum through lessons in reading, vocabulary, spelling and social studies activities, etc. Though I personally believe testing is currently being overdone in schools, the Emotional Literacy Education System that we are proposing, would be measurable, and therefore more acceptable to mainstream education. Our goal is no less than creating an Emotional Literacy Language and Education System.

Additional Online Works by Mark Zimmerman
Format - Real Audio The Old Man of the Holy Mountain
Format - Text & Real Audio The Book that Changed My Life
Subtitle: The Making of The Old Man of the Holy Mountain

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