A New Theory of Human Development (Prologue)
I had a thought the other day about Tesla's three six nine.
Kristin:Yeah.
Matt:Right? If you if you only
Kristin:knew I like to hear your thoughts.
Matt:Yes. If only I think you'll like this one. If only you knew the power of 369. Right? Like, it was like
Kristin:Oh, yeah. Because that's the number they yeah? Tesla? Is that, like, the number he uses?
Matt:No. This is Nikola Nikola Tesla. Oh, yeah. Babe.
Kristin:Because that's the Fibonacci or something that they're saying?
Matt:No. No. I think that's something different, but that's another that's another witch's spell.
Kristin:I'm gonna hear your thoughts.
Matt:That's another witch's spell.
Kristin:I'll be quick.
Matt:Another that's another talismanic incantation. A geometric talismanic incantation.
Kristin:Okay.
Matt:Tesla
Kristin:Okay. Go.
Matt:You know, said if you only understood the magic of three six nine, basically, you have control of the universe, some something like that.
Kristin:Mhmm.
Matt:But I was thinking in in practical terms, right, because I I was I started applying that to the looking at things from a three year perspective, a six year perspective, and a nine year perspective. And I will I always done that kind of projecting forward into the future. Mhmm. But as I've hit a couple as I've hit six now, I think, when I first started developing the three six nine, it's clarified something that I don't think Tesla was certain about because of his background and his training and kind of what he did. But it's something very fundamental to the forces of energy.
Matt:Because the one thing that Kat understood was energy.
Kristin:Yeah.
Matt:And there is a real application to that when you consider the energy it takes for a human to develop. Mhmm. So now, when you think in terms of, perinatal experience first, in terms of three weeks, six weeks, nine weeks. Now you start over at twelve weeks, three six, three six nine, and then
Kristin:Because you really do check ups even at those week. Yeah. The the intervals of three. And
Matt:then you get to the right the the three months. Right?
Kristin:Yeah. Yeah.
Matt:Well, we have a if only we could as a people. As doctors, you know, doctors ought to do that. They should break this period up, this this this prenatal period into, you know, like, semesters Four
Kristin:quarters or something. Something. Yeah.
Matt:But it's right fucking there in the name. 369.
Kristin:Duh.
Matt:369. But now because I talked about the perinatal experience. Now you get to three days old, six days old, nine days old, 12, start again. Mhmm. Days become weeks, become months, become years.
Matt:Mhmm. By the time a child is six years old, 90% of their brain
Kristin:Yep.
Matt:Is formed neurobiologically.
Kristin:Incredible.
Matt:By nine, they now reach a fundamental stage of cognitive and sexual development. You're there. Nine becomes 12. Start over again. By the time you're at 15, you're now at that stage where the brain is at least developed enough to start beginning having divided attention tasks.
Matt:So we now trust them to start driving fifteen eighteen. We call them adults. Three years later, three, six, nine. We let them drink. Yeah.
Matt:But give me another three years to get them to 24, and you have a fully developed human being.
Kristin:Mhmm.
Matt:Three six nine three six nine. And as parents, if we'd understand the magic, which is also to say say the destruction of because what's the Harry Potter line Voldemort did? He he who must not be named did terrible things. Right? Great, but terrible.
Matt:Mhmm. And the misapplication and the abuse and neglect and abandonment of parents and that three six nine or a parental duty of this three six nine duty of stability and empowerment especially at those stages. Mhmm. Three six nine.
Kristin:About 18 to 25 were so much development is still going on in their brain That's right. With the connection of decision making with the newly developed, at 18, reasoning and emotional connection center. Like, they've gotta they need help with these decisions.
Matt:And So at at six
Kristin:they're alone by then. It's really interesting how we raise children.
Matt:At six years old two months. You've got ninety percent. And so from six to 25 is where that ten percent happens.
Kristin:Six to 25. Yeah.
Matt:Six to 25.
Kristin:Only 10%.
Matt:That's where the magic is. Yes. Because that 10%
Kristin:Interesting. Is a lot. Is a lot.
Matt:Yeah. And can still do a lot. But what's amazing, it's what's still left in that 10% means we've still got access to these neuro the neurogenesis cells.
Kristin:Mhmm.
Matt:The the the the 18 to 25 year old still have this this this energy source that they need, this this this this resource, this cellular, molecular, genetic resource that is so powerful that it can actually fully construct a frontal lobe and provide the pipelines that are connected to the frontal lobe and the rest of the brain and The pieces that make it function as it was designed to through the the
Kristin:And you Oh, go.
Matt:Intelligence that is natural selection. Don't get it twisted.
Kristin:You said, that by six, they have 90% of the neuro did you say neurochemical development?
Matt:No. Neurobiological development. Neurobiological development. Neurobiological. We all have the neurochemical
Kristin:Okay.
Matt:Stuff. We have the
Kristin:And that obviously keeps on the hormone, chemicals change. But it's interesting because that and then they have that's, you know, 90% of their still, bio you know, the biological development of their bodies to go. So it's almost opposite.
Matt:Think what undebowledged six year old is physically. Right?
Kristin:Yeah. Yeah. Yeah. Yeah. The brain goes, like, first then it goes all this other
Matt:Muscularly.
Kristin:Yeah. Digestively. So interesting.
Matt:Right. Which
Kristin:His bodies are amazing.
Matt:Simply should motivate us to be mindful of our children's minds.
Kristin:Yeah. I've I've heard many parents say, you know you know, I still have lots of time to teach them. And they they're like four. And I'm like, now you have a lot of re you're like, yes. There's hope in you.
Kristin:There's retraining and there's through lots of different, obviously, things. But, no, you your child has got some firm things that they've learned.
Matt:Right.
Kristin:The like, how they're they react and behave to things. Like, that's incredible.
Matt:And this is so because of the because of Hard to
Kristin:retrain that.
Matt:Because of neurology. That's what's meant or that there's, there isn't as the power in the application of the concept. You know, the future instructs the past and the past instructs the future because you carry these, you know, these these neurological experiences through with us and it instructs the development, the next phase, the next the next stage.
Kristin:Well, and no wonder attachments, healthy attachments are so important. Early. So early because by six? I mean, wow.
Matt:Including natally. Right? Neo Yes. You know, the perinatal experience is very interesting. It's interesting just because if you think it's a bit more as a, you know, don't just get caught up with the pussy just because, you know, the baby came out the pussy.
Matt:That's not the end of that experience in the beginning of an experience in the beginning of an of another. Right? It's it's that entire arc. Yeah. The the the the post cutting, the, you know, the cleaning and the, getting that that those lungs fully oxygenated.
Matt:Mhmm. I mean I mean, it's it's it is painful to imagine the process of within hours going from an aquatic creature to a mammal. Practically speaking, that actual process happened much earlier. I understand. But make no mistake, at some point in the womb, these children were aquatic creatures
Kristin:Mhmm. And Connected to their
Matt:span. Creator. What I love about the perinatal experience is what it does is it quite literally, experientially takes us through a cosmic and spatial evolution. Mhmm. We we go through it.
Kristin:Alone. I know we've talked a lot
Matt:about that. Molecularly. We go through it atomically. How about that? Yeah.
Matt:We go through it atomically, which is to say at some point, the a certain combination of oxygen, hydrogen, nitrogen, the other one.
Kristin:Even from the beginning where one becomes two.
Matt:That's what I'm saying. Oh, yeah. Hello. So okay, Kristen. In the springtime, you know how you're seeing lots of birds and bees?
Matt:Well, do you know how those babies
Kristin:I just meant I was connecting you to the big bang. Yes. Now I get that's what you were from the beginning.
Matt:Well, it's connected to that, but it's it is a very whatever you're saying, it is a very big bang atomic experience that then goes molecularly and, and again, atomically through a very clear and known and observable and measurable arc of life. It's not that deep. It never has been. But when we've the to to think about that entire experience, right, that birthing experience, that that process of comfortable environment, uncomfortable environment, to painful environment Mhmm. To, oh my gosh, I'm gonna die.
Kristin:Yeah. Like immediate stress.
Matt:I'm going to die. And then in fact, for all intents and purposes, you die. Yeah. I have to breathe. I can't breathe.
Matt:I have to breathe.
Kristin:Go towards the light.
Matt:I have you have to go towards the light. I have to breathe. Yeah. I can't breathe. I have to breathe.
Matt:I can't breathe.
Kristin:Yeah. I'm thirsty.
Matt:What is it to breathe? What is a breath?
Kristin:Yeah. What's going on?
Matt:And then you start breathing and then it's uncomfortable. Mhmm. And you're cold and it's loud and it's large and it's light. And you are unsafe.
Kristin:Mhmm.
Matt:You have never been more unsafe.
Kristin:I heard a psychologist say And you know it. A child psychologist is saying, as mammals as humans, we're meant those those babies, it's it's like they they know that they're meant to just be put on top of us as mothers and snuggled, like, immediately. Yeah. And a lot of a lot of, you know, trauma, stress at birth. You know, some of these babies have to be whisked off and stuff.
Kristin:And so when you think about that the the the experience of childbirth for a mother and a child, it is no wonder we should have a whole year of healing together through an experience that that was just stress, you know, in every way.
Matt:I mean
Kristin:And from the moment they're born, they should have that and it's a many don't.
Matt:Fire, blood, sweat, and soil. I mean
Kristin:Yes. It's
Matt:just that. Fire, blood, sweat, and soil.
Kristin:And, you know, we What a
Matt:violent act. What a violent First of what a violent experience.
Kristin:God. I'm normal.
Matt:And and the center of it is the most vulnerable thing in the world. The smallest, most vulnerable, most godlike being.
Kristin:Yeah.
Matt:So they're affected by that three six nine developmental experience before the piercing, the veil of the machine and that carries with us. And then that first little bit carries with us.
Kristin:Three weeks,
Matt:six, nine, nine, nine, nine, nine, nine, nine, three,
Kristin:six, nine,
Matt:three, six, nine. And each developmental stage, each three six nine is like its own little veil, its own little, birth. Yeah. Each developmental stage is a I tell you they check. Perinatal experience.
Kristin:Yes.
Matt:You're born again. Born again. It's what Sudharta was trying to explore. Sudharta, unfortunately, didn't understand child development neurology like we do.
Kristin:Yeah. It's very important to
Matt:know that. Die and reborn. Die and reborn with each developmental stage. Mhmm. And and and each stage before it and the stage before that instructs and infects Yeah.
Matt:The next one.
Kristin:Very true.
Matt:Neurologically speaking. Atomically speaking. And those atoms and our neurology feed the system, the entire system. But the system alone is meaningless. It has no purpose.
Matt:The system has to have an environment to play in. So this system, this atomic system is animated to play and explore and navigate the environment. And the environment becomes this other part of the system because it has the things, the the the h two o, the other atomic molecular things that this system needs. And if there's nothing in the environment, this system dies.
Kristin:Mhmm.
Matt:Interestingly enough, if this system doesn't exist Mhmm. The universe dies. Well, that's for another day.
Kristin:Mhmm. Yeah.
Matt:Because
Kristin:there is
Matt:no greater duty that a parent has into the mind of a child. Or something like that.