dna cervello coscienza consapevolezza educazione
dna cervello coscienza consapevolezza educazione
International Society of Neuropsychophysiology "Dal DNA il cervello, dal cervello la coscienza"
International Society of Neuropsychophysiology"Dal DNA il cervello, dal cervello la coscienza" 


"From DNA comes the Brain, from the Brain comes the Consciousness"


Michele Trimarchi, psychologist


Our brain is a wonderful tool, projected to generate in oneself an unique  and one-time being capable to manage all of the genetically ready powers in  order to gradually discover the marvels of this world created to deliver  happiness. The child, on birth, is gifted with this tool of unlimited power,  and during growth the ‘pilot’, capable to manage this power, is to be trained.  The pilot is a conscious ‘I’, capable to manage all of the brain’s features and  use the space-time of existence to have a creative and harmonic expression by  having a part in social cultural and human evolution.
            The nervous system is provided with perfect ‘mechanisms’ and its replies  are always structured and arranged according to genetically programmed principles  and functions: this allowed and still allows human being to express and live at  a psycho-moving level, cognitive level, emotional and related level ‘without the brain as a pilot’, i.e.  without an ‘I’ capable to rule, moment by moment the brain and decide actions  and behaviours on the base of an ‘evolutionary utility’ sense for the person.
Biological birth must be  preparatory for the birth of conscience, which, under a correct  education, should develop around age 7-8 to go on growing and improving during all  life time. We can say that the real birth happens when we become conscious  we have such a powerful tool like our brain  and we learn to use it in the best way: the chaos most of human beings live in,  witnesses the conscience is still missing within human brain, otherwise the  world would be a place much different than the one we are living, we would not  see psychopathologies spread everywhere, use and abuse of drugs and  psycho-medicines, every kind of deviance, dramas and conflicts at every age and  level of social life (not to talk about the serious and increasing pollution  and variation of ecosystem we live in).
Without a conscious ‘I’  everybody acts “obeying to a momentary Lord” which develops within the brain on  the base of memories, social and cultural examples, conditionings: when these  features are summoned rule the behaviour, preventing the conscious and creative  expression of the person, who finds oneself, notwithstanding, fighting with  conflicts, anxieties, unease, suffering generated by chaos and conflict  information received since the beginning of life.
            Within the brain we have the front  lobes of the two hemispheres and within them, during lifetime, a conscious ‘I’ must be shaped and  establish as the owner. The conscious ‘I’ is not an abstract entity, it’s a  reality which has to manage the features of both hemispheres as within them is  the control centre of the brain and the whole body, there everything gets and  from there everything starts, and the control centre must be ruled and used by  the ‘I’ to prevent its tools and feature to act automatically. The person  (child or adult) must be present in the  brain, must be conscious of how it works and how he can decide by himself  at any moment the order in any part of the body: the person must be able to rule body and brain, by using his own  intelligence to plan and complete his actions and life.
            The ‘I’, the pilot, should decide everything, plan and complete from the  lowest levels. If we decide to move a finger in a certain way can’t we do that?  If we decide to scream can’t scream? If we decide to hold our tongue, can’t we  hold it? If we decide not to respond to a taunt, can’t we do that? If we decide  to change our mind on an idea we think is wrong, don’t we change? We can do all what we decide: we just have  to think, plan and execute as we wish. We  have to decide for ourselves, not the stimulus from the outside. But who  ever taught us that we can decide for ourselves? We learn to walk since  childhood and then we move on the mood: we are depressed and we can’ move  anymore, we are in anxiety and we move too much… but where are we? Where is the pilot of the brain, our  ‘I’?
One of the most serious deficiencies of neuroscientific research is not  to have clarified the goal of the brain,  that’s where NPP has focused: the goal of  the brain is to generate an ‘I’ who becomes its supreme owner to manage and  decide about his own life respecting himself, human and natural environment.  The evolutional age psychology has detailed the several steps of movement,  cognitive, emotional, social development, but what must develop first? What  sense does it make, substantially, the development of more features and skills  if, meanwhile, we don’t develop an ‘I’ capable to manage them? Our genetic  program plans a gradual development of capabilities and biological functions,  such a development is ready at puberty age, as a person in puberty can already  generate, and the body is ready to express at all levels. But, meanwhile, do we  develop consciousness and conscience of such features and capabilities? Almost  never… there’s almost never a conscience  development together biological development, as the owner of the brain  doesn’t grow nor gets shaped, as people existence is in the facts managed by  experiences and their interpretation, and by impressed memories.
‘I’ is not apart from the brain, but develops within it from a kind of  “white energy” that gets coloured by interacting with the environment, and the  first colour, i.e. the first capability it has to develop is discover and rule  the body. Every activity of the child in the first period of life is aimed to  discover the body and its features, its potentialities which he must become  conscious of by gradually experimenting. Unfortunately today, in most of cases,  the child is strongly limited in the physiological  pulse to discover and experiment his potentialities as the environment  around is often chaotic: he moves in an environment being artificial for the  most, full of packaged stimulus (cartoons, industrial toys) that don’t help his  sensorial perceptive and creative capabilities, unlike natural stimulus, not to  mention disharmonies and strains he often absorbs from the family and which  limit the gradual development of self-confidence, autonomy, and self-worth. A  child would like to be always in focus of attention, not just because it’s a  “bad habit” but because he needs to, it’s a genetic pulse he is born with: being in the focus of attention means  receiving from the environment all the nutritious features human being needs to  develop and grow, from sensorial to emotional stimulus in a continuity with  no separations: the child needs to feel important for the environment he lives  in, he needs to feel loved, respected and favoured in his pulse to explore and  experiment himself, he needs his main figures to “talk to his I”, to that  immense energy being within him which has to gradually take control of the  brain to generate a conscious I.
            This society has generated a so-called educational system that in the  facts conditions and imprisons the child within rules and models to be absorbed  without even know the substantial reason, but such a system hurts the dignity  and potentialities of human being. The child is a wonderful project, so  immense, and the goal of education must be the promotion of the full  accomplishment of it, by helping the gradual development of a being capable to  manage his own brain by developing conscience  and consciousness of himself as a unique and one-time being, capable to create  and express harmony. NPP has given such concepts a scientific validity, has  studied human brain to understand the birth of conscience, of behaviour and of  mechanism why a person is capable to kill due to hate and meanwhile love and  generate life for the achievement of universal values. From such studies it has  come to surface that the key to understand human existence and the goal of life  itself is just the birth of a conscious I of every person, and education has an unreplaceable role in helping or delaying  such a birth. Human being can become a “genius” or an “automaton”, can express  wisdom or triviality, can create harmony or chaos, everything depends on the  quality of the education he receives: in the absence of genetic diseases or  organic deficit, the child at the birth has all the potentialities do develop  genius and wisdom, but if he’s blocked by restricted educational rules,  impositions, humiliating censures, punishments, expectations, all of this  strongly limits the expression of his potentialities. It is instead necessary focusing his powerful life-energy in a way  that allows him to always express himself, explore and know, experiment  himself, develop his creativity. Educate means ‘educere’, just pull out,  not condition; that means stimulating the child to come out to watch and verify  what is around him, he should not learn anything without its meaning and  utility. A child who learns to verify all that he experiments, to understand it  in its real utility, discovers and becomes gradually conscious of the world  around and of himself, and this is a genetic pulse that shows up since birth.  The child is born as a ‘scientist’, wishing to discover and know, but such a  pulse is blocked and paralyzed by endless prohibitions and impositions that,  even if made in good faith, are imparted since childhood. Some children achieve  to revolt looking however for ways to express oneself, even at a very high  price; some other fit in and, as long as they can, become perfect “social  models”. But they who decide to fit in with no criticism, with no choice or  evaluation opportunity, don’t allow human kind to evolve, otherwise human kind  would be already perfect. Human being is not a model, but a dynamic reality,  and the brain needs continuously stimulus  to feed it, needs to evolve, to go on, to interact constructively with the  environment, and the whole environment – within and outside – starts from a  physical base, as everything is physical. The word is a physical stimulus, it’s  energy, and there’s nothing that is not energy in our universe. Every kind of  energy inform us constantly about its existence as our brain is capable to  measure it, and could measure it physiologically if it wasn’t under conditionings going to distort its measuring  tools, exactly as explained by Pavlov through his experiments on classic  conditioning: if we associate a conditioning stimulus to a physiological one,  the physiological reply will be produced by the conditioning stimulus instead  of the physiological one, and this may be generalized to the whole human  behaviour. By continuously putting human being  through conditioning stimulus we separated the functionality of its two  cerebral hemispheres, right and left, we disassociated the being from his ‘I’,  that ‘I’ that should use both hemispheres to go on growing in conscience and  knowledge. This is always it: unity of human being ruled by his ‘I’. Plato used  to talk about a chariot driver, driving a white and a black horse, NPP talks  about ‘I’ that has to rule right and left hemisphere to develop an useful  behaviour for his own and others’ evolution. And the ‘I’ doesn’t come out of thin air or suddenly appears at a certain  point of the development, but must be put in condition to be gradually  generated from an education that respects the immensity of child and helps his  identification. The child must be able to identify himself and develop his  own conscience through which use in the best way his body and brain to create  all that he decides to create. But when ever do we direct our attention to the  ‘I’ of the child? When ever do we ask “what do you feel, what do you think,  what did or didn’t you understand”? When do we stay with a child to try to let  him come out, to let him substantially express, to stimulate him to create  projects? Life itself must be a project  to be carried on, but we need to say it to the child, otherwise we consider  him as “mutilated”, we consider him as a container to be filled with a mass of  information without giving him the gradual opportunity to verify, select and  choose the most useful ones for his own psycho-physical and spiritual growth. The capability to decide for one’s own life  belongs to every human being: everyone of us is potentially capable to  decide how to behave, answer or hold the tongue, act or let ride, accept a  compromise or keep one’s position…we can decide everything if it’s our ‘I’ to  evaluate situations and manage our brain. We can even decide to live happy, nobody can prevent us but our conditionings  and memories, but we can identify and modify conditionings so to enrich our  experience and knowledge, and we can learn to file memories and use them just  when we need them. Memories reside within temporal-parietal-occipital lobes,  which constitute a kind of “file”, while frontal and prefrontal lobes are the  site of the ‘I’, of the determined capability to identify, evaluate, verify and  decide on the base of the dynamism of reality.
            Through our ‘I’ we can file memories while remaining free to observe,  identify, verify all that happens around us and we can decide, make projects,  and complete all that we think is useful for our life. Memories are our past,  and from past we have to take only what is useful for present: the I lives the dynamism of present, by  managing our sense organs, our body, our behaviour, our mental and creative  activity. Too many destroy their own existence and don’t live the present  because they remain anchored to past, with its load of memories often painful;  we must acquire the certainty that the  present is in our hand and it’s up to us planning it and living it by using  positively experiences, as we are conscious of our uniqueness and of our and  others’ sacred life. As a synthesis, if we manage the brain with our ‘I’,  by filing memories, we decide what has to happen to has and what hasn’t, what  we want to complete and what we don’t, learning meanwhile to manage those  happenings that do not depend on our will. Most important thing is keeping  memories in their place, in their files, and get them out only when we decide,  exactly like when we open a file on a PC. In a PC files are opened only on user  demand, while in human brain it just takes a stimulus which associates to a  memory and that, in the absence of the ‘I’, is automatically recalled and makes  us live the same suffering for example of twenty years before.
          Therefore our brain is an immense  power: if we manage it we can really be “creatives” on Earth, instead, if it is managed by outside stimulus  and by all that comes to us daily we are continuously “objects” piloted by  various memories, with all the pain they often take within and we also put in  present, preventing ourselves the opportunity to project and decide for our  life creatively and constructively.

Michele Trimarchi - ISN President

"Cultura e Natura"