Terrorists vs. The Dangerous Child: On the Amsterdam-Paris Train

There was no time to plan, they said, no time even to think.

“We just kind of acted. There wasn’t much thinking going on,” Skarlatos said. “At least on my end.” __ https://www.washingtonpost.com/world/as-french-train-suspect-is-interrogated-questions-mount-on-europes-security/2015/08/23/088ff2fe-4923-11e5-9f53-d1e3ddfd0cda_story.html

Muslim Terrorist on Train http://www.bbc.co.uk/news/world-europe-34055713
Muslim Terrorist on Train
http://www.bbc.co.uk/news/world-europe-34055713

When confronted by a face to face attack, Dangerous Children tend to confront the attack skillfully and strategically. We see a hint of this ethic in the recent Muslim terror attack on the Amsterdam – Paris train. Here is how the attack played out:

A French banker, identified as Damien A., saw [the terrorist] in a lavatory with his weapon. He grabbed at Khazzani. Khazzani ran into the rail car where passenger Mark Moogalian (an American living in France) accosted him.

Now Khazzani is targeting unarmed civilians. Blown ambush? Shouting? No problem. He has firepower. He shot Moogalian.

But other passengers had more surprises. Instead of cowering, they responded heroically. First one, U.S. Air Force Airman 1st Class Spencer Stone, got to Khazzani, and then a second, and then four were on him. He could not aim the weapon. In the hand-to-hand struggle, he pulled a pair of box cutters and wounded Stone. He drew a pistol. But Stone’s friends, Oregon Army National Guard Specialist Alek Skarlatos and California college student Anthony Sadler, kept battering him. British businessman Chris Norman joined the fight. They disarmed and pinned Khazzani. To emphasize his disapproval, Skarlatos used the AK’s muzzle to make repetitive metal impressions on Khazzani’s head. Did the message get through? Khazzani was a finger twitch from eternity.

The en masse quick physical assault on Khazzani was somewhat like a tactic the military calls an instantaneous counterattack on a close-in ambush. In the ambush’s kill zone, the defenders have little chance, and so they instantly turn and assault the ambushers. Penetrating the ambush positions brings the battle to the ambushers. In the resulting melee, the ambushers lose the advantage of surprise.
___ http://www.strategypage.com/on_point/20150825221115.aspx

Instead of cowering behind their seats in the face of attack, unarmed passengers began trying to subdue the heavily armed terrorist. Khazzani escaped the French banker, shot the American living in France, but was then rapidly confronted with three young Americans, and one middle-aged Englishman — all unarmed. The last four men to confront Khazzani beat him to unconsciousness, then helped tie him up to await the French authorities.

The terrorist carried an AK-47 assault rifle, with 370 rounds of ammunition. He also had a 9mm automatic, razor-sharp box cutters, and a bottle of petrol — presumably in order to burn the infidel passengers alive. If not for the rapid response by passengers, what might have happened? And what if some of the pertinent passengers had been in a different car?

“We decided to get up because the WiFi wasn’t so good on that car,” said Sadler, 23, a college student. “We were like, ‘We have a ticket to first class. We might as well go sit in first class.’ ”

About half an hour after the train pulled away from Amsterdam, they switched to the car where the shooter soon opened fire, he said.

Along with two other men, they tackled, then disarmed, a suspected Islamist militant who packed two guns, a knife and nine clips of ammunition into his rucksack.

“He seemed like he was ready to fight to the end. So were we,” said Airman 1st Class Spencer Stone, his left arm in a sling, his right eye bloodshot and watering.

The three men — friends since middle school in California — appeared together in public on Sunday for the first time since they overpowered and then tied up the shooter. Stone’s hand was heavily bandaged after an operation to reattach his thumb, which was nearly severed during the attack. All three looked exhausted and sported days-old beards.

But they displayed some of the instinctive camaraderie that on the train led them to leap from their seats in seconds to take on the shooter as a team. They finished one another’s sentences and silently communicated with each other with cocked eyebrows and tiny facial expressions.

Stone, giving his account for the first time on Sunday, said that he had simply had one idea in his mind as he sprinted to disarm the assailant: “Survival.”

He was in “the middle of a deep sleep” when he heard the initial scuffle between the shooter and the French citizen who was the first to stumble on him, he said. But then his friend, Oregon Army National Guard Spec. Alek Skarlatos, 22 and recently returned from a deployment in Afghanistan, “just hit me on the shoulder and said ‘Go,’ ” Stone said.

There was no time to plan, they said, no time even to think.

“We just kind of acted. There wasn’t much thinking going on,” Skarlatos said. “At least on my end.”

Stone said that after the suspect was tied up, he saw that another passenger had been severely wounded by a bullet during the attack and was “squirting blood” from his neck. Stone said he barely felt any of his own injuries, so he focused on saving the other victim’s life. He stuck two of his fingers into the passenger’s wound to hold an artery closed until paramedics showed up.
___ https://www.washingtonpost.com/world/as-french-train-suspect-is-interrogated-questions-mount-on-europes-security/2015/08/23/088ff2fe-4923-11e5-9f53-d1e3ddfd0cda_story.html

A well-known French actor on the train — who was injured when he sounded the alarm and engaged the emergency brake — said that without the prompt action by the passengers, all of them would have been killed.

Three Passengers Who Reacted http://www.people.com/article/paris-train-attack-american-heroes-friendship
Three Passengers Who Reacted
http://www.people.com/article/paris-train-attack-american-heroes-friendship

Spencer Stone, the bareheaded young man in a sling above, is a serviceman in the US Air Force, trained as a medic. Besides being the first to effectively begin subduing the terrorist, he also saved the life of the man who was shot in the neck by the terrorist — by staunching the arterial bleeding and holding pressure on the artery until French EMTs arrived. All of that while he himself was suffering an almost severed thumb, courtesy of the terrorist’s boxcutter.

These 6 men (the French banker, the American living in France, the three young Americans pictured above, and the middle-aged Englishman) were not Dangerous Children. But they all reacted quickly to slow the terrorist down, and to eventually render him subdued and unconscious.

How would the attack have gone down had all of the 6 reacting passengers been Dangerous Children? The terrorist would have been killed by the first to react — if the French banker had also been a Dangerous Child.

In situations such as that, there is no time to think in a conscious and rational manner. Either you have the instinct to react, or you do not. If you have the instinct to react — and also have the training to quickly kill someone who is attacking your loved ones or other innocents — you will simply kill them, without thinking.

Most western children have been sheltered from every conceivable and inconceivable danger their entire lives. They are unable to recognise a deadly hazard, and would in fact remain in denial for the few fatal seconds in which they might have reacted effectively.

Those with military training will show better instincts, especially if they have been in recent combat. But those who develop the instincts of rapid and effective reaction against threats while in their childhood and youth will have an advantage, in the quick reaction stage.

It is easy to focus on the aspects of multiple skills and broad competencies when discussing Dangerous Children. The ability to operate planes, boats, heavy machinery, hazardous power tools, weapons, and all types of dangerous devices . . . The ability to make one’s way financially at age 18 at least 3 different ways . . . But it is the mental training of the Dangerous Child, his ability make and execute complex plans, the skill and speed with which he reacts to threats, the resourcefulness with which he can quickly move to meet dire challenge in times of adversity, that is at the heart of the Dangerous Child training method.

You cannot lay the foundations for The Next Level if you do not survive the low-life terrorists and thugs who infest the modern world, at levels high and low.

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Why Dangerous Children Learn Mindfulness — On Top of Situational Awareness

As a child, my parents always taught us to consider our surroundings. I grew up in Alaska, the child of two parents who’d served in the US Army. Part of our summers involved going fishing, camping, and the occasional hunting trip. In the wilderness, we were taught to always watch, listen, and be very aware of potential danger. The threats included bears and moose or the more frequent fishing hook being cast by a sibling! When we came home from these wilderness outings, my parents didn’t stop their lessons in situational awareness. They reminded us (both myself, sister, and 2 brothers) to be aware of what neighborhoods we drove through and to look a stranger in the eye as we walked past them on the sidewalk. __ Dr. Yolanda Evans

Situational Awareness
Situational Awareness

Situational Awareness vs. Mindfulness

Situational awareness involves keeping track of where you are, who is around you, and what is happening in your surroundings. It is oriented toward the outer world, while keeping your own capabilities for reacting to environmental changes in mind.

Mindfulness involves paying attention to what is happening around you, as well as maintaining an awareness of what is happening inside your mind and body.

More schools are beginning to teach mindfulness to children:

Schools in the USA are using mindfulness practices to help students succeed. ref:http://www.mindfuleducation.org/

A randomized-controlled study done during the 2011-12 school year demonstates the social and emotional benefits that occured over a 6 week time period. Children showed an increase in attention, calmness, social compliance, and caring towards others.

Research has found that Mindfulness Training for children increases attention and social emotional awareness.

Students are able to stay more focused and pay more attention in class.
Awareness of their body, thoughts, and emotions increase.
They experience less test anxiety.
Classroom management improves because mindfulness improves impulse control and interpersonal skills.
Executive function increases, a key predictor of academic success. __ http://mindfulnessforchildren.org/research/



Below is an excerpt from a study on the teaching of mindfulness to children. Notice that besides learning a heightened awareness of one’s surrounding and oneself, the practise of mindfulness meditation is also introduced.


Mindfulness 1

Mindfulness 2

Mindfulness 3

___ http://www.gisc.org/gestaltreview/documents/teachingmindfulnesstochildren.pdf

Bubble Consciousness http://modernsurvivalblog.com/security/5-drills-for-situational-awareness/
Bubble Consciousness
http://modernsurvivalblog.com/security/5-drills-for-situational-awareness/

Both mindfulness and situational awareness should be practised regularly. Situational awareness can help keep you alive. Mindfulness can help maintain balance in body and mind.

Here are a few drills that you can do to improve your situational awareness skills.

1. Identify all the exits when you enter a building.

2. Count the number of people in a restaurant, subway or train car.

3. Note which cars take the same turns in traffic.

4. Take a look at the people around you and attempt to figure out their stories. Imagine what they do for a living, their mood, what they are focused on and what it appears they are preparing to do, based merely on observation.

5. Next time you’re in a parking lot, look for – and count – the number of cars with people sitting in them, whether you’re walking to the storefront, or coming back to your car, or even driving through. __ http://modernsurvivalblog.com/security/5-drills-for-situational-awareness/


Situational awareness is rough and ready. Mindfulness is smooth and steady. Dangerous children learn to merge one with the other, for a more complete awareness of both inner world and outer world. This makes sense, because if one does not know himself, he is unlikely to be able to choose the best action option under a very wide range of circumstances.

Panic is not helpful in dangerous situations. Both the conscious and sub-conscious minds of Dangerous Children require training from the earliest ages, to develop the type of balanced harmony of thought and instinct that are required to live the Dangerous Life.


More on situational alertness

Mindfulness training for children with ADHD

http://www.theprepperjournal.com/2014/09/24/teaching-kids-react-active-shooter/

Children should learn “street smarts” at a young age

Purpose and the Dangerous Child

Purpose Motivation Mastery http://blog.idonethis.com/intrinsic-motivation/
Purpose Motivation Mastery
http://blog.idonethis.com/intrinsic-motivation/

Purpose can be seen as our need for there to be meaning to our actions. We want to feel that when we do something, there was a reason and that it may have some greater meaning. __ Source

Dangerous Children grow up with a strong sense of purpose, by virtue of how they are raised. Persons who reach adulthood without a significant sense of purpose — or with a counterproductive sense of purpose — will have a difficult struggle finding a meaningful purpose at that late stage.

For children to develop a meaningful sense of purpose, parents will need to utilise natural instincts — such as the tendency of young children to imitate family members — and the early love of learning that virtually all children must possess. Early instincts must be converted into lifelong habits, such as a lifelong love of learning, a love of solving difficult problems, a habit of inventing new ways of meeting human needs, a sense of adventure and discovery, habits of achievement and building, and a sense of inner and outer harmony.

All of the above habits-to-be-cultivated go hand in hand with the dangerous skills that Dangerous Children will master. But for the entire constellation of habits and skills to add meaning to the child’s life, they must be linked together by a sense of purpose — or interlocking senses of purposes and consistent goals.

A sense of purpose must have depth, and the ability to face difficult problems, if it is not to die in the face of overwhelming challenge.

A sense of purpose goes hand in hand with optimism. Optimism itself is closely related to “optimise” etymologically. In order to optimise one’s life or one’s world, one must have worked out a sequence of goals of different time range — short, medium, and long.

Purpose, optimism, resilience, challenge, and a sequenced plan — with allowances for contingencies — all play a part in a meaningful life. Most bright humans without an immediate challenge will tend to find one.

Some people promote optimism as a cure-all for everything. To be fair, the linked article on optimism provides a few ways of developing optimism. But it isn’t that easy for many people, in many situations.

This short article provides a few more helpful hints on developing optimism, and links the ideas of optimism and purpose.

If children have not been trained to love difficult problems or puzzles, they may turn away from a challenge that seems too daunting. It is up to parents and connected persons to imbue the love of a difficult challenge into the child. Otherwise, entire generations can be lost, and a civilisation put in danger of extinction.

But if children have adopted purposeful habits of achievement and problem-solving, they are more likely to persist against daunting challenges.

Multifaceted Motivations http://freezapnuggets.com/wordpress/?p=906
Multifaceted Motivations
http://freezapnuggets.com/wordpress/?p=906

We must also consider motivation, and how natural drives and motivations can be recruited to serve the child’s greater purpose and long-term goals.

So, what exactly is motivation? The simplest definition that I have found is: “a reason for doing something” (Macmillan Dictionary). In other words, motivation is what causes us to act – to do what we do.

… We do the things we do (act) to fulfil either a ‘need’ or a ‘want’. Needs are things that are necessary for our survival, development, and ongoing well-being; wants are things that we can actually do without. Simplistically, a person walking across a stretch of arid desert ‘needs’ adequate water to survive; the same person, feeling the heat of the sun, may ‘want’ a drink of chilled water.

In some cases, our actions may be impulsive and spontaneous, completely unplanned. At other times, they may be deliberate, measured, and quite intentional. When we act impulsively, we are reacting to things like feelings, habits, conditioning (from training), fears, and pain. Deliberate actions are likely to be a result of thoughts, values, beliefs, and choices. __ http://freezapnuggets.com/wordpress/?p=906

Our natural instincts and drives must be knit into a larger fabric of habits, goals, useful dispositions (optimism), and sense of purpose.

Persistence Determination Purpose http://illuzone.net/quote-persistence-and-determination/
Persistence Determination Purpose
http://illuzone.net/quote-persistence-and-determination/

If we have worked to build an integrated set of good habits, motivations, dispositions, goal network, and sense of purpose — we are more likely to persevere to the end.

It should be repeated that all of these ideas are taken into account in The Dangerous Child Method. Although each Dangerous Child will require a different sequence of training — and different training content — the important core ingredients will be included for each one.

http://alfin2100.blogspot.com/search/label/Purpose

Perspectives on Immersive Learning

Physician and futurist Peter Diamandis emphasises “immersion” in the process of learning. With the coming of virtual reality, we have yet another way to become immersed in our learning. Start with your passion, use your strengths, learn by doing — jump right in.

Peter Diamandis To An Abundant Future
Peter Diamandis
To An Abundant Future

You have to be fully immersed if you want to really learn.

Connect the topic with everything you care about — teach your friends about it, only read things that are related to the topic, surround yourself with it.

Make learning the most important thing you can possibly do and connect to it in a visceral fashion.

As part of your full immersion, dive into the very basic underlying principles governing the skill you want to acquire.

This is an idea Elon Musk (CEO of Tesla, SpaceX) constantly refers to: “The normal way we conduct our lives is we reason by analogy. We are doing this because it’s like what other people are doing. [With first principles] you boil things down to the most fundamental truths … and then reason up from there.”

You can’t skip the fundamentals — invest the time to learn the basics before you get to the advanced stuff.

… In the future, the next big shift in learning will happen as we adopt virtual worlds and augmented reality.

It will be the next best thing to “doing” — we’ll be able to simulate reality and experiment (perhaps beyond what we can experiment with now) in virtual and augmented environments.

Add that to the fact that we’ll have an artificial intelligence tutor by our side, showing us the ropes and automatically customizing our learning experience. ___ Peter Diamandis

Immersive learning has long been popular and effective for learning foreign languages. Living and traveling in foreign countries forces one to go beyond comfort boundaries, and learn repeatedly on the fly.

Homeschooled and distance learning students can take advantage of field trips, mini-apprenticeships, virtual reality learning, and role-playing educational environments.

… role-playing adventures in Quest Atlantis (http://viewpure.com/1YookRDby3Y?ref=bkmk) may have you apprenticing as a journalist, archaeologist, historian, mathematician, geneticist, astrophysicist, astronaut, politician, etc. You may also need to meet with people in these careers in real-life as well to gain their perspective on the problems you must solve. These dilemmas are authentic ones requiring thoughtful and personal responses. You will learn that most important questions seldom have black or white solutions. Your options will not be the usual T/F or multiple choice solutions. __ https://immersivetechnology.edublogs.org/

The above online forms of immersive learning are relatively low-tech and inexpensive. High tech immersive learning centres such as CISL Stanford takes simulated immersive learning to another level.

Why use simulation in particular situations, rather than learning on the job from the start? Some jobs are rather delicate — such as transplant surgery or working with ultra-expensive or ultra-hazardous equipment. For many modern jobs, putting in time on a complex simulator before touching the patient or the machinery, is helpful.

“Simulation” is a set of techniques – not a technology per se – to replace or amplify real experiences with planned experiences, often immersive in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion.

“Immersive” conveys the sense that participants have of being immersed in a task or setting as they would if it were the real world. While seamless immersion is not currently achievable, experience shows that participants in immersive simulations easily suspend disbelief and speak and act much as they do in their real jobs. “Applications” of simulation relate the intended goals of the activity to specific target populations of participants and to specific types of simulation and curricula. ISL techniques address many gaps in the current system of training and assessment, providing focused learning experiences that cannot be readily obtained using traditional techniques or in real patient care situations. __ http://cisl.stanford.edu/resources/what_is/

Modern virtual reality can work well with realistic simulation tools for a safer and more effective immersive learning environment. If you crash the plane or kill the patient in a simulation, you can start again from the beginning, after determining what you did wrong. In addition, simulators can facilitate complex learning at an earlier age, if they are made available.

Homeschooled students can opt for “World Schooling”, or more local travel to immersive learning environments that may be available nearby. Networking with other homeschool families will increase your awareness of the local opportunities.

Summer internships, mini-apprenticeships, science & technology summer camps, and other summer opportunities assist in year-round learning while adding an element of immersion. Many summer immersive learning adventures can be enjoyed by parent and child together.

Watching television is the ultimate in passive experience, and thus largely a waste of time — except as a “priming” tool. Videogames involve more active participation, but are not always designed for constructive learning purposes. Role-playing games add a level of immersive learning to the game, and can be designed to provide relatively advanced training and thinking skills at an early age, if made realistic enough.

Finally, virtual reality and simulators can make the learning of delicate and dangerous skills safer, in the early stages. With the addition of travel immersion, mini-apprenticeships and learning adventures, and special intensive experiences such as sci/tech or music/art/dance summer camps, parents can provide a wide range of immersive opportunities for self starters.

Also remember, Dangerous Children are constantly receiving training in either pre-combat skills, or combat skills — from the early neonatal days.

DCs need to understand the world from multiple perspectives, from various distances. At a much earlier point than conventionally raised children, they will want to jump into the deeper water.

h/t:

http://singularityhub.com/2015/08/10/learning-in-an-era-of-abundant-information-and-fleeting-expertise/

Adjuncts to Dangerous Child Training

Ideally, parents can provide essential training through the age of 8 or 10. But every parent or community will not have all of the resources needed for broad-based skills and competency training of Dangerous Children past the ages of 10 or 12. For that reason, it is important for parents and Dangerous Children to be aware of adjunct programs and organisations that may be available to them, to round out their training.

Vocational and apprenticeship training for the homeschooled

Broad-Based Competencies

Boy Scouts of America Merit Badges
This list of merit badges offers an idea of the range of skills training available through the American Boy Scouts, and other similar organisations.

Teens – Civil Air Patrol
Learn to fly, learn about aviation and aerospace, outdoors skills, get in shape, be introduced to a whole new world in the sky.

US Naval Sea Cadet Programs
Learn basic seamanship, leadership, and if you persist — be exposed to the rigours of a military training program.

Young Marines
Self discipline, leadership, team building, plus a range of skills and knowledge

US Army JROTC
“…capacity for life-long learning, communication, responsibility for actions and choices, good citizenship, respectful treatment of others, and critical thinking techniques” . . . a multi-year training during high school years.

Wilderness Leadership

NOLS
A wide range of outdoor wilderness training skills up to guide and expedition leader level

Similar to NOLS for college level +

Youth Firearms Training

4-H Kids ‘n’ Guns

National Shooting Sports Foundation Programs & Events

Front Sight Children & Youth Programs

Combat Training for Youth

Against Bullies

Warrior Kids by Tim Tipene
Self-defence and anti-bully training, plus peaceful avoidance of violence where possible.

http://lovejudomag.com/2013/09/12/why-judo-benefits-children/

More:

Construction Careers for Kids
Almost 3 dozen links

Remember: The most important core training for the Dangerous Child takes place between conception and age 7. The transition years between age 8 and ages 10-12 are also important for training basic competence-based confidence.

For it is around the ages 10-12 that the Dangerous Child begins to add dangerous skills to his now-innate skills of self-teaching, self-discipline, and self-directedness.

Few parents, family members, and close friends and associates possess mastery of skills ranging from flying to global navigation to advanced seamanship to steel/concrete construction to welding to hunting/fishing to masterful cooking to basic homesteading to combat, escape and evasion, scuba diving, and a broad range of vocational, professional, and wilderness skills.

Given the wide range of skills mastery required, Dangerous Children often need to undergo multiple apprenticeships, vocational trainings, advanced workshops, and other hands-on training — in addition to his free-range self-directed learning and multi-dimensional planning.

It is not difficult for a Dangerous Child to master at least 3 different means of supporting himself financially by age 18. What is difficult is to keep the DC on track after he discovers how much fun it is to spend his own money on Dangerous Activities.

DCs have lifetimes of learning ahead of them. There is plenty of time for fun and play. But the deeply serious reasons why DCs are needed in the first place must always be kept in mind. No one stops learning.

What Can Peter Diamandis Teach the Dangerous Child?

Advice on Child-Raising from Peter Diamandis

Peter Diamandis To An Abundant Future
Peter Diamandis
To An Abundant Future

Physician Peter Diamandis is best known for his involvement in futuristic projects such as X Prize, Planetary Resources, and Singularity University.

He is the co-author of the books: Abundance, the Future is Better than You Think, and Bold: How to Go Big, Create Wealth, and Impact the World.

Diamandis is the type of wise futurist who understands that the future will be built upon today’s generations of children. If we do a poor job of raising them, the future is unlikely to be optimal.

Here are 5 critical ingredients that new generations will need, according to Diamandis:

1. PASSION: You’d be amazed at how many people don’t have a mission in life. A calling, something to jolt them out of bed every morning.

For my kids, I want to support them in finding their passion or purpose. Something uniquely theirs.

For me, it was exploring outer space. I LOVE space. Apollo and Star Trek ignited my flames. As much as my parents wanted me to become a physician, I was truly (and still am) a space cadet.

My goal for my 4-year-olds is to expose them to as many ideas as I can, and then fan the flames on whatever they want to do. (One of my closest friends loved playing video games in high school. Today he’s one of the world’s top video game designers. You can create a career from any passion!)

2. CURIOSITY: The next attribute that is critical during exponential times is curiosity. It is something that is innate in kids and yet something that most people lose over time.

In a world of Google, robots and A.I., raising a kid that is constantly asking questions and running “what if” experiments can be extremely valuable.

This is mostly because running constant experiments is fundamentally necessary on the path to success.

As Jeff Bezos said about success and innovation: “The way I think about it, if you want to invent, if you want to do any innovation, anything new, you’re going to have failures because you need to experiment. I think the amount of useful invention you do is directly proportional to the number of experiments you can run per week per month per year.”

I constantly ask my kids “what if” questions.

And if they ask, “What if…?” encourage them. Help paint the picture… And try to help them create an experiment to test that hypothetical situation.

3. IMAGINATION: Entrepreneurs and visionaries imagine the world (and the future) they want to live in, and then they create it. Kids happen to be some of the most imaginative humans around… it is critical that they know how important and liberating imagination can be.

Imagination goes hand in hand with curiosity and passion.

Richard Branson, CEO of Virgin Group, writes: “Imagination is one of humanity’s greatest qualities – without it, there would be no innovation, advancement or technology, and the world would be a very dull place.”

To my kids, the world is certainly not a dull place.

4. CRITICAL THINKING: In a world flooded with often-conflicting ideas, baseless claims, misleading headlines, negative news and misinformation, you have to think critically to find the signal in the noise.

Critical thinking is probably the hardest lesson to teach kids.

It takes time and experience, and you have to reinforce habits like investigation, curiosity, skepticism, and so on…

5. GRIT: One of my favorite phrases these days is from Ray Kurzweil: “You’ve just got to live long enough to live forever.” Though I take it quite literally, it’s also a metaphor for persisting through challenges until you succeed.

Grit is seen as “passion and perseverance in pursuit of long-term goals,” and it has recently been widely acknowledged as one of the most important predictors of and contributors to success.

… much of my success comes from not giving up. I joke that both XPRIZE and Zero-G were both “overnight successes after 10 years of hard work.”

You have to make a conscious effort to encourage your kids to keep trying, even if they mess up. ___ http://scienceofsingularity.com/2015/07/27/what-the-next-generation-needs-to-thrive-in-exponential-times/

These are good tips for raising any child. A Dangerous Child will be given the opportunity to experience life a bit more intensely than most of the children that Diamandis has in mind, but Diamandis is immersed in the future.

The present for many children and adolescents lacks the glitter and radiance that Diamandis imagines for everyone — in the future. For that reason, Dangerous Children must go beyond the pleasant dreams of Diamandis, and prepare themselves for a wide range of not-so-radiant possible experiences waiting in their futures.
Situational awareness is another crucial skill which Dangerous Children must learn early, and reinforce on a daily basis.

The future will not be “pure doom” nor will it be “pure cornucopia.” It will be a hazard-filled mix of dizzying sci-tech advances, dysgenic demographic change, a chaotic re-grouping of coalitions and allegiances, and horrifying examples of hate-fueled violence and cruelty on a large scale. Above all, it will be an epic battle between the forces of Idiocracy and those who are working to create an abundant and expansive human future.

Everything depends upon building a prepared human substrate, and supplying this group of humans with the skills, competencies, technologies, and systems of organisation that they will need to prevail over the groupthink Idiocracy of progressive decline.

Hope for the best. Prepare for the worst. It is never too late to have a Dangerous Childhood. But the earlier one begins, the better.

The above article is adapted from an earlier posting on Al Fin the Next Level