Unlocking the Brain with Russell Van Brocklen

Welcome to the Owner Meeting Podcast. I'm Christian, your channel host. Today, introducing a special flavor. This is actually going to be really fun. So I have Russell on the pod today. He, uh, I'm actually going to just let him tell his story, but we're going to talk about a little bit of psychology. We're going to talk about, uh, we're actually going to talk about a lot here, but I'm very, very, very excited for this. Russell, welcome to the pod. Tell us, tell us a little bit about you and how you got started. I don't want to over-introduce this episode. I'm going to let you do it.

Well, I'm just going to let you know, this is the last thing in the world I was supposed to be doing because I literally solved dyslexia. And people ask, well, what do you mean? Well, it was the late '90s. I wanted to figure out how laws were made, and that's some class I wanted to know. So I signed up for the New York State Assembly internship program, which I was accepted to. But I came in, I said, here's my neuropsychological evaluation. I have a first grade reading and writing level. So, which means I couldn't do the internship the way it was designed. So the speaker decided, yeah, I just, I couldn't read. I couldn't write. This is where you do both a lot.

Yeah.

So, Yeah. So the speaker's office said, they said, get a committee together. We're gonna accommodate the living heck outta this kid and we're gonna make this work. They pulled me out of the legislative office building, put me in the, in the majority leader's program and council's office that ran the assembly day to day. They had 3 administrative assistants, treated me like a grad student. It worked fantastic. The 3 administrative assistants helped turn my junk into something I could turn in each week. For the academic portion, I gave hours-long presentation and Q&A instead of the standard paper, which was a normal accommodation for me. They wrap it all up, recommended 15 credits of A-, and sent it back to the State University of New York Center at Buffalo Political Science Department, who looked at the accommodations that I was granted, and they just, they hated it. So they said, instead of 15 credits of A-, we're lowering your grade to 15 credits of F. Well, that doesn't work. Oh, well, still there 30 years, uh, 29 years ago. That's when it was there. So at that point, like countless people before me, I said, I'm going to solve dyslexia. But unlike them, I actually did. What I did is I asked my professors where I could go to learn to read and write. I forced myself to read and write so I could show other dyslexics. They said, well, in grad school, if you like politics, it's easy. Law school where you read and write better than anybody, so more than anybody. So I went and audited two classes. My second day of contracts, the professor called on me. They use the Socratic method. They trump you. They just smash you down with questions you can't answer, embarrass you publicly until you eventually adapt. That didn't happen to me. I responded as the professor's equal, not as a law student. Okay? He was a professor longer than I was alive. What do I mean by that? He asked me questions. I responded where he's going after me. I'm going after him. We're talking as fast as we can, arguing 5 minutes, 10 minutes, 15 minutes. He threw up his hands and he said, Russell, you couldn't be any more correct. I have to move on to the next case. I learned to read within a month. I learned to write in a couple of years. Then I go back to the New York State Senate and I said, I want you to fund my dyslexia a research program, which they don't do. Now, they were standard Republicans back then, which meant they wanted to work things out in the public school system, get everybody then to buy in, and then do it. So they sent me over to the New York State Education Department. It took years. Finally, I get the approval of everybody and they fund me for a multi-year study at the Avril Park Central School District right outside of Albany, New York, our state capital. One class period a day for the school year. I wanted to work with students who were like me initially, highly motivated, highly intelligent. Uh, they were juniors and seniors reading and writing at the middle school level. One class period a day for the school year, they increased to the average range of entering graduate students for writing. They all went on to college. They all graduated. GPAs at 2.5 to 3.6. Here's the business numbers. My cost to New York State taxpayers were under $900 a kid with a 100% success rate. My biggest competitor at the time was Landmark College, the best to select a college at the time, a 2-year transfer college. According to New York Times data, we were 3x as successful for less than 1% of the cost. They were over $100 grand. I was under $1,000. and that's how I got started.

Dude, that's amazing. So when you're, when you're learning, so, so what was the, what was the difference when you were in, uh, when you're in law school and you're, you're having the back and forth, what was the difference? Like, what is the actual solution that you found to dyslexia?

Oh, well, wouldn't it be a nice strange idea to look at the actual science? This is a book called Overcoming Dyslexia by Dr. Sally Shaywitz from Yale. This is the number one book in my field. That's dyslexia. Do you see the two brains clearly enough? Yes. Okay. Do you see how the back part of the normal brain has this massive neuroactivity in the back of it, but the back of the dyslectic has next to nothing? Yes. Now, do you see how the front part of the dyslectic brain's about 2. 5 times overactive? Yes. Okay. So the answer is simple. The best way I can kind of explain this to you is to actually arrange for you to have an epiphany on what dyslexia really is. And also for your audience, a biggest question I get is, I have a dyslexic kid in elementary or middle school. They're writing a bunch of randomly placed misspelled words. Nobody knows what to do. And I can show you how to do the, all that in about 10 minutes.

All right.

All right. So do you know any dyslexic kids, uh, that were at any point in your life in elementary or middle school who were writing randomly placed misspelled dog words?

Not as much in elementary. I went to a private school, so not as much, but I still see it with adults. I have, uh, I have several adults who have dyslexia that in my mentorship group or that I'll run into that actually still struggle with that. So, uh, yes.

Okay. So I want you to pick one of those adults. We're going to change their name to protect their identity. Can you, uh, so what's the made-up name that we're talking about?

We'll, we'll go with Riley.

Riley. Okay. First thing we need to find out is what is Riley's speciality? What's his area of extreme interest and ability?

Okay. Riley is very interested in purchasing and running apartments, and he really enjoys the analysis even though the actual numbers and reading in there is the hardest part for him. So it takes him a little bit more time than everyone else, but it's his favorite part.

Okay, well, we're going to start to fix this. So let's say when we're dealing with Riley, all right, the first thing that we ought to do with Riley is let's just call it renting. I mean, sorry, he likes to, uh, he likes to rent apartments. Okay, that's what he loves. Okay, so what we're going to do is you're going to pull out a laptop computer, not an iPad, not an iPhone, certainly not, uh, handwriting, one with a real keyboard, and you're going to type out Hero, plus sign, what are we talking about? Mm-hmm. Okay. Then we're gonna swap out hero for Riley. We got Riley, plus sign, what are we talking about? Then we're gonna go to a list of 10 things that Riley really, really likes, and then 10 things he really, really dislikes.

Yep.

The first thing on the list he really, really likes is renting apartments. So we got hero, plus sign, what are we talking about? We're gonna swap out what are we talking about for renting apartments. Now we got Riley. Plus sign, renting apartments. See how we got there? Now, I'm going to try to fool you with two of the simplest questions you've ever been asked. Okay? If you answer them correctly, this will work. If you don't, you're gonna get really confused, and then you'll have an epiphany on what dyslexia really is. Do you think I can fool you with two of the simplest questions ever?

I'm gonna guess you probably can, but we'll see.

Okay. Just try to answer these as specifically as you can. So we got Riley plus sign renting apartments. We gotta swap out the plus sign for a word. Here's my extremely specific question. Does Riley like or dislike renting apartments?

Interesting.

Okay.

Well, I feel like if you're gonna stump me, it's probably the one that I don't expect, but logically I wanna say It's not, this is not a, this is not a trick question.

I do this with 6-year-olds.

So, okay. So Riley, we've established he likes it. So I'm gonna say that he does like renting apartments.

Well, what's the, well, gimme the full 3 reas— the 3-word sentence.

The 3-word sentence would be, so the 3-word would be Riley. Are we talking about like the one that we just created? So Riley plus likes apartments.

Yep. We're swapping out, we need to swap. We got Riley plus sign. Renting apartments. I'm sorry. It's a four-word sentence. We're gonna swap out the plus sign. Here's my question. Does Riley like or dislike renting apartments?

Riley likes renting apartments.

But that's not what I asked.

Does Riley like or dislike renting apartments?

Yep. That's what I asked. What, what, so what's the full sentence?

Riley likes renting apartments.

But that's not what I asked. Do I have you nice and confused? Yes, you do. Okay. Are you ready for your epiphany on dyslexia? Yes. Okay. Let's go back to the science. All right. See the two brains. Okay. Yes. You did this in the back part of the brain where you have this massive neuroactivity. Okay. Riley doesn't have anything going on back here. He doesn't, he can't do it. So what's going on is in the back part of the brain, when I asked, does Riley like or dislike You automatically added the S to make it a proper sentence. You said Riley likes renting apartments. But I asked, does he like or dislike? Riley would have said like. He has no idea how to add the S. Interesting.

Okay.

Right. Now, just again, you were trained, you were trained to do this properly. Now, when you were learning this, when you were like 7 or 8, if you, if a teacher had to explain it to you a 4th or 5th time, Do you remember how really upset they got? Like, why can't you just freaking get it?

Mm-hmm.

Okay. Riley, you could explain it 100 times. He's not going to get it. So what we have to do is cheat. Let's look at the science. It's right there. We got to go to the front part of the brain that's about 2.5 times overactive. And that part deals with word analysis followed by articulation. So what we would do is I'd go through that same process with Riley. He would say, Riley, like. Renting apartments. I'd say, Riley, read what you wrote out loud. Riley like renting apartments. Riley, does that sound generally correct? He would say no. And I would say, Riley, fix it. Riley likes renting apartments. We would try that with the other 9 likes and 10 dislikes until we got it all correct. Do you see how that's a simple form of word analysis? Yes. Now we have to go because, and you see how the reasons after because are a simple form of articulation. Mm-hmm. Now we're moving things from the back part of the brain to the front part. So let's, so now we got Riley plus, no, we got Riley likes renting apartments because give me a simple reason why, why Riley likes renting apartments.

Uh, he likes the business. Uh, let's see. So he likes the apartment renting business specifically because he likes doing a good thing for his community. It makes him feel happy providing.

Riley likes renting apartments because he likes doing a good thing for his community. Here's the problem. Teachers have a hard time dealing with really bad grammar. Here's how we fix it. We have— we tell Riley, forget about the spelling, read what he just wrote out loud. Does it sound generally correct? And keep doing that until the whole thing sounds generally correct. Now we've gotten rid of the horrible grammar, and we're left with a lot of little ones and some intermediate ones, which professional tutors and teachers can deal with. See how simple that was? But now we've still got a whole— let me guess, Riley has a real hard time spelling. Here's how we fix that. We tell Riley every time to drop a period, every time he misspells even one word, he has to retype everything until the spelling is perfect. And he's gonna say, I'm not gonna make that mistake. And he will keep making it for about 3 to 13 times until he gets it right. Then he goes on to the next sentence. 'Cause remember, we're doing 10 likes and 10 dislikes. The same thing until that's correct all the way through for 10 likes and 10 dislikes. Then we go to reason 1 and reason 2, the same, each reason, the previous stays the same. and then we do it again with the 10 likes and 10 dislikes until everything's spelled correctly. And then reason 1, reason 2, and reason 3, 10 likes, 10 dislikes until everything's correct. Mm-hmm. This also improves his reading because if you can write it, you can read it. Does that make sense?

Yes, it does. So, okay, when you're processing this with dyslexia, are you essentially, when you're pulling this from the back of the brain to the front of the brain, you're going through this entire process every time. You just get faster and faster going through the process? Or does this actually form a different connection where they can do it without having to mentally go all the way through the steps every time?

They have to practice. It's like tying your shoe. So right now I could talk to you about the most complicated part of your job and you're tying your shoe through on competence, on, uh, through unconscious competence. Your hands just do it. Does that make sense?

Yes.

But when you're learning to tie your shoe, you have to concentrate like, like crazy. That's why we repeat it so many times. So that's, that's just the third part of the, of, of what we're doing. The first part, what we have to do is focus on the person's speciality. So let me give you an example why. My most successful student's name is Casey. Casey jumped 8 grade levels in 6 months in a book that she liked. We went to a book she hated and her motivation dropped 50%. Most dyslexics, ADD, and ADHD people will drop 75 to 90 once you're outside the specialty, which is not a problem because, yeah, well, you're dealing with people. Remember how I, how I, how I rocked law school? That was in my specialty. Okay. What, what I didn't tell you is when I had to get it approved by a senior professor, People said it was going to take years. I did it in less than 2 weeks. Are you noticing in grad school? I, I just, it's a, it's just an unfair advantage from the 2.5 times of the neural activity in the front part of my head. That's where I'm using it is in grad school.

It's a, so you mentioned, you mentioned ADHD as well. I'm curious, how does ADHD function relatively similarly for, for treatment purposes?

ADD, ADHD, and dyslexia is the same thing. It's just dyslexia is a bad problem with reading and writing, where ADHD generally is not. When you're dealing with ADHD, it's even more in the specialty. You step out of that, the kid's useless. You're stepping into it, they're the most focused people you'll ever see. So for like real estate, you get a kid, you get, you get a new kid right outta college who's into it, man, they will outwork everybody else and just be so concentrated. They'll be your, they'll be your best employee. In that specific area. You step 1 inch outside of it, you're gonna find you can't get them doing anything.

I can appreciate that. I mentioned at the beginning of the podcast, I went to private school. They put me in private school cuz I had ADHD bad enough where I did not function well in public school, but in a smaller group where I could focus on things or get guidance where I didn't, I was able to, I was off of, they did the normal like, hey, just drug 'em. I was off of Ritalin and whatever else they had me on at the time. Within a year, just environmental change. But it is very interesting. I find this very relatable. If you give me a topic that I care about, like real estate or playing guitar, I will usually get much better and much faster than most people. You give me something that I hate doing, very hard, very hard.

So let me, so let me ask, so do you mind if I ask you a couple of questions to see how, what your condition really is?

Yeah.

Okay. I'm just gonna let you know, I think your answers are gonna be yes, no, and no. Okay. Okay. So let's just start off with the first question. You, in your specialty of real estate, do you have ideas flying around your head at light speed, but with little to no organization?

Yes.

Okay. When you're thinking about writing something for your business on real estate, fingers Keyboard, fingers, keyboard. The idea is in your head. You, you take your fingers, put 'em on the keyboard. Does the idea fly outta your head leaving you with an empty brain?

No.

No, it does not. Okay. Were you ever told in elementary school that if you can't pass some academic task, they were going to hold you back?

No, I wasn't told that.

Okay. So do you see how you answered exactly like I told you you would? Okay. So if you were, if you answered yes to the second one, that would mean you're dyslectic. Okay. Uh, if you answered yes to the third one, I would tell you what was going, what would happen. The, the severely dyslectic but highly intelligent kid would then be told, I'm going to lose my friends. They put so much mental pressure on themselves that is clinically dangerous. Like their parents will, will disown them. Their friends will hate them unless they, find a way to pass this test. And remember, they're like 7, 8, 9 years old. And then with that extreme, extreme pressure, an idea comes and they pass. And then this is standard operating procedure for them through school. They just get used to it. Very few people know that.

And I've had plenty of friends who are like that too, where they're so obsessed with everything being perfect because they're terrified of not being able to focus. So they just, they muscle their way through it because they have to, and then they Right.

But this is far worse. This is a young child thinking that their families will disown them. Their friends will hate them if they can't pass, because then their friends will move on and they're going to be put with strangers. So they put pressure on themselves so great that it's clinically dangerous. And then they find a solution to pass this stupid test with a D or C, but they pass and then they move on. And this only happens with the hyper-intelligent and the hyper-hardworking. All right. So just, you know, where that is. So when, now we're gonna get to the next part. So part 2 of the model, we, part 1 is the specialty. You're gonna find this interesting. I'm gonna tell you an assignment that if we went back in high school, you would find really difficult. Are you ready? What effect did Martin Luther King's famous I Have a Dream speech have on the American '60s, 19th civil rights movement, or the 1960s civil rights movement? Do you find that kind of hard to think of what to do? To go and answer it if we sent you to the library? Because your idea, your head is just flying around with just no organization. Yes. Okay. Now, if I were to go into any of your students who have high school kids who are gen ed and college bound, and I gave them that exact same question, they would just go and do it. They wouldn't need any help. They would just go do it. You went through college. And because of your ADHD, you're finding that really hard to, to do. Does that make sense? Yes. Okay. Here's why. Because remember when I asked in your specialty, do you have ideas flying around your head at light speed, but with little to no organization? The secret is to force the dyslexic brain or the ADHD brain to organize itself by using writing as a measurable output. Let me put that in English. What we have to do is start off at a really specific point and then slowly go out. So for example, for what you're doing in your business, we would start with a very specific question. How do I obtain financing for this new, this new condo that I want to buy, or this new duplex that I want to buy? How do I do that? And then we start off at a very specific point and we find the first answer. That answer gives us a question, which gives us an answer, which gives us a question, which gives us an answer that forces our brain to organize itself by using writing as a measurable output. Does that make sense?

Yes. And conveniently, very similar to how I teach it is I put everything mentally and it's like, okay, a deal has to check these boxes. But you mentioned financing. I get to financing. The question, 'cause it's easy to go like, oh, there's a billion ways to do this. I just picture it like a dropdown box on a computer and you click the available options. You go, okay, which one, if I go through these one at a time, which one would make the most sense given the deal that I have? And you, you put everything in its correct categories. But if you don't do that, it feels like you have every idea at the same time and you don't know where to start. You have to be able to—

Exactly.

You specifically categorize it and go through the same set of decision-making to quickly make a decision.

Exactly. So, but you, but does that make sense to you how we start off with something really specific and then we eventually go out?

Yes.

Okay. That's the difference for us. So if you, if you have, if you're smart enough to get a neurodiverse employee, and I love doing ADHD because they don't have the writing and reading issues that dyslexics have. But they have the same ability to go deep. All right. What you do is just give them a very specific task to begin with and then slowly go out. Don't do the standard thing where we do the big picture and eventually get to the details. We don't do that. We get confused. So the model is speciality, specific to the general word analysis followed by articulation. Okay.

That is very interesting. Now I'm learning something unique here. I've never given this any thought. So this is, I'm processing this in real time.

Well, here's—

So what I just learned is not everyone does that. So most people do not think with starting with the specific objection and working out. That is the only way I have ever known how to think.

Less than 1 in 5 do. But here's the problem we've run into. The gentleman that you started off, what, what was his made-up name again?

We went with Riley.

Riley. Okay. Here's the problem with Riley. Riley, I told you how to do sentences that is really good for a 3rd grader. Riley's a grown adult. Okay, so here's another more advanced version. This will also help. As we talked before the podcast, I want everybody to think about back in the pandemic when people didn't have to pay rent, but you still had to pay your taxes. All right. One of the most successful cases I found was there was a woman who was very careful who she let in. She would run all 3 credit reports. And yes, she paid the price. She would then pick the middle one, and if you had a 749, she would not rent to you. She only rented to 750 and above. That kept her out of all the legal trouble. And when people said, I'm not going to pay, she said, fine, I'm going to report you to the credit bureaus. And they, and the vast majority of them just paid because that their credit score is everything to them. Yeah. Well, how do you find those type of people? How do you, unique to how you're going to do this business. Because each of us, we're not like some Fortune 500 company that just wants the money. We have to make a profit like everybody else, yes, to live, but we're doing this for a deeper reason. And that reason has to be communicated in everything we do so that we can differentiate ourselves compared to everybody else.

Yeah.

So for Riley, it was to help out the community. All right.

Yeah.

So what I wanna show you is how to do evolved body paragraphs. With a way of writing that I'm sure you know nothing about that will actually also help you come up with a way of how to communicate what you're trying to come up with so you can find the right renters. Okay. So I start off with this. It's going to look like it's completely out of left field, and that's how Dyslexic Solutions look. It'll become apparent very quickly. It's a movie. It's how to do a movie review. So I want you to tell me about a movie. That, uh, that you know intimately, you think is one of the best of all times that everybody has seen. What's the name of that movie?

Easy. Fellowship of the Ring.

Fellowship of the Rings. You'd be surprised how many have to say that. Now I'm going to do something that is now right in your wheelhouse. I'm gonna ask you to reduce the Fellowship of the Ring to a one-word universal thing that you think best represents it. What's the name? What's that universal thing?

What's the word? Universal theme.

Yes. You're gonna reduce The Fellowship of the Ring to a one-word universal theme that best represents the entire movie.

Whoa. Well, conveniently they put it in the title Fellowship.

Mm-hmm. Yes. But we're not going to be, we're not gonna be that, uh, we're looking for something unique.

Something unique. Okay.

Something unique from your point of view. You would be surprised how many kids have tried that one on me.

Well, it, it, I, I, it's the actual like connections between the characters. I think it makes sense, but if we're going, I mean, overall it's an epic quest. So if we're gonna do it one word, it, it, it's quest, specific outcome, or it could be quest or journey, one of those two.

Okay. Let, let's take quest. So if you were to do a re— the movie review, you would look at the main actors, ask how they did with the word quest. How did the director do? How did the screenwriter do? And you write up your review. Then people will decide, do I want to watch this movie or not? If they decided to watch it, you would have enhanced their experience because now they know what to look for from each, from all these different participants. Does that make sense? Yeah. Here's the problem. Today we need to laser focus, but the word Quest, the universal theme of Quest is so broad. It's like painting with a broad brush. We need to be laser focused. See the problem?

Mm-hmm.

So now we need to fix that. So now I'm going to traumatize part of your audience because we're going to go back to high school English and Shakespeare plays. And people are going to ask, here's another thing out of left field. You're about to see why. I want you to think back to any Shakespeare play in high school. It always started off with a hero. Hero wanted to do something with, based on one or more universal themes. Then there'd be an ultimate villain who would try to prevent the hero from accomplishing their goal. This would be a, a person, a concept, or some combination thereto. The conflict would start in Act 1, escalate like crazy into Act 2, resolving Act 3. Sound familiar? Yes. So now we need to reduce the complexity of that so we can actually use this. Why am I bringing up Shakespeare? Because when you're communicating in English, he has been the most effective communicator in English Language history. All right. So let's kind of take what Riley's trying to do. So what do we go? So what is it that Riley wants to do? What is his goal? Which you kind of already told me.

So we're dating Riley's, Riley's actual personal goal outside of the, outside of the movie example now.

Yeah. Yeah. I just gave you that as an example because you'll see how it ties in a minute. You said Riley wants to rent apartments to help the community.

Yes.

So what we're going to do, because we're adults and not kids, we can use AI without some teacher saying, you're not supposed to do it that way.

Yes.

Fine. That's great. So what model do you use? ChatGPT, Claude Opus, or what do you use?

Uh, I use, uh, I use both ChatGPT and Claude depending, but I probably use Claude more than anything.

Okay. So if you're using ChatGPT, yes, you've got to spend the $20 a month. It's $5 a week. You can afford it. Okay. You're going to want to put it on ChatGPT, um, 5.4 thinking and leave it there. Then you're going to want to go online and do it, not on the app, but online. And you're going to want to do extended thinking. And it might be, and each time you ask you something, it might take 7 minutes. That's what it takes for a good answer. I do like 3 at a time. Okay. So do that. If you're using Opus, you're going to use Opus 4.6 Extended Thinking. All right. Don't use one of the crappier models. I current— here's my background with AI. When ChatGPT came out with a $200 a month pro plan in December of '24, I bought it that day. And I've now dropped to $20 a month in December. I'm now doing $200 a month with Claude. Okay, so perfect. What you do is, let's say we're using Clo— I'm sorry, let's use Opus. So what you're going to do is you're going to say, I want to, uh, Riley wants to help the community out through renting apartments. And then you want, use, use Opus to write out, here's what I would say, an exhaustive narrative on this. Okay. As long as you can, then for each sentence, you're going to want Opus to pick out the best, most important word for each sentence. And then you're gonna tell Opus to come up with that, with custom definitions. So now you got a whole bunch of those. Then you, you, you say, based on what the hero wants to do, what are the 10 best words and definitions that match that? And then you as the human have to make the decision. Once you do that, you're going to find that the universal theme of a quest, of a journey that we started off with for the movie review. Remember how broad it was? Yeah. This is broad too. This is really broad. To now we have to make it specific. Okay. So how we do that is we then take, we tell Claude, uh, you know, Opus 4.6 extended thinking, uh, for this universal theme, give me 100 synonyms with custom definitions. And then you look at that and say, okay, what, what of these top 10, what are the top 10 that best fit for what the hero wants to do? Rewrite out the word and the definition, the custom definition. Then you pick the one that's best in your head. It's never gonna be exact, but if it's not close enough, run it again and again. And for the school kids, they do this manually. For adults, I have the AI do it until you have, and if it takes 5 or 6 times, who cares? You can do it under an hour. Once you find that specific word that best matches the definition in your head, that's your specific universal theme that we can then use as a lens to do anything. Does that make sense?

Yes, it does.

So I want you to imagine we now have that lens. So let's say we want to help the community by renting apartments. We got that specific word. How do we take what we want to do and run it through that word and its custom definition? And you do that for, how do I, what do I come up with for a newsletter title? What do I come up with for, uh, what we're gonna write the website on? And it will then tell you, this is your, your individual way of doing things. Can you see how valuable that is to then give you the, what you wanna do very specifically? Then you can work with the AI to develop the rest of it.

Oh, that's awesome. And it's, it's just, it's, it's so convenient. It's such a good use of AI. And as it continues to get smarter, this should just continue to get easier and better.

Yes. And for everybody that knows, it's called Mythos for Anthropic Claude customers. And that is so advanced, they're going to give security companies a couple of months, 6 months, whatever it is, to harden their security because it just so happens to break, to find problems that nobody else could ever find. So when that comes out, I'm going to be using that for all sorts of hard business problems I still haven't been able to quite solve. Solve. Okay. But now I've given you the process to actually do that. Now, do you see how that's kind of an advanced form of word analysis? Yes. That is just the very beginnings of what we do. My most advanced student now, just so you know how, how far we go, the ultimate thing you can do in writing is a peer-reviewed journal article. Are you familiar with that process?

Uh, not, not so much the process, but I know the peer-reviewed. Journal article is, yes.

Well, yeah. Well, basically this is the highest standard of coming up with new knowledge, and this is how professors are generally graded on their ability to get promoted. So Grayson, he wants to get his PhD and then work at NASA to terraform Mars. So we gotta get, so we have to work with him to submit an article for publication. It actually has to be reviewed. And rejected. Okay. That's, that's the key thing. Because then I, I, another podcast, I met a member who's, uh, on the board of directors of one of the country's top 5 technical universities. And what we're gonna do with Grayson is when he is ready, we're going to say, here's the rejected article. Um, that he's, and he's gonna ask the professor, this is what we, I need to fix. Can they work with us, with you on this? The issue is Grayson's a little bit on the younger side, so that, that journal we're gonna go for, They will accept things from junior researchers, which they think are PhD candidates. Grayson's a bit younger than that. He's not dyslexic in the least. No ADD, no ADHD. He's just a 99th percentile student in math and science. So how old do you think Grayson is?

Oh, well, I have no idea.

Take a wild guess.

Okay, so Grayson is doing this math, uh, 10.

That's exactly how old he is.

Yes. Nailed it.

Okay. We're using a book called The Craft of Research, which is context, unique problem statement, and a unique solution. So we're taking him through that. I'm showing his dad how to take him through all that stuff. Grayson is actually dropping out of school because he's too bored at the end of the year for 6th grade. And he's currently, I give him stuff at the 11th grade reading level. Comprehension, uh, the context is a difficulty of a second-year college level.

And he's like, oh, that's so cool.

So that's, that's how far we go. All right. Um, so when I, people ask, well, why do you show this really amazing stuff on podcasts? And I said, well, there's some other amazing stuff I show, you know, depending on how far you want to go. But I'm like, well, that's because we use the craft of research and what I show is basically pretty much next to nothing compared to the real value that we provide. And remember, Grace is not dyslectic. He's a gen ed kid. So I, I, we just don't work with dyslectics.

Oh, that's amazing. If someone wanted to follow up more, they wanna learn more cuz you, you have a, you have a whole bunch of like, I mean, this is amazing research. Where do they find you? How do they follow up?

Well, the best thing to do is just go to our, go to schoolskool.com and we have, we, we have some courses up on there. You can check us out there if you're interested. You can sign up and we can walk you through it.

Oh, that's perfect. Well, that link will be below in the show notes. And Russell, thank you so much for joining us. It's been really fun running through this drill. And again, someone with ADHD who actually relates to a ton of this, really, really, really interesting episode for me. And I know there's different people with all sorts of, you know, they'll fall anywhere on the spectrum of dyslexia, ADD, neurodivergence. Really, really, really valuable research. So check that out. The link is below. As always, like and follow the podcast. This has been a really fun and unique episode for us. So thanks so much for joining.

Thanks for having me.

Absolutely.