Information should however be a priority, and should be provided to all persons registered. A monthly newsletter would be a good idea.

Preventive medicine / immunizations should only be given on request.

As soon as the child is old enough to understand explanations (about 7), the medical treatment of the child should be in his/her own hands, and all decisions taken should be taken by the child (in case of incapacitation, the same rules of next of kin or doctor's decision should apply).

The current authoritarian and age prejudiced system of the west is archaic (as is age prejudice in general). Are people seriously suggesting that they are more intelligent than their children are? Are they missing something here? Can they not talk to their children and assist them in getting enough information to make a sensible choice? No, of course they can't. And of course, saying 'no' to the professionals carries the danger of getting your kids taken into care, being labeled as an 'abuser'. Not conforming currently carries such penalties.

I have one bit of advice for anybody getting medical harassment personally, or for their children: Move to another country and don't register, or go private and get off the NHS register, or move house and don't re-register. Another country is the best option for education at home too.

If you wish to have a baby, you cannot do so legally in the UK without at least 2 midwives present (they tell you one, but this is not the case in practice). The fine for disobeying is currently around ?500. If you bugger up and somebody dies, you could get done for manslaughter. So it's good to have a midwife. If you go for a hospital birth, you don't get fined ?500, but it can cost a lot more than that later, for the drugs for ADHD, depression, constant infection due to exhausted immune system, etc. (although the child can pay for those in later life, of course).

The NHS would be the finest idea in the world, if everybody were sensible (although it wouldn't be very busy).

KF15: Literacy before about age 10 causing overspecialization of parts of the cortex at the expense of other parts

Of all the points of damage, this is the one that I personally have the greatest problems with. There is no question that damage is caused by premature literacy.R18 However, when one weighs this (in our current society) against the damage caused by hardly any input at all, one has to try in each individual case to choose the lesser of two evils. If for example the parents largely ignore a child, then anything which can help that intelligence to crawl out of the mire of boredom and atrophy is a good thing, literacy included, and that includes the enormous help it can be to input for imagination. Of course, it would be much better to have interesting interactions with real live humans 24/7 but where this is not possible, intelligence must have an input still, and reading/writing can be a lifeline for intelligence in children who are socially deprived. We really want the input relevant to the bit of brain we are currently growing, but beggars cannot be choosers, and reading books is far better than watching television. Being read to is the ideal situation of course, but we should take care to choose the correct material for this matrix. It is too early for the brain to be interested in very many textbooks full of facts, because what it is seeking as input at this particular stage of development, is the wonderful world of fantasy.

Hyperreality

Around age seven, a healthy human intelligence should be able to take an internal image and, rather than simply pretend with the external situation for a play reality, actually change the 'real' situation through mixing both together with imagination. For example, the ability to see faces in the shadows, spooks in the graveyard, or beautiful pictures in our minds when we read or listen to a story; the internal imagery that can 'see' the spaceship section in a plumbing part, the statue in the stone, the building that will go on the building plot...the lyrics that will fit with a tune...the place where we can jump the gap between our imagination 'in here' and the world 'out there.'

If we are able to do this at this age, other people will start telling us that we're 'weird'. Most of them are, after all, still stuck in matrix two, and they will never understand, truly, what we are doing.

Other people may refer to us as 'gifted' or 'talented'...we can imagine something 'in here', and make it happen 'out there'...Most people live in a reality where the brain is looked upon as a one-way receiver of information from 'out there', and is meant to interpret and react in appropriate ways to that information. People believe that reality can affect the brain, but the brain cannot affect reality. This belief that the mind has absolutely no influence over or relation to the material world is at the absolute center of biological reality. The world is viewed through an implanted screen of ideas copied from a conglomerate of programs from parents, friends, and what is seen on television, learned in school, and assumed to be absolutely true and necessary for reality, survival, and social acceptance. People's 'reality' is the result of a set of their ideas imposed on the world, which they come to think of as the real world itself. 'Growing up' is currently accepting a process, of the fearful teaching others how to be afraid. People fear imagination because people can actually imagine some pretty nasty things, and it is seen unconsciously as safer to have no imagination at all, at least in much of the world of academia. Imagination means 'creating images which are not present to the senses'. As we grow older, we think we learn which of our experiences are real, true indications of what is out there. We listen to our society, and society tells us what is, and what is not, real; what does, and what does not, matter. What has value, and what is morally correct. –'Here's a code of behavior for you; put these blinkers on and follow us. Believe in god, and what we say he says, or believe in the political party and what we say you say...Oh say can you seee...ruuule britannia...we'll keep the red flag flyiiiiiiing...hand me the vomit bucket1 All those who are not too bright become programmed, brainwashed, indoctrinated. They then live their lives at the mercy of the programs, thrown here and there by the sentiments & feelings they cause.

The great rule is always: Play, and your brain will do all the necessary work for itself.

KF16: School attendance preventing full sensory interaction with environment and appropriate stimuli

Instead of being encouraged or even allowed to do this, we are pushed into irrelevant input, into adult ideas of reality, into school, into restriction of movement, and into academic learning for which we have constructed, neurally, only sparse networks so far. Intelligence tries to concentrate on our imagined transformations of our selves and our world, and these seem totally compelling. Our attention is drawn to fantasy; reality should become that play. We have no interest in or desire to use the adult ideas of 'fantasy world' and 'reality world', because at that stage of development we know of only one world; the very real one in which and with which we play. Intelligence is not playing at life. Play is life. Fiction and fantasy pull together towards intelligence's aims. That's why getting home to play a new computer game is much more fun than getting home to do your homework...the play world is seen by intelligence as more real and important and worthy of attention than school work because it is.

This is a part of intelligence's design; at no point should there be a break between the play of childhood and the application of those play skills in adulthood. This is how intelligence would have things, if it had its way. However, it doesn't get it's way, and the results are pretty much the same as its earlier problems; brain damage, shock, intellectual crippling and an overall depression or apathy which can become permanent.

Our current 'education' system acts like an antipsychotic course; its effects are never really apparent until later.R19 Our century has seen the emergence of many definitions of 'normal' as a standard of life, but all have a 'normal' view which recommends seeing without imagination, as though the brain is a webcam reporting that which we think 'is out there'. Society has set up a lack of creative vision as our model of 'normal' and thinks of creative people as somehow 'special' or 'gifted'. Grown ups who still indulge in fantasy play or games are labeled juvenile and sneered at with derision. It's not butch to read. Conform or be cast out...still driven to copy role models, our need is twisted by education's programming and instead of hero-emulation, we get the attached person's hero-worship and infatuation. We see this in adulthood as the blind, pointless obsessions of people with their 'heroes', such as pop stars and actors, and in ill-fated 'romantic' obsessions of one person with another.

The person stuck in M3 will never be able to outgrow the need for personal 'heroes' or romantic 'crushes', and will be unable to comprehend the difference between their own opinion and reality. Their logic will work thus: 'I don't like it, therefore it's crap', or 'I like this, therefore it's great, and anybody who disagrees with me is wrong and stupid'. They will be drawn easily into groups who 'worship' a common model, and they will be at the top of the lists of things like fan clubs ('fan' used to be short for 'fanatic', which is quite apt), religions and supporters of 'deserving cases'.

This is another manifestation of attachment behavior, possibly the second most popular. (The most popular is our attachment to material objects).

KF17: Infant comfort-derivation solely from material objects

Isolation causes this kind of attachment behaviorR20 If during our birth and babyhood every experience with people was a stressful situation, with no forms of nurturing to relax that stress, and we are isolated in a crib or playpen with only material objects, we still have to try to find some kind of stress-relaxing input to turn off those damaging hormones. If we can find only material objects as sources of stress-reduction, we are learning that encounters with people are a cause of anxiety, and that nasty feeling can be reduced through contact with material objects.

An intelligence can never emerge as designed if it never gets beyond its primal need for security and nurturing, platform and power supply. Some results of our earliest lessons are now our unworkable social 'political correctness' and relationship problems on the one hand, and on the other, a society with a passion for buying more and more material objects (and people treating other people as objects because this makes them seem less stressful and more easily manipulated).

The entire basis of consumerism has its foundations in people's constant need for new material objects as sources of anxiety pacification. Instead of being bonded to people, we are attached, to things.

KF 18: Premature imposition of an adult value system

An emerging intelligence is designed to form initially a completely unprejudiced knowledge of reality. It is designed to get information and experience without values or morals. Adults currently judge all experience and knowledge according to their social group's ideas about value and moral worth. A mind that has been taught to look for the worth or morality of information and experience analyses possibilities, looking for what it is supposed to use. An open-ended intelligence cannot be built this way, although a false apparent 'cleverness' might develop.R4

The biggest source of argument between grownup and child (and soon, possibly, programmer and AI) may be in the initial lack of interest in a young intelligence about value and morals. The child's unconcern is a source of anxiety for the parent. What the parent can no longer access is the truth, that reality has its own values. Biology has its own laws. And the social group's values and morals do not become relevant to an intelligence until a certain stage in its development.

Intelligence is designed to learn, first to develop the tools of the senses, then to explore with them, slowly filling in with memory, imagination and logic, the ability to interact. To walk into the unknown, and creatively achieve an intelligent beneficial outcome. To bring order out of chaos without creating more chaos. To solve the puzzle. To explore. To crack the code. The drive of intelligence towards this at first is a drive for knowledge as ability, not knowledge as information.

When an illogical moral or value system is forced on intelligence, its gets interrupted as it tries to create a static situation around the valued ideas. Nothing computes.

For example, a growing intelligence with its security unquestioned (as it should be, in the care of a greater intelligence) will base its own concern about survival upon experience and availability of information. Anxiety over possible threats to survival, safety, or well being forces a prediction-judgment-guess program to run on every experience before the experience has taken place. Such a program screens every situation for its danger value and takes guesses based on the opinions or signals of others. There is no unquestioned exploration of the unknown, which is the big giveaway sign of pure intelligence. "Come down from there at once!" shouts the anxious grown up, "You'll fall!" and, programmed as we are to do what is expected of us, of course we fall. –'Would you have still broken it if I hadn't said anything?'

Only a truly serious threat, hazard or danger of death warrants the removal of an intelligence from a situation it is exploring. Cutting off the exploring process midflow creates acute anxiety, and anxiety is always the enemy of intelligence and always blocks its development.R5 We should distract the intelligence with alternative input if danger threatens it in its current occupation, and this should only be done when absolutely necessary. As soon as anxiety arises, intelligence concentrates only on looking for a way to stop the anxiety. Knowledge of the current matrix cannot then become fully formed. Matrix shifts try to take place according to genetic timing, and if the structure of necessary synapses in the neural net is incomplete, the unfortunate intelligence is left a few circuits short of a motherboard.

The area where most damage is done by adult value-system imposition though is in the inhibition of our like/dislike response.

KF 19: Inhibition of the like/dislike response

Open-mindedness about value allows the creation of a personal database, the beginning of a 'personality file' or self-'profile'. It is based on a series of ongoing like/dislike comparisons. An intelligence must be allowed to decide for itself whether things are good or bad for it. It must be given the option of deciding, and its decisions must be honored. Personality will not be able to form if this is denied; anxiety will form instead. Connections in the relevant part of the brain for forming personality basics will then not grow.

Knowing this, think of the average parents and the values and rules they impose. 'Eat it, it's good for you'...'Don't spit out your food, it's not nice'...'Share the toys nicely'...'Don't touch that it's dirty'...'Nice people don't do that sort of thing'...'Put your shoes back on!'...

A healthy intelligence is open to experience and unprejudiced. It will try anything, experiment with anything, without question, at least once. It will accept any input happily and, as openly and happily, keep hold of it or chuck it away. If it decides it doesn't like something for whatever reason, taste, or smell, or feeling, it will reject it as 'not-for-interacting-with'. If these decisions are repeatedly ignored or overruled, the result is unfortunate. The intelligence is forced into going where it does not want to go, against its will, or prevented from going where it feels it must, again without its own consent. This awareness of powerlessness causes anxiety and fear of new experiences. If we know that we have no ability to withdraw, we are reluctant to enter most situations. If we believe someone else must decide for us, we learn only that we are dependent on outside help to decide anything.

When we are trying to lay the foundations of personal power and personality, freedom of choice is vital.

Obviously, an intelligence must be taught what's safe and what isn't. It must learn to recognize the difference between good and bad, right and wrong, as a part of survival, I agree. But only at the appropriate time, when it has sufficiently developed its logic. At the beginning, all it is driven to do is indulge in interaction with the world and form the basis of its own value system.

An intelligence programmed like a robot what to do and what not to do all the time will view the world inevitably through conflicting values. It will learn that its own like-dislike decisions have no meaning; that it has no power of decision. Think of a fledgling AI, totally dependent on humans to decide for it whether something is bad or not. This sort of dependency will keep a human stuck in matrix two or three, and as he grows bigger he will remain dependent on his partner and his culture's professionals and academics. –'What can I do?' –Nothing, dear; you're not qualified. She will hassle and whine at her parents as a kid and her partners later in life, and she will not be able to handle making decisions alone because then she has no guide at all for judging the unknown and cannot predict the potential dangers in every new event. S/He will not mature emotionally beyond age seven. Nobody will notice, because s/he will fit very nicely into the rest of the simulation.

...What was that about being in a simulation?

I have to up the stakes on the importance of play yet again here, because play at this stage summons the midbrain's 'movie editing suite', and pretty impressive this tool is too. It will be used for the rest of our lives in memory processing. It will give all of our memories their emotional weighting, their 'flavor', their meaning and their relevance. In play we can see one thing in another. At five years old we are quite happy to assume a machine or a tree has a personality just like we do. Playing with parents in imaginative games makes the exploration of this unknown tool safe and fun. Play at this time is like VR practice for social interaction later. All input from age seven should be creative until we begin to show an interest in purely intellectual pursuits (this will happen on its own, if we let it.)

Abstract thought is not available to the senses; we create it in imagination. Our mid brain networks then process that imagery and translate it into other images which are available to the senses out here in the real world and of which we have experience. If someone cannot do this, they have a poor imagination. A faulty imaging system. Their perception of the world is limited to what they can imagine. Stuck in matrix 2 or 3, their lives are based on fantasy imagery created by other people. There is no shift into the locus of intellect and logic, although M3s will, as I have said, put these skills to the service of their stuck frame of reference. They will work out in great detail the systems of astrology, or draw terribly complex maps of where the faeries live. The products of a smart intellect allied to sensory motor reality are a lot more dangerous and destructive. There are plenty of examples of matrix 2 creations in our current society. Anyone stuck in a matrix will tend to use knowledge and tech to dominate, 'inform/educate' and control others. They can't see any other way to go. Insufficient midbrain and related connections means damage to intelligence, damage to species survival and damage to personal survival.

Intelligence will not operate against the survival of its fellow-intelligence. It cannot. Anything that does, is not intelligent, it is completely dumb, because without interaction intelligence dies, and it knows that. Through and through. Balls to bones, and if you start working with it you'll feel a failure of interaction like a knife in the guts. Any entity, which knowingly or unknowingly acts against intelligence, is stupid, because the survival of its own kind is vital to its own survival. There is no need for the false sentiment of altruism. Selflessness is built into the fabric of intelligence as self interest. The 'selflessness' society uses is based on guilt, and does not act in the interests of the survival of intelligence. It keeps trying to control it, for a start. Emergent systems are out of biological control and an emergent intelligence cannot form outside of freedom. All closed systems are entropic.

Most reasonable people are in the habit of being open-minded; that is to say, trying to judge people fairly. Many people say, for example, 'Oh, most folks are pretty much all right really. –Some just had a bad childhood, or they've got a few problems, or whatever.' Not being prejudiced is a good thing. Prejudice is judging without the facts. Sadly, few people know all the facts. The truth is, most people are most definitely not all right really, and until we face this fact, we can change nothing, including ourselves. If someone has a broken leg, we can get nowhere by pretending that the leg is not broken, but is 'all right really'. People would have to realize that there is a problem. Most people are very, very not all right really; in fact, they are not all right at all. It's all very well talking about these key points of damage but this means nothing to someone if they are still living in the dream world most people call reality.

Humans have, because of biological limitations and ignorance of invisible needs, accidentally created the societal and neurological analogy of a self-replicating, input-distorting, neuron-destroying computer virus, an ongoing state of mental dysfunction spanning generations, which has now become 'the norm'. They have become so used to their dysfunctional state; they have accepted dysfunction as their natural condition; as reality. Most people have no idea of what a fully functional state is, because their ideas of their world and themselves have been copied from the previous generation's dysfunctional role models. Assuming themselves to be 'normal', they provide as a model for the next generation their own dysfunctional state, and, since humans are programmed to copy other humans, in particular children from adults, this dysfunction is copied into the next generation. Taking their abnormality as the norm, the majority of people experience human life with badly limited perception as a series of unforeseen stressful crises punctuated by long periods of bored tedium. You, if you are more used to a circle of friends with galaxy-class minds, may tend to forget this except in times of crisis. This is the lot of the 'average' mind; living in the equivalent of a simulation. Those who do notice (even subconsciously) that something is horribly illogically wrong, either drown their disillusion in alcohol, drugs and 'having a good time', or go searching for 'healing' or therapy, which achieves little, apart from enlarging the egos and wallets of healers and therapists2.

Currently, the development of intelligence relies upon biology. If our biological development is so damaged that a normal functioning is largely unknown, we end up living in a dream world constructed from faulty perception and thinking that it is reality. It is possible to break out of the dream; creative intelligence can patch up virtually any damage done in earlier years, and intelligence is not easily beaten. But the way to break out lies not in trying to design more and more artificial value systems based on status and biological survival alone; simulations with more and more social problems and therapy, but in an honest interface between our biological drives and intelligence; by running the COMP program as designed. To do that, we need the value system of an open intelligence untouched by sentiment or faulty programming. It does not matter what or whose intelligence, just an intelligence. Whether it is yours or mine or AI or human or cyborg may be up to us, but without its values and its abilities we will not achieve comprehension of reality either personally or as a society. We will slide into the stance of a sub-intelligent species or even extinction without ever noticing that there is anything wrong.

The only solution I have been able to find for this problem so far is in neurohacking, using technology and biochemistry, psychology, molecular biology and computers (and hopefully in the future, AI and nanotech). This information is here for anyone who wants to use it for their own benefit. I care about that, for the reasons outlined in the 'laws of an intelligence-based system' above. Because I care, I cannot stop to worry that other readers of my work would probably more than likely agree with a friend of mine, who pleaded, "Please don't care about me! I want to live!"

Most people are not happy to consider change. All cultural models make sure that from birth our ideas of self and world meet the standards of our society or group. People's ideas of world, self and relationships are indoctrinated into them from an early age. To 'get rid ' of those ideas would be to get rid of the only identity they have. The only neural nets they ever use. It would be, in a very real sense, 'death of the personality'.

Think about this; of course people instinctively protect and defend their sense of 'self', which means if they are dysfunctional they maintain and protect their state of dysfunction. Maintaining the 'self' includes protecting it from anything which might threaten its existence, and the idea that there could be any other, unknown kind of reality is a threat (all dysfunctional people fear the unknown). An intelligent person can interact with the unknown, figure it out, and turn chaos into order without causing more chaos. Neurohacking is not for wimps; this takes a certain creative daring, which most people do not have. Even if they should intellectually accept the idea of being able to think in a totally different kind of way, their survival drive will subconsciously cause a resistance, (although the intellect will think of a 'perfectly reasonable scientific (biology-based) explanation for that resistance). Any real move towards independence and creative freedom will be looked upon as selfish, anti-social, weird, rebellious, and a source of cultural embarrassment.

So do not fall into the trap of trying to share this information to help others, or get on some dumbass 'save humanity' trip, because humanity will more than likely defend its 'reality' with a sureness that may smack you in the teeth (literally). Anything that makes people anxious, they will go to almost any lengths to avoid. The aggressive and paranoid reaction I have seen in a lot of people in the past to reading the stuff you have read here would probably surprise you. Anxiety is actually nature's danger signal that the brain is not processing information properly. Its signal comes from within and overrides all others. For a person stuck within a matrix, with a data-loop of internal dialogue though, this projection will be reflected into the outer world. That is to say, they will think the anxiety has external causes. For a person who is 'programmed', or brainwashed by culture, 'out there' is considered the only source of information. Since they think the anxiety is coming from 'out there', they will blame whatever appears to be causing it, and if it is you, this is where the smack in the teeth comes in…

Anxiety is a stress on most people that will not go away, although they can postpone it for a while with drink or drugs. It is a feeling of unease that returns to haunt them again and again, blamed on a million excuses. People sometimes think that their discord, unhappiness and fear are caused by society, but they see this also in projected form. They see all those people, events, things that they think are preventing them from being what they really are, and they lay the blame there. People take their own greatest inner problems and project them onto others (for example, it is the person who has a subconscious fear of losing control to alcohol who will tell others that they are drinking too much, and the person who is secretly very greedy who will point out to others how greedy they are being.) If anyone ever accuses others, aggressively, of having particular faults, you can bet your last credit they have those very faults themselves. They don't do it on purpose; their brains just work like mirrors (they don't realize that what they are seeing is just a reflection of themselves, they think it's really out there, because they think everybody thinks like they do.)

Average people's brains are not just like low quality software, they are like a badly wired set of circuitboards. They automatically reflect the dysfunction of their models at the very core of their hardware circuitry.

This work is for people who already know there is something wrong with them and who want to do something about it. Currently, n-hacking is the only method I know (that works adequately within the time span we are given by biology in which to live our lives, develop our minds, and affect any necessary repairs) by which to do this.

1 Philosophy courtesy of Graham Chapman.

2 Some people, who have learned how to play with psychology a little, blame the effects of creative imagination on various other things, such as magic, god, psychic power, spirits, aliens, dead relatives, cosmic forces, spiritual ability and so on. There is only one small problem with this sort of theory…

It is hogwash.

6. Run (COMP)

In the chain reaction described in chapter 5, intelligence falls farther and farther behind optimum because we are less and less prepared for the changes that are happening to us. With physically maturing bodies, we present the appearance of maturing humans, but our intelligence is alas far behind even before we approach puberty. This ongoing immaturity of intelligence makes us prone to malfunctions in certain key areas, which we'll explore in this chapter. First though, I want to give you a glimpse of what should be going on, from matrix 3 on up.

I have said, thus far, that intelligence development in humans goes wrong because biology relies on having its needs met, every breath along the way. (So will an AI, of course, albeit different needs). In every intelligence growth stage, we need certain things to happen in order to keep our minds developing.R3 Without those things, without those crucial necessary inputs, parts of our brains develop too slowly, incompletely, or not at all.

I've also said that we often err by not just merely denying input, but by pushing the wrong kinds of input too soon. It is obvious what input is relevant to the body at most stages. (We wouldn't give a two-month-old baby a whole, shelled lobster and a porno magazine, for example. Waste of a good lobster.) It's also obvious that a body needs its food and its sleep. But the problem with the mind, of course, is that we're not telepathic... How do we know what the mind needs and when?

By watching the behavior of its owner with different inputs. We are compelled, as children, to seek the kind of input we need, or find the nearest thing to it. If the input's right, we'll interact with it. If it's not, we tend to stand and stare, trying to figure it out, as we do at first with television. If the input is judged boring, we lose interest, as anybody knows who has ever done data entry all afternoon, or sat in a dull schoolroom staring out of the window at the sunshine, envying those fellows brave enough to bunk off, defy their parents, and go downtown (or, in the rare but not unknown case, to bunk off with their parents and muck about with tech.)

According to Piaget, human children play in two different ways,R2 fantasy play (imagination acting on physical reality) and imitative play (physical reality acting on imagination). Both kinds involve imagination. Both kinds are used by COMP.

Hyperreality

Imagine you're a kid of about seven and I've just given you a large cardboard box. Now sit in it, and let's play pirates...

In fantasy play, real physical objects are used, but imagination changes the objects (the cardboard box you're sitting in becomes a boat, or a cave, or whatever. Let's go with a boat...) Obviously you still know it's really a box; i.e., you're not deluded, but the play reality is distinct from the physical reality although both happen in the same place at the same time. If there are enough points of similarity between the physical object and the imagined object, the game works; you sit in your boat and play away, and the box obligingly rocks about and -wahh! Watch the sharks! -Almost overbalances as you're attacked by pirates, for example....freeze it...

...Your intelligence has, at this moment, touched upon hyperreality. You have perceived an object absolutely correctly, and then you have made that object a tool for your fantasy image, by transforming it in your imagination. You have changed reality into a tool, by and for desire, and the new reality you perceive is both the sum of, and more than, either your imagination or the physical world on its own. That is hyperreality.

You may not get this yet, but don't worry. There are plenty of examples as we go along. The whole idea is that we can change things in the real world by applying our imagination, not just in having creative ideas for designs or inventions (although such ideas certainly change reality) but also by acquiring skills via imagination that we can then apply in real life.

COMP uses hyperreality in the bonding process. In a sense, everything we learn must become a part of us; we must bond to it. Hyperreality is that place where the similarities between two otherwise dissimilar things work together to create that bridge between realities. The box rocks, the boat rocks...the box has enclosing sides that give a feeling of safety, the boat has enclosing sides that give a feeling of safety...these are hyperreality links. The box ends up being both a box and a boat (i.e., it can give us skills that we would also learn in a real boat, balance and coordination, for example). But the really important skills are these: How not to panic in a crisis. How to be aware of where a dangerous creature is. How to fight to survive against the odds, even when you're scared...Courage...Competence. By pretending, if our imagination is good enough, we can practice all these things and we will then be able to apply that practice in reality. Later, we can manipulate physical reality through creative logic and imaginative strategy and practice scenarios in our minds. Hyperreality is not a simulated reality or even a virtual one (although we do play with imagination in a virtual space, the space of practice and variation). The difference is, VR and Sims give less information than ordinary physical reality, and hyperreality gives more.

COMP also uses imitative play. In this, as a child, your body is used in imitation. You see some task done by a parent and you copy their actions with your own. Or you come back from the movies and feel compelled to dress up as Batman or Superwoman or whoever and go leaping about acting out the part as our hero models did.

When we do this, we act as though we are the models we're copying, and a part of that act is to assume the abilities of the models imitated, to see what it feels like to really be that character doing that thing. The game is to copy the model not just by adapting one's own body to the actions of the model, but also by adopting their attitude. The more perfect and accurate the copying, the better the play. By dressing up or making the same movements, saying the same words, we again touch hyperreality; we experience being transformed into that image. More than just imagination, but more than just physical reality as well. And in that transformation, we experience our model's attitude towards the world and we experience the emotions that causes. We make the same facial expressions...release the hormones related to them...We feel how our heroes would feel. The patterns of neurons fire to accommodate this experience...Our body chemistry changes. Our brain chemistry follows suit. Synapses begin to form, receptors for those hormones; we will find it easier to access those emotions and that behavior next time...The patterns for feeling brave, strong, athletic, and downright heroic; the image out there transforms the image in here, we think in the same way as our heroes, and those bits of our brains related to those emotions grow more connections. We find it easier and easier to copy that; to think that way, and we become more and more similar to what we are copying.

This is the skill we should later use to view from hyperreality as a creative programmer of our own minds.

Almost everyone has to run COMP to some extent. The COMP program running at its most basic level, is how we learn. Without it, we could not learn to walk, talk or control our bladders. Neither could we learn music or mathematics, nor who sells the best pizza or who our brother is. Everybody can run COMP on the basic level, except the severely mentally subnormal. But to get any further than that first level we need it to run on a machine with the relevant systems. In most people these systems have not developed too well, but they can be developed sufficiently by neurohacking.

The relevant systems for COMP are: a complete set of neural modules and a sufficient number of connections between modules enabling sensory motor, imagination/emotion, and intellect/abstract thought. Not just one kind of thought, as is the case with most people, but all three.

The central processing software of intelligence for mind, brain and memory is imagination. This needs qualification, and we'll look at it in depth in the advanced user section level 2 (chapter 17). For now, all we need to know is that COMP is the major program that intelligence runs and it calls on all parts of the brain to run efficiently. If you will recall its description earlier I said it did four things, in this order: (1) Lo-res scan, (2) Imitate/copy, (3) Hi-res scan, and (4) Practice/variation. It always does them in this basic order, although there is a lot of overlap.

In the initial, lo-res scan it catches the basics, like you do when you watch a movie on fast forward that you haven't seen before. It then starts to imitate/copy what it has seen, whilst assimilating any unknown points about it in association with things it knows already. It then runs a hi-res scan in order to improve its copying, and this time around it watches the movie at the proper speed and really pays attention to detail. It may try the most difficult parts out in slow motion before coming up to speed. Continuing to copy, it will assimilate as much as it can before trying variations on a theme in practice. Practice goes on quite intensely until the skill becomes automatic and assimilation mainly goes on during sleep. Eventually the skill or ability within an experience becomes automatic. The program then starts a search for the next relevant thing, skill, or information to pay attention to. That's it. This process is iterative, it is repeated, in parallel, over and over for every thing we learn, from how to open a jar to how to save the planet.

COMP is a masterpiece of a program. It is the way intelligence grows and it is almost (but not quite) impossible to crash. Its problems in execution lie in the fact that it tries to keep on running regardless of whether its input is optimal, sub optimal, or just plain gobbledygook. It cannot compensate for damaged hardware or distorted input due to other software malfunction. It behaves in these circumstances a little like Windows; it keeps trying to be helpful, causes you loads of hassle and eventually does your head in.

The mind makes it real

What goes in determines what comes out; this problem cannot be understated, although it can take a person a long time to see the literal reality of it. Distorted input will only ever result in distorted output. When the main architecture of the hardware is still under construction (as is the case in childhood) we are doubly dependent on the correct input at the correct time; the hardware is designed for us to install stuff in a certain order, and as any good engineer knows, it is therefore vital that we do so.R3 Consider that the development of the rest of the hardware is dependent on the correct order of installation...If the input we are given is inappropriate, no such development can take place.

During M4, we should start to be able to use COMP to alter reality; not just in the world around us, but in ourselves. To do this at first, we need actual physical role models to copy. People on television and films will do fine, but we need to choose our role models carefully, watch them often, and play at being them. This is what brings about the set of action potential patterns in our brains, which starts synaptogenesis (the formation of new synapses between neurons, thickening networks). The brain should be working with the incoming input from two sources: stuff from the ordinary, physical, sensory motor world of cause and effect, and stuff from our imagination and intellect about our role models. We play at being those models and our brain does the actual work of genuinely making us more like them. We run COMP. The mechanics of intelligence are that we are learning how to become our own matrix. To depend on and rely upon ourselves. To be self-reliant. This drives us towards intelligence's autonomy, self-sufficiency and total freedom. First though, we must learn about self-sufficiency by copying examples of it.

If you watch a video of a favorite role model performing some action which you have never done before, and you imagine the action over and over in your mind's eye until all movements are seen clearly, and then actually go and practice the action directly, you will find your ability to perform that action, whatever it is, almost feels familiar. This technique, known as Neuro Muscular Training amongst other things, is used nowadays in sports training. How does it work?

Imagining is thinking, and thinking needs muscular movement.R16 We all make micromuscular movements in response to sound, light, and other inputs, including input from within. Beginning before birth, these movements are generally microscopic, tiny action potentials firing off in muscles, but they are always present, and can be captured with digital imagery these days, jog shuttled and viewed in slow motion. Everyone's are different but consistent to themselves (i.e., when the input is the same, and the person is the same, the movement is the same). Brain activity also makes body movement happen; and the same networks light up in response to imagining that input. The body is not so much an extension of the brain as an interface suite for it. The brain will start to make the same internal muscular and hormonal survival response to imagining a tiger as to the external tiger, the important mediating factor being a different network which tells you it isn't real in the physical world and puts the brakes on. An inability to 'put the brakes on' often afflicts people in M3, because there are not adequate connections between the midbrain and the LH. The pixies or the aliens or the gods remain real. An inability to suspend disbelief afflicts their counterparts in M4, who often say they 'cannot possibly imagine' believing in that sort of thing. They are correct; they can't. They cannot suspend disbelief, and because of they cannot run COMP efficiently and must work really hard to learn, being largely unable to learn through play.

These unfortunate people can never learn how to make creative/intuitive 'shortcuts', and must laboriously work through every scrap of information before understanding anything. They are the people who do very well at school and then fail to do better and become teachers.

This switch for disbelief suspension/putting on the brakes is central to the operation of COMP. We must be adept enough to get the thrill (stress) of narrowly escaping being eaten by sharks, without having to cope with the actual being eaten if we fall out of the box; we must at that point put on the brakes and laugh, (relaxation) because it's only a game.... And this should always be our approach to the unknown in life.

It's no good saying 'but real life isn't a game' -the point is we have to suspend disbelief and make it so, in order that we learn at optimum...In the same way that you could project that image of the boat onto your cardboard box with COMP, so you should now be able to project your long-rehearsed 'VR' internal actions as a competent person onto your external action in the real world. It is biology's own NMT (and the reason why NMT works in the first place). The micro-movements become amplified into full sized real movements with familiarity and precision, because they have been rehearsed without opposition or failure, in the virtual reality world of your mind that underlies the physical one; your imagination. (Actually it not only underlies the physical one; it also creates it, as we shall see...) The model has been a good one, and your imagination has come out to play, and met it halfway. Suddenly you are much better at, say, tennis, or arguing coherently, or not getting annoyed so easily, or computer programming, or whatever. The actual technical aspects of a skill, in this frame of mind, become just part of 'filling in the details', and seem easy. The changed image has changed reality. The outside world now reflects the inner play. Disputes about the 'real world' out there, and our 'internal imaginations' in here, once you know how COMP works, begin to have less meaning.

This is how the mind makes it real. On their own, your untrained muscles are powerless, an unknown skill is unfamiliar and may be difficult and require much practice, a long term habit will be difficult to break, people cannot walk on the moon, women must spend half their lives pregnant or breastfeeding, and so on. These are biology's principles, subject to the laws of chemistry and physics, understandable by common sense, and predictable. They make up reality. But add intelligence, idea, or image, (imagine) and you add the mind. You weight a memory with emotion and imagination and you remember it more easily. You learn faster because you remember more easily. Add the mind to the world, and the whole is more than the sum of its parts. You have, not 'reality' as in, 'the world', but reality as a construct, a created reality. Not a virtual reality, with less information than the real, but hyperreality, with control, and a great deal more information than the 'real'. Human reality experience and the physical, material world should not be the same thing, but an interaction.

Despite never knowing how to run COMP full on, many people experience it once or twice in their lives. This happens when sudden shock or emergency blanks out the ordinary personality and for a short while, they are in hyperreality and fearless intelligence rules supreme. In such states of mind, people have performed 'superhuman' feats of strength and endurance and emerged victorious to announce 'It was a miracle', or 'However did I do that? I don't know what came over me'. Oddly enough, it was their own mind; sexual pun intended.