April 9, 2025 • 59 mins
Dr. Paul Dyer takes us deep into the neuroscience of discipline, challenging everything we thought we knew about rewards and punishment. With piercing clarity, he dismantles the commonly accepted belief that corporal punishment can lead to positive outcomes, explaining how our brains process discipline at a neurological level.
The conversation uncovers how conditioning shapes our behaviors far more than we realize. When parents say "you brought this on yourself," they create a framework where children believe they're responsible for how others treat them. This conditioning follows us into adulthood, affecting our relationships, career choices, and self-perception. Dr. Dyer explains how punishment physically impacts the heart, liver, vagus nerve, and prefrontal cortex—creating lasting patterns that limit our potential.
Most strikingly, Dr. Dyer reveals that 95% of our brain functions subconsciously, meaning the vast majority of our behaviors are habitual or programmed. Without conscious examination, we continue operating on scripts written during our early conditioning. Those who claim success resulted from harsh discipline are often simply following programming rather than exercising true agency—comparable to developing an eating disorder after being fat-shamed that keeps you thin but at significant cost.
The discussion moves beyond criticism into practical solutions. Dr. Dyer suggests becoming a "detective" of your own reactions, creating space between stimulus and response. By questioning what others are trying to elicit from you and why, you can begin breaking free from automatic responses and reclaim your agency.
Ready to examine the foundations of your thought patterns and emotional responses? This episode provides the neurological framework to understand your conditioning and start the challenging but
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:16):
Peace and greetings world.
This is your brother, mikeyFever.
Nyp Talk Show.
We have our special guest, ourgood brother Dr Dyer, in the
building.
He will be talking about thescience of the brain.
We're going to get into manyfacets of this conversation,
talking about discipline, joy,brain process and everything
(00:41):
else.
The good doctor will be back.
He just fell off for a second.
He'll be coming back.
Forgive us for that.
Hope everyone's having a greattime.
Had a good day.
Wherever you are.
Dr Dyer, I'm going to let youback in the building.
He fell off for a second.
Speaker 2 (00:59):
Yeah, we have that.
I think the FBI doesn't wantyou people to know what I know,
I don't know, I don't know.
They keep every time the showstarts.
It kicked me off.
So, brothers peace, sisterspeace and peace and love man.
Speaker 1 (01:16):
How you doing, doctor .
Speaker 2 (01:17):
Good, good, you know.
You know we've been talkingabout the brain for a while and
I't look at the emotionalpicture of things.
I have been through things.
(01:58):
I have a personal emotion on apersonal side to things, have a
personal emotion on a personalside to things.
I understand.
So there is some type ofrelation to what people say, but
scientifically there is Iwouldn't say there's a negative,
(02:23):
positive.
So I think when people hearscience they're always looking
to someone to affirm them or todeny them Right.
They think that's what sciencedoes.
Science doesn't confirm or deny, it just explains.
(02:46):
It just explains.
It just explains the origin ofwhat it is Right, of what it is
Got you Right.
(03:07):
We, us scientists, like tostudy the origin of things and
how it has moved through andwhere it is going and where it
could go, yeah Right, and alsowhat it has done.
That's a science.
Speaker 1 (03:27):
Yeah definitely Observations, yeah.
Speaker 2 (03:30):
Right.
So when people think, well,could science tell me this?
Well, I don't know.
I'm sure someone has lookedinto it, but maybe I haven't
Right.
I study behavior also.
I'm a behavior analysis fordifferent people.
I study behavior also.
I'm a behavior analysis fordifferent people.
I study behavior.
Studying behavior uses myneuropsychology to understand
(03:55):
how did the behavior develop?
What is the effect on theperson?
What is?
The effect on the person.
Yeah, what is their, howthey're using the effect and
what's the outcome.
Speaker 1 (04:14):
Got you.
Speaker 2 (04:15):
Right, go ahead.
Speaker 1 (04:18):
So you're just basically studying the processes
of things Input, output.
Right Got you the processes ofthings input, output right got
you and I do that with humanbehavior.
Speaker 2 (04:30):
I do that with human performance because one of my
masters is in movementkinesiology.
So when I worked with athletesI looked at them like a science
that they are, what it is that Isee in front of me.
What is the input?
I probably don't get more inputuntil later, but what I see,
(04:55):
what their movement is like,what is the how they're moving
along and then break it down.
Moving along and then break itdown what could be better?
Speaker 1 (05:14):
What needs to be taken away completely and what's
causing a negative drift.
So the question is with that,with respect to that, how does
that go into disciplines, thescience of discipline?
Speaker 2 (05:25):
How does the brain react to the science of
discipline?
So I think I want to explainthat, because I think the first
thing many Black Americans andmany people who have been
utilized by corporal punishmentgetting their butt beat right we
(05:48):
automatically look atdiscipline of something that was
done to us.
Speaker 1 (05:58):
That's true.
Speaker 2 (05:59):
Okay.
So if it was done to you, younever asked for it, no matter
how many times you, as a parent,may have said or maybe the
parent has said you brought thison yourself, right, because I
gave you a parameter.
Speaker 1 (06:19):
Yeah, you crossed the line.
Speaker 2 (06:20):
You crossed the line Exactly.
Speaker 1 (06:24):
And the punitive measures.
Speaker 2 (06:26):
So now you brought this on yourself Exactly
solidifies the damage it doesbut actually oversimplifies the
(06:49):
horrific damage it has done.
Because, if we look at thewording in itself, I told you
you didn't do it, so now youcaused yourself punishment.
And here is your punishment,whatever it is.
(07:13):
So the person who doved out thepunishment has no stake in it
technically, has no love in ittechnically, has no love in it
technically, has no hatred in it, technically has nothing to do
with you as a human person.
(07:34):
Because all of this, whatyou're getting from me, you
triggered from me.
You triggered See you can'tdislike what I'm doing.
You have to dislike what you'vedone because you're the one who
(07:57):
is beating yourself.
It's just through my hands.
Speaker 1 (08:05):
Sounds like a form of conditioning.
Speaker 2 (08:07):
Thank you.
Speaker 1 (08:10):
That's what it is.
It's a condition, it's acondition.
Speaker 2 (08:16):
So okay, well, someone says well, we got to
have rules, there's a line.
Well, we got to have rules,there's a line, we'll stick with
the parental idea, ideology ofcorporal punishment, you cross
the line.
You told you what you'resupposed to do.
Here's the beating.
(08:36):
Okay, since I'm beating you,well, you're beating yourself
through my hands.
That means this has nothing todo with love.
This has nothing to do withunlove or anything to do with
(08:58):
you.
You're determining your ownconditions of how you are being
treated by yourself.
So when you lose a job, if youraise corporate punishment, if
you lose a job for whateverreason, it's actually your fault
(09:23):
, isn't it, of course, accordingto that corporal punishment
conditioning, yeah.
Speaker 1 (09:30):
Wow yeah.
Speaker 2 (09:35):
So the brain holds on to those conditionings with the
way they fire their neurons,and those conditionings now
spike different parts of thebrain, the pleasure center.
(09:59):
Right, we talked about thatcenter part of the brain.
Speaker 1 (10:01):
before it doesn't know what that is.
Speaker 2 (10:03):
Right.
So now it looks for thosespikes of how it wants to be
treated good or bad, becausenothing triggers a stronger
response than a negativeresponse.
Speaker 1 (10:26):
Say that again.
Speaker 2 (10:27):
Because the negative response gets so much attention.
Physically, right, let's lookat it this way A negative line
that I gave you, a parameter youcrossed.
It gets more attention becausenow I noticed it, it was noticed
(10:52):
, now you're going to be beatenforward, which spikes your
dopamine, serotonin and allthose endorphin levels.
It sends a signal to the braingoing I am remember.
(11:15):
The brain doesn't have apicture, it doesn't know that I
came home late.
This is why my mom was going tobeat me or my father was going
to beat me, right?
It doesn't have that story.
It just has the reaction tobeing beaten.
Speaker 1 (11:31):
Okay, I see where you're taking this, wow.
Speaker 2 (11:37):
Well, jump in there, mikey, You're a smart guy.
Speaker 1 (11:41):
I see it's like you're saying the intention, the
strong energy that it emitsfrom those sensors.
Yes.
So it sounds like to a pointwhere this can create another
condition in a human being, asif a sadist.
Yeah, as well as pain, I've gotthe word, the word for a person
(12:03):
that pain, I've got the wordthe word yeah, but yeah, but
yeah.
Speaker 2 (12:05):
But those things like so I I lost my girlfriend, my
friend, my boyfriend, I lostsomething right or something
pulled away from me and whatever, that's all my fault.
So that's that negativethinking behavior you've created
according to your corporalpunishment.
(12:28):
So someone's giving youcorporate punishment and it is
just instilling negative thoughtbehavior outcomes.
Speaker 1 (12:40):
Got you.
But how about on a positiveside?
Because you got people.
Speaker 2 (12:45):
Okay, let's go.
Speaker 1 (12:45):
Let's about on a positive side, because you got
people.
Speaker 2 (12:47):
Okay, let's go with a positive side.
Speaker 1 (12:49):
Not positive.
It's still corporate punishment, but they found pleasure in it.
Speaker 2 (12:53):
Well, let's go with a positive side to where the
greater I feel of not beingbeaten because I'm afraid of it.
Yeah, I stay inside myparameters.
So that means my thoughtprocess can never go outside the
(13:14):
parameters.
Speaker 1 (13:17):
So you're a prisoner.
Speaker 2 (13:19):
Right, because if I go outside my parameters, I
could be beaten Right, I could.
Now.
If something reveres itself assomething of a better outcome,
it has to be better than it'salmost.
(13:39):
Like someone said I told younever to go over there, but you
found a pot of gold right.
So you come back home and, boy,where you been, I told you I
went over here here, but I toldyou never go over there.
How long does it have to comeout of your mouth Before you say
it?
But I found a pot of gold.
Speaker 1 (13:59):
The conditioning.
Speaker 2 (14:00):
Yeah, I'm scared, I'm going to get beaten, but let's
hopefully this, what I found,will over supersede that.
I'm about ready to get beat.
Speaker 4 (14:14):
So are you talking about conditioning Over super C
that I'm about ready to get beat?
So are you talking aboutconditioning based on negative
past experiences?
Speaker 1 (14:26):
No, just just being hit, like as far as with the
whole discipline, the concept ofdiscipline, so the negative
yeah, so people look at this.
Speaker 2 (14:32):
And when we first?
Yeah, so people look atdiscipline.
When we first started out,people look at discipline, as
the first thing we take isparental discipline.
Like probably many of us, we'vebeen hit or spanked or
belt-punched, punched.
Speaker 1 (14:48):
Punched right I mean knocked out.
Yeah me, my pop used to righthook me.
Old jokes are like yeah, hemean knocked out.
Yeah, my pop used to right hookme.
Old jokes aside, yeah, he usedto get right hooks.
Speaker 2 (14:59):
Yeah, the terminology of the person saying well, you
crossed a line, the line I setup for you.
You crossed it.
So this action you caused inthat causation, I have no
(15:21):
personal measure in it.
You crossed the line, so nowyou're going to be beaten by my
hand.
But you crossed the line, sothis pain you chose it.
So what I was telling Mikey andeveryone else in the global
world, corporal punishmentsnever worked, never works at all
(15:47):
.
And so Mikey had asked whathappens when there's people that
have positive outcomes in theirlives when they have been
beaten.
Well, they have still in theirlives, I am positive.
They were hesitant Of leavingparameters.
Unless you're getting older.
(16:07):
You say, well, I can stretchout my little thing.
It doesn't happen as much as itate, but I bet you happens a
little bit more at 16.
You know, I can stretch mylittle something a little bit.
I moved out, I'm 26.
Right, so there's stillterminology.
(16:29):
As I come home, maybe for adinner or so, and I say what
have you been up to, son?
Well, I've been doing this, Idon't know about that.
So now I get that disapprovalby my parents, I don't know if I
want to continue theconversation got you yeah right,
because with that disapprovalhe may not hit me, but he might
(16:49):
mentally, yeah, mentally yeah.
On another level, he might Idon't know Get a few pops in him
.
Who knows, he might hit me, youknow.
So I may not say too much.
So look how stagnant you haveto live your life and start
segregating how you're livingbetween who you're living, how
(17:12):
you're living between who you'reliving.
So you start to de-evolvebecause your life was based off
a conditioning level in certainspaces.
This is also why black athletesdon't do well in leadership
(17:35):
positions.
Depending on how they're raised, they could do something very
well if you tell them what to doGo left, go right, jump up,
crawl under, sit.
They could do that really fast.
They could pick it up reallyquickly.
But if you ask the blackathlete try to figure out how to
(17:57):
do a couple of those things,last about 10 seconds out there,
then go sit.
They will be stuck.
Speaker 1 (18:05):
Got you, got you.
Speaker 2 (18:07):
Because the conditioning you live in a
corporate punishment household.
You take directions.
You cannot think on your own.
This is also why the kids thathave their crazy spans in the
stores are less melanin than weare, and you're like man.
(18:29):
That's such a bad kid, but he'sallowed to assert his feelings.
They just happen to be in anegative space outdoors, but I
learned how to do that with mykids.
If you're going to flop down inthe middle of a grocery store,
I just make sure that you haveyour space.
I'm not going to bother you.
You're not going to hurtyourself.
(18:49):
You're not going to hurtyourself.
You're not going to hurt others.
You're not going to hurtmaterials, Otherwise rock on.
Speaker 1 (18:56):
I agree with you, mr Dr Dyer.
What you said is so profoundbecause, growing up in a
household, there were times mymother would have guests over.
They used to ask the questions.
Like I don't hear your children, my father said you will never
hear them.
Children should be seen, notheard.
Right, oh my?
Speaker 2 (19:15):
God.
Yeah, this terminology usedforever Still used today.
Speaker 1 (19:19):
Yeah, and I remember that like he didn't like we
could play, but he didn't likelike if we got too rambunctious.
Right.
He'd just come out and give alook or just stomp his feet one
time and the house was silentagain, because he didn't approve
of that.
He didn't like noise.
That was a condition for megrowing up.
(19:40):
I had to break out of thatshell to be vocal.
Speaker 2 (19:43):
Exactly.
Yeah, at one time there was aunopposed navigation you had to
do and you had to ask yourselfam I going to be what I need to
(20:05):
be, want to be for me, or am Igoing to stay in the condition I
was wrought with?
Speaker 1 (20:10):
Yes.
Speaker 2 (20:12):
Right, because the action of the origin of
discipline actually comes fromthe Latin word meaning pupil and
student.
Speaker 1 (20:23):
Disciple.
Speaker 2 (20:25):
Disciple Right, but when it changed to being
(20:47):
corporal meaning a physicalpunishment, because I've done
some training that was notconsidered a punishment, it was
considered training.
You take it differentlymentally Sitting in a certain
martial arts stance for hours,crying and falling to my knees
and hearing the tap of thebamboo stick getting back up,
(21:11):
that was discipline, right,right.
Kneeling on rice for hours.
Speaker 1 (21:21):
I've been through that.
Oh my God, the cheese grater,right, right.
Speaker 2 (21:30):
You know, that thing of what do you think pain is?
You know, is not to make youimmune to pain, it is not to
make you forget pain.
But which pain processing areyou processing?
Are you?
Are you, is the pain processorbecause you want to be doing
(21:51):
something else, period?
Or is this pain processsomething you just have to go
through so you could break outto being something you are
building for yourself?
Totally different?
That's why in corporatepunishment it falls back into.
There are ways to teach theslave how to be a slave right.
(22:18):
Willie Lynch taught us that thebeatings of certain types of
people and the non-beatingsright, Giving them so much
leeway that why would they notwant to leave?
right, you can go have yourbabies for the next five years
(22:41):
we'll let you live your life andand I'm missing a cup of coffee
I'm taking nose skins and noseskins, you know I mean.
So there's different ways ofmanipulation of the brain and
the body for punishment.
And beating while it's a bad,you can only do it to a small,
(23:03):
collect few.
That's why homeowners orhouseholds can still do it,
because if you had a family of10 and you're beating all your
kids, that won't last too long.
I'm just telling you now don'ttry it.
Speaker 1 (23:22):
That's crazy.
Speaker 2 (23:24):
Don't try it.
Speaker 4 (23:27):
So we're on rewards and punishment.
Yeah so now punishment.
When you're punished, you knowI want to just take out beating
just like reprimanded, andyou're constantly reprimanded.
What part of the brain doesthat affect?
Speaker 2 (23:54):
Of the reprimand with the punishment.
Speaker 4 (23:57):
Yeah, yeah.
Speaker 2 (24:03):
Who what where why?
Who what where why?
Speaker 4 (24:38):
Who is doing it?
What is the reason for it beingdone?
Where is this being done, right?
So, who, what, where, how andhow is it being done?
And, and based on those thatwould determine exactly what
part of the brain it affects, isthat what you're saying?
Yeah, okay, so let's say if, uh, um, I'm being punished by,
let's say, my dad for Okay, sonow I'll tell you right now
where it affects.
Speaker 2 (24:55):
It affects your heart and your liver, that's in the
organ issue.
Speaker 4 (25:04):
It affects the travel of the vagus nerve and it
attacks straight into thefrontal lobe, where you do your
critical thinking, part of yourcritical thinking so it attacks
the heart, which would affect,in traditional Chinese medicine,
like the spirit, the shin rightand then the liver, dealing
(25:27):
with anger right, and then thevagus nerve dealing with the
stomach.
Speaker 2 (25:34):
Yeah, actually, it's the longest nerve in the body,
so it actually you can feelthroughout the whole body.
So if your POPs is hitting you,which is the reason why it also
affects your heart, it affectsthe way you have a difficult
time connecting with love, right, yeah, so you have a very
(26:04):
limited limit of trust.
Speaker 1 (26:07):
It's okay, it's all right, you're good, you can take
the class?
Speaker 2 (26:11):
No, but you're limited on trust, so you're
limited on trust.
So you're limited on trust.
That means, if you're limitedon trust, your stress hormones
rise or they are higher thannormal on average.
So that means your cortisollevels up.
That means hypertension, bloodpressure.
(26:35):
So this is how it affects, ifonce it affects the heart
directly, just by a parental.
Many neuropsychologists andpeople who do behavior science
and things like that, you knowthere's a thing called the that
(26:59):
builds a cycle like a cyclekiller.
It's, it's the triad.
It's.
Is it your mother?
Have you been?
Your mother abused you or yourparent abused you?
Mostly mothers.
Have you been your motherabused you or your parent abused
you?
Mostly mothers.
Have you killed, being harmfulto animals?
Right, yeah, and oh yeah,bedwetting as a young person?
(27:26):
Hmm, yeah, if they're young,but if they're older, in their
20s, they're very shy, so theydon't feel comfortable around
other people at all.
So that shyness is part of thattriad.
Speaker 4 (27:48):
Wow, that's deep, man .
Can you say that one more time?
That's deep.
Can you say that one more time?
That's crazy.
Speaker 2 (27:54):
So it's to try it for behavior.
When you have a parentalpunishment, negatively it
affects your heart, your liver,your vagus nerve and your
prefrontal cortex.
(28:14):
With that it can produce at ayoung age, very young.
Under the age of eight and nineyou have the triad that lets
you know if you're developing apsychopath.
So you have your first kill,harmful to animals, urinating in
(28:34):
bed and let's see that thirdone again Urinating in bed.
Speaker 1 (28:44):
That's good.
I didn't have the urinating inbed you run, I sure did.
Speaker 2 (29:00):
The animal thing, yeah, I I was.
That's not, yeah, oh yeah, andparental and parental harsh
disobedience.
So parental harsh disobedience,urination and um urination and
harmful animals.
As you get older, past in theteen years, you'll still have
harmful interactions withsomeone you considered a leader
(29:26):
in your eyes, someone who was ofguidance, someone who was of
guidance, and then the next onewould be shy.
The person would just be quiteshy and then the other person
will still be harming smallthings without other people
(29:46):
noticing it or at least dreamingabout it.
So they're producing it.
It's just a matter of time, wow.
Speaker 1 (29:53):
Yeah.
Speaker 2 (29:54):
Wow, yeah, damn, and that's corporate punishment.
Now Mikey asked me what happensif there's a reward to it.
Like someone is successful,like someone blah, blah, blah,
billionaire says man, my mamaused to beat me all the time and
(30:14):
I'm so thankful for it becauseI wouldn't be here today if it
wasn't for that.
Basically, it's like having aneating disorder because you're
afraid of being fat Just becauseyou were fat when you were a
little kid, and now you willnever be fat again because you
(30:35):
have an eating disorder.
That doesn't make the eatingdisorder good.
Your correlation between whyyou're successful now or how you
got through things now becauseyou got your butt whipped,
(30:57):
doesn't hold water.
You couldn't make it make senseto you, couldn't make it make
sense scientifically,emotionally.
Of course, all your reasons aregoing to be clear and clarified
and it will make definite senseto you.
But as you write it down for me, scientifically it will never
(31:22):
make sense, it will nevercorrelate.
I'm just telling you.
That's why I said in thebeginning Mikey, right, this
science has nothing to do onemotions or what I personally
think of this.
It is just what it ischemically and what it triggers
physically.
That's just what it does.
(31:47):
Yeah, gotcha, if you are a brainsurgeon or a teacher, because
your mother kept you in at acertain time, didn't let you do
this, made you hit the bookshard and all that other stuff,
and this is why you believeyou're successful.
You've missed so much that youpersonally had to do, which is
(32:09):
why their actions control you,which means it was negative.
That means someone hasprogrammed you and you're not
the doctor they are.
You're not successful.
They are.
You're not the slave master,they are boy.
(32:30):
That boy picked some goodcotton.
Well, I trained him that waybecause when he was small I made
sure I cared for him.
I made sure I beat it.
I beat him right this way.
Now look how much he's yielding.
Speaker 1 (32:45):
Got you.
So basically it wasn'tcultivated, it was enforced.
Speaker 2 (32:49):
It was enforced.
Cultivation takes time.
It takes an input from the,from the other, it takes the
nose.
I don't like that.
Not you're going to do what Isay, but I know you don't like
that when you have the time.
Of course, a lot of this istime management.
(33:10):
You may not like this, but canyou do this for me and then
we'll talk about what it is thatyou feel you don't like and
explain that reason to me.
Because where did you,depending on the age, where did
you get the term?
You don't like this?
So they must have compared itto what.
Because not liking something isstraight comparison.
(33:36):
If you don't know what theperson's comparing it to, how
does not liking something makesense to you?
something makes sense to you Ifyou're just going to say, if
you're just going to say I justdon't like it because I don't
(34:00):
like it To not be so offensiveto people, right now you're
being controlled by somethingother than you, and we've talked
about that before.
When you want to rethink,reprogram, understand how you
are moving in your life, thenyou will have an input and you
(34:21):
will know what you know.
Just saying, eh, it's justbecause I just don't.
Well, can you explain why?
Well, now I get defensive,defensive.
I don't have to explain to you.
This is just who I am.
What are you?
All of a sudden?
Now I attack you somehow Verbalattack, verbal attack, right,
(34:43):
and this is what I do.
And I walk off and you're like,wow, I was just trying to
understand, because you didn'texplain anything.
I know more about my mama outof your mouth than you
(35:05):
explaining why you do what youdo.
You told me all about my mama.
Speaker 4 (35:15):
Now, we spoke a lot about punishment.
Now, what about rewards?
How's that?
How's that work?
Speaker 2 (35:20):
So that's what I was telling you about.
There is no reward for you.
There is no reward.
That's what I was telling youabout.
There is no reward for you.
Speaker 4 (35:27):
There is no reward, because the person who trained,
you gets the reward, not you,okay, well, what about when
someone has an incentive to wina trophy, has an incentive to
win a lottery?
Speaker 2 (35:48):
You know, just so, who designated the incentive.
The person that designated theincentive becomes the hierarchy
in what you're really trying toplease.
I get it, so it's the outsidestimulant, basically most of the
time it's like I want to loseweight, I want to look good on
the beach, so I put up a picture.
(36:08):
That's an incentive, right, ron?
Yeah.
Well, it's a false incentive,isn't it, ron?
Yeah, okay, you answered yourown question.
So who gave me my incentive?
Is it?
Someone must have saidsomething to me, brought
(36:29):
something up that triggered anegative response in me that I
don't want to look like what Ithought was good until they said
something.
It triggered something that Igot three months before I take
my shirt off, because if it wasa priority I wouldn't have to
(36:52):
get ready.
I will be ready.
Right.
Speaker 4 (37:01):
Got you so rewards and punishment is an illusion.
Speaker 2 (37:06):
Yes, my boys are learning.
Speaker 1 (37:13):
Yeah, man, because these are things that you know
we have.
And this is deep, becausebreaking out of the matrix,
that's exactly right.
Speaker 2 (37:24):
And when you become self-aware, that next stage that
I've been writing about Inrecent days, several days, that
next stage Is suffering to grace.
You're going to have to Break alot of things down.
(37:45):
That's going to really upsetyou in how you are living your
life and and you're going to belike I think I want to keep that
, I think I want it, but your,your, your, your.
Your life was made up in ahouse of cards.
Speaker 4 (38:00):
Yeah, that's what I'm going through right now me
personally, no disrespect toanyone.
Hopefully you guys, listeners,can understand what I'm about to
say and don't take offense toit.
Everything that I've learnedabout being so-called black.
(38:25):
I am starting to get away fromit Because it's no longer useful
in the time that we're in andwhere we're going to in the
future.
We are behind as a people andyou can do the research yourself
(38:46):
statistically and find out thestatistics on it.
And there are many reasons why,because of the habits that
we've grown accustomed to overyears and years and years, and
we are stagnant.
So I say, okay, we are stagnant.
(39:07):
So I say okay, we are stagnant.
Why?
And I figured it out.
And there's so many reasons why, and so I figured out the
reason.
So now I'm moving far andfarther and further away from it
and I'm saying, should I dothat?
Because if I do that, then Iwon't be considered a part of
(39:30):
the tribe anymore.
Speaker 1 (39:33):
Yeah, they'll call you a sellout.
You see, they call us agents.
Speaker 2 (39:37):
But, Brian, I had been through that many years ago
.
I know exactly where you may benow.
I had already went through thatbecause I've been in so many
white rooms because of my skill,ability, dedication, honor,
(40:01):
that I was considered to be asellout.
Because what are you doingthere?
Well, I'm learning.
I don't know, I mean becausewhy do you want to learn all
that?
Speaker 1 (40:18):
Yeah, that's a stigma we keep with us.
That's crazy talk Like whywould you?
Speaker 2 (40:22):
want all of that.
I can't.
Even it blows my mind to thinkabout what's all that mean,
because if I could learn allthat, to be honest I would learn
all of that and that and more Iwould, because I'm a soaker, I
dig and I soak.
I dig, I lay in it, I rollaround the information in dirt,
(40:45):
I soak, I break it apart.
Then I'm like, okay, I need alittle part, because that's what
I do, because it's not justinformation to me, it's an
understanding.
Once it becomes anunderstanding, it becomes a tool
.
With the tool, I can illuminateanything I want to through the
(41:13):
tool you know who said it.
Speaker 1 (41:20):
Another author who said the same thing that Ron
said.
He articulated it differentlyand, like you said, dr Dyer, it
was Thomas Sowell.
I don't know if you're familiarwith him.
Yes, they consider him to be asellout.
It's something I don't knowwhere our people get this If you
speak with proper vernacularand grammar you're talking white
.
What is talking white then?
(41:42):
I?
Speaker 2 (41:42):
don't know, we give the opposite so much power that
if we're giving it, let's lookat the opposite reaction.
What are we taking from it?
Speaker 1 (41:59):
Making yourself inferior.
Speaker 2 (42:02):
You are.
One of the things that we canonly do as a community is that
we have to stop our ownprejudices against ourselves.
Mm, hmm.
We are probably more prejudicedagainst our own culture, our
own people.
Speaker 1 (42:22):
Drop a bomb on it.
I'm sorry, ron.
No, it's true, because we don'tEven stupid jokes.
We have colorist jokes amongstourselves like damn, that
brother darkened this and that.
I'm like that's crazy.
Light skin versus dark skin.
Speaker 2 (42:41):
I mean just like when George Frazier was on with us.
Right, we break down our ownfamilies.
Yeah.
Now, I'm not talking aboutfamilies separating and going
through their transformationsinto other things and morphing
into other things.
I'm not talking about thatbecause people don't get on
whatever.
But we still don't have whatyou got.
I cannot be married to you andstill have a community with you.
Speaker 1 (43:05):
That's a problem.
Speaker 2 (43:08):
And if that's a problem, then what in the hell
did I miss in the original whenI got a hold of you?
You know what I mean.
We're not talking just aboutpersonal and connection and all
that stuff, but after we are nottogether physically connected
and all this other stuff.
Speaker 1 (43:25):
Still got a family.
Speaker 2 (43:26):
We still don't have a community together.
If you come into the area, Ilook at you sideways like what
is she doing here?
What is he doing here?
That's crazy.
Speaker 1 (43:37):
Because we occupy our minds with idle things.
Idle mind.
I think that's a problem.
Yeah, delusions, a lot of idlethings.
We don't talk about greatthings.
If you look at most familiesand I hate to say this,
especially a family that'spredominantly women they all
gossip about each other.
Why, I don't know.
It's the weirdest thing.
(44:01):
And the men are taking thebackseat where they can't have a
voice.
If they apply some logic, theylook at it as a weirdo Like you
should be angry with me, andI've seen that with a woman in
my family.
I'm like this is all they do isgossip about each other.
Speaker 4 (44:18):
Mm-hmm, man, listen.
It's not only so-called blackpeople that do that.
Speaker 1 (44:22):
No, I know.
Speaker 4 (44:23):
I know that I'm at the job and, oh man, I'm like
yes.
Speaker 1 (44:28):
Oh, my God, yes.
Speaker 2 (44:30):
It's going to hit you from all sides.
Let's go back with thediscipline.
Let's go back with how itaffects us, because you answered
it all.
It creates an illusion.
If we don't understand what ishappening, it's what?
(44:55):
Is that?
The red pill or the blue pill?
Speaker 4 (44:58):
I think it's the red pill right.
Speaker 2 (45:00):
I think it's the red pill.
You want to stay in the matrix.
Speaker 4 (45:04):
Wait, I think it's the blue pill is not staying in
the matrix.
Speaker 1 (45:07):
One of those.
Speaker 2 (45:09):
But it's the pill that keeps you in the matrix,
because it's easier.
Because here's the crazy thing.
It's not crazy, it's justscience.
95% of your brain, 95% of themind, is used subconsciously.
95%, that means 95%.
(45:35):
It's 9 out of 10.
You're doing things habitual.
9 out of ten you're doingthings habitual.
Nine out of ten things you doit's habitual or it's trained
into you.
Now the question is who trainedit?
(45:59):
Why did they train it?
Did I have any input?
Am I still just following thescript?
So if you were conditioned withpunishment and reward, when did
you step out of that?
(46:20):
If you don't know that you did,then you haven't.
That's all I'm saying.
If you don't know that you didBecause you wouldn't know when
you did, you will know.
It's like a heroin addictTrying to get clean on their own
(46:41):
.
You will know when you didBecause the withdraws and the
pain that comes through it Is.
You will know when you didbecause the withdraws and the
pain that comes through it isstaggering the crying, the
meltdown.
Speaker 4 (47:00):
I know, I've been through it right now, like where
I'm like kind of like sheddingan old mind state, a state of
mind.
I'm shedding an old state ofmind.
I'm finding that it could be me, but I'm finding that I don't
relate to a lot of peopleanymore.
Speaker 1 (47:23):
Outgrowing brother.
Speaker 2 (47:25):
Self-realization.
Yeah, my son, my oldest son,went through that, started that
three years ago.
He thought it was somethingwrong with him.
Yeah, Because the peoplestopped calling him.
So it was like, well, whyhaven't you know some of his
(47:50):
friends, some of his like, notjust like close friends, but
some of you know they stopcalling or whatever.
And he had asked me he goes,you know, they just stopped
calling me.
I said it's because there'smovement.
You got to decide, is it yourmovement or their movement?
(48:14):
That's what I asked.
I said you got to decide Is ittheir movement or your movement?
Because that's all there is ismovement.
And he came back to me sevenmonths later.
He said it was his movement,because I knew it was his but I
couldn't give him the answer.
But because he, he had been, we, we had been studying a lot
more other things together.
(48:34):
He's been asking a lot moreother questions and things like
that.
So I knew it was his movementbut and that's what it was he
was shedding them.
Speaker 4 (48:44):
Right Now.
Here's something difficult forme.
Yeah, it is difficult honestly,since you know, mike has been,
I would say, more transparent onthis segment than I have right.
Speaker 1 (48:59):
So I'm going to be a little more.
I think I'm crazy sometimes,sorry.
Speaker 4 (49:06):
Because you give a lot of information on these.
Speaker 1 (49:09):
You know why Can none of these fools use anything
against me?
Speaker 2 (49:13):
Nope.
Speaker 1 (49:14):
Once you put it out there, what are you going to say
?
What are you going to do?
Speaker 2 (49:17):
Because here's the thing, and that's why I'm so
transparent with my life.
And if you ask me, I'll tellyou Because I've written in my
life.
And if you ask me, I'll tellyou Because and I've written in
my books and I've either I putthings in the middle of my books
, that I've written it justabout the things I've been
through, Right, so I'm verytransparent.
(49:37):
And the only reason why I'mtransparent because the only
person who is awakening can seethe correlation yeah, Awakening
can see the correlation.
Everyone else they'll hear thewords of.
It's just words to them.
It's like we do these podcastsreally to teach people.
(49:59):
Really.
I love it.
I love it Me too man.
I really do.
It's here to teach people, hearpeople to be able to be like.
I heard it.
I love it, me too, man.
It's here to teach people to beable to be like.
I heard it, I recorded it allweek long and I watched it and
I'm still fucked up.
I still don't get it.
Let me ask do we get manyquestions about last week's show
(50:24):
?
Speaker 4 (50:26):
Oh yeah, well, we got a lot of emails, yeah oh, okay
yeah, yeah, I sent you theemails because that's.
Speaker 2 (50:34):
That's all this is.
It's about learning, that's allit is right now what?
You saying run I'm here now.
Speaker 4 (50:42):
Now here's my thing.
Right, I grew up in, of course,harlem and all of that.
I grew up rumbling as a kid andthen going into a dojo and then
coming up with Harlem Goju.
I learned to be tough and andand and stuff like that, and and
(51:06):
my reaction to certain things.
It just doesn't warrant myreaction, you know, like, to
certain situations.
Now that I'm older, though I,instead of me reacting out loud,
it's still in my mind and myheart, like so when, when I'm
having, when, let's say, if I'mhaving a discussion with someone
(51:26):
and we're we're just we're justhaving a difference of opinion,
you know, I'm taking it like isthis person disrespecting me?
Right now?
How should I respond?
You know, should I?
Should I spaz out on thisperson?
Should I curse them out?
Should I ask them what you meanby that, what you want to do?
You know what I mean.
(51:46):
Like I don't know how to.
I know how to remain diplomatic, but I'm still like in my mind,
the way that I'm reading it.
I'm like is this person tryingto disrespect me?
Should?
What should I do at this point?
Should I lash out?
Should I snap on this person?
Like point, should I lash out.
(52:11):
Should I snap on this personlike now?
I have to figure out how torespond to uh um rebuttals and
disagreements.
So I and I and I take it like it.
Speaker 2 (52:18):
Like it, it could be possibly a a form of disrespect
my suggestion is is is you didit oh, I told, I told this to
someone yesterday be more of adetective, and what I mean by it
is when that feeling comes over.
(52:38):
What is this person doing withwhat they just said to me?
Ask yourself the follow-up.
What is this person trying toreceive from me?
Now, they obviously know theycan get it from you, because
(53:03):
they said what they said whatthey said, but what is it that
they're trying to receive fromyou?
Speaker 1 (53:12):
A reaction.
Speaker 2 (53:14):
But why?
Okay, we know it's a reaction,but why a particular reaction?
Remember it's a murder becausethere's a dead body.
Being a detective is figuringout not why is there a dead body
, but how.
(53:34):
Where did it start from?
This person just didn't walkout of the bedroom and shoot
someone and kept walking.
There's a reason to all thishappening, there's a motive, and
this person the only personthat knows the motive is that
person.
So be the detective and figureout these clues.
(53:57):
And that's where I guess.
Sometimes when I say thewalking, people say the walking
away, pausing on a conversation.
I believe it's more fordetective work than it is for
coming down a response, becausemy response, even in a different
state, could be still the wrongresponse.
Speaker 1 (54:20):
Exactly.
Speaker 2 (54:23):
So once I know the response, maybe I can ask a
follow-up, maybe I can ask itdirectly, depending on how close
this person is.
What type of response are youlooking for in me, ron?
Mm-hmm.
Speaker 1 (54:36):
Or just laugh in your head too, what I usually do in
my head.
I just laugh at them in my headand say a joke Like man, you
know what he's looking for hismother and.
I just say that in my headRight and I just say that in my
head.
Speaker 2 (54:48):
But I'm so curious, I'm like what type of response
are you looking for me?
And they're like they often ask.
They often say what do you mean?
And now I'm confused and I sayyou said something.
I didn't say.
You said something.
I didn't say you said this,this, this, this.
(55:10):
You said something.
I heard you being unsure.
I asked you what type ofresponse were you looking for?
That's why I believe peopledon't know in conscious states
(55:30):
what they're saying, becauseit's 95% subconscious and that's
it.
It's true yeah, so you can't,you can't really fault them
(55:52):
really because right becausesomeone conditioned them and it
was probably from the asswhoopings they got when they was
or getting bullied, becausecats used to get bullied.
Speaker 4 (56:10):
Then they get older and then they got that issue.
Speaker 1 (56:14):
Everything's a threat to them.
They're looking for issues.
They could consider you to bevery docile because you're calm.
That's the most dangerousperson that's walking around.
Speaker 2 (56:26):
You know, that's why people were so easy to give up
their man card and be at thosepuffy things.
They were so easy to be pimpedout because, they didn't mind
being feminine in that situation, in the dominant situation.
And here's how I know thatthere's a difference between
having types of parties thatassimilate the same way.
(56:49):
They're not these parties thatPuffy was having, or what's the
other guy?
The 16-year-old, the16-year-old girls.
Speaker 4 (57:02):
Oh, r Kelly, R Kelly.
Speaker 2 (57:05):
Those are different.
You can have multiple adultparties that you don't have to
give up your man card.
They were having parties so youcan give up your man card
because they wanted to bend youover for the next deal.
The sex part of it was aboutProgramming you to.
(57:27):
I can get you to do what I wantyou to do when I ask you to do
it.
That's what that was.
So a lot of people get thosetwisted up Like, oh, it's those
wild parties.
Those parties had nothing to dowith it.
They were having parties oftaking people's manhoods and
(57:48):
deploralizing women, but it wasmostly black men, if you know
who was at the parties.
Speaker 4 (57:56):
Right, right, Indeed, indeed, On that note, today was
about rewards and punishment.
Senses of the brain.
Mike, your screen just went outon us Probably your internet
connection but it ended right atthe right time.
Thank you for coming out,brother.
(58:16):
Dr Paul Dyer Really appreciateyou.
Another great episode.
I hope the listeners gotsomething from this.
Keep sending the emails.
I'll keep sending the emails toDr Paul Dyer and we are out of
here.
Peace you.
Peace and greetings world.
This is your brother, mikeyFever.
Nyp Talk Show.
We have our special guest, ourgood brother Dr Dyer, in the
building.
He will be talking about thescience of the brain.
We're going to get into manyfacets of this conversation,
talking about discipline, joy,brain process and everything
(00:41):
else.
The good doctor will be back.
He just fell off for a second.
He'll be coming back.
Forgive us for that.
Hope everyone's having a greattime.
Had a good day.
Wherever you are.
Dr Dyer, I'm going to let youback in the building.
He fell off for a second.
Speaker 2 (00:59):
Yeah, we have that.
I think the FBI doesn't wantyou people to know what I know,
I don't know, I don't know.
They keep every time the showstarts.
It kicked me off.
So, brothers peace, sisterspeace and peace and love man.
Speaker 1 (01:16):
How you doing, doctor .
Speaker 2 (01:17):
Good, good, you know.
You know we've been talkingabout the brain for a while and
I't look at the emotionalpicture of things.
I have been through things.
(01:58):
I have a personal emotion on apersonal side to things, have a
personal emotion on a personalside to things.
I understand.
So there is some type ofrelation to what people say, but
scientifically there is Iwouldn't say there's a negative,
(02:23):
positive.
So I think when people hearscience they're always looking
to someone to affirm them or todeny them Right.
They think that's what sciencedoes.
Science doesn't confirm or deny, it just explains.
(02:46):
It just explains.
It just explains the origin ofwhat it is Right, of what it is
Got you Right.
(03:07):
We, us scientists, like tostudy the origin of things and
how it has moved through andwhere it is going and where it
could go, yeah Right, and alsowhat it has done.
That's a science.
Speaker 1 (03:27):
Yeah definitely Observations, yeah.
Speaker 2 (03:30):
Right.
So when people think, well,could science tell me this?
Well, I don't know.
I'm sure someone has lookedinto it, but maybe I haven't
Right.
I study behavior also.
I'm a behavior analysis fordifferent people.
I study behavior also.
I'm a behavior analysis fordifferent people.
I study behavior.
Studying behavior uses myneuropsychology to understand
(03:55):
how did the behavior develop?
What is the effect on theperson?
What is?
The effect on the person.
Yeah, what is their, howthey're using the effect and
what's the outcome.
Speaker 1 (04:14):
Got you.
Speaker 2 (04:15):
Right, go ahead.
Speaker 1 (04:18):
So you're just basically studying the processes
of things Input, output.
Right Got you the processes ofthings input, output right got
you and I do that with humanbehavior.
Speaker 2 (04:30):
I do that with human performance because one of my
masters is in movementkinesiology.
So when I worked with athletesI looked at them like a science
that they are, what it is that Isee in front of me.
What is the input?
I probably don't get more inputuntil later, but what I see,
(04:55):
what their movement is like,what is the how they're moving
along and then break it down.
Moving along and then break itdown what could be better?
Speaker 1 (05:14):
What needs to be taken away completely and what's
causing a negative drift.
So the question is with that,with respect to that, how does
that go into disciplines, thescience of discipline?
Speaker 2 (05:25):
How does the brain react to the science of
discipline?
So I think I want to explainthat, because I think the first
thing many Black Americans andmany people who have been
utilized by corporal punishmentgetting their butt beat right we
(05:48):
automatically look atdiscipline of something that was
done to us.
Speaker 1 (05:58):
That's true.
Speaker 2 (05:59):
Okay.
So if it was done to you, younever asked for it, no matter
how many times you, as a parent,may have said or maybe the
parent has said you brought thison yourself, right, because I
gave you a parameter.
Speaker 1 (06:19):
Yeah, you crossed the line.
Speaker 2 (06:20):
You crossed the line Exactly.
Speaker 1 (06:24):
And the punitive measures.
Speaker 2 (06:26):
So now you brought this on yourself Exactly
solidifies the damage it doesbut actually oversimplifies the
(06:49):
horrific damage it has done.
Because, if we look at thewording in itself, I told you
you didn't do it, so now youcaused yourself punishment.
And here is your punishment,whatever it is.
(07:13):
So the person who doved out thepunishment has no stake in it
technically, has no love in ittechnically, has no love in it
technically, has no hatred in it, technically has nothing to do
with you as a human person.
(07:34):
Because all of this, whatyou're getting from me, you
triggered from me.
You triggered See you can'tdislike what I'm doing.
You have to dislike what you'vedone because you're the one who
(07:57):
is beating yourself.
It's just through my hands.
Speaker 1 (08:05):
Sounds like a form of conditioning.
Speaker 2 (08:07):
Thank you.
Speaker 1 (08:10):
That's what it is.
It's a condition, it's acondition.
Speaker 2 (08:16):
So okay, well, someone says well, we got to
have rules, there's a line.
Well, we got to have rules,there's a line, we'll stick with
the parental idea, ideology ofcorporal punishment, you cross
the line.
You told you what you'resupposed to do.
Here's the beating.
(08:36):
Okay, since I'm beating you,well, you're beating yourself
through my hands.
That means this has nothing todo with love.
This has nothing to do withunlove or anything to do with
(08:58):
you.
You're determining your ownconditions of how you are being
treated by yourself.
So when you lose a job, if youraise corporate punishment, if
you lose a job for whateverreason, it's actually your fault
(09:23):
, isn't it, of course, accordingto that corporal punishment
conditioning, yeah.
Speaker 1 (09:30):
Wow yeah.
Speaker 2 (09:35):
So the brain holds on to those conditionings with the
way they fire their neurons,and those conditionings now
spike different parts of thebrain, the pleasure center.
(09:59):
Right, we talked about thatcenter part of the brain.
Speaker 1 (10:01):
before it doesn't know what that is.
Speaker 2 (10:03):
Right.
So now it looks for thosespikes of how it wants to be
treated good or bad, becausenothing triggers a stronger
response than a negativeresponse.
Speaker 1 (10:26):
Say that again.
Speaker 2 (10:27):
Because the negative response gets so much attention.
Physically, right, let's lookat it this way A negative line
that I gave you, a parameter youcrossed.
It gets more attention becausenow I noticed it, it was noticed
(10:52):
, now you're going to be beatenforward, which spikes your
dopamine, serotonin and allthose endorphin levels.
It sends a signal to the braingoing I am remember.
(11:15):
The brain doesn't have apicture, it doesn't know that I
came home late.
This is why my mom was going tobeat me or my father was going
to beat me, right?
It doesn't have that story.
It just has the reaction tobeing beaten.
Speaker 1 (11:31):
Okay, I see where you're taking this, wow.
Speaker 2 (11:37):
Well, jump in there, mikey, You're a smart guy.
Speaker 1 (11:41):
I see it's like you're saying the intention, the
strong energy that it emitsfrom those sensors.
Yes.
So it sounds like to a pointwhere this can create another
condition in a human being, asif a sadist.
Yeah, as well as pain, I've gotthe word, the word for a person
(12:03):
that pain, I've got the wordthe word yeah, but yeah, but
yeah.
Speaker 2 (12:05):
But those things like so I I lost my girlfriend, my
friend, my boyfriend, I lostsomething right or something
pulled away from me and whatever, that's all my fault.
So that's that negativethinking behavior you've created
according to your corporalpunishment.
(12:28):
So someone's giving youcorporate punishment and it is
just instilling negative thoughtbehavior outcomes.
Speaker 1 (12:40):
Got you.
But how about on a positiveside?
Because you got people.
Speaker 2 (12:45):
Okay, let's go.
Speaker 1 (12:45):
Let's about on a positive side, because you got
people.
Speaker 2 (12:47):
Okay, let's go with a positive side.
Speaker 1 (12:49):
Not positive.
It's still corporate punishment, but they found pleasure in it.
Speaker 2 (12:53):
Well, let's go with a positive side to where the
greater I feel of not beingbeaten because I'm afraid of it.
Yeah, I stay inside myparameters.
So that means my thoughtprocess can never go outside the
(13:14):
parameters.
Speaker 1 (13:17):
So you're a prisoner.
Speaker 2 (13:19):
Right, because if I go outside my parameters, I
could be beaten Right, I could.
Now.
If something reveres itself assomething of a better outcome,
it has to be better than it'salmost.
(13:39):
Like someone said I told younever to go over there, but you
found a pot of gold right.
So you come back home and, boy,where you been, I told you I
went over here here, but I toldyou never go over there.
How long does it have to comeout of your mouth Before you say
it?
But I found a pot of gold.
Speaker 1 (13:59):
The conditioning.
Speaker 2 (14:00):
Yeah, I'm scared, I'm going to get beaten, but let's
hopefully this, what I found,will over supersede that.
I'm about ready to get beat.
Speaker 4 (14:14):
So are you talking about conditioning Over super C
that I'm about ready to get beat?
So are you talking aboutconditioning based on negative
past experiences?
Speaker 1 (14:26):
No, just just being hit, like as far as with the
whole discipline, the concept ofdiscipline, so the negative
yeah, so people look at this.
Speaker 2 (14:32):
And when we first?
Yeah, so people look atdiscipline.
When we first started out,people look at discipline, as
the first thing we take isparental discipline.
Like probably many of us, we'vebeen hit or spanked or
belt-punched, punched.
Speaker 1 (14:48):
Punched right I mean knocked out.
Yeah me, my pop used to righthook me.
Old jokes are like yeah, hemean knocked out.
Yeah, my pop used to right hookme.
Old jokes aside, yeah, he usedto get right hooks.
Speaker 2 (14:59):
Yeah, the terminology of the person saying well, you
crossed a line, the line I setup for you.
You crossed it.
So this action you caused inthat causation, I have no
(15:21):
personal measure in it.
You crossed the line, so nowyou're going to be beaten by my
hand.
But you crossed the line, sothis pain you chose it.
So what I was telling Mikey andeveryone else in the global
world, corporal punishmentsnever worked, never works at all
(15:47):
.
And so Mikey had asked whathappens when there's people that
have positive outcomes in theirlives when they have been
beaten.
Well, they have still in theirlives, I am positive.
They were hesitant Of leavingparameters.
Unless you're getting older.
(16:07):
You say, well, I can stretchout my little thing.
It doesn't happen as much as itate, but I bet you happens a
little bit more at 16.
You know, I can stretch mylittle something a little bit.
I moved out, I'm 26.
Right, so there's stillterminology.
(16:29):
As I come home, maybe for adinner or so, and I say what
have you been up to, son?
Well, I've been doing this, Idon't know about that.
So now I get that disapprovalby my parents, I don't know if I
want to continue theconversation got you yeah right,
because with that disapprovalhe may not hit me, but he might
(16:49):
mentally, yeah, mentally yeah.
On another level, he might Idon't know Get a few pops in him
.
Who knows, he might hit me, youknow.
So I may not say too much.
So look how stagnant you haveto live your life and start
segregating how you're livingbetween who you're living, how
(17:12):
you're living between who you'reliving.
So you start to de-evolvebecause your life was based off
a conditioning level in certainspaces.
This is also why black athletesdon't do well in leadership
(17:35):
positions.
Depending on how they're raised, they could do something very
well if you tell them what to doGo left, go right, jump up,
crawl under, sit.
They could do that really fast.
They could pick it up reallyquickly.
But if you ask the blackathlete try to figure out how to
(17:57):
do a couple of those things,last about 10 seconds out there,
then go sit.
They will be stuck.
Speaker 1 (18:05):
Got you, got you.
Speaker 2 (18:07):
Because the conditioning you live in a
corporate punishment household.
You take directions.
You cannot think on your own.
This is also why the kids thathave their crazy spans in the
stores are less melanin than weare, and you're like man.
(18:29):
That's such a bad kid, but he'sallowed to assert his feelings.
They just happen to be in anegative space outdoors, but I
learned how to do that with mykids.
If you're going to flop down inthe middle of a grocery store,
I just make sure that you haveyour space.
I'm not going to bother you.
You're not going to hurtyourself.
(18:49):
You're not going to hurtyourself.
You're not going to hurt others.
You're not going to hurtmaterials, Otherwise rock on.
Speaker 1 (18:56):
I agree with you, mr Dr Dyer.
What you said is so profoundbecause, growing up in a
household, there were times mymother would have guests over.
They used to ask the questions.
Like I don't hear your children, my father said you will never
hear them.
Children should be seen, notheard.
Right, oh my?
Speaker 2 (19:15):
God.
Yeah, this terminology usedforever Still used today.
Speaker 1 (19:19):
Yeah, and I remember that like he didn't like we
could play, but he didn't likelike if we got too rambunctious.
Right.
He'd just come out and give alook or just stomp his feet one
time and the house was silentagain, because he didn't approve
of that.
He didn't like noise.
That was a condition for megrowing up.
(19:40):
I had to break out of thatshell to be vocal.
Speaker 2 (19:43):
Exactly.
Yeah, at one time there was aunopposed navigation you had to
do and you had to ask yourselfam I going to be what I need to
(20:05):
be, want to be for me, or am Igoing to stay in the condition I
was wrought with?
Speaker 1 (20:10):
Yes.
Speaker 2 (20:12):
Right, because the action of the origin of
discipline actually comes fromthe Latin word meaning pupil and
student.
Speaker 1 (20:23):
Disciple.
Speaker 2 (20:25):
Disciple Right, but when it changed to being
(20:47):
corporal meaning a physicalpunishment, because I've done
some training that was notconsidered a punishment, it was
considered training.
You take it differentlymentally Sitting in a certain
martial arts stance for hours,crying and falling to my knees
and hearing the tap of thebamboo stick getting back up,
(21:11):
that was discipline, right,right.
Kneeling on rice for hours.
Speaker 1 (21:21):
I've been through that.
Oh my God, the cheese grater,right, right.
Speaker 2 (21:30):
You know, that thing of what do you think pain is?
You know, is not to make youimmune to pain, it is not to
make you forget pain.
But which pain processing areyou processing?
Are you?
Are you, is the pain processorbecause you want to be doing
(21:51):
something else, period?
Or is this pain processsomething you just have to go
through so you could break outto being something you are
building for yourself?
Totally different?
That's why in corporatepunishment it falls back into.
There are ways to teach theslave how to be a slave right.
(22:18):
Willie Lynch taught us that thebeatings of certain types of
people and the non-beatingsright, Giving them so much
leeway that why would they notwant to leave?
right, you can go have yourbabies for the next five years
(22:41):
we'll let you live your life andand I'm missing a cup of coffee
I'm taking nose skins and noseskins, you know I mean.
So there's different ways ofmanipulation of the brain and
the body for punishment.
And beating while it's a bad,you can only do it to a small,
(23:03):
collect few.
That's why homeowners orhouseholds can still do it,
because if you had a family of10 and you're beating all your
kids, that won't last too long.
I'm just telling you now don'ttry it.
Speaker 1 (23:22):
That's crazy.
Speaker 2 (23:24):
Don't try it.
Speaker 4 (23:27):
So we're on rewards and punishment.
Yeah so now punishment.
When you're punished, you knowI want to just take out beating
just like reprimanded, andyou're constantly reprimanded.
What part of the brain doesthat affect?
Speaker 2 (23:54):
Of the reprimand with the punishment.
Speaker 4 (23:57):
Yeah, yeah.
Speaker 2 (24:03):
Who what where why?
Who what where why?
Speaker 4 (24:38):
Who is doing it?
What is the reason for it beingdone?
Where is this being done, right?
So, who, what, where, how andhow is it being done?
And, and based on those thatwould determine exactly what
part of the brain it affects, isthat what you're saying?
Yeah, okay, so let's say if, uh, um, I'm being punished by,
let's say, my dad for Okay, sonow I'll tell you right now
where it affects.
Speaker 2 (24:55):
It affects your heart and your liver, that's in the
organ issue.
Speaker 4 (25:04):
It affects the travel of the vagus nerve and it
attacks straight into thefrontal lobe, where you do your
critical thinking, part of yourcritical thinking so it attacks
the heart, which would affect,in traditional Chinese medicine,
like the spirit, the shin rightand then the liver, dealing
(25:27):
with anger right, and then thevagus nerve dealing with the
stomach.
Speaker 2 (25:34):
Yeah, actually, it's the longest nerve in the body,
so it actually you can feelthroughout the whole body.
So if your POPs is hitting you,which is the reason why it also
affects your heart, it affectsthe way you have a difficult
time connecting with love, right, yeah, so you have a very
(26:04):
limited limit of trust.
Speaker 1 (26:07):
It's okay, it's all right, you're good, you can take
the class?
Speaker 2 (26:11):
No, but you're limited on trust, so you're
limited on trust.
So you're limited on trust.
That means, if you're limitedon trust, your stress hormones
rise or they are higher thannormal on average.
So that means your cortisollevels up.
That means hypertension, bloodpressure.
(26:35):
So this is how it affects, ifonce it affects the heart
directly, just by a parental.
Many neuropsychologists andpeople who do behavior science
and things like that, you knowthere's a thing called the that
(26:59):
builds a cycle like a cyclekiller.
It's, it's the triad.
It's.
Is it your mother?
Have you been?
Your mother abused you or yourparent abused you?
Mostly mothers.
Have you been your motherabused you or your parent abused
you?
Mostly mothers.
Have you killed, being harmfulto animals?
Right, yeah, and oh yeah,bedwetting as a young person?
(27:26):
Hmm, yeah, if they're young,but if they're older, in their
20s, they're very shy, so theydon't feel comfortable around
other people at all.
So that shyness is part of thattriad.
Speaker 4 (27:48):
Wow, that's deep, man .
Can you say that one more time?
That's deep.
Can you say that one more time?
That's crazy.
Speaker 2 (27:54):
So it's to try it for behavior.
When you have a parentalpunishment, negatively it
affects your heart, your liver,your vagus nerve and your
prefrontal cortex.
(28:14):
With that it can produce at ayoung age, very young.
Under the age of eight and nineyou have the triad that lets
you know if you're developing apsychopath.
So you have your first kill,harmful to animals, urinating in
(28:34):
bed and let's see that thirdone again Urinating in bed.
Speaker 1 (28:44):
That's good.
I didn't have the urinating inbed you run, I sure did.
Speaker 2 (29:00):
The animal thing, yeah, I I was.
That's not, yeah, oh yeah, andparental and parental harsh
disobedience.
So parental harsh disobedience,urination and um urination and
harmful animals.
As you get older, past in theteen years, you'll still have
harmful interactions withsomeone you considered a leader
(29:26):
in your eyes, someone who was ofguidance, someone who was of
guidance, and then the next onewould be shy.
The person would just be quiteshy and then the other person
will still be harming smallthings without other people
(29:46):
noticing it or at least dreamingabout it.
So they're producing it.
It's just a matter of time, wow.
Speaker 1 (29:53):
Yeah.
Speaker 2 (29:54):
Wow, yeah, damn, and that's corporate punishment.
Now Mikey asked me what happensif there's a reward to it.
Like someone is successful,like someone blah, blah, blah,
billionaire says man, my mamaused to beat me all the time and
(30:14):
I'm so thankful for it becauseI wouldn't be here today if it
wasn't for that.
Basically, it's like having aneating disorder because you're
afraid of being fat Just becauseyou were fat when you were a
little kid, and now you willnever be fat again because you
(30:35):
have an eating disorder.
That doesn't make the eatingdisorder good.
Your correlation between whyyou're successful now or how you
got through things now becauseyou got your butt whipped,
(30:57):
doesn't hold water.
You couldn't make it make senseto you, couldn't make it make
sense scientifically,emotionally.
Of course, all your reasons aregoing to be clear and clarified
and it will make definite senseto you.
But as you write it down for me, scientifically it will never
(31:22):
make sense, it will nevercorrelate.
I'm just telling you.
That's why I said in thebeginning Mikey, right, this
science has nothing to do onemotions or what I personally
think of this.
It is just what it ischemically and what it triggers
physically.
That's just what it does.
(31:47):
Yeah, gotcha, if you are a brainsurgeon or a teacher, because
your mother kept you in at acertain time, didn't let you do
this, made you hit the bookshard and all that other stuff,
and this is why you believeyou're successful.
You've missed so much that youpersonally had to do, which is
(32:09):
why their actions control you,which means it was negative.
That means someone hasprogrammed you and you're not
the doctor they are.
You're not successful.
They are.
You're not the slave master,they are boy.
(32:30):
That boy picked some goodcotton.
Well, I trained him that waybecause when he was small I made
sure I cared for him.
I made sure I beat it.
I beat him right this way.
Now look how much he's yielding.
Speaker 1 (32:45):
Got you.
So basically it wasn'tcultivated, it was enforced.
Speaker 2 (32:49):
It was enforced.
Cultivation takes time.
It takes an input from the,from the other, it takes the
nose.
I don't like that.
Not you're going to do what Isay, but I know you don't like
that when you have the time.
Of course, a lot of this istime management.
(33:10):
You may not like this, but canyou do this for me and then
we'll talk about what it is thatyou feel you don't like and
explain that reason to me.
Because where did you,depending on the age, where did
you get the term?
You don't like this?
So they must have compared itto what.
Because not liking something isstraight comparison.
(33:36):
If you don't know what theperson's comparing it to, how
does not liking something makesense to you?
something makes sense to you Ifyou're just going to say, if
you're just going to say I justdon't like it because I don't
(34:00):
like it To not be so offensiveto people, right now you're
being controlled by somethingother than you, and we've talked
about that before.
When you want to rethink,reprogram, understand how you
are moving in your life, thenyou will have an input and you
(34:21):
will know what you know.
Just saying, eh, it's justbecause I just don't.
Well, can you explain why?
Well, now I get defensive,defensive.
I don't have to explain to you.
This is just who I am.
What are you?
All of a sudden?
Now I attack you somehow Verbalattack, verbal attack, right,
(34:43):
and this is what I do.
And I walk off and you're like,wow, I was just trying to
understand, because you didn'texplain anything.
I know more about my mama outof your mouth than you
(35:05):
explaining why you do what youdo.
You told me all about my mama.
Speaker 4 (35:15):
Now, we spoke a lot about punishment.
Now, what about rewards?
How's that?
How's that work?
Speaker 2 (35:20):
So that's what I was telling you about.
There is no reward for you.
There is no reward.
That's what I was telling youabout.
There is no reward for you.
Speaker 4 (35:27):
There is no reward, because the person who trained,
you gets the reward, not you,okay, well, what about when
someone has an incentive to wina trophy, has an incentive to
win a lottery?
Speaker 2 (35:48):
You know, just so, who designated the incentive.
The person that designated theincentive becomes the hierarchy
in what you're really trying toplease.
I get it, so it's the outsidestimulant, basically most of the
time it's like I want to loseweight, I want to look good on
the beach, so I put up a picture.
(36:08):
That's an incentive, right, ron?
Yeah.
Well, it's a false incentive,isn't it, ron?
Yeah, okay, you answered yourown question.
So who gave me my incentive?
Is it?
Someone must have saidsomething to me, brought
(36:29):
something up that triggered anegative response in me that I
don't want to look like what Ithought was good until they said
something.
It triggered something that Igot three months before I take
my shirt off, because if it wasa priority I wouldn't have to
(36:52):
get ready.
I will be ready.
Right.
Speaker 4 (37:01):
Got you so rewards and punishment is an illusion.
Speaker 2 (37:06):
Yes, my boys are learning.
Speaker 1 (37:13):
Yeah, man, because these are things that you know
we have.
And this is deep, becausebreaking out of the matrix,
that's exactly right.
Speaker 2 (37:24):
And when you become self-aware, that next stage that
I've been writing about Inrecent days, several days, that
next stage Is suffering to grace.
You're going to have to Break alot of things down.
(37:45):
That's going to really upsetyou in how you are living your
life and and you're going to belike I think I want to keep that
, I think I want it, but your,your, your, your.
Your life was made up in ahouse of cards.
Speaker 4 (38:00):
Yeah, that's what I'm going through right now me
personally, no disrespect toanyone.
Hopefully you guys, listeners,can understand what I'm about to
say and don't take offense toit.
Everything that I've learnedabout being so-called black.
(38:25):
I am starting to get away fromit Because it's no longer useful
in the time that we're in andwhere we're going to in the
future.
We are behind as a people andyou can do the research yourself
(38:46):
statistically and find out thestatistics on it.
And there are many reasons why,because of the habits that
we've grown accustomed to overyears and years and years, and
we are stagnant.
So I say, okay, we are stagnant.
(39:07):
So I say okay, we are stagnant.
Why?
And I figured it out.
And there's so many reasons why, and so I figured out the
reason.
So now I'm moving far andfarther and further away from it
and I'm saying, should I dothat?
Because if I do that, then Iwon't be considered a part of
(39:30):
the tribe anymore.
Speaker 1 (39:33):
Yeah, they'll call you a sellout.
You see, they call us agents.
Speaker 2 (39:37):
But, Brian, I had been through that many years ago
.
I know exactly where you may benow.
I had already went through thatbecause I've been in so many
white rooms because of my skill,ability, dedication, honor,
(40:01):
that I was considered to be asellout.
Because what are you doingthere?
Well, I'm learning.
I don't know, I mean becausewhy do you want to learn all
that?
Speaker 1 (40:18):
Yeah, that's a stigma we keep with us.
That's crazy talk Like whywould you?
Speaker 2 (40:22):
want all of that.
I can't.
Even it blows my mind to thinkabout what's all that mean,
because if I could learn allthat, to be honest I would learn
all of that and that and more Iwould, because I'm a soaker, I
dig and I soak.
I dig, I lay in it, I rollaround the information in dirt,
(40:45):
I soak, I break it apart.
Then I'm like, okay, I need alittle part, because that's what
I do, because it's not justinformation to me, it's an
understanding.
Once it becomes anunderstanding, it becomes a tool
.
With the tool, I can illuminateanything I want to through the
(41:13):
tool you know who said it.
Speaker 1 (41:20):
Another author who said the same thing that Ron
said.
He articulated it differentlyand, like you said, dr Dyer, it
was Thomas Sowell.
I don't know if you're familiarwith him.
Yes, they consider him to be asellout.
It's something I don't knowwhere our people get this If you
speak with proper vernacularand grammar you're talking white
.
What is talking white then?
(41:42):
I?
Speaker 2 (41:42):
don't know, we give the opposite so much power that
if we're giving it, let's lookat the opposite reaction.
What are we taking from it?
Speaker 1 (41:59):
Making yourself inferior.
Speaker 2 (42:02):
You are.
One of the things that we canonly do as a community is that
we have to stop our ownprejudices against ourselves.
Mm, hmm.
We are probably more prejudicedagainst our own culture, our
own people.
Speaker 1 (42:22):
Drop a bomb on it.
I'm sorry, ron.
No, it's true, because we don'tEven stupid jokes.
We have colorist jokes amongstourselves like damn, that
brother darkened this and that.
I'm like that's crazy.
Light skin versus dark skin.
Speaker 2 (42:41):
I mean just like when George Frazier was on with us.
Right, we break down our ownfamilies.
Yeah.
Now, I'm not talking aboutfamilies separating and going
through their transformationsinto other things and morphing
into other things.
I'm not talking about thatbecause people don't get on
whatever.
But we still don't have whatyou got.
I cannot be married to you andstill have a community with you.
Speaker 1 (43:05):
That's a problem.
Speaker 2 (43:08):
And if that's a problem, then what in the hell
did I miss in the original whenI got a hold of you?
You know what I mean.
We're not talking just aboutpersonal and connection and all
that stuff, but after we are nottogether physically connected
and all this other stuff.
Speaker 1 (43:25):
Still got a family.
Speaker 2 (43:26):
We still don't have a community together.
If you come into the area, Ilook at you sideways like what
is she doing here?
What is he doing here?
That's crazy.
Speaker 1 (43:37):
Because we occupy our minds with idle things.
Idle mind.
I think that's a problem.
Yeah, delusions, a lot of idlethings.
We don't talk about greatthings.
If you look at most familiesand I hate to say this,
especially a family that'spredominantly women they all
gossip about each other.
Why, I don't know.
It's the weirdest thing.
(44:01):
And the men are taking thebackseat where they can't have a
voice.
If they apply some logic, theylook at it as a weirdo Like you
should be angry with me, andI've seen that with a woman in
my family.
I'm like this is all they do isgossip about each other.
Speaker 4 (44:18):
Mm-hmm, man, listen.
It's not only so-called blackpeople that do that.
Speaker 1 (44:22):
No, I know.
Speaker 4 (44:23):
I know that I'm at the job and, oh man, I'm like
yes.
Speaker 1 (44:28):
Oh, my God, yes.
Speaker 2 (44:30):
It's going to hit you from all sides.
Let's go back with thediscipline.
Let's go back with how itaffects us, because you answered
it all.
It creates an illusion.
If we don't understand what ishappening, it's what?
(44:55):
Is that?
The red pill or the blue pill?
Speaker 4 (44:58):
I think it's the red pill right.
Speaker 2 (45:00):
I think it's the red pill.
You want to stay in the matrix.
Speaker 4 (45:04):
Wait, I think it's the blue pill is not staying in
the matrix.
Speaker 1 (45:07):
One of those.
Speaker 2 (45:09):
But it's the pill that keeps you in the matrix,
because it's easier.
Because here's the crazy thing.
It's not crazy, it's justscience.
95% of your brain, 95% of themind, is used subconsciously.
95%, that means 95%.
(45:35):
It's 9 out of 10.
You're doing things habitual.
9 out of ten you're doingthings habitual.
Nine out of ten things you doit's habitual or it's trained
into you.
Now the question is who trainedit?
(45:59):
Why did they train it?
Did I have any input?
Am I still just following thescript?
So if you were conditioned withpunishment and reward, when did
you step out of that?
(46:20):
If you don't know that you did,then you haven't.
That's all I'm saying.
If you don't know that you didBecause you wouldn't know when
you did, you will know.
It's like a heroin addictTrying to get clean on their own
(46:41):
.
You will know when you didBecause the withdraws and the
pain that comes through it Is.
You will know when you didbecause the withdraws and the
pain that comes through it isstaggering the crying, the
meltdown.
Speaker 4 (47:00):
I know, I've been through it right now, like where
I'm like kind of like sheddingan old mind state, a state of
mind.
I'm shedding an old state ofmind.
I'm finding that it could be me, but I'm finding that I don't
relate to a lot of peopleanymore.
Speaker 1 (47:23):
Outgrowing brother.
Speaker 2 (47:25):
Self-realization.
Yeah, my son, my oldest son,went through that, started that
three years ago.
He thought it was somethingwrong with him.
Yeah, Because the peoplestopped calling him.
So it was like, well, whyhaven't you know some of his
(47:50):
friends, some of his like, notjust like close friends, but
some of you know they stopcalling or whatever.
And he had asked me he goes,you know, they just stopped
calling me.
I said it's because there'smovement.
You got to decide, is it yourmovement or their movement?
(48:14):
That's what I asked.
I said you got to decide Is ittheir movement or your movement?
Because that's all there is ismovement.
And he came back to me sevenmonths later.
He said it was his movement,because I knew it was his but I
couldn't give him the answer.
But because he, he had been, we, we had been studying a lot
more other things together.
(48:34):
He's been asking a lot moreother questions and things like
that.
So I knew it was his movementbut and that's what it was he
was shedding them.
Speaker 4 (48:44):
Right Now.
Here's something difficult forme.
Yeah, it is difficult honestly,since you know, mike has been,
I would say, more transparent onthis segment than I have right.
Speaker 1 (48:59):
So I'm going to be a little more.
I think I'm crazy sometimes,sorry.
Speaker 4 (49:06):
Because you give a lot of information on these.
Speaker 1 (49:09):
You know why Can none of these fools use anything
against me?
Speaker 2 (49:13):
Nope.
Speaker 1 (49:14):
Once you put it out there, what are you going to say
?
What are you going to do?
Speaker 2 (49:17):
Because here's the thing, and that's why I'm so
transparent with my life.
And if you ask me, I'll tellyou Because I've written in my
life.
And if you ask me, I'll tellyou Because and I've written in
my books and I've either I putthings in the middle of my books
, that I've written it justabout the things I've been
through, Right, so I'm verytransparent.
(49:37):
And the only reason why I'mtransparent because the only
person who is awakening can seethe correlation yeah, Awakening
can see the correlation.
Everyone else they'll hear thewords of.
It's just words to them.
It's like we do these podcastsreally to teach people.
(49:59):
Really.
I love it.
I love it Me too man.
I really do.
It's here to teach people, hearpeople to be able to be like.
I heard it.
I love it, me too, man.
It's here to teach people to beable to be like.
I heard it, I recorded it allweek long and I watched it and
I'm still fucked up.
I still don't get it.
Let me ask do we get manyquestions about last week's show
(50:24):
?
Speaker 4 (50:26):
Oh yeah, well, we got a lot of emails, yeah oh, okay
yeah, yeah, I sent you theemails because that's.
Speaker 2 (50:34):
That's all this is.
It's about learning, that's allit is right now what?
You saying run I'm here now.
Speaker 4 (50:42):
Now here's my thing.
Right, I grew up in, of course,harlem and all of that.
I grew up rumbling as a kid andthen going into a dojo and then
coming up with Harlem Goju.
I learned to be tough and andand and stuff like that, and and
(51:06):
my reaction to certain things.
It just doesn't warrant myreaction, you know, like, to
certain situations.
Now that I'm older, though I,instead of me reacting out loud,
it's still in my mind and myheart, like so when, when I'm
having, when, let's say, if I'mhaving a discussion with someone
(51:26):
and we're we're just we're justhaving a difference of opinion,
you know, I'm taking it like isthis person disrespecting me?
Right now?
How should I respond?
You know, should I?
Should I spaz out on thisperson?
Should I curse them out?
Should I ask them what you meanby that, what you want to do?
You know what I mean.
(51:46):
Like I don't know how to.
I know how to remain diplomatic, but I'm still like in my mind,
the way that I'm reading it.
I'm like is this person tryingto disrespect me?
Should?
What should I do at this point?
Should I lash out?
Should I snap on this person?
Like point, should I lash out.
(52:11):
Should I snap on this personlike now?
I have to figure out how torespond to uh um rebuttals and
disagreements.
So I and I and I take it like it.
Speaker 2 (52:18):
Like it, it could be possibly a a form of disrespect
my suggestion is is is you didit oh, I told, I told this to
someone yesterday be more of adetective, and what I mean by it
is when that feeling comes over.
(52:38):
What is this person doing withwhat they just said to me?
Ask yourself the follow-up.
What is this person trying toreceive from me?
Now, they obviously know theycan get it from you, because
(53:03):
they said what they said whatthey said, but what is it that
they're trying to receive fromyou?
Speaker 1 (53:12):
A reaction.
Speaker 2 (53:14):
But why?
Okay, we know it's a reaction,but why a particular reaction?
Remember it's a murder becausethere's a dead body.
Being a detective is figuringout not why is there a dead body
, but how.
(53:34):
Where did it start from?
This person just didn't walkout of the bedroom and shoot
someone and kept walking.
There's a reason to all thishappening, there's a motive, and
this person the only personthat knows the motive is that
person.
So be the detective and figureout these clues.
(53:57):
And that's where I guess.
Sometimes when I say thewalking, people say the walking
away, pausing on a conversation.
I believe it's more fordetective work than it is for
coming down a response, becausemy response, even in a different
state, could be still the wrongresponse.
Speaker 1 (54:20):
Exactly.
Speaker 2 (54:23):
So once I know the response, maybe I can ask a
follow-up, maybe I can ask itdirectly, depending on how close
this person is.
What type of response are youlooking for in me, ron?
Mm-hmm.
Speaker 1 (54:36):
Or just laugh in your head too, what I usually do in
my head.
I just laugh at them in my headand say a joke Like man, you
know what he's looking for hismother and.
I just say that in my headRight and I just say that in my
head.
Speaker 2 (54:48):
But I'm so curious, I'm like what type of response
are you looking for me?
And they're like they often ask.
They often say what do you mean?
And now I'm confused and I sayyou said something.
I didn't say.
You said something.
I didn't say you said this,this, this, this.
(55:10):
You said something.
I heard you being unsure.
I asked you what type ofresponse were you looking for?
That's why I believe peopledon't know in conscious states
(55:30):
what they're saying, becauseit's 95% subconscious and that's
it.
It's true yeah, so you can't,you can't really fault them
(55:52):
really because right becausesomeone conditioned them and it
was probably from the asswhoopings they got when they was
or getting bullied, becausecats used to get bullied.
Speaker 4 (56:10):
Then they get older and then they got that issue.
Speaker 1 (56:14):
Everything's a threat to them.
They're looking for issues.
They could consider you to bevery docile because you're calm.
That's the most dangerousperson that's walking around.
Speaker 2 (56:26):
You know, that's why people were so easy to give up
their man card and be at thosepuffy things.
They were so easy to be pimpedout because, they didn't mind
being feminine in that situation, in the dominant situation.
And here's how I know thatthere's a difference between
having types of parties thatassimilate the same way.
(56:49):
They're not these parties thatPuffy was having, or what's the
other guy?
The 16-year-old, the16-year-old girls.
Speaker 4 (57:02):
Oh, r Kelly, R Kelly.
Speaker 2 (57:05):
Those are different.
You can have multiple adultparties that you don't have to
give up your man card.
They were having parties so youcan give up your man card
because they wanted to bend youover for the next deal.
The sex part of it was aboutProgramming you to.
(57:27):
I can get you to do what I wantyou to do when I ask you to do
it.
That's what that was.
So a lot of people get thosetwisted up Like, oh, it's those
wild parties.
Those parties had nothing to dowith it.
They were having parties oftaking people's manhoods and
(57:48):
deploralizing women, but it wasmostly black men, if you know
who was at the parties.
Speaker 4 (57:56):
Right, right, Indeed, indeed, On that note, today was
about rewards and punishment.
Senses of the brain.
Mike, your screen just went outon us Probably your internet
connection but it ended right atthe right time.
Thank you for coming out,brother.
(58:16):
Dr Paul Dyer Really appreciateyou.
Another great episode.
I hope the listeners gotsomething from this.
Keep sending the emails.
I'll keep sending the emails toDr Paul Dyer and we are out of
here.
Peace you.
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