May 6, 2025 • 54 mins
Your brain communicates with your body in ways you've likely never imagined, shaping your reality in profound ways that most self-help books never fully explain. Dr. Dyer breaks down the science of brain communication, revealing why misunderstandings between your Broca and Wernicke areas—regions responsible for language processing—create what he calls "the physical illusion of sickness."Have you ever stopped to consider what your possessions say about your psychology? Dr. Dyer introduces us to archaeopsychology—studying artifacts to understand the person who owned them. This powerful lens forces us to question whether we're truly living our authentic lives or merely acting out programmed responses installed through manipulation. The shocking revelation that humans, particularly melanated people, have been extensively studied throughout history raises uncomfortable questions about who truly benefits from this knowledge.The heart-brain connection delivers perhaps the most stunning insight of all. Your heart actually sends more signals to your brain than vice versa, with an electromagnetic field extending 16-18 feet around you, constantly gathering information before your conscious mind processes it. This scientific understanding explains why practices enhancing sensory awareness make us feel more alive and connected to our environment. As Dr. Dyer explains, "When you become sensitive to all things on this planet, you can be part of all things that matter.Breaking free from manipulated thinking requires three key components: learning, understanding, and training. When we clarify how we translate and process information, we gain true free will—the ability to consciously create our reality rather than living someone else's narrative. By understanding the science of our brain's communication systems, we can rewire neural pathways, transform our hea
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:12):
peace world.
How you doing.
It's your brother, mikey fever.
Nyp talk show.
The 8 pm session.
We got our special guest, drdyer, in the building.
Oh, he just fell off real quick.
But yeah, we got Dr Dyer in thebuilding who will be talking
about positive action, deletingthe physical illusion of
sickness.
You know what I'm saying?
(00:33):
Grab your pens and your pad.
Don't forget to comment, like,share, subscribe, superchat.
Peace to everyone out there,peace to the gods, peace to
Earth, peace to the Moors.
Hebrew is a light.
We just had a new whopping onPeace to him.
Great show, good brother, andlet's just rock out what's up Dr
(00:54):
Dyer, how you doing man thatwas.
Speaker 2 (01:01):
let me tell you something about that show.
Wow Right.
Yeah.
You know, so many people arenot knowing what they're missing
.
Speaker 1 (01:16):
Yeah, yeah, we got to get the brother back on.
I just want to talk about hisjourney, but he said he got
something he wants to add onwith sound healing, which I know
will be a very interesting showto learn about sound healing,
which is important.
So we got to bring him backinto the fold to expound on that
(01:36):
, because it's all about healinghere.
Speaker 2 (01:41):
You know we've been talking about the brain and a
lot about so many other issues,and if people just put the shows
together, you know what I meanthe science of the historical
(02:02):
context, of how we miss things,the information of the moral
sciences or the Masonic sciencesand if you literally put it
together like you're reading abook, you would understand.
Like, not only did I notunderstand this, but the reason
(02:26):
I didn't understand this isbecause I was being blocked by
this frequency.
I was being blocked by thisexperience.
I was being blocked by thisepigenetics issue that I did not
know how to resolve, because Ididn't know the function of my
(02:49):
own self.
Speaker 1 (02:51):
Exactly.
Yeah, you're right Cause youknow I'm listening to that last
show.
You know the brother was likeyou could tell, very sound.
I'm not taking away from himbecause he explained his journey
and he's putting piecestogether and I was like yo,
that's dope Compared to manyothers who would just be all out
(03:14):
there, but he was very promptin what he was saying, on point
with his journey, what he hadlearned to build himself up.
Speaker 2 (03:28):
Because?
So here's I want people tounderstand this, if people
didn't get it yet by now is thathumans have been studied.
All things have been studiedthe stars, the planets, plants,
earth, black humans, melaninpeople have been studied the
(03:56):
most.
Of course, right.
The reason why they've beenstudied the most is because
they've been here the longest,they've adapted the most, which
is why we expanded throughoutthe planet in shapes.
(04:18):
So we've been studied.
All the genetics, so all thethings we've been studied, all
the genetics, right.
So all the things we've beenstudied.
What here's what's puzzling tome sometimes is when I got being
(04:43):
into science is how come wehave been studied to either help
like me, myself and otheramazing people on this planet,
and we have been studied tomanipulate.
Speaker 1 (04:58):
Yep Unfortunately.
Speaker 2 (05:01):
So I always wonder why we don't really study who we
are so we can Be the creatorwho we are, so we become the I
am Of who we are, so we candevelop what we want to be.
Have you ever heard ofArchaeopsychology?
Speaker 1 (05:24):
Never have.
Kids are Elaborate teachers.
Have you ever heard ofarchaeopsychology?
Never have.
Can you elaborate?
Teach us.
Speaker 2 (05:28):
Well, archaeopsychology is you study
artifacts of things that aperson had when they passed, the
material things that they'vehad in the past.
So they find, you know, afteryou pass, mikey, and they look
(05:54):
at the things you have in yourlife, like your hats Right or
whatever.
Whatever you have, they tellthe the psychological story of
you.
Speaker 1 (06:07):
Okay, I got you saying.
Speaker 2 (06:09):
Right, so it studies the.
You know, like I study humancondition, human behavior.
But they'll study the humancondition from your materials,
like what your behavior couldhave been, would have been, and
also your bones, right.
So how strong your bones are cantell you what you, what you
(06:31):
lifestyle your lifestyle, ok, soso, with that being said, if we
took, if we took thatinformation and said man, if I
had to study my life today, lookat the stuff I have today.
What would that say about me tosomeone studying me?
(06:56):
I mean, just with the materialstuff you have I don't care,
just probably look at the thingsaround you.
What would that really sayabout you?
Speaker 1 (07:10):
I got what you're saying.
Speaker 2 (07:12):
Right, what would that story be?
And, of course, you could thinkof your muscular, not your
muscle tissue, but your bonestructure, remember, because
you're skeleton, you can't lookat that.
I have 32, 32 inch biceps orsomething like that.
Right, because all all thatstuff is gone yeah it's just
(07:34):
bones right, it's just yourteeth, it's just stuff that's
left, right.
And I was thinking about thiswhen we were going over, because
the show is about your realityand we know that people have
lived in false realities forfactors.
(08:00):
Yes, because they could betraumatized.
Yes, we are in a false realitybecause we have never taken a
(08:26):
part of how we are.
So all the external stuff isdeveloped, who we are now, so
that's also going to dictate thestuff we have in a material
(08:47):
world which, if we get studiedlater from an archaeopsychology,
the society is going to be like.
Of course he's going to havethese things because the society
dictated he's going to havethese material things.
His bone structure is going tobe this way, his teeth are going
to be this way.
You know, because the socialsociety.
(09:11):
We've studied the majority ofthese types of people and
they're all similar because thesocial system says this is what
they'll look like.
That's crazy.
Speaker 1 (09:26):
That's a fact.
No, because this is like mything is it should do things as
best as possible as a humanbeing, like you know.
As you say, the people study orstudy your artifacts, what you
leave behind, and it's all basedon how you live your life.
It's just do the right things,like you know.
Stay away from drugs.
(09:47):
You know what I'm saying.
Stay away from drugs, you knowwhat I'm saying.
Don't be putting nothing upyour nose and shooting up your
arm and drinking until you passout.
That's not the way to live.
And not to violate people andyou know, inflict any kind of
abuse and inflict any kind ofabuse in a form, especially
(10:07):
sexual predators.
I'm not too fond of stuff likethat, but basically it's just,
it comes down to your psyche.
If you're a weak individual,you prey upon people.
Even the predator is the prey.
You know what I'm sayingThemselves.
Speaker 2 (10:30):
But I like to give people the benefit of the doubt.
I really do, and I'll tell youwhy.
Because I think people oftenare not taught how to behave,
they're not taught how to learn.
They're not taught how to becognitive.
They're not taught how to becognitive.
They're not taught how to beconscious.
They're not taught they'retaught how to be part of the
social norm, because things aredictated by that right.
(10:53):
Because, remember, they've beenstudied to be manipulated.
So, whether they know it or not, to be manipulated, so whether
they know it or not, they'regoing to go buy a Toyota or a
Kia because you've been marketedto we call it marketing, we
(11:14):
call it whatever those things.
So you have been studied morethan you even think about
getting pizza.
Getting pizza.
You have just been manipulatedbecause you've never taken part
of your personal developmentthrough the structure of how you
(11:34):
learn.
And that's why we're going toget into I think I got you right
here.
Yeah, bring me in there.
That's why we're going to getinto how the brain really
communicates, because you areoften more delusional of your
(11:54):
false reality because of the wayyou are communicating with
yourself from the outside world.
Speaker 1 (12:08):
Gotcha, I hear a doggy.
I hear a doggy and a cat, yeah.
Speaker 2 (12:16):
So right here you have the motor cortex, the
brachia right and the wikia area.
So these simple areas they'renot simple, but to just bring
you in on what they do, thesethings help you with
(12:37):
communication.
Right, it is how you take inthings, it is how you understand
things and then it's how yourelate to them.
Right, the Broca area.
Right, as you can see, it'slocated in the left frontal lobe
.
That's where the left frontallobe is Got you.
All right.
(12:58):
It helps you form words,construct sentences and it helps
you translate.
That's the key Helps youtranslate into spoken languages.
Speaker 1 (13:14):
Got you.
Speaker 2 (13:16):
Into a spoken language.
So, of course, if it's damaged,you're unable to translate into
a language.
The Wernicke area it's in thetemporal lobe right.
It is the posterior part of thetemporal lobe right.
It is responsible forunderstanding spoken and written
(13:39):
language.
It helps you understand spokenand written languages.
The reason why that's soimportant is because if you
believe you hear something,you're already going to
translate it to the rest of thepart of the body.
(14:01):
You see what I'm saying?
It's not what I said, it's whatyou heard and what you
translate To the rest of thepart of your body.
Speaker 1 (14:14):
Got you.
Speaker 2 (14:16):
You see, Right.
You see where the disconnectcomes in From the perception and
how you start to communicateWith your body, which creates
the false reality of thedelusion.
And we're not even talkingabout the damage, like a
traumatic brain injury oranything like that.
(14:37):
We're not even talking aboutsomething you know you get hit
hard or a concussion.
Speaker 1 (14:42):
It's the psyche, the psyche itself.
Speaker 2 (14:45):
It's the psyche, the psyche itself.
Speaker 1 (14:48):
It's the psyche itself Wow.
Speaker 2 (14:51):
If you come up here, I don't know if you can see my
arrow.
If you come up here and you seethe left hemisphere of the
brain where the broker is, youcan see how it can affect that
whole left side.
The analytical part of thinkingright.
Mathematics that meansdeductive reasoning.
Mathematics doesn't mean oneplus one it means deductive
(15:14):
reasoning.
When some people say they'renot good at math, what they
really say?
They just cannot figure outstuff.
Speaker 1 (15:24):
Got you.
Speaker 2 (15:28):
You know, people say I'm just not good at math.
Well, you're not good atfiguring out something figuring
things out exactly right.
You kind of need someone to tellyou something.
That's that's where that's aproblem.
Problem with right.
The left side controls theright side of the body over here
.
When it comes to the righthemisphere, with communication,
(15:54):
your awareness, facialrecognition, emotional
processing, that's where theother temporal lobe is.
I'll go back.
That's where that broker areais.
It's on the right side,emotional processing, right, if
(16:16):
remember, if you go back to whatI said, what the broker area is
.
It helps you forming words andconstruction sentences.
It translates.
Speaker 1 (16:30):
I think you broke out for a second, Dr Dyer.
Speaker 2 (16:33):
The emotional side.
You see how that kind of comestogether.
So I'm disconnected with thereality, my emotional process.
I start to speak inuncontrolled words that hasn't
(16:57):
really been processed.
Speaker 1 (16:59):
Got you.
Speaker 2 (17:04):
You see how the disconnect of communication is
Just from an emotional reason ofa disconnect or a process,
because of the way you'recommunicating with yourself so,
so basically, wow, I'm lookingat it with you, the way it's
labeled, the emotional process,and does that come?
Speaker 1 (17:28):
some kind of synergy takes place for the emotional
processing, because you know tofigure it out as far as the
mathematical side, when you sayon reasoning, it has to work
with the emotions, so there hasto be some synergy taking place
correct.
Speaker 2 (17:44):
Just by the so you're so smart.
Just by the way it, where itfolds, it does have that bridge
that does connect between thefolds.
So if you don't have gooddeductive reasoning and your
emotional processor is off, youdo become very erratic.
Speaker 1 (18:09):
It's beautiful, it's so true.
Speaker 2 (18:13):
But let's keep going back up.
It goes back up to the way youcommunicate with yourself by
what you're translating RightNow.
The heart and the brain arepathways.
You have the cortex, thesubcuticle area.
The medulla Now talking abouthere is the cortex is here.
(18:39):
That runs through the brain.
Now, as it comes down, theintrinsic nervous system was
where the heart is.
The heart sends more signals tothe brain than the brain to the
heart.
The heart actually reaches out.
It's been measured 16 to 18feet in diameter of what it
(19:04):
picks up Wow, so 18 feet.
And under around you it picksup all these things and sends it
up to the brain Wow.
It's communicating throughthese different types of
(19:26):
feelings and these nerve andissues and vessels and cells.
It goes back up to the brain.
Speaker 1 (19:42):
It gets processed in here.
Wow, retio.
Lobe occipital lobe cerebellum,brainstem, temporal lobe,
frontal lobe.
Speaker 2 (19:55):
Can you get into that for us, dr Dyer?
Absolutely, but we're only sickwith the communication.
Part right, remember, this issplit between left and right
right.
You have the frontal, thetemporal, the temporal of the
brainstem.
The brainstem is the last partthat sends everything down to
the rest of the part of the body, the brainstem it is.
It controls temperature, itcontrols heart rate and it
(20:18):
controls your breathing.
But it's the last stop betweeneverything that comes down into
it has.
It has the full package.
It has the full amazon packageto send it to every part of your
body so so whatever gets stuckthere, it's gone.
That's why your breathingbecomes erratic, that's why your
(20:39):
organs become this or whateverthat.
So your temperature rises orlowers because of all the
different things that it'sreceiving.
So and that's why the heartgoes also back up through the
vagus nerve.
So we got into that in adifferent show too.
But here's let's go back to thefrontal lobe with the thinking,
(21:01):
the speaking.
We know that's part of theprefrontal right, the primary
motor cortex, the broco right,because it affects your speech
and it affects your frontal lobe, which is your thinking.
I got you Right, and then overhere, the partial you have a
(21:27):
hard time with reading.
That means what do you callreading?
When they say reading, theyreally mean comprehension,
interpretation.
It always says right here,understanding languages,
cerebellum is really physicalcoordination.
(21:48):
But when they also talk aboutbalance, balance of information,
right, balance of information.
That's why, also down here, wecall attention, you're not
really, you have a hard timewith attention.
So balance of information.
All this comes from.
(22:08):
Let's go back here.
All this comes from your lackof the way you communicate with
yourself, from the delusionalstate of what you interpret.
This comes from interpretation.
If you just clarify it is theysaid what it is, you read what
(22:38):
it is you heard and you clarify,none of this disillusion would
ever take place.
Speaker 1 (22:49):
You're on one, dr Dyer, I get it.
I get where you're coming from.
I Dyer, I get it.
I get where you're coming from.
I understand 100%, I get it.
Speaker 2 (23:00):
So if you go back into studying who you are and
verify, is this who I want to be, you would break that illusion
in your communication toyourself.
Speaker 1 (23:17):
That's a fact.
Be honest.
Speaker 2 (23:19):
Yeah, is that simple Be honest, be honest.
Speaker 1 (23:23):
Don't man.
You're right.
You put in too much on yourpsyche when you basically it's
like be'll be honest if you're acigarette smoker or a cigar
smoker, right.
You're basically trickingyourself to believe that this is
good for me.
I know Surgeon Ward in generalwill say this is going to be
dangerous, but I'm going totrick my mind into believing you
(23:45):
know what?
This is good for me, but it'sbeneficial along the way.
So it's like that.
So I see what you're saying.
The reasoning has to be rightand exact, as they put it.
Speaker 2 (24:05):
What if you're psyching yourself?
Out of thinking that you aresuccessful.
What if you're psychingyourself into wanting to be
successful and not willing toput in the work and ask for help
?
Speaker 1 (24:18):
That's a delusion.
Right there, you see what Imean?
Speaker 2 (24:22):
I mean there's all these types of miscommunication
with what you are or what you'recreating.
I'm not saying what you are,what you're wanting to really
create.
Right, if you want to createthe great I am, then use good
(24:47):
fruit, and I think that'simportant.
So, as we go here, you have thesensory areas.
This also comes withcommunication.
(25:09):
All these are broken down intohow the regions of the different
areas, of how the brain iscommunicating, how it receives
the sensory associated area.
You see where it's connected tothe Wernicke area and that's
the sensory.
So let's go back to what thatarea does, right?
(25:35):
Do you remember what theWernicke area did?
Right?
The Wernicke area is the left,temporal lobe, right, and it is
the understanding, underline,highlight, big, bold letters,
understanding spoken and writtenlanguage.
Speaker 1 (25:57):
Got you.
Speaker 2 (25:59):
Right.
What if you didn't understand?
Speaker 1 (26:06):
Oh, my God.
Speaker 2 (26:09):
If you didn't understand, and it's in the
sensory area.
All your senses are nowsoftened, not functioning
correctly.
Yeah, it's not it.
If everything's supposed to beat 10, it's not at 10.
It could be at six.
(26:30):
It could be at five.
Right.
It's not optimal.
I got you so being that, withthat aspect of the Winnikis not
processing things because theWest is so young has worked on
(26:58):
things to stimulation, to besensitive to the Earth, the
stars, the planets, the natives,the First Nation people have
done it, the Eastern countrieshave done it.
I mean everybody's done it,with the different types of
practices.
(27:18):
I mean, without even saying it,people just know what I'm
talking about, right Through theEastern arts just to On Ginkgo
biloba.
Right, there's been so many thatpeople are now starting to come
(27:40):
, come out and starts going.
Oh, this makes me feel so muchmore alive.
Those are the sensory practicesin arts.
I don't ever want to promoteone or the other, um, because I
might miss one really, but Idon't want to miss one because
when you dedicate yourself intobecoming vulnerable to all
(28:08):
things of this planet, so youcan be part of all things.
Right, I like to say be part ofall things that matter, and I
mean in the science term, allthings that matter, because
everything is made of matterright, exactly.
(28:30):
And that's how I study mymartial practices and my
meditation, my meditation.
You lower yourself to the grainof sand, of the smallest of
sand.
Right, all things right.
That that's how you practice it.
You become sensitive now.
Would that make you cry more?
I'm going to tell you, yes,because you're not going to be
(28:51):
that exterior heart anymore.
You, you're not right your yourheart's going to be open, you're
going to feel more, you'regoing to see more, you're going
to experience more.
The colors are going to be morevibrant, um, but I got what
you're taking yeah, but thingsare going to flow through you.
(29:12):
You're going to be able toconnect more.
But if you get sad, you'regoing to be sad more, because it
doesn't mean you have to bedepressed.
You can be sad.
You don't have to be depressed.
You can be sad.
Speaker 1 (29:25):
So, dr Dyer, you know , just to be safe, and again,
we're not endorsing this, as yousaid, not Dr Dyer, for the
record, nor me, nyp.
Are we talking about compoundsof psychosilabine?
Those agents, people, yeah yeahyeah, ayahuasca.
Speaker 2 (29:44):
Ayahuasca yeah, they help you open up those clogged
areas.
But even if you do thoseassistance right those
assistance is supposed to helpyou assist in your practice if
(30:05):
you just use it to be thevehicle only, you're still going
to remain stuck afterwards.
Speaker 1 (30:15):
Got you, I got you.
You know what's so great aboutthat science and I'm glad you
mentioned you touched on that.
It's like from reports that Ihave read and documentaries that
I have watched, people speak oftheir experiences and, as you
mentioned, like removingblockages within their minds,
(30:35):
emotional obstacles, and aperson may have been addicted to
some kind of narcotic andsomehow broke that hold from
them and they were able to tapinto their emotions more.
They say they see thingsclearer, as you mentioned,
colors, they could processinformation and so many other
things.
Why is it?
We already know for obviousreason, but why is it shunned
(30:57):
upon?
Because you're the first doctorhere to speak about that.
Many others try not to touch onthat, as much.
Speaker 2 (31:04):
Well, you know what I mean.
I'm not sure it's taught to beshunned upon, because now we're
going back into the manipulationof why humans have been studied
.
Speaker 1 (31:18):
That's why.
Speaker 2 (31:19):
Right, so we're going back to the original statement.
Remember, humans have beenstudied, melanin people have
been studied the most.
We've been here the longest.
So we can manipulate you toblock you from that knowledge.
Right, right, if I block yoursensory, if I block the way you
(31:43):
communicate, then I can inputwhat I want to input you so you
can download it.
So now I can control you.
It's really what it is.
It's really what it is so,right, manipulation is a form of
(32:07):
control, right?
So?
Speaker 1 (32:08):
if.
Speaker 2 (32:09):
I can manipulate you, you're going to eventually do
what I need you to do, right,and that's why, when I talk
about the, you know archaeopsychology.
If you look at the stuff youhave right now, so your material
, what does that say about you?
Does that mean you have beencontrolled, manipulated?
(32:30):
Or have you learned to developwho you are and to the I am,
with the way you communicatewith yourself, so you can start
changing of how your body isbeing communicated with, with
what you can, with how you aredoing it got you.
Speaker 1 (32:47):
So basically unleashing and awakening, and
it's funny we had this talk lastweek on the show awakening the
god within yeah gotcha becauseyou know what dr diet.
I'm so glad that we have you onthis platform because there are
many others including myself atone point people out there that
we just used to pick up theseself-help books.
They'll just say, if you thinkthis way, but they don't break
(33:09):
it down for me.
They go through stories Well, Ihad a client that did this and
that and they don't really giveyou the work, the science, yeah,
nothing is broken down, it'sjust by the book.
Speaker 2 (33:20):
Yeah, and that's what I, and I've been saying this
for years, you know.
Some people say well, dr Dyer,what do you do?
I say, well, I explain thescience of emotions, but of why,
like, instead of just thinkthis, feel good, take this, be
good, smell this, whatever, Iexplain why it works or why it
(33:45):
can do what it can do.
Right, I don't care if it'sfood to whatever, I can explain
the science of it.
Right, most of those peoplethey understand their science,
(34:06):
but of how it works, forwhatever they are talking about,
but they really can't get intoand that's fine, you know, stay
in your lane, I guess I don'tknow what not.
Speaker 1 (34:18):
You're right about that.
You know.
I say to each their own.
It works for you, it may notwork for me, but I respect it.
If it makes you a better humanbeing, I'm more for it by all
means, but I'm more.
Speaker 2 (34:32):
When it came to the brain, I was just such a badger.
Because it's so beautiful ofhistorical context, the tools so
beautiful of historical context, right Like the tools early man
used was part of a developmentof the brain that got him to use
it.
You know what I mean.
That stuff is so cool.
Speaker 1 (34:56):
Exactly no, it is.
Speaker 2 (34:58):
You know, the way early man walked to how they
walk now was because of apartial development of a part of
the brain.
Right, that's amazing to me.
It didn't just happen.
It was evolving and formingbecause it needed it to be, so
(35:18):
it could progress in an area andin an environment it needed to
live in.
Speaker 1 (35:28):
I love how you tap on that.
That's like transfiguration,right there, right Limitations.
So it's like thetransfiguration to a
metamorphosis of a caterpillarinto a butterfly.
Like is it the mind that makesthem do that?
Like, are you touching them tothat degree?
Speaker 2 (35:47):
Yes, right, that's why it is so harmful that we
have never many of us.
Maybe again, because we'venever been taught, no one's ever
told us, no one's ever saidthis was important that we can
be the creator that we are.
We've heard this maybe beforeby different platforms, whatever
(36:13):
.
Right, that we can be thecreator, but they didn't teach
us the science of why we are thecreator.
Hmm, the science of why we arethe creator.
Speaker 1 (36:25):
They just dictate words to you.
Speaker 2 (36:27):
Right.
So the science of why we're thecreator is why we can be
evolved into what we could be,is what we decide to be.
Got you, but you have to havethe information to really make a
decision.
If you don't have theinformation, you still don't
(36:50):
have a choice.
You're still being manipulated.
Speaker 1 (36:55):
Somebody was asking a question.
Communication clearly and bespecific says how do we rewire
the brain system?
They taught us the art of itbut not the science of it.
So, just like Dr Dyer wassaying, he'd like to know how
can we do that, dr Dyer?
Speaker 2 (37:11):
Well, there's a class going on now I'm teaching how
to rewire the brain, so youmissed the beginning of that
class.
We're actually our students andI we're in.
We're in the fourth week of theclass of teaching how we we
wire the brain.
But to answer your question inshort is to watch the other
(37:37):
podcast.
Speaker 1 (37:39):
Last episode.
Speaker 2 (37:40):
watch the other podcasts yes, last episode,
watch many others in successionand you'll get those answers.
That's our way.
But to answer you here on thepodcast, it takes learning,
understanding and training.
So that's the answerunderstanding and training.
(38:08):
So that's the answer.
What, what do we learn?
We learn.
What I'm talking about today isgoing to help you.
How am I communicating withmyself?
How am I communicating withmyself?
How am I translating theinformation I am listening to,
(38:36):
hearing, reading, and am Iclarifying that information to
myself in a clear manner?
Because if it's not, then allwhat we talked about thus far is
why we are so uneven,unbalanced, right, which is why
(39:09):
we can be manipulated.
Speaker 1 (39:11):
Exactly.
Speaker 2 (39:13):
So I hope I answered the young man's.
Speaker 1 (39:19):
He said thank you, because he's going to watch the
other videos.
Speaker 2 (39:22):
Okay, because yeah, yeah.
Speaker 1 (39:30):
I got what you said, dr Dye, which makes so much
sense.
Mr Rewiring, you said thingslike you're consistently studied
from what you left behind.
Everything that you basicallyexplained is painting the whole
picture, as you said.
We have been studied for,studied from what you left
behind, and everything that youbasically explained just painted
a whole picture.
As you said, we have beenstudied for years from what we
left behind.
Man himself has been studiedbased on what he left behind and
(39:51):
it could tell you a lot aboutthe man.
So I got what you're saying.
Speaker 2 (39:58):
And you know anybody can ask even more questions at
any time.
So, and before I things sayabout your behavior, your life,
right, what is the stuff aroundyou?
(40:37):
What does it say?
Because it will tell the storyabout who you are.
And if that's not the story youwant to say, then that story?
Just think about this, thethings around you.
Then you have been manipulatedinto creating this story that
was never created by you.
Speaker 1 (40:58):
Exactly.
Speaker 2 (41:07):
Very true, created by you, exactly very true, and and
that should give you the signor something be like I need to
start rewriting my personalstory.
I need to start creating my.
I am like what type of persondoes this?
Who thinks like this and what?
And what am I thinking?
What am I creating?
What am I developing?
What type of analyticalthinking am I?
(41:28):
What type of emotionalprocessor am I?
Look at your materials.
Does your materials tell youwhat type of emotional processor
you are?
Does it tell you do you havedeductive reasoning?
Does it tell you are you?
Do you have deductive reasoning?
Does it tell you have spatialawareness?
Does it tell you have?
You're sensitive?
Speaker 1 (41:50):
So before I read this brother's question so from what
you're saying, it sounds likewe are living in the illusion of
multiple choice.
Is it really given to us, is itreally our free will, or is
it's what, what's been presentedto us?
Basically, so this is, this isgonna pay back?
We live in a world, basically,of the illusion of having
(42:11):
multiple choice, of being havingfree will because it's multiple
choice, so no matter what it'spresented I don't.
Speaker 2 (42:18):
I don't think people have free will as much as you
think you do yeah, that's whatI'm trying to say, yeah no
people think they have free will.
They don't they.
They only have free will whenthey have the information of how
they're receiving it.
Then they have a choice so ifyou want to say if you have a
choice, you have free will, thenI agree with you.
But if you don't have theinformation and understand how
(42:40):
you're processing and living,then you're really not living in
free will.
You're living in themanipulation part because you
don't even know how you'reliving or how you're being
formed.
So should everybody know aboutthe brain and the
musculoskeletal tissues andthings, and food and stomach?
Maybe not to the degree I do,but they should know.
(43:01):
They should know somethingright.
They should know how theyprocess food.
They should know how their bodyis being developed.
They should know certain things, right.
Um, just like, should you knowhow to rebuild a car, to drive
it?
No, but you should know certainthings.
You know, it's just certainthings.
You should know that certainpeople don't know.
It's almost like I don't knowif you should know certain
things.
It's just certain things.
You should know that certainpeople don't know.
(43:24):
It's almost like I don't know ifyou should be driving.
Do you know what type of gas toput in your car?
Yeah, okay, that makes sense.
Do you know the type ofwindshield wiper oil?
Do you know how to change atire?
Not that you like to or couldDo you know how to.
If none of those work, I'm notsure driving is really kind of
(43:45):
safe.
I feel that way about thedevelopment of the body and the
spirit, right and the brain.
I just do.
There's certain things we oughtto know.
If you don't know it, thensomeone else is doing it for you
.
Speaker 1 (43:59):
Exactly.
You're right about that.
So communicate clearly isasking is this what happens when
we live other people's dreamsand desires?
Speaker 2 (44:09):
yes, and, and the reason why more often people
live other people's dreams anddesires is because the types of
families dictated to us throughwhat they believe and we never
took over what we wanted.
(44:31):
And some people could say well,I want to honor, not to beget
anything.
I want to be honoring myparents or my seniors, and they
said I needed to beget anything.
I wanted to be honoring myparents or my seniors, and they
said I needed to be whateverright and I love them.
So that's why I did it.
Well, as nice as that is,you're living their life and not
(44:55):
yours.
That's simple.
I would question if you'rehappy, you know?
because, you didn't develop it,they did you know.
Speaker 1 (45:08):
So it's like they live in basically through you,
vicariously through you.
Speaker 2 (45:11):
So it's like, yeah, Now, if you came to it anyway,
that's kind of neat, that's kindof neat, but there's so many
dictations that you ought to,you should, you know, be seen,
not heard.
Yeah, there's, there's.
There's a lot of conflicts indeveloping the conscious, the
(45:35):
conscious mind.
So, and remember, if 90 toreprogram and to understand, to
rethink, you have to developconsciousness, and 95% of people
live in subconscious behavior.
It's habitual, it's habitualbehavior.
(45:58):
95% of the things you do ishabit.
We talked about this in anotherpodcast.
The mind wants to put things inhabit form, so it uses less
energy.
Speaker 1 (46:21):
Very true, very true.
Back to what you said, so youdon't have to use the left side,
just make a second nature whereit's just.
You know you got a lot ofquestions right here.
Does food have anything to dowith rewiring the nervous system
?
Speaker 2 (46:40):
Oh, yeah, I mean.
The simple answer is everythingis connected who you make love
with, who you touch, who you'rearound, what you eat, absolutely
where it's grown.
Because your body takes thatform of intake from food to
(47:04):
touch, it takes it in andchanges it to something Right,
I'll leave it at that.
It changes it to something,right.
When it changes it to something, then the body utilizes it for
something else.
Speaker 1 (47:26):
Energy yep.
Speaker 2 (47:29):
Now it's either going to be beneficial or not
beneficial, and it's true.
Speaker 1 (47:39):
Who does play a part?
It plays a major part, thebrain.
Not to cut you down, the brainsends the signals down to the
digesters and all that.
So it does play a part becauseit over-exhausts itself to bring
down the compounds of the food,and that's when you start
feeling lethargic and the brainfog kicks in and everything.
(47:59):
Am I correct with that?
Speaker 2 (48:03):
You're correct, but you can go down the road of why.
But once it changes intobeneficial, not beneficial, we
could talk about why it'sbeneficial and how come, or why
it is beneficial and the reasonswhy, but just stick with the
(48:24):
science of it.
Changes.
The market structure changesinto something.
It's either going to bebeneficial we can talk about
that, it's going to be notbeneficial, but we can talk
about that got you, got you 100and Sue says it's all frequency.
Okay.
So when it comes all down withit, how everything works, when
(48:47):
it changes the temperature inthe body changes the frequency
in the body Collectively.
Speaker 1 (48:57):
Wow, that's a diet.
Really dropped that science.
So I have one more thing likeum.
You said uh, for facialrecognition.
You said the right side dealswith that, right yes.
I thought you know being thatthe left side, the logical side,
is the one that captureseverything and processes it and
(49:19):
sends it over okay, I thought.
I thought that was on the left,the left side of the brain.
It's the one that captureseverything and processes it and
sends it over.
Okay, I thought that was on theleft side of the brain.
Speaker 2 (49:26):
No, facial recognition is right side.
Remember the right side has alot more of creativity and
things like that.
Speaker 1 (49:35):
That makes sense.
Speaker 2 (49:36):
Because we all have different types of faces and
shapes, so it has to berecognizing those shapes and
patterns and things like that.
Speaker 1 (49:46):
It's very artistic, so all right.
So you say, delete the illusionof sickness?
All right, because I deal withthis at times, the process of
stuttering, which part thatcomes from the motor speech side
of the brain, right?
How can one find?
Speaker 2 (50:03):
a way to resolve that .
Well, so stuttering could havestarted from birth by factors
Hearing broken languages aroundthem.
So the young person didn't knowwhich language to speak.
(50:24):
So it was getting confusedbetween, like, say, if there's
two different types of languagesspoken in the house.
So as a young child it doesn'tknow which language to connect
with, because they hear thesounds of two.
Right.
So that's where stutteringcomes in.
(50:46):
Or nervousness If the child is.
Nerves, visual, traumatic willcause a child to stutter.
If they see something, whateverthey see, causes a shock and
(51:09):
it'll cause the child to stutter.
Speaker 1 (51:12):
Got you.
Speaker 2 (51:14):
That's young stutter.
That's like you know for earlyages, to like 16 months or
something.
17 months Later it could become.
The reason why it could becomenot corrected is because it's
not attended to.
That's really why it becomeslonger.
That's all.
(51:35):
We're not even talking aboutthe damaging like a fall.
Or it could happen because ofthe lack of oxygen too at birth.
Yeah, so there's somesicknesses.
You know a virus and somethinglike that.
The other stuff causes thebrain to recognize and to cause
(52:08):
a little bit of confusion.
Speaker 1 (52:10):
I'm glad you clarified that for me because
growing up that did start someof the speech impediment because
I'm taking so many differentlanguages in.
My mom's speaking the nativelanguage.
I'm going to school withEnglish.
I was born here, but I'mlearning Creole.
Creole is like that's the homelanguage at home.
Then I'm going to school withthe English.
I'm going back home to theCreole household, Then there's
(52:33):
Spanish at times and there's.
French.
I'm taking all that in howlanguage is directed at the same
frequency.
It's like the process and it'sdifferent, as you mentioned.
I'm glad you brought that upbecause you know some countries
left to right or right to left,so you got to process it, what
they're saying from thatlanguage to translate to make
sense to you.
(52:54):
Like you know, when people telllike old fables, old stories,
like it sounds better in thatlanguage.
So you got to break it down soit can be conveyed correctly.
I'm like, oh, that may havecreated part of the speech.
Speaker 2 (53:08):
I think we're over time, brother.
Speaker 1 (53:11):
We are, we are definitely I want to hold you up
.
Yeah, dr Dyer.
Thank you very much, my brother, for coming on.
People in the comment.
Peace to you all.
Don't forget to comment, like,share, subscribe.
This was a great show, nyp andwe out.
Peace, peace.
peace world.
How you doing.
It's your brother, mikey fever.
Nyp talk show.
The 8 pm session.
We got our special guest, drdyer, in the building.
Oh, he just fell off real quick.
But yeah, we got Dr Dyer in thebuilding who will be talking
about positive action, deletingthe physical illusion of
sickness.
You know what I'm saying?
(00:33):
Grab your pens and your pad.
Don't forget to comment, like,share, subscribe, superchat.
Peace to everyone out there,peace to the gods, peace to
Earth, peace to the Moors.
Hebrew is a light.
We just had a new whopping onPeace to him.
Great show, good brother, andlet's just rock out what's up Dr
(00:54):
Dyer, how you doing man thatwas.
Speaker 2 (01:01):
let me tell you something about that show.
Wow Right.
Yeah.
You know, so many people arenot knowing what they're missing
.
Speaker 1 (01:16):
Yeah, yeah, we got to get the brother back on.
I just want to talk about hisjourney, but he said he got
something he wants to add onwith sound healing, which I know
will be a very interesting showto learn about sound healing,
which is important.
So we got to bring him backinto the fold to expound on that
(01:36):
, because it's all about healinghere.
Speaker 2 (01:41):
You know we've been talking about the brain and a
lot about so many other issues,and if people just put the shows
together, you know what I meanthe science of the historical
(02:02):
context, of how we miss things,the information of the moral
sciences or the Masonic sciencesand if you literally put it
together like you're reading abook, you would understand.
Like, not only did I notunderstand this, but the reason
(02:26):
I didn't understand this isbecause I was being blocked by
this frequency.
I was being blocked by thisexperience.
I was being blocked by thisepigenetics issue that I did not
know how to resolve, because Ididn't know the function of my
(02:49):
own self.
Speaker 1 (02:51):
Exactly.
Yeah, you're right Cause youknow I'm listening to that last
show.
You know the brother was likeyou could tell, very sound.
I'm not taking away from himbecause he explained his journey
and he's putting piecestogether and I was like yo,
that's dope Compared to manyothers who would just be all out
(03:14):
there, but he was very promptin what he was saying, on point
with his journey, what he hadlearned to build himself up.
Speaker 2 (03:28):
Because?
So here's I want people tounderstand this, if people
didn't get it yet by now is thathumans have been studied.
All things have been studiedthe stars, the planets, plants,
earth, black humans, melaninpeople have been studied the
(03:56):
most.
Of course, right.
The reason why they've beenstudied the most is because
they've been here the longest,they've adapted the most, which
is why we expanded throughoutthe planet in shapes.
(04:18):
So we've been studied.
All the genetics, so all thethings we've been studied, all
the genetics, right.
So all the things we've beenstudied.
What here's what's puzzling tome sometimes is when I got being
(04:43):
into science is how come wehave been studied to either help
like me, myself and otheramazing people on this planet,
and we have been studied tomanipulate.
Speaker 1 (04:58):
Yep Unfortunately.
Speaker 2 (05:01):
So I always wonder why we don't really study who we
are so we can Be the creatorwho we are, so we become the I
am Of who we are, so we candevelop what we want to be.
Have you ever heard ofArchaeopsychology?
Speaker 1 (05:24):
Never have.
Kids are Elaborate teachers.
Have you ever heard ofarchaeopsychology?
Never have.
Can you elaborate?
Teach us.
Speaker 2 (05:28):
Well, archaeopsychology is you study
artifacts of things that aperson had when they passed, the
material things that they'vehad in the past.
So they find, you know, afteryou pass, mikey, and they look
(05:54):
at the things you have in yourlife, like your hats Right or
whatever.
Whatever you have, they tellthe the psychological story of
you.
Speaker 1 (06:07):
Okay, I got you saying.
Speaker 2 (06:09):
Right, so it studies the.
You know, like I study humancondition, human behavior.
But they'll study the humancondition from your materials,
like what your behavior couldhave been, would have been, and
also your bones, right.
So how strong your bones are cantell you what you, what you
(06:31):
lifestyle your lifestyle, ok, soso, with that being said, if we
took, if we took thatinformation and said man, if I
had to study my life today, lookat the stuff I have today.
What would that say about me tosomeone studying me?
(06:56):
I mean, just with the materialstuff you have I don't care,
just probably look at the thingsaround you.
What would that really sayabout you?
Speaker 1 (07:10):
I got what you're saying.
Speaker 2 (07:12):
Right, what would that story be?
And, of course, you could thinkof your muscular, not your
muscle tissue, but your bonestructure, remember, because
you're skeleton, you can't lookat that.
I have 32, 32 inch biceps orsomething like that.
Right, because all all thatstuff is gone yeah it's just
(07:34):
bones right, it's just yourteeth, it's just stuff that's
left, right.
And I was thinking about thiswhen we were going over, because
the show is about your realityand we know that people have
lived in false realities forfactors.
(08:00):
Yes, because they could betraumatized.
Yes, we are in a false realitybecause we have never taken a
(08:26):
part of how we are.
So all the external stuff isdeveloped, who we are now, so
that's also going to dictate thestuff we have in a material
(08:47):
world which, if we get studiedlater from an archaeopsychology,
the society is going to be like.
Of course he's going to havethese things because the society
dictated he's going to havethese material things.
His bone structure is going tobe this way, his teeth are going
to be this way.
You know, because the socialsociety.
(09:11):
We've studied the majority ofthese types of people and
they're all similar because thesocial system says this is what
they'll look like.
That's crazy.
Speaker 1 (09:26):
That's a fact.
No, because this is like mything is it should do things as
best as possible as a humanbeing, like you know.
As you say, the people study orstudy your artifacts, what you
leave behind, and it's all basedon how you live your life.
It's just do the right things,like you know.
Stay away from drugs.
(09:47):
You know what I'm saying.
Stay away from drugs, you knowwhat I'm saying.
Don't be putting nothing upyour nose and shooting up your
arm and drinking until you passout.
That's not the way to live.
And not to violate people andyou know, inflict any kind of
abuse and inflict any kind ofabuse in a form, especially
(10:07):
sexual predators.
I'm not too fond of stuff likethat, but basically it's just,
it comes down to your psyche.
If you're a weak individual,you prey upon people.
Even the predator is the prey.
You know what I'm sayingThemselves.
Speaker 2 (10:30):
But I like to give people the benefit of the doubt.
I really do, and I'll tell youwhy.
Because I think people oftenare not taught how to behave,
they're not taught how to learn.
They're not taught how to becognitive.
They're not taught how to becognitive.
They're not taught how to beconscious.
They're not taught they'retaught how to be part of the
social norm, because things aredictated by that right.
(10:53):
Because, remember, they've beenstudied to be manipulated.
So, whether they know it or not, to be manipulated, so whether
they know it or not, they'regoing to go buy a Toyota or a
Kia because you've been marketedto we call it marketing, we
(11:14):
call it whatever those things.
So you have been studied morethan you even think about
getting pizza.
Getting pizza.
You have just been manipulatedbecause you've never taken part
of your personal developmentthrough the structure of how you
(11:34):
learn.
And that's why we're going toget into I think I got you right
here.
Yeah, bring me in there.
That's why we're going to getinto how the brain really
communicates, because you areoften more delusional of your
(11:54):
false reality because of the wayyou are communicating with
yourself from the outside world.
Speaker 1 (12:08):
Gotcha, I hear a doggy.
I hear a doggy and a cat, yeah.
Speaker 2 (12:16):
So right here you have the motor cortex, the
brachia right and the wikia area.
So these simple areas they'renot simple, but to just bring
you in on what they do, thesethings help you with
(12:37):
communication.
Right, it is how you take inthings, it is how you understand
things and then it's how yourelate to them.
Right, the Broca area.
Right, as you can see, it'slocated in the left frontal lobe
.
That's where the left frontallobe is Got you.
All right.
(12:58):
It helps you form words,construct sentences and it helps
you translate.
That's the key Helps youtranslate into spoken languages.
Speaker 1 (13:14):
Got you.
Speaker 2 (13:16):
Into a spoken language.
So, of course, if it's damaged,you're unable to translate into
a language.
The Wernicke area it's in thetemporal lobe right.
It is the posterior part of thetemporal lobe right.
It is responsible forunderstanding spoken and written
(13:39):
language.
It helps you understand spokenand written languages.
The reason why that's soimportant is because if you
believe you hear something,you're already going to
translate it to the rest of thepart of the body.
(14:01):
You see what I'm saying?
It's not what I said, it's whatyou heard and what you
translate To the rest of thepart of your body.
Speaker 1 (14:14):
Got you.
Speaker 2 (14:16):
You see, Right.
You see where the disconnectcomes in From the perception and
how you start to communicateWith your body, which creates
the false reality of thedelusion.
And we're not even talkingabout the damage, like a
traumatic brain injury oranything like that.
(14:37):
We're not even talking aboutsomething you know you get hit
hard or a concussion.
Speaker 1 (14:42):
It's the psyche, the psyche itself.
Speaker 2 (14:45):
It's the psyche, the psyche itself.
Speaker 1 (14:48):
It's the psyche itself Wow.
Speaker 2 (14:51):
If you come up here, I don't know if you can see my
arrow.
If you come up here and you seethe left hemisphere of the
brain where the broker is, youcan see how it can affect that
whole left side.
The analytical part of thinkingright.
Mathematics that meansdeductive reasoning.
Mathematics doesn't mean oneplus one it means deductive
(15:14):
reasoning.
When some people say they'renot good at math, what they
really say?
They just cannot figure outstuff.
Speaker 1 (15:24):
Got you.
Speaker 2 (15:28):
You know, people say I'm just not good at math.
Well, you're not good atfiguring out something figuring
things out exactly right.
You kind of need someone to tellyou something.
That's that's where that's aproblem.
Problem with right.
The left side controls theright side of the body over here
.
When it comes to the righthemisphere, with communication,
(15:54):
your awareness, facialrecognition, emotional
processing, that's where theother temporal lobe is.
I'll go back.
That's where that broker areais.
It's on the right side,emotional processing, right, if
(16:16):
remember, if you go back to whatI said, what the broker area is
.
It helps you forming words andconstruction sentences.
It translates.
Speaker 1 (16:30):
I think you broke out for a second, Dr Dyer.
Speaker 2 (16:33):
The emotional side.
You see how that kind of comestogether.
So I'm disconnected with thereality, my emotional process.
I start to speak inuncontrolled words that hasn't
(16:57):
really been processed.
Speaker 1 (16:59):
Got you.
Speaker 2 (17:04):
You see how the disconnect of communication is
Just from an emotional reason ofa disconnect or a process,
because of the way you'recommunicating with yourself so,
so basically, wow, I'm lookingat it with you, the way it's
labeled, the emotional process,and does that come?
Speaker 1 (17:28):
some kind of synergy takes place for the emotional
processing, because you know tofigure it out as far as the
mathematical side, when you sayon reasoning, it has to work
with the emotions, so there hasto be some synergy taking place
correct.
Speaker 2 (17:44):
Just by the so you're so smart.
Just by the way it, where itfolds, it does have that bridge
that does connect between thefolds.
So if you don't have gooddeductive reasoning and your
emotional processor is off, youdo become very erratic.
Speaker 1 (18:09):
It's beautiful, it's so true.
Speaker 2 (18:13):
But let's keep going back up.
It goes back up to the way youcommunicate with yourself by
what you're translating RightNow.
The heart and the brain arepathways.
You have the cortex, thesubcuticle area.
The medulla Now talking abouthere is the cortex is here.
(18:39):
That runs through the brain.
Now, as it comes down, theintrinsic nervous system was
where the heart is.
The heart sends more signals tothe brain than the brain to the
heart.
The heart actually reaches out.
It's been measured 16 to 18feet in diameter of what it
(19:04):
picks up Wow, so 18 feet.
And under around you it picksup all these things and sends it
up to the brain Wow.
It's communicating throughthese different types of
(19:26):
feelings and these nerve andissues and vessels and cells.
It goes back up to the brain.
Speaker 1 (19:42):
It gets processed in here.
Wow, retio.
Lobe occipital lobe cerebellum,brainstem, temporal lobe,
frontal lobe.
Speaker 2 (19:55):
Can you get into that for us, dr Dyer?
Absolutely, but we're only sickwith the communication.
Part right, remember, this issplit between left and right
right.
You have the frontal, thetemporal, the temporal of the
brainstem.
The brainstem is the last partthat sends everything down to
the rest of the part of the body, the brainstem it is.
It controls temperature, itcontrols heart rate and it
(20:18):
controls your breathing.
But it's the last stop betweeneverything that comes down into
it has.
It has the full package.
It has the full amazon packageto send it to every part of your
body so so whatever gets stuckthere, it's gone.
That's why your breathingbecomes erratic, that's why your
(20:39):
organs become this or whateverthat.
So your temperature rises orlowers because of all the
different things that it'sreceiving.
So and that's why the heartgoes also back up through the
vagus nerve.
So we got into that in adifferent show too.
But here's let's go back to thefrontal lobe with the thinking,
(21:01):
the speaking.
We know that's part of theprefrontal right, the primary
motor cortex, the broco right,because it affects your speech
and it affects your frontal lobe, which is your thinking.
I got you Right, and then overhere, the partial you have a
(21:27):
hard time with reading.
That means what do you callreading?
When they say reading, theyreally mean comprehension,
interpretation.
It always says right here,understanding languages,
cerebellum is really physicalcoordination.
(21:48):
But when they also talk aboutbalance, balance of information,
right, balance of information.
That's why, also down here, wecall attention, you're not
really, you have a hard timewith attention.
So balance of information.
All this comes from.
(22:08):
Let's go back here.
All this comes from your lackof the way you communicate with
yourself, from the delusionalstate of what you interpret.
This comes from interpretation.
If you just clarify it is theysaid what it is, you read what
(22:38):
it is you heard and you clarify,none of this disillusion would
ever take place.
Speaker 1 (22:49):
You're on one, dr Dyer, I get it.
I get where you're coming from.
I Dyer, I get it.
I get where you're coming from.
I understand 100%, I get it.
Speaker 2 (23:00):
So if you go back into studying who you are and
verify, is this who I want to be, you would break that illusion
in your communication toyourself.
Speaker 1 (23:17):
That's a fact.
Be honest.
Speaker 2 (23:19):
Yeah, is that simple Be honest, be honest.
Speaker 1 (23:23):
Don't man.
You're right.
You put in too much on yourpsyche when you basically it's
like be'll be honest if you're acigarette smoker or a cigar
smoker, right.
You're basically trickingyourself to believe that this is
good for me.
I know Surgeon Ward in generalwill say this is going to be
dangerous, but I'm going totrick my mind into believing you
(23:45):
know what?
This is good for me, but it'sbeneficial along the way.
So it's like that.
So I see what you're saying.
The reasoning has to be rightand exact, as they put it.
Speaker 2 (24:05):
What if you're psyching yourself?
Out of thinking that you aresuccessful.
What if you're psychingyourself into wanting to be
successful and not willing toput in the work and ask for help
?
Speaker 1 (24:18):
That's a delusion.
Right there, you see what Imean?
Speaker 2 (24:22):
I mean there's all these types of miscommunication
with what you are or what you'recreating.
I'm not saying what you are,what you're wanting to really
create.
Right, if you want to createthe great I am, then use good
(24:47):
fruit, and I think that'simportant.
So, as we go here, you have thesensory areas.
This also comes withcommunication.
(25:09):
All these are broken down intohow the regions of the different
areas, of how the brain iscommunicating, how it receives
the sensory associated area.
You see where it's connected tothe Wernicke area and that's
the sensory.
So let's go back to what thatarea does, right?
(25:35):
Do you remember what theWernicke area did?
Right?
The Wernicke area is the left,temporal lobe, right, and it is
the understanding, underline,highlight, big, bold letters,
understanding spoken and writtenlanguage.
Speaker 1 (25:57):
Got you.
Speaker 2 (25:59):
Right.
What if you didn't understand?
Speaker 1 (26:06):
Oh, my God.
Speaker 2 (26:09):
If you didn't understand, and it's in the
sensory area.
All your senses are nowsoftened, not functioning
correctly.
Yeah, it's not it.
If everything's supposed to beat 10, it's not at 10.
It could be at six.
(26:30):
It could be at five.
Right.
It's not optimal.
I got you so being that, withthat aspect of the Winnikis not
processing things because theWest is so young has worked on
(26:58):
things to stimulation, to besensitive to the Earth, the
stars, the planets, the natives,the First Nation people have
done it, the Eastern countrieshave done it.
I mean everybody's done it,with the different types of
practices.
(27:18):
I mean, without even saying it,people just know what I'm
talking about, right Through theEastern arts just to On Ginkgo
biloba.
Right, there's been so many thatpeople are now starting to come
(27:40):
, come out and starts going.
Oh, this makes me feel so muchmore alive.
Those are the sensory practicesin arts.
I don't ever want to promoteone or the other, um, because I
might miss one really, but Idon't want to miss one because
when you dedicate yourself intobecoming vulnerable to all
(28:08):
things of this planet, so youcan be part of all things.
Right, I like to say be part ofall things that matter, and I
mean in the science term, allthings that matter, because
everything is made of matterright, exactly.
(28:30):
And that's how I study mymartial practices and my
meditation, my meditation.
You lower yourself to the grainof sand, of the smallest of
sand.
Right, all things right.
That that's how you practice it.
You become sensitive now.
Would that make you cry more?
I'm going to tell you, yes,because you're not going to be
(28:51):
that exterior heart anymore.
You, you're not right your yourheart's going to be open, you're
going to feel more, you'regoing to see more, you're going
to experience more.
The colors are going to be morevibrant, um, but I got what
you're taking yeah, but thingsare going to flow through you.
(29:12):
You're going to be able toconnect more.
But if you get sad, you'regoing to be sad more, because it
doesn't mean you have to bedepressed.
You can be sad.
You don't have to be depressed.
You can be sad.
Speaker 1 (29:25):
So, dr Dyer, you know , just to be safe, and again,
we're not endorsing this, as yousaid, not Dr Dyer, for the
record, nor me, nyp.
Are we talking about compoundsof psychosilabine?
Those agents, people, yeah yeahyeah, ayahuasca.
Speaker 2 (29:44):
Ayahuasca yeah, they help you open up those clogged
areas.
But even if you do thoseassistance right those
assistance is supposed to helpyou assist in your practice if
(30:05):
you just use it to be thevehicle only, you're still going
to remain stuck afterwards.
Speaker 1 (30:15):
Got you, I got you.
You know what's so great aboutthat science and I'm glad you
mentioned you touched on that.
It's like from reports that Ihave read and documentaries that
I have watched, people speak oftheir experiences and, as you
mentioned, like removingblockages within their minds,
(30:35):
emotional obstacles, and aperson may have been addicted to
some kind of narcotic andsomehow broke that hold from
them and they were able to tapinto their emotions more.
They say they see thingsclearer, as you mentioned,
colors, they could processinformation and so many other
things.
Why is it?
We already know for obviousreason, but why is it shunned
(30:57):
upon?
Because you're the first doctorhere to speak about that.
Many others try not to touch onthat, as much.
Speaker 2 (31:04):
Well, you know what I mean.
I'm not sure it's taught to beshunned upon, because now we're
going back into the manipulationof why humans have been studied
.
Speaker 1 (31:18):
That's why.
Speaker 2 (31:19):
Right, so we're going back to the original statement.
Remember, humans have beenstudied, melanin people have
been studied the most.
We've been here the longest.
So we can manipulate you toblock you from that knowledge.
Right, right, if I block yoursensory, if I block the way you
(31:43):
communicate, then I can inputwhat I want to input you so you
can download it.
So now I can control you.
It's really what it is.
It's really what it is so,right, manipulation is a form of
(32:07):
control, right?
So?
Speaker 1 (32:08):
if.
Speaker 2 (32:09):
I can manipulate you, you're going to eventually do
what I need you to do, right,and that's why, when I talk
about the, you know archaeopsychology.
If you look at the stuff youhave right now, so your material
, what does that say about you?
Does that mean you have beencontrolled, manipulated?
(32:30):
Or have you learned to developwho you are and to the I am,
with the way you communicatewith yourself, so you can start
changing of how your body isbeing communicated with, with
what you can, with how you aredoing it got you.
Speaker 1 (32:47):
So basically unleashing and awakening, and
it's funny we had this talk lastweek on the show awakening the
god within yeah gotcha becauseyou know what dr diet.
I'm so glad that we have you onthis platform because there are
many others including myself atone point people out there that
we just used to pick up theseself-help books.
They'll just say, if you thinkthis way, but they don't break
(33:09):
it down for me.
They go through stories Well, Ihad a client that did this and
that and they don't really giveyou the work, the science, yeah,
nothing is broken down, it'sjust by the book.
Speaker 2 (33:20):
Yeah, and that's what I, and I've been saying this
for years, you know.
Some people say well, dr Dyer,what do you do?
I say, well, I explain thescience of emotions, but of why,
like, instead of just thinkthis, feel good, take this, be
good, smell this, whatever, Iexplain why it works or why it
(33:45):
can do what it can do.
Right, I don't care if it'sfood to whatever, I can explain
the science of it.
Right, most of those peoplethey understand their science,
(34:06):
but of how it works, forwhatever they are talking about,
but they really can't get intoand that's fine, you know, stay
in your lane, I guess I don'tknow what not.
Speaker 1 (34:18):
You're right about that.
You know.
I say to each their own.
It works for you, it may notwork for me, but I respect it.
If it makes you a better humanbeing, I'm more for it by all
means, but I'm more.
Speaker 2 (34:32):
When it came to the brain, I was just such a badger.
Because it's so beautiful ofhistorical context, the tools so
beautiful of historical context, right Like the tools early man
used was part of a developmentof the brain that got him to use
it.
You know what I mean.
That stuff is so cool.
Speaker 1 (34:56):
Exactly no, it is.
Speaker 2 (34:58):
You know, the way early man walked to how they
walk now was because of apartial development of a part of
the brain.
Right, that's amazing to me.
It didn't just happen.
It was evolving and formingbecause it needed it to be, so
(35:18):
it could progress in an area andin an environment it needed to
live in.
Speaker 1 (35:28):
I love how you tap on that.
That's like transfiguration,right there, right Limitations.
So it's like thetransfiguration to a
metamorphosis of a caterpillarinto a butterfly.
Like is it the mind that makesthem do that?
Like, are you touching them tothat degree?
Speaker 2 (35:47):
Yes, right, that's why it is so harmful that we
have never many of us.
Maybe again, because we'venever been taught, no one's ever
told us, no one's ever saidthis was important that we can
be the creator that we are.
We've heard this maybe beforeby different platforms, whatever
(36:13):
.
Right, that we can be thecreator, but they didn't teach
us the science of why we are thecreator.
Hmm, the science of why we arethe creator.
Speaker 1 (36:25):
They just dictate words to you.
Speaker 2 (36:27):
Right.
So the science of why we're thecreator is why we can be
evolved into what we could be,is what we decide to be.
Got you, but you have to havethe information to really make a
decision.
If you don't have theinformation, you still don't
(36:50):
have a choice.
You're still being manipulated.
Speaker 1 (36:55):
Somebody was asking a question.
Communication clearly and bespecific says how do we rewire
the brain system?
They taught us the art of itbut not the science of it.
So, just like Dr Dyer wassaying, he'd like to know how
can we do that, dr Dyer?
Speaker 2 (37:11):
Well, there's a class going on now I'm teaching how
to rewire the brain, so youmissed the beginning of that
class.
We're actually our students andI we're in.
We're in the fourth week of theclass of teaching how we we
wire the brain.
But to answer your question inshort is to watch the other
(37:37):
podcast.
Speaker 1 (37:39):
Last episode.
Speaker 2 (37:40):
watch the other podcasts yes, last episode,
watch many others in successionand you'll get those answers.
That's our way.
But to answer you here on thepodcast, it takes learning,
understanding and training.
So that's the answerunderstanding and training.
(38:08):
So that's the answer.
What, what do we learn?
We learn.
What I'm talking about today isgoing to help you.
How am I communicating withmyself?
How am I communicating withmyself?
How am I translating theinformation I am listening to,
(38:36):
hearing, reading, and am Iclarifying that information to
myself in a clear manner?
Because if it's not, then allwhat we talked about thus far is
why we are so uneven,unbalanced, right, which is why
(39:09):
we can be manipulated.
Speaker 1 (39:11):
Exactly.
Speaker 2 (39:13):
So I hope I answered the young man's.
Speaker 1 (39:19):
He said thank you, because he's going to watch the
other videos.
Speaker 2 (39:22):
Okay, because yeah, yeah.
Speaker 1 (39:30):
I got what you said, dr Dye, which makes so much
sense.
Mr Rewiring, you said thingslike you're consistently studied
from what you left behind.
Everything that you basicallyexplained is painting the whole
picture, as you said.
We have been studied for,studied from what you left
behind, and everything that youbasically explained just painted
a whole picture.
As you said, we have beenstudied for years from what we
left behind.
Man himself has been studiedbased on what he left behind and
(39:51):
it could tell you a lot aboutthe man.
So I got what you're saying.
Speaker 2 (39:58):
And you know anybody can ask even more questions at
any time.
So, and before I things sayabout your behavior, your life,
right, what is the stuff aroundyou?
(40:37):
What does it say?
Because it will tell the storyabout who you are.
And if that's not the story youwant to say, then that story?
Just think about this, thethings around you.
Then you have been manipulatedinto creating this story that
was never created by you.
Speaker 1 (40:58):
Exactly.
Speaker 2 (41:07):
Very true, created by you, exactly very true, and and
that should give you the signor something be like I need to
start rewriting my personalstory.
I need to start creating my.
I am like what type of persondoes this?
Who thinks like this and what?
And what am I thinking?
What am I creating?
What am I developing?
What type of analyticalthinking am I?
(41:28):
What type of emotionalprocessor am I?
Look at your materials.
Does your materials tell youwhat type of emotional processor
you are?
Does it tell you do you havedeductive reasoning?
Does it tell you are you?
Do you have deductive reasoning?
Does it tell you have spatialawareness?
Does it tell you have?
You're sensitive?
Speaker 1 (41:50):
So before I read this brother's question so from what
you're saying, it sounds likewe are living in the illusion of
multiple choice.
Is it really given to us, is itreally our free will, or is
it's what, what's been presentedto us?
Basically, so this is, this isgonna pay back?
We live in a world, basically,of the illusion of having
(42:11):
multiple choice, of being havingfree will because it's multiple
choice, so no matter what it'spresented I don't.
Speaker 2 (42:18):
I don't think people have free will as much as you
think you do yeah, that's whatI'm trying to say, yeah no
people think they have free will.
They don't they.
They only have free will whenthey have the information of how
they're receiving it.
Then they have a choice so ifyou want to say if you have a
choice, you have free will, thenI agree with you.
But if you don't have theinformation and understand how
(42:40):
you're processing and living,then you're really not living in
free will.
You're living in themanipulation part because you
don't even know how you'reliving or how you're being
formed.
So should everybody know aboutthe brain and the
musculoskeletal tissues andthings, and food and stomach?
Maybe not to the degree I do,but they should know.
(43:01):
They should know somethingright.
They should know how theyprocess food.
They should know how their bodyis being developed.
They should know certain things, right.
Um, just like, should you knowhow to rebuild a car, to drive
it?
No, but you should know certainthings.
You know, it's just certainthings.
You should know that certainpeople don't know.
It's almost like I don't knowif you should know certain
things.
It's just certain things.
You should know that certainpeople don't know.
(43:24):
It's almost like I don't know ifyou should be driving.
Do you know what type of gas toput in your car?
Yeah, okay, that makes sense.
Do you know the type ofwindshield wiper oil?
Do you know how to change atire?
Not that you like to or couldDo you know how to.
If none of those work, I'm notsure driving is really kind of
(43:45):
safe.
I feel that way about thedevelopment of the body and the
spirit, right and the brain.
I just do.
There's certain things we oughtto know.
If you don't know it, thensomeone else is doing it for you
.
Speaker 1 (43:59):
Exactly.
You're right about that.
So communicate clearly isasking is this what happens when
we live other people's dreamsand desires?
Speaker 2 (44:09):
yes, and, and the reason why more often people
live other people's dreams anddesires is because the types of
families dictated to us throughwhat they believe and we never
took over what we wanted.
(44:31):
And some people could say well,I want to honor, not to beget
anything.
I want to be honoring myparents or my seniors, and they
said I needed to beget anything.
I wanted to be honoring myparents or my seniors, and they
said I needed to be whateverright and I love them.
So that's why I did it.
Well, as nice as that is,you're living their life and not
(44:55):
yours.
That's simple.
I would question if you'rehappy, you know?
because, you didn't develop it,they did you know.
Speaker 1 (45:08):
So it's like they live in basically through you,
vicariously through you.
Speaker 2 (45:11):
So it's like, yeah, Now, if you came to it anyway,
that's kind of neat, that's kindof neat, but there's so many
dictations that you ought to,you should, you know, be seen,
not heard.
Yeah, there's, there's.
There's a lot of conflicts indeveloping the conscious, the
(45:35):
conscious mind.
So, and remember, if 90 toreprogram and to understand, to
rethink, you have to developconsciousness, and 95% of people
live in subconscious behavior.
It's habitual, it's habitualbehavior.
(45:58):
95% of the things you do ishabit.
We talked about this in anotherpodcast.
The mind wants to put things inhabit form, so it uses less
energy.
Speaker 1 (46:21):
Very true, very true.
Back to what you said, so youdon't have to use the left side,
just make a second nature whereit's just.
You know you got a lot ofquestions right here.
Does food have anything to dowith rewiring the nervous system
?
Speaker 2 (46:40):
Oh, yeah, I mean.
The simple answer is everythingis connected who you make love
with, who you touch, who you'rearound, what you eat, absolutely
where it's grown.
Because your body takes thatform of intake from food to
(47:04):
touch, it takes it in andchanges it to something Right,
I'll leave it at that.
It changes it to something,right.
When it changes it to something, then the body utilizes it for
something else.
Speaker 1 (47:26):
Energy yep.
Speaker 2 (47:29):
Now it's either going to be beneficial or not
beneficial, and it's true.
Speaker 1 (47:39):
Who does play a part?
It plays a major part, thebrain.
Not to cut you down, the brainsends the signals down to the
digesters and all that.
So it does play a part becauseit over-exhausts itself to bring
down the compounds of the food,and that's when you start
feeling lethargic and the brainfog kicks in and everything.
(47:59):
Am I correct with that?
Speaker 2 (48:03):
You're correct, but you can go down the road of why.
But once it changes intobeneficial, not beneficial, we
could talk about why it'sbeneficial and how come, or why
it is beneficial and the reasonswhy, but just stick with the
(48:24):
science of it.
Changes.
The market structure changesinto something.
It's either going to bebeneficial we can talk about
that, it's going to be notbeneficial, but we can talk
about that got you, got you 100and Sue says it's all frequency.
Okay.
So when it comes all down withit, how everything works, when
(48:47):
it changes the temperature inthe body changes the frequency
in the body Collectively.
Speaker 1 (48:57):
Wow, that's a diet.
Really dropped that science.
So I have one more thing likeum.
You said uh, for facialrecognition.
You said the right side dealswith that, right yes.
I thought you know being thatthe left side, the logical side,
is the one that captureseverything and processes it and
(49:19):
sends it over okay, I thought.
I thought that was on the left,the left side of the brain.
It's the one that captureseverything and processes it and
sends it over.
Okay, I thought that was on theleft side of the brain.
Speaker 2 (49:26):
No, facial recognition is right side.
Remember the right side has alot more of creativity and
things like that.
Speaker 1 (49:35):
That makes sense.
Speaker 2 (49:36):
Because we all have different types of faces and
shapes, so it has to berecognizing those shapes and
patterns and things like that.
Speaker 1 (49:46):
It's very artistic, so all right.
So you say, delete the illusionof sickness?
All right, because I deal withthis at times, the process of
stuttering, which part thatcomes from the motor speech side
of the brain, right?
How can one find?
Speaker 2 (50:03):
a way to resolve that .
Well, so stuttering could havestarted from birth by factors
Hearing broken languages aroundthem.
So the young person didn't knowwhich language to speak.
(50:24):
So it was getting confusedbetween, like, say, if there's
two different types of languagesspoken in the house.
So as a young child it doesn'tknow which language to connect
with, because they hear thesounds of two.
Right.
So that's where stutteringcomes in.
(50:46):
Or nervousness If the child is.
Nerves, visual, traumatic willcause a child to stutter.
If they see something, whateverthey see, causes a shock and
(51:09):
it'll cause the child to stutter.
Speaker 1 (51:12):
Got you.
Speaker 2 (51:14):
That's young stutter.
That's like you know for earlyages, to like 16 months or
something.
17 months Later it could become.
The reason why it could becomenot corrected is because it's
not attended to.
That's really why it becomeslonger.
That's all.
(51:35):
We're not even talking aboutthe damaging like a fall.
Or it could happen because ofthe lack of oxygen too at birth.
Yeah, so there's somesicknesses.
You know a virus and somethinglike that.
The other stuff causes thebrain to recognize and to cause
(52:08):
a little bit of confusion.
Speaker 1 (52:10):
I'm glad you clarified that for me because
growing up that did start someof the speech impediment because
I'm taking so many differentlanguages in.
My mom's speaking the nativelanguage.
I'm going to school withEnglish.
I was born here, but I'mlearning Creole.
Creole is like that's the homelanguage at home.
Then I'm going to school withthe English.
I'm going back home to theCreole household, Then there's
(52:33):
Spanish at times and there's.
French.
I'm taking all that in howlanguage is directed at the same
frequency.
It's like the process and it'sdifferent, as you mentioned.
I'm glad you brought that upbecause you know some countries
left to right or right to left,so you got to process it, what
they're saying from thatlanguage to translate to make
sense to you.
(52:54):
Like you know, when people telllike old fables, old stories,
like it sounds better in thatlanguage.
So you got to break it down soit can be conveyed correctly.
I'm like, oh, that may havecreated part of the speech.
Speaker 2 (53:08):
I think we're over time, brother.
Speaker 1 (53:11):
We are, we are definitely I want to hold you up
.
Yeah, dr Dyer.
Thank you very much, my brother, for coming on.
People in the comment.
Peace to you all.
Don't forget to comment, like,share, subscribe.
This was a great show, nyp andwe out.
Peace, peace.
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