Teaching the Unborn: Precept and Practice

Various prenatal stimulation approaches over recent years have resulted in
thousands of children with exceptional abilities that do not prove problematic-unlike enhancement lacking an in
utero component. Nonetheless, at the inception of every major historical shift transitional measures are
idiosyncratic, unsystematically deriving impetus from early success while not yet identifying a common theme in
order to promote consistent achievement. This challenge is met through synthesis leading toward
comprehensive application. Like a struck tuning fork creates specific visual patterns in certain media (quite
different from its audible effect), so heartbeat affects neurogenesis with such seminal information-the binary
organizer of higher being-that a vertebrate’s entire cognitive and behavioral life is epigenetically structured from
this most elementary yet wholly overwhelming event. Relative to initial production, what few brain cells reach
postnatality owe their survival to an in utero growth factor exclusively dependent upon cardiac rhythm-gravidic
as well as indigenous-beginning preconsciously. By providing a sonoral curriculum of simple but increasingly
complex departures from the heartbeat progenitor, over durations sufficient to imprint, neuronal development
should be significantly benefitted through greater cell count and/or function, hence improving ontogenetic
potential- including empathetic elements. Criteria for such critical process are’presented, along with projected
implementation: technical means, clinical modality, and evaluative methodology.