Relative Awareness - Conscious Individualism

"We all start with a conceptual framework that is essentially blank. We are born with zero innate ideas. In the same way we are not born with language. A human mind becomes fashioned with ideas, constructed by senses, brain, environments, and other human beings. There are potentials in infants for emotions, speaking, and awareness, but these are only actualized by mind through interactions with the environment. We have an environment that promotes and provides public education, social learning, religion, and objective science. In all of it there are commonalities and differences, subjective and objective experiences, shared experiences but also a place for your own unique and relative awareness as a human. The development of the mind, that is the establishment of consciousness, is phenomena-level dependent.
  The primary techniques of gaining consciousness are utilized in teaching children how to speak, spell, read, and write, and later how to count and perform arithmetic. Once these have been educated into one’s mind, they are capable of gaining consciousness of the vaster fields of science, religion, and history; thus a greater level of learning of the dimensions of the universe are attainable.
  Every one’s level of education is undergone in a systematic process, and at a point in time the human being may not advance any further in a field. When the human advances in a particular field this is a kind of specialization of intelligence that permits it to have a functional place in the labor economy.
  Education levels can thus be relative, although in modern educational systems we tend to try to uniformly bring each student's consciousness into a standard awareness of the world. However, this does not cross out the elements of conscious experience that we have of our own lives, which can be relative. Educational levels are standard but the narrowness of knowledge specialization and the level of intelligence of each human is relative (though measurable in the brackets of exams and intelligence tests).
   One crucial method of learning is repetition, which strengthens memory. So, in the case of a mathematical formula, the formula most be memorized. Secondly the formula must be applied multiple times, with various numerical variables to cultivate a learned mathematical articulation. Thirdly, that articulation is tested and whether one has acquired that mathematical intelligence is determined by the success or failure of the completion of the test. When the completion of that level of education is achieved, a more advanced mathematical intelligence can be cultivated with further education. This continues in grade stages, till the highest known form of a particular knowledge is acquired. The finishing of this is college graduation, where the highest forms of a particular domain of knowledge are taught, and learned successfully or unsuccessfully. 
  There may be a final degree one attains, (such as a Phd) but there are also two other factors that can result in life long learning in a field: A) Field work. For example a psychologist must do an internship before they can work as an independent therapist. Not only this, but throughout their lives as clinicians they will be learning about human psychology from each of their patients. B) Updates in the education requirements. I have known various people who have gone back to school because the information or the textbook knowledge has altered. There is also the possibility of changing trajectories in 'knowledge specialization" to A) Take a new occupational path B) Integrate the information from one domain into another (such as economics into metabolic science)."

- Articles on the Neurobiology of learning.