arrFiles=new Array();arrFiles[0]=new Array("index.htm","ST - Clearbird \'s Study Manual","Clearbird \'s Study Manual \'s primary function is to teach good study technology to students of Standard Clearing Technology. As such it forms the doorway to other clearing technology publications. Disclaimer: Clearbird Publishing is not affiliated with Church of Scientology or the official Dianetics organizations. Scientology, Dianetics, L. Ron Hubbard, Standard Tech, Book One, E-meter, Happiness Rundown, Purification Rundown, etc. are trademarked words owned by L. Ron Hubbard \'s estate and heirs (RTC, CST) and are as a rule not used in this publication. This Study Manual and \'The Road to Clear \' contain an independent presentation of L. Ron Hubbard \'s Standard Tech of Scientology and Dianetics and does not violate any law within copyright or trademark as covered in length under \'About Clearbird \' and Frequently Asked Questions. Clearbird is independent of organizational and financial interests of Church of Scientology, the Sea Organization, etc. It is an independent textbook in the subjects of Scientology and Dianetics made available to the online community totally legally based upon Clearbird Publishing \'s copyrights. Welcome to Clearbird | Content Table | FAQs | About Clearbird | About Jo Seagull | Links | The Study and Application Version 1.7. January 10, 2004 Welcome to The Study Manual This Study Manual teaches the student to study for application. What is contained in the manual can be applied to all study, theory and practical; classroom- and distance-learning (by Internet or correspondence). Its primary function is to teach good study technology to students of Standard Clearing Technology. As such it forms the doorway to Clearbird \'s clearing technology publications. The language and examples used in the manual can however be understood without any prerequisites. The study technology given applies to all types of study where the end product is practical abilities and understanding. It may equally apply to high school students, to students of a trade, or students of a more advanced profession, such as computer science or medicine. It outlines and describes in detail the pitfalls and barriers to study in general and how to overcome them. The Study Technology itself was developed by R. Hubbard (1911-86) and has been in use throughout the world in many different types of educational systems. From teaching children in Africa to read, teaching women in India to weave, to help students in economics and science to get the abstract concepts of their subjects. The content of the manual contains all the information of a course R. Hubbard called Student Hat™.It also contains later or further developments in the field. The Study Manual describes the \'hat \' the student has to wear to be successful in his studies. \'Hat \' refers to the professional identity and beingness somebody has to assume to perform a job. Many professions have hats that show the function of the personnel. This is true for railroad- and airline-personnel, as well as for cooks and waitresses -- to mention a few.The Hat of a student is in other words the beingness, duties, and habits a student has to adapt in order to be successful. Supervisor Section The last section of the entire manual is \"How to Supervise a Standard Clearing Technology Course \". As the title says, this section is specifically intended for running a course in Standard Clearing Technology. It gives the basic data needed to teach and run such a course. The \'teacher \' or \'instructor \' of a Standard Clearing Technology Course is called a Course Supervisor . The section uses specialized words from that whole field and uses examples from this type of courses. To benefit from that the student supervisor has to have a good familiarity with Level Zero of Clearbird \'s Manual in Standard Clearing Technology. It can easily be adapted to running courses in other subjects. But we have in this section chosen to stay focused on the series \' main objective, that is to train practitioners in Standard Clearing Technology. Index, Checksheet and Glossary The manual has an index that will come to view when you click on the Seagull logos (in web edition). There is also a checksheet the student uses when he or she does the manual as a course. This has to be printed out and used as described in the materials. Finally there is a glossary in the manual. In the web edition you simply click on an illustration and it should come up on your screen. It has a fair amount of links to the manual itself and can be a help as a search-index on subjects. Point System When using the manual as a course, each student uses a student point system to measure his or her progress and production. It can be found in the back of the manual but needs to be put into use when the student begins the course. We leave it up to the supervisor to put it in and administer it. Download Info about Clearbird \'s Manuals for off-line use © Clearbird Publishing, 2003, 2004. All rights reserved. We allow downloading and electronic translations,duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. | Content Table | FAQs | About Clearbird | About Jo Seagull | Links |","null","null","");arrFiles[1]=new Array("manual/23study_4.htm","Skipped Gradients and Definitions - How to Repair.","Skipped Gradients & Definitions How to Repair Search Site Map No Frame Essay based on R. Hubbard \'s recorded lecture: \"Study Lecture No 4, Study: Gradients and Nomenclature \" that was given to his advanced students at Saint Hill Manor in Sussex, England August 6 in 1964. The traditional system in schooling, when a student isn \'t making the grades and when he or she doesn \'t study hard enough, is to use punishment or threat of punishment. If the student \'s grades are real poor he is threatened with being thrown out of class and if he doesn \'t improve the student will eventually be thrown out entirely. Discipline, of course, has some workability but it is rather rude to have no other solution to the problem of study. Disciplining students is about the only system traditional schooling has got to get the students through an education. Once in a while some individual teacher will use a different approach. He will depart from the system of \'teaching by threats and punishment \' and invite the students \' understanding. He will invite his students to really participate and acknowledges each little step forward. Teachers like that are rare but very popular with the students where they exist. Maybe one of the reasons the technology of education has progressed so slowly is the fact that most subjects are taught away from immediate application. A law school student goes all the way through law school before he is let near a court room and taking on a case. Thus there is no real way to tell if he is being taught to become a great and efficient lawyer or not. A teacher can \'t instant-check if a student can build a bridge. Even a practical subject such as engineering is impossible to instant-check. It takes years before the student has enough skills to build a bridge. It may take decades more before you can say if the bridge was built exactly right. It is unlikely that his old professors are around to see what became of their student and his professional work. If you take subjects such as arts and languages the situation is even worse as a lot of opinion enters into this. If somebody is taught Latin the teacher will not have much opportunity to see the student speaking Latin with anybody as nobody speaks Latin as a first language these days. A student of Latin never has the chance to speak to a Roman. The language is a \'dead \' language. In most subjects there are thus not a lot of immediate feedback between teaching the subjects to students and seeing how well it prepares them for applying the subjects. These factors, in part, may be responsible for the lack of knowledge and technology on the subject of education. The grade and exam system doesn \'t really give the true picture of how good the student eventually will be in applying the subject. In photography there exists a quick feedback from study to performance - the photos the student shoots. As aresult the subject is better taught. There are exceptions to this, of course. Take a subject as photography and you can send your students out to take pictures and in relative short order get a good impression of their practical skill level. The same could be said about teaching a student to audit. You can teach a student a technique and the ins and outs of how to apply it and you can turn him loose and see if he really got it. Teaching students to audit, then, gives us a good opportunity to study the subject of study itself. We can instantly inspect and find out if he really got it or is all thumbs, stumble over the commands and do it all wrong. Teaching auditing is very down to earth in that respect. We are in a great position to see if we taught him the right thing and taught him the right way. Many Small Skills To teach somebody to become a good auditor consists of many small steps. There are an awful lot of small and almost idiotic skills that have to be mastered before it all comes together. All the small skills needed just to be able to walk would make a long and impressive checksheet. This is actually true for just about any profession. It is true for basic skills of being a human as well for that matter. If you have kids or have been around babies and toddlers I am sure you have noticed all the skills that have to be learned. These basic skills are part of the simplest of activities such as eating a sandwich or walking down the street. A newborn baby has to develop enough strength to keep her head up first of all. Before that, the mother had to support the head and hold the bottle right in front of her mouth when bottle-feeding her. After a while the baby can hold onto the bottle by herself, but it slips all the time and the mother has to be there right next to her and ready to catch the bottle and prevent a mess. After weeks of that drill the baby graduates and is ready for the next class. Drinking out of a cup. This is quite an advanced subject to a baby. She has to have some control over her arms and hands. She may correctly lift the cup but immediately turn it upside down and dump the content onto her lap. So the mother patiently gets a cup with a lid on. You will see the baby use idle moments to practice and eventually succeed. Eating with a spoon is a similar exercise. But you can \'t get spoons with a lid on so it takes many failed attempts to get a mouthful from the plate and into the mouth. Then there is walking. That is a huge subject all by itself. It takes strength, coordination, balance and determination to master. All these small skills have to be mastered individually before it can all be put together. The list goes on and on. I am sure you get the idea; even the simplest of most commonplace skills is actually very complex and there are many, many skills that have to be fitted together and work just right for anything to happen. We tend to overlook that. If somebody can \'t tie their own shoes, well, that is absolutely ridiculous. If somebody can \'t say, \"Hello, how are you today? \" and shake your hand when you meet him you may wonder, \"what is going on with him!? \". Teaching on a Gradient Actually, if you are going to teach anybody anything the exercise of watching babies learn all these basic skills it takes to become a child and then a teenager is very useful. It takes many simple actions to comprise a somewhat more complex action and if the child can \'t perform the somewhat more complex action any of these simpler actions and skills can be at fault. This is what teaching on a gradient is all about. If you want to teach a student a more complex action, such as in photography or in auditing, you have to be aware of the basic skills that goes into this. Gradient means learning something step by step. Step by Step The right way we go about this in training is to get the student to perform the simple actions and then add the complexities to it, one after the other. If you demand the student to perform too complex skills the person becomes confused. You have given him too much to do too fast. So we have this principle we call a gradient scale which applies in the field of study; you teach somebody on a gradient. \"Gradient \" refers to a grade that is going slowly uphill. It \'s a little bit further up for each step. It gets steeper or it gets more complex or it takes in more the further you go. As long as we attack the subject on a gradient of complexity we are moving him upward and forward. We move along into more and more complex skills but we teach him each individual action that we \'re going to add, one at the time. We teach him one action so he has it down cold and it doesn \'t worry him. Then we go on to the next action. This has its own complexity but it \'s done in combination with the first action. If the first action is still worrying him and he hasn \'t mastered it fully, then the next action is going to end up in a mess. When you see somebody getting confused, he hasn \'t gotten down the more fundamental action he should have gotten down before he went forward. It isn \'t that he doesn \'t understand the more complex action; he \'s not even confronting that action yet; he \'s still occupied with this more basic action. He hasn \'t learned that basic action yet. The only place you can err in this is to try to start him too high on the gradient. You can make that mistake with the greatest of ease. It \'s the common mistake you see; nothing else is done in traditional university education except making this mistake. They don \'t educate; they make that mistake. Much of traditional education is really the art and science of making the mistake of too steep, too quick a gradient before anybody has learned anything about it. Before you can read a word you need to know your A-B-C. Example: In learning to read it has often been found that school kids who had difficulties with this simply didn \'t know the alphabet well enough. There are \"pedagogic methods \" still around where it simply has gone out of style to teach the alphabet and teach the kids to spell words aloud. Instead, the system is, that the school kid somehow learns the \'word picture \' and associates it with the object, action, etc. it describes. Cat isn \'t C-A-T, but a picture \"CAT \" and with a picture next to it. Speed reading is mixed into this. Some kids manage to get over this hurdle but many kids don \'t. In USA it has given rise to a whole industry, such as Hooked-on-Phonics, to learn failing school kids to read. This industry simply returned to the time-proven system of teaching the kids the alphabet and the spelling of the 26 basic syllables or sounds that make up the American language. The skipped gradient here was the sounds and the spelling of the sounds and simply being able to recite the alphabet the old fashioned way. Not teaching the \'A-B-C \' thoroughly was the skipped gradient. Unless you know that you will never learn to read, let alone become a speed reader. Other Example: Many programs under United Nations, or programs designed in one country to be executed in another with a completely different culture, run into this phenomenon as well. It may be obvious in New York, Geneva or London what is behind this or that underdeveloped country \'s problems. But it may be obvious to all except the local population it affects directly. In South Africa there was at one time a program to prevent the erosion and destruction of farm land - a problem of so-called soil erosion. Millions were poured into this program without any results. Then somebody familiar with this principle of missed gradients took a hard look at it. He soon found that the idea that land was in short supply and anything was needed to be done about it simply seemed absurd to the local population. After all, there was land all over the place; enough to last for a while at least. The population had only a very vague idea of what they did today would have any consequences in the future. Their ideas of future times weren \'t really much of a concern to them. \"What will come will come \", was the attitude. This man started to teach the native population this missed step in the gradient and that was simply that there was a future out there and what they did today would determine the well being and survival of future generations. Slowly things started to change. And slowly the programs started to be accepted. When this skipped gradient had been repaired the program was finally effective and the local farmers gave it their support. Consequently, no more millions were simply wasted but now put to good use by executing the program with local understanding and support. Coach Student The very first skill in the communication drills is simply to be able to be there comfortably, doing nothing. Other Example: In teaching students the communication course you may run into this phenomenon of the skipped gradient. The first drill is to have two students sit down and look at each other and do that for a considerable amount of time. You think it can \'t get more basic than this but it can. There is in the description of the beginning drill the little line that says, \"the purpose is to be there and just be there comfortably, sitting in a chair 3 feet away from another student \". You may have students who run into endless difficulties with this. They never arrived there in the first place. All the time they were wondering why they were there; or they had all their attention and interest on something they really thought they should be doing. So \"just being there \" was totally against what they thought they should be doing. They were taught by their parents that they had to be busy all the time perhaps. They felt they were there by mistake and \"doing nothing is the root to all evil \". Doing the communication course over such a missed gradient step would certainly make it impossible for them to go on and get anything out of it. First Step - Being There Just being there is not only the basic and somewhat silly first step in the communication course but actually the first basic step in any educational activity. There are some simple processes that can be used by any teacher or educator. These processes have proven themselves to be very effective and boost the students \' grades and ability to learn. Apparently they boost the students \' intelligence (IQ) as well. Locational processes are done by pointingout things in the classroom. It establishes communication with the environment and teacher and a willingness to becontrolled by the teacher. We are talking about the so-called Locational Processes. The teacher stands in front of the class and tells the students, \"Look at that wall \". The students do so and the teacher acknowledges. Then she says, \"Look at that wall \", pointing to another wall. She keeps this up with the different walls, the ceiling, the door, the windows, and room objects. She may have the students touch objects, shake each others \' hands, and stamp on the floor. After 5-10 minutes of this the students will feel great. It may seem quite magical and due to mysterious forces and phenomena. But the real explanation is very simple. What the Locational Processes brought about was getting the students to arrive and really be there . By doing all this looking around, touching, handshaking, and floor stamping, and each time be acknowledged, it became absolutely undeniable clear to them that they were in the class room; that the teacher was standing up there and directing their attention to things. They became more focused on the task at hand and more willing and capable of listening to the teacher and do what she told them to do. It is really as simple as that. But it also demonstrates with clarity that the first action, the very lowest gradient step of learning, is being there and this is not an unimportant step. As far as Locational Processing causing student to score better on IQ tests; this is a documented fact and can be explained in terms of that a student wouldn \'t score anything unless he or she was present and doing the test. When the student is fully there he scores better than if he has his attention on all kinds of other things. Another way to apply this datum of being there has been used by making a little checklist for students to do. This system was used on new students when they arrived to the Saint Hill Manor, an estate in England, where R. Hubbard personally taught courses in the 1960s. It was called an Orientation Checksheet and simply consisted of a list of checkpoints the student had to find. By locating these different locations and offices of this course facility the new student would get oriented. You could see new students run around and ask for directions to find it all. But it was simply a physical work-out that demonstrated to the new persons that they had arrived to this place and it had offices, course rooms, separate buildings, a book store, a canteen, and so on. Undercutting the Gradient The mistake you can make in education by gradient is typically this: failure to undercut the gradient; failure to get simple enough; failure to get the primary action. You must get the starting action that the person can be made sure of. Then he can go on to another action and become sure of that, and go on to the next action that he now becomes sure of, an so on. If you haven \'t ever gotten a simple enough first action for the person to become sure of, the person advancing into the next zone finds that very, very complex and start to feel sort of spinny. The typical reaction of an instructor is to try to explain to this student what this new action is all about - this step two. The student has never gotten to step one and from there on his education is a complete mess. When you want to handle a student \'s difficulties with training you will just have to find the gradient step he overlooked or skipped or missed. There was a missed step before they entered into a confusion. The student is fixated on the top box falling. The real reason is however earlier (bottom box). When that is found and handled he can go forward again. The foundation is now sound. Backtracking Confusions The right gradient to teach a student along is thus a series of accomplished certainties . When we find him all confused about something we have to backtrack where he went off that path. It is never resolved effectively by inventing all kinds of new explanations or tools to overcome the immediate hurdle. You don \'t need a number of unusual solutions for each student. You need to backtrack and find where he went off the path of certainties and got parked in a confusion. There are generally two types of confusions you will run into when you begin on backtracking them. The one is of little interest and the other type is of great interest. The first type would be the confusion the student could be made to recall when he first got into a new action or level of a subject. Let \'s say he was learning Greek and suddenly there was a whole new alphabet to learn. This was awfully confusing to him at the time but the student went into it the right way and made absolutely sure that he knew what each letter meant, how it was named and pronounced, what sounds and syllables it was part of, before he went any further. So although he can be made to recall this confusion and tell you about it, it has little influence on him in present time as he got over it and now simply is looking back at it as a memory of a little victory. He mastered that step; he put that confusion behind him. The other type of confusion is the one that never got resolved. Let \'s say our Greek language student went along sort of knowing the Greek alphabet but still having a lot of questions and unresolved confusions about it. \"What happened to \"C \" in the Greek alphabet? Why isn \'t there a \"C \" where it is supposed to be? If this was the case this confusion would be around for every page he was trying to read. He could understand the grammar to some extent and have a decent vocabulary in Greek, but if he still had all these questions about the Greek alphabet he would be in all kinds of troubles. You would try to teach him grammar and he would have a real hard time of it. He would just seem to be unable to get it. You may try all kinds of new ways of explaining it and basically get nowhere. This is where the traditional system of schooling would start to use heavy discipline. \"Unless you know all the irregular verbs by tomorrow you will get a flunk and you will have to do the Greek grammar course all over again. \" The student would sweat and suffer and drink tons of black coffee, put a towel around his head to take care of his headache and spinniness and think he was a complete failure; he wish he had never started on learning Greek. But the real problem is that he is not being directed towards what really needs to be repaired: the earlier, unresolved confusion and lack of understanding he has concerning the Greek alphabet. He may think he pretty much understood that and going back now where he only has one day left to learn the irregular verbs would be fatal. One day may not be enough for anyone to learn the Greek alphabet. But this is the situation we see in schooling again and again. The students are under tremendous duress. They went off the rails a little earlier and \"now is not the time to look back \". There is \"no time \" and their whole future is on the line. Yet, the only way our student is ever going to learn Greek, including the irregular verbs, the only way he is going to master that language is to go back and restudy the alphabet until he has really got it. This may seem a very academic example but let me give you a very similar one; an actual incident reported by a course supervisor. Actual Example: The student was a young woman living in New York. She spoke English fluently and seemed very good in expressing herself. This young and intelligent woman was trying to become an auditor but she just couldn \'t study. It was a puzzle at first glance. An interview revealed that she was multi-lingual. She was a Chinese national, the daughter of diplomats. Her first schooling was in Chinese. She had spent several years of her childhood in Paris and spoke fluently French as well. Since her teens she had lived in New York. She was a smart woman, very intelligent, and she had been able to learn to speak English fluently without using any books. The fact was that she had her alphabets and basic language skills all mixed up between Chinese characters and signs, French use of the alphabet where half of the letters aren \'t pronounced and many sounds such as \'O \' or \'Oh \' takes 3 or 4 letters to spell, such as in \'eau \' or \'eaux \'. She was put back on doing her A-B-C. Actually doing her English A-B-C for the first time. It took several weeks but with that step finally done she could suddenly read the pages and actually complete her education as an auditor with flying colors. The confusions we are interested in in finding and clearing up are the confusions that still remain and have a direct influence on what the student is trying to learn right now. We need to look earlier than the present page, paragraph, or skill than what the student apparently can \'t get or master. The problem is always earlier; back where it all seemed to go well and sometimes it \'s way below the skills you would expect. You often find the problem in skills or data you think the student should easily master or he or she wouldn \'t be in that class. But what happens is, that these unresolved basic confusions ride forward in time and from the student \'s viewpoint they are right there, just out of sight, but right there. This guy is afraid of electricity and backs off from plugging in the computer. Learning to run a computer is way too high. There is another important fact: It is usually classified by the student as being known and not troublesome. It \'s not the confusion that the student is trying to overcome and in the data the Instructor is trying to teach him. If they are having any difficulty with that at all, that \'s a guarantee that it isn \'t the right confusion. We often see heavy reactions here, not just a little light sigh because the student can \'t learn it. The Instructor just can \'t get it through the student \'s head; the student seems harder and dumber than rock. What we should be looking for is a lower point on the gradient that was skipped. There was a point on the gradient that he didn \'t master; but he went on to the next point anyway. With that next point he was surrounded by enough confusion to cause him to be overwhelmed. But when you first look it over that \'s the point the student will give you. The student is complaining over something that came later. He may have endless questions about it, demand and explanation \"he can understand \". To invent new explanations when the original confusion is still there is a loosing battle. The thing the student is apparently having trouble with is never the thing the student is really having trouble with or is hung up on. You can save yourself a great many Instructor hours if you get a good grasp on that one fact. Now this, of course, follows the pattern of the mind and how it works in auditing. If a person is worried about something that \'something \' isn \'t what he is really worried about. If you know all about what \'s wrong with you, that isn \'t what \'s wrong with you, because you would be able to look straight through it and fix it. That principle is very well known from auditing. When we apply this principle we see it applies very well to training as well: what the student is very confused about and unable to move forward into and what the Instructor can \'t seem to teach this student is not the right point of address for instruction. The Instructor just have to take a better, harder look at this situation. He has to look earlier to find the real missed gradient step. Misunderstood Words We have here talked about this in terms of practical skills and physical actions, missing steps like \'Being there \', learn to walk or eating a sandwich. But what you very often find is a misunderstood word or symbol. In the examples with different alphabets we were getting into misunderstood symbols. The misunderstood word or symbol and the skipped gradient are related. Let \'s say the problem is the student is unable to understand what this current paragraph means; he just can \'t seem to get it through his head. An instructor not trained in these data will try this and that explanation and it still doesn \'t help. He (and the student as well) may become desperate, offended, angry and so on, because it means what it says right there on the page. The trained course supervisor would go down another trail. He would backtrack it in the text and have the student look in the earlier paragraphs. He would chase for words the student didn \'t understand. \"All right, let \'s get down toward the end of paragraph four; now, will you please listen to this sentence: ‘So-and-so, so- and-so, so-and-so.. . \' bang! What is the meaning of the word ‘aero-dynamics \'? \" \"Oh! \" the student says, \"nobody could define the word \'aero-dynamics \'! \" The student \'s difficulty isn \'t some undiagnosed disability or illness. The difficulty isn \'t rooted in the students personal life or problems. He just didn \'t understand that word . After reading that word he got confused and had his attention parked in that confusion when he went forward. He wasn \'t fully there as this confusion kept on bugging him. Sometimes these misunderstood words can form the core of a much bigger problem. They can be like hairs in a drain that eventually make the drain clog up. When the words are cleared this bigger confusion can evaporate. Just clearing words can thus sometimes do much more for the student than just make him able to read and understand the immediate text. It can straighten out his whole education and his ability to think. Bad study habits produce actual physiological reactions. Physiological Reactions Study can produce physiological reactions. It can produce some pleasant ones and it can produce some very unpleasant ones. You can have some of the wildest physiological reactions just from studying. And this isn \'t just studying the mind and auditing. This applies to studying anything from how to catch fish, to repairing cars, or building bridges. It is not for nothing some student will be sitting there at his desk and he \'ll be getting more and more spinny; he feels sort of weird and he \'s seeing spots in front of the eyes. And he \'s making himself sick trying to push himself to study further. And of course, if he \'s being pressured forward towards the final examination, he has no time to sit back or go for a walk in the park. He is under tremendous time pressure. He \'s got to sit there and wrap the towel around his head and pep himself up with coffee - but he feels worse and worse. The trouble with him is not what he is studying; it \'s what he has failed to study, just before. This is always his hang-up. When you get a physiological reaction you \'ve got a skip on the gradient. You have this student who is studying a text on how to calculate the dimensions of a pillar in a bridge when it is made out of steel and when it is made out of concrete and it just doesn \'t seem to make any sense to him but it sure makes him feel funny. Finally he is being made to backtrack what he is reading and he is absolutely sure he was ok earlier. But there - right there on the previous page is a paragraph or two on how to calculate the effects of the wind pressure on the bridge. He went first through that in last semester and nobody seemed to care. But that was it. He never really understood what \"aero-dynamics \" meant (how moving objects behave in the atmosphere). After all you are not trying to build a moving object. But after that he couldn \'t understand the text at hand. Finally he gets it cleared up as not only applying to air planes but also meaning how a static object behaves in wind. Suddenly the physical reactions diminish and it all starts to make sense. Proper instruction consists of guiding a student along a gradient of known data. It wouldn \'t be to invent new solutions to the student \'s confusions. If you start to invent new solutions to a student \'s confusions, you \'re just going to get in more and more trouble. Don \'t try to give him new things he can \'t understand under those circumstances. Good instruction is always a system of backtracking. A student will try to go forward full speed and suddenly he falls flat on his face. The way to get him back on his feet is to backtrack his difficulties to that little insignificant word or skill he just passed over. Doing that he will be up and running again pretty quickly. If you are just trying to push him through it he will still have this split attention and he starts to get a headache. He has this uncertainty and this confusion he is leaving behind. When you build a house each element has to be solid in place before you add the next one. In study you want a similar string of certainties solid in place. String of Certainties What you want to achieve in study is certainty . It \'s has to become a string of certainties; a string of confidences and competences. There are many, many ways to promote these feelings of competence and confidence, etc. But the best way is just making sure step by step. It is not that the student has to go forward slowly; it is to make sure that the student walks with certainty. Don \'t hold somebody back because you \'re not absolutely sure he \'s walking with certainty. Let him speed ahead as long as he is doing well. Don \'t Fix it Unless it \'s Broken This brings us to another point and that is, always let a student get into trouble before you help him out. Don \'t try to help out a student before he \'s actually in trouble. If a guy is doing everything right don \'t try to find something to instruct or change. Don \'t try to create something that can be wrong. You basically don \'t have to do anything. This is one of the reasons why students are put on individual checksheets. Classroom education, the traditional way, is in error here. It dictates the same study speed to all students. This system just tries to adjust to the average trouble for the whole class. The way to do it right is to let a student run into all the brick walls he wants to. The thing you \'ve got to be alert for is a student who has run into a brick wall. When he has run into the brick wall, recognize that he has skipped a gradient, skipped a more basic skill or is beyond a point where he didn \'t understand something. Now you have to go to work. The next important point is: Don \'t ever take up with him what he doesn \'t understand. It \'s a waste of effort and a waste of time. He doesn \'t know what he doesn \'t understand. Always backtrack it. \"What were you studying immediately ahead of this? \" \"Was there a point earlier, where you were going along just fine? \" That is where you have him examine it closely. If it is in theory that is where you will find the misunderstood word. Having cleared that you can let him go forward and restudy the text from that point and onward and he will be up and running again. If it involves practical actions you find the step earlier he didn \'t master and have him redo that until he masters the skill. | Glossary | Site Map | Content | Checksheet | Links | FAQ | Home | © Clearbird |","null","null","");arrFiles[2]=new Array("manual/33ktw.htm","ST - Keeping the Technology Working. Ten important points to watch to keep the techn working.","Keeping the Technology Working Search Site Map No Frame With standard technology and the Study Technology we have a workable technology. We can teach students to study with the Study Technology and we can get people to the state of Clear with the standard technology. What is important, then, is to get the technology applied and applied correctly. If we can \'t get the technology applied then we can \'t achieve the promised results. It \'s as simple as that. The only thing your students and clients get really upset about are \"no results \". Trouble spots occur only when there are \"no results \". Attacks from individuals, organizations and government occur only when there are \"no results \" or \"bad results \". Therefore, the road is wide open and the ultimate success of the technology is assured if the technology is applied. It is the task of all staff members, supervisors and executives to get the correct technology applied. There is a right way and a wrong way. The way described in R. Hubbard \'s works and in the Clearbird manuals are based on years of research and more than 30 years of testing and practical use. When applied correctly the technology works. If not, there is no guarantees of such good fortune. Getting the correct technology applied consists of: Having the correct technology. Knowing the technology. Knowing it is correct. Teaching correctly the correct technology. Applying the technology. Seeing that the technology is correctly applied. Hammering out of existence incorrect technology. Knocking out incorrect applications. Closing the door on any possibility of incorrect technology. Closing the door on incorrect application. Let \'s take a closer look at this, point by point: 1. Having the correct technology In developing standard technology a great many different things were tried and tested. There is no claim that standard technology is the only possible technology to achieve the state of Clear. It is however a fact it is the only one in existence. It was largely developed between 1950 and 1982. It has been in wide use for all those years and up to present time. It has produced Clears since 1950 and in great numbers since 1978. It has thus proved its workability over a great many years. 2. Knowing the technology This is achieved through training. Unless the technology is taught at well attended courses and relayed to many, many students the technology will not be part of a society. A practitioner of the technology is of course the central person here. He has to know the technology, and know it very well, in order to practice in the field. 3. Knowing it is correct This is achieved by the individual applying the correct technology in a proper manner and observing that it works that way. Again, the claim is not that it is the only possible technology in the field of study and Clearing. The claim is the technology is correct in the sense it does what it says; it produces and achieves the results it says it does. The way to get to know it is correct is to apply it as described in technical materials and taught on courses using Study Technology. To know it is correct is ultimately a personal experience. Results can be tested and documented. There exists great many test results that clearly support and prove that. But it is ultimately achieved as a certainty one person at a time. Direct observation is what is required. Since we are operating in the field of the mind, awareness, personal freedom and spiritual ability, no one is expected to ultimately be won over and convinced by anything less than on a personal basis. R. Hubbard says the technology is comparable in difficulty to learning to play a musical instrument. But as a musical instrument it has to be treated with great affinity and with great precision to work right. But any student with good heart will soon be able to produce almost miraculous results on a gradient scale and will realize the technology is workable and correct. 4. Teaching correctly the correct technology Here the Study Technology plays a central role. Part of teaching the standard technology correctly is to do it with Study Technology.There exists in the study manual extensive instructions on how to teach the technology correctly. When i t comes to training standard technology practitioners, there is additional training applied. A practitioner keeps a report of the sessions he delivers. These reports are closely inspected by a case supervisor (C/S). The C/S \' responsibility is to see that the technology is being correctly applied and that the client (preclear) gets the expected results. If the case supervisor sees something in the report that isn \'t optimum or is incorrect, he writes out a study order or cramming order for the practitioner to do. The practitioner would then go back and study and drill the exact point he hadn \'t done correctly, hence he gets a new certainty on how to do it exactly right so it produces the desired results. After graduating, a practitioner will still be supervised closely by a case supervisor. Should he run into problems the case supervisor will direct him to the exact materials the practitioner missed or did incorrectly. He will usually be sent to cramming. He needs to be Word Cleared on the exact materials and will usually have to drill the practical procedures in question again. I n a larger office or organization there always exist a cramming section. This department is run by people, who specialize in correcting such errors and getting the practitioner to step-by-step become a real professional. They use additional training technology to achieve that. This is especially covered in R. Hubbard \'s Word Clearing Series and Cramming Series. But the basic technology they use is the Study Technology as presented in the Study Manual. 5. Applying the technology No technology will work unless it is applied. This is one of those simple self-evident basics that shouldn \'t be overlooked. It is important to ensure that students and graduates actually use the technology. Thus every effort should be made on the part of leaders, supervisors, and case supervisors to make it possible and attractive to do just that: applying the technology. Sometimes it has been overstressed that no errors were allowed. The truth is, any application of the technology is better than no application at all. The way to learn it and achieve perfection is to do it boldly and take and give any study orders, trips to cramming and other correctional actions, with good spirits and get them done. By keeping on doing that and keeping on studying, the quality as well as the quantity will go up steadily. The technology thus will be applied. 6. Seeing that the technology is correctly applied This is done by course supervisors, case supervisors, and the cramming section. There has to be a continuous quality control in place to ensure the technology is only practiced in a workable and beneficial way. The application of the technology is a precision activity, that \'s why it is called a technology, which point should never be forgotten. 7.Hammering out of existence incorrect technology Part of seeing that the technology is correctly applied is to hammer out of existence incorrect technology. Students (and sometimes practitioners) may try to mix it up with other technologies. Sometimes they do it incorrectly due to false ideas or misunderstood words. There exist many tools for sorting these things out, from Word Clearing to ways to find, inspect and discard false data (False Data Stripping), to handling students \' personal problems. The mind and spirit are in fields full of opinions, philosophies, and so-called schools of thought. Standard technology and Study Technology are their own and should never be mixed up with other schools of thought. In case of illness the client should consult a doctor first, however. This is part of the technology. It has to be applied correctly to keep working. 8. Knocking out incorrect applications First we knock out incorrect technology. Obviously things are improving. Now we have to look more closely and catch any small errors in procedure and performance that would prevent optimum results. The tools are the same as described above: course supervision, case supervision, study orders and cramming actions, including lots of additional practical drilling. 9. Closing the door on any possibility of incorrect technology In (7) we hammered out any incorrect technology that had crept in. We also have to take action to plug the holes and close the door so it doesn \'t happen again. This may take organizational actions. It may take disciplinary actions by the ethics department. It may take screening of the students and make sure they agree to the terms before they are enrolled and to specific ethical and technical terms before they are graduated. 10. Closing the door on incorrect application In (8) we knocked out incorrect applications. How do we plug the holes and close the door after that? On the level of teaching courses it is done by setting high standards and running the courses efficiently with good discipline and correct application of Study Technology. This include lots of drilling before a student is turned loose to practice what he has learned. It may also take organizational actions. It may take disciplinary actions such as ethics actions. Things has to be run as in a tight ship. It is better to keep students at it for an extended period of time than allow incompetent students to graduate. Students are given a certain latitude as long as they audit for the benefit of the pc and get positive results. When they graduate all uncertainties should be behind them; the door is closed to incorrect applications through rigorous training and repeated pink sheets, crammings, and possibly ethics actions. Technology and group-agreement Groups and exact technology seem to be like oil and water. They seem not to mix. This is especially true in a new technology. Even more so when the technology is about thought, mental and spiritual phenomena. A group could eventually accept a better way to build a house or other things tangible. When it comes to mental phenomena and thought though, the matter is quite different. Gaining acceptance and agreement on a technology can take a long time as history shows. Groups tend to agree upon principles that are a low average of its members. This may be out of superstition, out of convenience, out of a single individual \'s struggle for power and control. It can be to get enough agreement from group members, or out of a desire to \"please the customers \", or authorities. It can be to get funds from some rich and influential person or organization. In standard technology we handle a person \'s reactive mind. The reactive mind is the \'unconscious \' and irrational part of a person \'s mind. Since all humans, not yet cleared, have a reactive mind they tend to agree upon principles dictated by this irrational mind. Anything new and different is perceived to be dangerous, hard to understand and impossible to apply - no matter how clear the evidence is to the contrary. The reactive mind, for one thing, prevents clear and unbiased observation. It depends upon superstition, fear, and and false ideas in its \'judgment \'. This has to be overcome in the individual student and in the group as a whole. The way to overcome this is study, study, study. The student has to be willing and able to observe at all times. He has to be taught long and hard to do procedures by the book and observe that it works. In the absence of an ability to observe the right way to do it, it has to be enforced with discipline and lots of drilling. Eventually the student will realize there is a right way and a wrong way to do it because he has seen the difference in results with his own eyes. Some students may choose to leave, but the overall concern is that the technology is kept working - or no one will benefit. As in anything worthwhile it takes discipline, hardships, overcoming fears and superstitions to really succeed. At times it takes a bit of faith to keep going. The student and practitioner has to develop determination and toughness and a willingness to do it as described in the materials. Eventually (and this may only take a few weeks or months to become obvious to him) he will be able to reap the benefits of his hard work. To become a true professional may take years. But this is only achieved through accepting the discipline necessary to perform. This is true for any worthwhile profession, be it in medicine, engineering, science, arts, music, writing, or acting. It is especially true to standard technology that is handling the mind and spirit where in the past only confusion ruled and all were entitled to their personal opinions and strange ideas. Wha t has to be understood is, that standard technology is a technology . It is based on exact axioms and natural laws. When you do it correctly you get results; if you don \'t, you may end up with a disaster on your hands. Keeping the technology working thus means to observe the ten points above and do it by the book; eventually it will be realized that it works as described. | Glossary | Site Map | Content | Checksheet | Links | FAQ | Home | © Clearbird |","null","null","");arrFiles[3]=new Array("manual/24study_5.htm","Levels of Competence. About diff. levels needed depending on what you are going to use the subject for.","Levels of Competence Search Site Map No Frame First-hand observation Second-hand observation Essay based on R. Hubbard \'s recorded lecture: \"Study Lecture No 5, Study: Evaluation of Information \", given to his advanced students at Saint Hill Manor in Sussex, England August 11 in 1964. When we talk about study we are talking about two methods of obtaining knowledge. The principal two methods are first-hand observation and second-hand observation. Books and education are mainly the relay of second-hand observation. When you go out and observe things you are basically studying. You are trying to find out something or learn about something directly. This is what we call first-hand observation. If you are looking at some simple machine or device and trying to figure out how it works you are studying to some extent because you are trying to obtain knowledge. Knowledge obtained by direct observation, you could say, is more valuable than second-hand information. You can achieve a higher level of certainty through touching it, handling it, and getting some experience with it. Other words for first-hand observation are: investigation, examination, inspection, experiment, and research. Experience is also a first-hand observation. These methods are all very valid and valuable ways of obtaining information. Experiment, investigation and experience are ways to obtain first-hand knowledge. These are very valuableways of gaining data but too slow to be the only methods used It is however quite obvious that the culture and our standards of living and our very ability to deal with all of life \'s situations wouldn \'t have advanced very far if we had to depend entirely upon first-hand information. The learning of second-hand information is thus the dominant way when it comes to study. That is what formal education is all about. We get this information from books, from other types of media, from a teacher, or instructor. Using that we can expand our scope of knowledge hundreds of times. When we read about an observation from the printed page it \'s a second-hand observation but that is the route almost all knowledge travels on. If we were trying to re-discover all the knowledge there was, from the beginning of time until now all by first-hand experience, we would end up stupid. If you were to personally evolve all knowledge there was about anything in one lifetime you would not succeed. If you had to evolve all the knowledge used without receiving any information from any other second-hand source you would practically get nowhere. In other words, if you wanted to learn about Borneo \'s headhunters you had to go to Borneo and find some headhunters. If you had to gain all information this way you would get so little done that you would die stupid. Or you could end up believing you knew everything there was to know because you never in your life had been outside one little community and anything outside that \"didn \'t exist \". So there is a value to second-hand knowledge. But even when you need direct observation and experience it is much better to have the fruits of other people \'s observations and experiences to build on; only in that way can we maintain and carry forward any research or a culture of any complexity. Primitive hut-making. It is passed on from generation to generation, first-hand. Illiterate Cultures Illiterate cultures do not survive and they do not go very far. Illiterate cultures depend entirely upon experience and direct observation. Their scope of interest and knowledge is very limited. They may know all there is to know about hunting antelopes with spears or bow-and-arrow; they may know all there is to know about finding edible berries and roots, about building primitive huts, or the use of tents. But when it comes to anything beyond their immediate and basic survival skills they are basically lost. The history of colonization tells the story about these cultures \' ability to survive. They got overwhelmed by the invading army in the first place as their weapons and methods of defense couldn \'t withstand modern riffles and guns. Being occupied by this force, such as the British army, they soon were awed by all the modern marvels this invader force brought along. Yet, they couldn \'t absorb this new culture easily as they couldn \'t read and couldn \'t really learn all this second-hand information they were confronted with. They couldn \'t learn well due to their illiteracy. They were not up to absorbing this new culture rapidly. So, of course, they were victimized by this new population that flooded in. Once the line is open, once this new level of technology and civilization is around, if literacy doesn \'t follow and if second-hand observation is not available to a peoples, they loose the knowledge they already have; they degrade and go to pieces. They are struck by this tremendous volume of data and new things of this new culture. They \'ve been happily hunting antelopes; to go out and hunt and bring home the prey was the highest level of skill and interest. They could tell you all about this and they could tell you all about what you mustn \'t do on a hunt and what you must do; this was all based upon their direct observation. The moment they were hit by Western civilization their society started to fail. They were hit by all these unknown tools and inventions. They were hit by abstract ideas of engineering and technology; ideas closely related to the handling and building of things. They were hit by political and economic ideas, such as \'democracy \', \'parliament \' and \'market economy \'. All these new ideas made them feel inferior and caused their culture to fail. They are not able to make rifles, toasters, or radios, build paved roads or bridges. They are not able to organize themselves into a proper democratic civilization, or a new economy, no matter how many councils are formed and no matter how many government buildings they are given. They can be victimized, they can be degraded, and turned into slaves. In Western civilization we take literacy and technology for granted. What \'s happened was, they were overwhelmed when presented with this tremendous cultural image. They were confronted with this new great and shiny civilization. It \'s full of fancy cars, computers, radios, TV \'s, air planes, and toasters, and all kinds of wild things. They look in awe at this material animated world; they see people who have conquered their environment to the point where they can live an easy life and where they can do completely new things and where some young man with a few push-buttons can control 100 horses as the most usual thing that he ever did in his life. In other words, he can turn the key and drive a car. The illiterate people of the world are being overwhelmed. It has always been that way. It \'s those who don \'t know, it \'s those who do not understand, it \'s those who haven \'t figured things out who get knocked over. The death of a civilization is based upon its accumulated non-understandings, not-knowings, its ignorance, its failure to grasp the situation. No Need to Know A literate person or civilization can also grow old and loose the ability to stay alert and keep up with things. This can be deadly as well and is related to study. A person can become too \'superior \' or arrogant to keep up with things. You see companies and organizations that have had great success but now have decided they know it all and dominate their field so there is no reason for development, research, or new products; just to discover, after it is too late, that some up-and-coming technology and competitor are pulling the rug under them. General Motors used Henry Ford \'s unwillingness to modernize his Ford-T to their advantage and became the industry leader. Henry Ford, the great automaker, was so sure his Ford Model T of the first part of the 1900s was the ultimate answer. For years he refused to change anything or build other models. That gave rise to competitors who kept up with new technology and better understood the changing taste of the public. Out of this came General Motors; they soon rose to become much bigger than Ford. GM \'s strategy was to give the public many brands and models to choose from. The story almost repeated itself after the energy-crisis of the 1970s, where the American automakers found, that their models lost out in competition with especially Japanese cars. The Japanese built smaller and very fuel efficient cars of high quality at low prices. They took the American auto industry by surprise. The US automakers had simply told themselves repeatedly that nobody could compete with American cars so why bother with the competition. The Roman Empire got too occupied with a pleasant lifestyle and was eventually overrun by barbarians. An example of a whole civilization would be the Roman Empire. It grew old and forgot what was important and what wasn \'t. The Romans knew all about good wine and other pleasures of life. But they had lost their vitality and efficiency when it came to defending the empire and eventually they were overrun by barbarians. Part of their information was missing: that a peoples who want to remain free must not only know about the latest wine. They \'ve got to know a lot of things across the boards. They \'ve got to stay alert, they have to be up and running and defend their way of life. The day that marks your death is the day that you sit back and decide you know everything there is to know; now there is no reason for you to observe anything. On the one side, then, you have the attitude: \"I don \'t need to really experience, do, or look at anything because I know all there is to know. \" That would be the attitude of a dying civilization, a dying company or a dying individual. The other extreme would be: \"I Don \'t know any of the words; I don \'t understand anything that \'s happening around me \", and that \'s a very fast route to decay and eventually death. Between the two extremes there is a mean that makes life livable. So the thing to do is to know the words and to stay alert. That \'s the motto one reads out of this. You \'ll always find there \'s some new technology being invented somewhere. It is important to be curious enough to find out about it; to stay alert. Never become complacent about what you know and you \'ll go right on surviving. Understanding and Survival The difference between the successful individual and the unsuccessful one could be expressed this way: The successful individual can understand and makes an effort to understand. The unsuccessful individual doesn \'t understand or doesn \'t care to understand. There are these two ways of not understanding, as explained above. The one is to suppose you know all about it so you don \'t have to observe. The other is just not knowing the words. The individual who is going to succeed and survive is somebody who can observe and understand and makes an effort to do so. In second-hand observation Understanding is a substitute for Mass. Study and Understanding Second-hand observation is a perfectly valid way of observation when combined with understanding. But second-hand observation has this liability: it has to be understood. The less direct the observation is, the greater the understanding has to be. In other words, your understanding has to increase to the degree that you \'re not directly observing. If your observation of building a barn is indirect you better listen up and understand all there is to be understood about it. You have to understand it much better, oddly enough, than if you were standing there looking at it being built. Understanding, in that respect, is a substitute for the mass. In study understanding is a substitute for mass. If you are only reading about how to build barns you have to pay close attention and understand it much better. In other words, if you haven \'t got a barn to observe and you are being told about building barns, you better make absolutely sure you understand what you \'re being told. If you don \'t understand what you are being told about the barn, or you don \'t understand the words and symbols used, you will end up not understanding barns as you don \'t have the mass to look at. The information is relayed only by words and symbols. Suppositions First-hand observation can also be a type of indirect observation. Typically a criminal investigation is all about finding small clues and conclude what really took place. Here are some blood and a dead body. There are some foot prints and a knife with fingerprints. Let \'s see if we can find whose fingerprints it is and chances are we have our killer. This kind of information is of course on the borderline of second-hand information but criminal science is all about how to deal with that. Also, in scientific research we run into these kinds of situations where logic deduction, theories, and hypotheses play in so heavily so it is well removed from what we normally call first-hand observations. In a criminal investigation an eyewitness would be what was needed to call it first-hand. In science it something physical that can be measured; best of all, the experiment that can be repeated and duplicated. Such observations make it an undeniable fact. Reliability of Information The difficulties with second-hand information are many. If we have four blindfolded men trying to examine and describe an elephant we would get all kinds of odd descriptions. Let \'s say they are allowed any way of inspection except direct observation. If they didn \'t observe the elephant because they were blindfolded they would each give their wild version of what this elephant looked like. Part of our understanding when we are engaged in second-hand observation must therefore include an evaluation of the reliability of the information. This is important. Our understanding must include the understanding of whether this is good information or bad information, whether this is the straight data or tainted or irrelevant data. We have to be able to evaluate the truth and reliability of the relayed observation. It is not difficult to find examples where the relay of information breaks down. You have textbook writers who have misunderstood their role and think their job is to show off and impress the students, as if they had to pass an exam themselves. In an odd way they have the cause and effect of study mixed up. When they were students they were subject to so much scrutiny and second-guessing so they finally adopted a style with so many incomprehensible words so any critic went blank in non-comprehension. They were now left alone. A good textbook is written at cause and pays little attention to anybody but the intended reader. Some of the best textbooks are written for young readers. The textbook writers are here really trying to explain the subject without all these defensive mechanisms at work. \'Sciences \' in the Middle Ages were full of false data and fixed ideas. Some subjects were full of falsities, such as \'sciences \' in the middle ages. This was true for medicine, chemistry, astronomy, etc. Yet, at the time you had to know them verbatim or be flunked. Unfortunately this phenomenon still exists. If you inspect psychology and psychiatry you will find numerous such data that don \'t check out. False data may exist in dozens of other sciences but we just can \'t see it as we have been so indoctrinated into their way of thinking. Sources of Information Part of understanding and study is thus to determine the falsity or correctness of the data and the sources of data. This is actually an important subject all by itself and we are just touching upon it here (the next chapter, \"Evaluation of Data \", is discussing this at greater length). The student, in many situations, may not be in the position where he can reject a source of data or type of data. This is one major difference between what we here call schooling and education. A student trying to pass a grade or examination better get it exactly as stated in the textbook - or else... He really doesn \'t have much of a choice. Yet, the data explained here are useful to him as well as he at least knows what he is up against. He can seek alternative sources in order to get the full picture. Aristotle, 384-322 B.C., Alexander the Great \'s tutor, was the trusted Authority in science and philosophy from ancient times and into the Middle Ages. You will actually see the whole culture and civilization blindly trust some sources and discard all others. Aristotle, the brilliant Greek philosopher, became such a source and authority on dozens of sciences. He held that position of authority for centuries. He was the only non-Christian thinker Rome would trust. Most of his writings on science was based on speculation, not experiment or direct observation. It didn \'t hold up to experimental proof. But since experiment and other scientific methods were not part of \'science \' and knowledge for centuries you simply had to take his word for it. You have to choose the right kind of materials to study. If you are looking for a textbook on a subject, you have to find a text written by somebody who knows the subject in depth and preferably somebody who has practiced in the subject. Practical application and experience is the best school an advanced student can go to. A teacher or textbook writer who has practical experience under his belt is thus superior. The textbook has to have an end goal in mind and stay on the path that leads to that goal. All too often textbook writers want to show off and bring incomprehensible and too technical dissertations in order to prove to the reader that they know the subject in depth. Their purpose in doing this really isn \'t communication. They are just trying to show off. They are trying to close the door on any possible criticism from learned colleagues. You will see learned professors go overboard in some part of the subject and leave other important parts out. You will see relative simple facts stated in a super-technical way. The textbook writer does not really have his audience in mind while writing. He is seems to write for somebody else. Since he is not addressing the students, the communication goes out the window. The communication factor is completely corrupted. He is not, when teaching a class himself, addressing the students present but some imaginary critics, including his own teachers of yesteryear, his learned colleagues of other universities and possibly publishers of scientific publications. That accounts for the non-communication the students in his class experience. So there are good sources of information in the form of books, articles, teachers, practitioners, and critics; and there are bad sources. In any situation where you have a choice you will of course pick the good sources. Even in situations where you have much less of a choice, such as in a formal school or university, this is important to know as you can supplement your studies with good sources. Even within one textbook will you find sections that are well written and to the point and other sections that are of little or no interest. A good student will thus continuously evaluate what he reads on the basis of a few key questions, like: What \'s the relative importance of these data? Is the textbook trying to communicate something to me or just showing off in a defensive way? How does this align with other data of the subject? Grades of Application Part of understanding a textbook for professional purposes is to understand the nomenclature, the specialized words. There really isn \'t any substitute for that. In subjects where extensive nomenclature exist this has to be sweated out. The rewards for doing this is to get an intimate knowledge of the special phenomena described in the subject. There are however a number of ways a subject can be approached. You can get into a subject without having the intention to become an expert or practitioner in it. The student should make it clear to himself beforehand what his purpose with learning the subject is. Having done that he can choose the books, classes, and methods that best serve this purposes. Let \'s look at some common degrees of engagement: Knowing a few scraps: You may just want to know a few scraps so when it is mentioned in the news or in casual conversation you at least know what it is all about. This level of knowledge can be obtained from an encyclopedia and sometimes even from a good dictionary. You may go to the library and study several encyclopedias or look in the section for young readers for popular books on the subject. If you just need to know a little about a subject the encyclopedia is an excellent source. Be able to talk about it socially: This would build on the above. You may want to read popular magazine articles about it and learn the newest and latest in the field. You may want to learn a few big words used in the subject so you can demonstrate you are \"in the know \". This is of course very superficial and dilettantish, but perfectly legitimate. To be a dilettante is fine as a hobby but don \'t rely on it: false understandings and pretence remain undetected. Dilettante: A dilettante is a person who is dabbling in a subject. He may dabble in the arts, in house repairs, in investing, counseling, politics, and so on. This is can be an unfortunate state of affairs. There usually is an element of pretended knowledge and skill involved. The person may try to fool others or fool himself. The person knows too little to be able to do anything of value in the subject. But we are definitely just getting inside doingness when we talk about dilettantism. False understanding: There is such a thing as false understanding. This is a dangerous thing. You think you are competent enough to understand something or perform a skill, but as a matter of fact you are not. You get yourself in a lot of trouble or get the activity you are trying to help into trouble. It is some kind of camouflaged hole. The best cure is finding the misunderstoods or false data followed by more study and practical. A practical worker can make good products but in a very limited field. Practical worker : One can be all into the practical aspects of a limited field. You have learned some practical skills, usually by somebody showing you how to do it. This does not involve any deep understanding of the subject but the person can actually be of great use and produce good products in his little area of competence. You need to be an informed customer before making many important decisions in life. Informed customer: This is an important level of knowledge. You want to know enough about a field to be able to talk to professionals about it and especially do dealings with professionals. Any field will have bordering fields a professional should know something about. A sailor would want to know meteorology to have some idea of how to predict the weather. Also map making would have interest. He is basically a customer in these fields but needs an extra edge. Car owners are better off if they know about motor repairs; this simply so they won \'t get taken advantage of by repair men. Investors need to know all kinds of things about a field or company they want to invest in. They are not expected to run that company or be able to work professionally for it; but they need enough specialized information or they can loose their money. A shopper, whether a professional purchaser or a housewife shopping in a supermarket, needs this level of information in all kinds of fields. Price, quality, use, durability, advantages, disadvantages, and alternatives are some of the things a professional shopper wants to know. Experts know \"that piece of forgotten information \" that can help the practitioner out. Theoretical knowledge: One can have extensive theoretical knowledge of a subject. This would include the full nomenclature of the field. This type of knowledge is especially required by so-called experts, professors, and teachers of a field. They may not be able to practice in the field itself as they don \'t have the practical skills needed. Yet, this is a valid level of knowledge; but it has its shortcomings. Experts, professors, and teachers are called upon by professional buyers and practitioners in order to give them that little piece of information they need. Theoretical knowledge would be heavy with significance and light on doingness and application; but it does have an important purpose of its own as it preserves knowledge that otherwise may get lost as it does not seem to have any immediate practical use. A practitioner has the right balance of significance and mass to stay productive and flexible. Practitioner: This study manual is aiming at making you able to become a practitioner in a field. As you have seen we stress a balance between significance, doingness and mass. Between theory and practical. This is the way to follow if you want to become fully familiar with a subject. You study a level of skill; you practice that level for a while; you study the next level of skill and practice that; and so on. Theory and practical are about equally important in study. But the end product is clearly practical application. By going back and forth, and look back earlier when the student didn \'t master part of the subject, the ARC, the practical understanding, is continuously increased. The true professional can do it all in a textbook manner. But he can add that little extra touch it takes a true professional to do. True professional : A practitioner who keeps studying and keeps applying what he learns will eventually become a true professional. He will know all there is to know about a field and be able to perform all the skills described in the theory in a competent manner. He will be able to do it all in a textbook manner and yet stellar way. He can add that little extra touch it takes a true professional to do. The Study Technology is useful to all these different levels of competence but sees it as its ultimate purpose to be able to bring about true professionalism. True professionals are needed in any field of any lasting value. This is the level of competence that keeps people alive in dangerous fields. Ships without true professionals on the bridge will run aground or get wrecked. Hospitals without true professionals in the operating room will loose patients. Builders without true professionals throughout their organization will build houses and bridges that will collapse. So true professionals are needed in any field that want to succeed. The society at large and the civilization itself need them in order to survive. | Glossary | Site Map | Content | Checksheet | Links | FAQ | Home | © Clearbird |","null","null","");arrFiles[4]=new Array("manual/21study_2.htm","Technical Words and Learning. About need for special term and need to know them.","Technical Words and Learning Search Site Map No Frame Unless you understand the words you don \'t understand the sentences. Unless you understand the sentences you don \'t understand the meaning. Essay based on R. Hubbard \'s recorded lecture: \"Study Lecture No 2, Studying - Data assimilation \", given to his advanced students at Saint Hill Manor in Sussex, England July 9 in 1964. When you are trying to read and understand any specialized information there is one point that can that can trip you. That \'s the technical or specialized words of the subject; the terminology used; the nomenclature. Unless you understand the words you don \'t understand the sentences. Unless you understand the sentences you don \'t understand the meaning of the printed page or spoken words. Non-comprehension all comes down to this: there is a word you don \'t understand. What does that word mean? This can become a major stumbling block in study. You cannot read and understand the sentences unless you understand the words used. There are of course two sides to learning new technical words and new nomenclature. You have to understand the definition itself, the words and grammar used within the definition. The other side is to compare what is described in the definition to the real world. Does the thing or phenomena defined actually exist? Can you observe it? Can you touch it or experience it? We will cover this point in more depth later in the essay. But let \'s say you do research and discover a new phenomenon and you want to communicate what you have discovered. You can \'t keep calling it \"the thing \" because that isn \'t very clear or practical. You have to name it, describe and define it and have others understand it or you won \'t get anywhere. You need special terms to describe things. If everything is simply a \'thing \' you can \'t really communicate about it. So nomenclature is necessary. Specialized words can be very useful and helpful in describing new fields or specialized equipment and facts. The normal words in the dictionary would just not cover it with enough clarity. These words would carry a baggage of earlier uses, of other fields of knowledge and it would all become a mess. So a new field of knowledge needs its own nomenclature in order to be clear to the students and in order to develop in a logical and rational fashion. In Standard Clearing Technology we sometimes get criticized for not using \"standard terminology \", meaning words used in psychiatry and psychology in their description of the mind and mental phenomena. But Standard Clearing Technology is its own and should not be mixed up with earlier attempts to solve the mystery of the mind. We would get the subjects totally mixed together and nobody would know what we were talking about. The subjects have different starting points and different goals. Psychology assumes the mind and the brain is the same thing although the word \'psychology \' means the study of the spirit. Psychology assumes the mind and the brain are the same thing. Since the word psych-ology basically means the study or the spirit ( \'psyche \' is Greek for \'spirit \'. \'-ology \' means \'study of \') that subject has at the present lost sight of what it set out to study or understand. Psychiatry has mainly the goal to make their patients \"quiet \". If the patients feel better or are more able is not really any of their concern as long as the patient is quiet and \"behaves \". A patient that is \'quiet \' and \'behaves \' is considered \'cured \' in psychiatry - or so it seems. Using their \"standard terminology \" would thus make it completely impossible to communicate what Standard Clearing Technology is all about. We would get extremely upset if the technology we teach would lead to quiet clients that \"behaved \" and believed their \"psyche \" were just phenomena in their brains. We want to make our clients more able and happy with their lives and move them towards spiritual awareness and freedom. If we adopted terms and nomenclature from psychiatry and psychology it would create all kinds of misunderstandings about what we are trying to do and the fact that we try to rehabilitate Man \'s awareness or his spiritual side as independent of the body and brain. So if you try to adopt terminology and nomenclature from a field that does not really fit you get yourself into real difficulties quickly. You would have to adopt and adapt words that have several other meanings and is taken out of a context, that was leading in a total different direction. So words have to mean what they say and not something else or have other meanings in other contexts. That would very soon come back to haunt us and create considerable headaches all around if we violated that. If you start out to study a new subject you will very soon run into this phenomenon: you run into a sentence where there is is a new and unknown technical word right in the middle. If you just ignore it or say to yourself, \"I \'ll catch up on that later \", you will very soon find yourself getting into deep trouble. If you leave these technical words behind as misunderstoods you will very soon realize that you don \'t have a clue of what the written text means or what in hell the textbook is talking about. You may think it is the slow way, to spend a lot of time looking up the meaning of this word and fully understand it before you go on, but this is only an immediate apparency. Because these misunderstood words or non-defined words tend to slow you down to a point where you just drop the book and walk away and never get any further. The immediate effect of bypassing misunderstoods is that you get slower and slower; you get more and more uncomfortable about the whole thing. If you want to speed up your studies you have to do it the apparently slow way. You look up the words you do not understand when they appear in the text. Then you go on and look up the next word you run into, and so on. Learning new words has a snowball effect. It becomes faster and easier as you go along. Looking up words as you go along fortunately has the effect of snowballing. Like a snowball rolling down the mountainside and becoming bigger and faster. The same happens with your grasp of the subject and the speed of study you are capable of. If you just skip the words, saying to yourself, \"that \'s not important, I \'ll catch up on this later \", you get slower and slower and more and more confused about the subject. When you look up the words as you go along it may be awfully slow in the beginning; but at least you have the satisfaction of understanding what you are reading. But after a while you will have most or all of the terminology down cold and now you can really pick up the speed and still grasp it all. The primary stumbling block in any new subject is thus the nomenclature. Unless you look up the words in the dictionary and get the terms clarified you may think the subject or what the author is talking about does not make the least bit of sense. But really, it is not the subject. It is not the author. It is most commonly the specialized word that didn \'t make any sense because it wasn \'t defined. Once the word is cleared the sentence makes sense. Once the sentence is cleared it usually makes good sense and now the student at least is in the position where he can understand what it is all about and form an opinion. To illustrate, let us bring this practical example of the above. The following we have from a practitioner, who worked with clearing words in a professional capacity in the 1970 \'ies. At that time the technology of Word Clearing was first put out as a formal subject and technology. Our friend was one of the first so-called Word Clearers in Europe, if not the first. His job consisted of helping students of a theory course to find and look up their misunderstood words in the theory they studied. The course had a points system in place to keep track of the students \' progress; the students would get so many student points for each page of theory read and they would get points for different practical assignments and drills done. At that time, the job of Word Clearer being a brand new thing, students did not get any student points for looking up words (this was later changed). This is important to point out as later students got many points for simply looking up words on their own. But when Word Clearing was first introduced this wasn \'t in place yet. Initially there was therefore a certain resistance to looking up words as students believed their point totals would drop and they would have explaining to do or have to stay after hours to make up the difference in lost production. Graph of student points. Despite the extra work with looking up words the students \' study production went up like a rocket. The opposite happened however! And that is the whole point here. Although the students apparently had a lot more actions and work to do in order to earn the same amount of student points their individual points and the points for the whole course as such went up like a rocket. In other words, the students were much more alert and concentrated upon what they were doing. Apparently they had spent a lot of time just hanging over the books without being able to really read and study. This is a good illustration of, that looking up words is the way to speed up study. Here is another illustrative story regarding speed of study and misunderstood words. These data stem from a translator. She was translating technical materials and it usually went quite well. From time to time she stopped to take a coffee break. This seemed quite natural. It is however the timing of the breaks that is of interest. Each time she took an unscheduled break you could look at the text she was translating and right there in the next paragraph would be some big, difficult word or a technical term she didn \'t know the meaning of. In other words, in each case of an unscheduled break it was easy to trace back to what had caused it. It was the misunderstood word. When she became aware of this fact, she decided never to take an unscheduled break at such a point. Instead she made it a rule to not take a break before such a word was cleared up, regardless of sometimes having to use part of her regular lunch hour to do that. Soon she found her speed as a translator and general well being and enjoyment of the job increased considerably. She was promoted to being a supervisor of other translators. As a supervisor her job was to keep junior translators going and check their translations. Here she noticed another phenomenon related to the above. She found the translations checked could go on beautifully page after page. Then suddenly the language would become difficult and unclear and sometimes flat out impossible to understand. The senior translator would check the original and find that it didn \'t contain the real reason. The original seemed clear enough to the informed reader. But then she looked closely at the earlier paragraphs before the language in the translation became clumsy. And right there, in each and every case, she found a difficult word or a technical term. She asked the translator to tell her what it meant and as a rule he couldn \'t define it. The translator was made to look it up in a dictionary and retranslate the paragraph; and as if it was magic, the translator now had no problems with translating it into a smooth and easy style. These phenomena are all well-known now. They are technically explained at different points in the Study Manual. But the above examples give some solid evidence of these phenomena. In Standard Clearing Technology we are examining a lot of phenomena, things in the mind, abilities of a being, etc., that weren \'t very well described or known before. It does take hard study to get an understanding of this new field. It does take a serious effort and good study habits to get into this new subject and realize what it is all about. It also takes a specialized nomenclature or we wouldn \'t get anywhere. We need to label new discoveries with new labels and describe exactly what we mean. Most of these things didn \'t have a name before. They have to have a name and be clearly defined before we can actually get some place. Professions and Nomenclature You will find any profession has its own nomenclature and its own \"black talk \" among colleagues. There is more to it than just defining things when it comes to a social level. It becomes the passwords to the group, the way the old pros in short order can tell if the newcomer is a mere dabbling amateur or is one of their own. You see this in just about any profession with any professional pride; be it mechanics, circus performers, lawyers, computer specialists, carpenters, doctors, musicians, etc., etc. Each profession has its own nomenclature. It also works as a social bond among professionals. A virtuoso concert pianist will have an astonishing language when he talks to the conductor of the orchestra or colleague-musicians. You wouldn \'t understand a word unless you had gone through years of formal training. A concert pianist would also have a whole ritual around how he treats his instrument and how he behaves in a concert. Typically he would have this long unruly hair he had to brush aside all the time or he would manage it with temperamental moves of his head while playing. Before starting on a piece of music his hands would float over the keyboard, ready to attack with incredible speed. But they would express a sensitivity and control beyond belief and far beyond the common man. This is all part of how he expresses himself as a pianist, his body language, his mannerisms. It \'s all in place to tell the audience that they are in for a treat from a real virtuoso. The nomenclature, as mentioned, is an important part of any professional \'s social beingness. The usual cycle on this is: when a student first gets into a new field he will absorb all these new terms and use them to impress people with. He will usually be hard to be around for less informed people. After a while he will have his appetite for all this satisfied and now he will start to adopt or develop slang expressions for much of his field and its nomenclature. He will generally become more and more relaxed about it all. The real pros, the real experts, are usually very relaxed about all this. A doctor that has hardly graduated yet may be absolutely incomprehensible to his patients. He wants to show that he is a trained medical doctor and a valid member of the club of professionals. The experienced veteran and proven expert in the medical profession will often be found to have put all this behind him. He is no longer concerned about being mistaken for a newcomer. He has earned his reputation. Also, he can actually speak to his patients in a manner so they leave happily informed. He is not afraid of using simple layman terms and call a cold a cold instead of some incomprehensible medical term. \"We are going to examine and document your visual capabilities. I suspect there is an infection in iris, possibly also in cornea. The vitreous body seems uninfected. If thatis the case you will have to consume Colipour at a regular interval for a fortnight. \" A young doctor is usually more difficult to understand than an experienced practitioner. The word \"Eye-exam \" is just too plain touse when there are medical terms available he can impress his patients with. True Experts The true expert in a field is the person that can produce the results in his professional field. The mechanic that can look over a motor and listen to it and exactly say what is wrong and correct it in short order would be an example. He may not have the appearance of an expert but his work and results prove that he is. Some professions have an awfully bad record of producing any of the results they advertise. This is in particular true for the professions related to the mind and spirit. Psychologists repeated complaint are \"we were called in too late \". They couldn \'t help or the patient got worse - or even committed suicide - due to this. The fact is, however, if they really knew what they were doing they wouldn \'t just need good or bad excuses. They would simply cure their patients in short order. Instead such professions are in a defensive mode. They cherish all their academic achievements and degrees and have a vocabulary it is impossible to comprehend, sometimes even among themselves. They are seen to attack Standard Clearing Tech on a regular basis and hold their impressive certificates over these practitioners \' heads as if that proved anything in terms of results. As we have pointed out earlier the goals and basics of Standard Clearing Technology on the one side and psychiatry and psychology on the other are different. But the fields are sufficiently related as they deal with people and their states of minds. This has created a certain amount of rivalry and professional tension. Standard Clearing Technology operates in the field of normal functional people who want to improve themselves. It is along the lines of personal education and self-improvement. In this field Standard Clearing Technology auditors have produced remarkable results. In the field of making the able more able and improving the lives and abilities of normal people they have through their results proven themselves to be true experts. \'Sciences \' as they existed in the Middle Ages were full of false data that were carefully defined. Part of study is to make sure the datum is true and describes something that actually exists. Definitions and Reality Beyond the definition there has to exist a thing, a phenomenon or an experience of what is defined. The definition has to describe an existing and available \"hands-on \" experience of some kind for the definition to be valid. When the student gets into a new subject, such as Standard Clearing Tech, there are times when he says to himself, \"that couldn \'t possibly be true! \" In other words, he may disbelieve or reject the definition entirely. This can be quite a natural and healthy reaction. You don \'t have to believe everything just because it \'s on a printed page. You have to do additional steps, however, if this is the case. What is needed is a very thorough grasp of the thing under discussion. A person can misunderstand something that he has read because it conflicts with the usual ideas, or he can find it unbelievable for other reasons. If you don \'t agree with something that is true, it is either a misunderstood or there is a conflicting idea that you are running into. When you find something unbelievable make sure you know what you are disbelieving. First make sure that you have understood the words used. Data can seem unbelievable when they conflict with existing ideas and beliefs. In such a case the student should find examples and even conduct his own investigation to sort it out. Then make sure that you have got the thing, the phenomenon, right. Ninety percent of the times you will find that you had something mixed up. In the other ten percent of the cases you can handle it by setting up examples of how it applies to you and to life. Get examples of how it is that way and how it isn \'t that way. You will generally find, then, that some conflicting idea or some consideration or experience was in the way of your understanding. (Later R. Hubbard developed False Data Stripping as defined in the Glossary. We have included the theory of False Data Stripping as the next chapter of the Study Manual). Summary Following this sort of routine you will find yourself being able to study. Former methods of study, what few there have been, have not been very successful. When there is no training available one reliable method of studying is to read everything you can find on the subject from cover to cover. In studying Standard Clearing Technology it is important to know how to study since we are studying that which we are studying with - the mind. To classify students as fast or slow or bright or dull is to make a false classification since this classification leads to no-improvement of anyone \'s ability to study. There are students who can memorize words and pages virtually at a glance. But this does not guarantee that they will be able to do anything with what they memorized. You can find out by asking if they can define the words in the text, if they can demonstrate the concepts. The direction and end product of study is understanding . We have defined understanding as ARC. It could also be defined as knowingness in action. With an unknown word or phenomenon in the middle of a subject you will have mystery and inability to apply or act. There is actually a type of misunderstood phenomena we call Crashing MU. A word central to the subject has been misunderstood to a point where the person just can \'t do any of the things the subject calls for. One of the primary criticisms of many educations is that it doesn \'t immediately result in application. You should be able to take any textbook description and, if you have understood it, apply it directly and effectively without familiarity. If you also have familiarity, as in studying a subject while working with it, you should become an expert. | Glossary | Site Map | Content | Checksheet | Links | FAQ | Home | © Clearbird |","null","null","");arrFiles[5]=new Array("manual/23xconfront.htm","Confronting and Study. To be able to handle anything you have to confront it. A subject is as complex as one is unable to confront.","Confronting and Study Search Site Map No Frame The first point to master when getting into a new subject or area is the ability to confront. The student has to be able to confront the area, the tools of the trade, the people involved. As there are several definitions in the English dictionary of \'Confront \', let us point out exactly what we mean: \"To face without flinching or avoiding \". A sentence with that meaning: \"A free society has to be able to confront its problems and resolve them peacefully \". There is another meaning in the dictionary meaning: \"To stand facing or opposing, as in a challenge, defiance or accusation \". The root of the word is \"fron \" meaning \"face \". Apparently \'to face \' something was to some so bad as being an act of defiance. To stand facing or opposing, as in a challenge, defiance or accusation To face without flinching or avoiding But one has to be able to face things in order to do something about them. This is an important first step. If one cannot face something, if he avoids them instead, then he is not aware. Awareness is the ability to perceive the existence of. So confront in our specific use of the word is: \"Facing up to reality without shrinking back and therefore fully conscious of the real universe and other beings around. \" If you can confront, you can be aware. If you are aware, you can perceive and act. If you cannot confront, you will not be aware of things and will to that degree be withdrawn and not perceiving. You will thus be unaware of what is going on around you. \"That which a person can confront, he can handle \". That is a basic law. The first step in handling anything is to face it. There is another law: All misunderstoods, confusions, omissions, alterations of a subject begin with failures or unwillingness to confront. If we look at the field of medicine, there are good doctors and bad doctors. To become a good doctor the practitioner has to consistently study and practice. If he doesn \'t do that he will remain incompetent. But before he will study and practice enough to become a true professional in his field he has to have the ability to confront all the elements it takes to become a medical doctor. Confront is the key to getting started right and to continue on the right path. He has to be able to confront patients, illness, books, blood, instruments, use of medicine, side effects, and so on. The student who gets sick at the sight of blood will never make it in the medical profession. A person who is capable of learning quickly has a high ability to confront that subject. He doesn \'t shy back but has a desire to know, to practice, show competence, to help. Having a talent for racing begins with that the person can confront all the elements with ease. In dangerous professions confront is of the essence. If a racecar driver can \'t confront speed, action, danger and noise he won \'t survive long in that profession. Having a talent for racing begins with that the person can confront all the elements with ease. If he couldn \'t, he would shy back, have slow reactions, get sick from the fumes, and so on. He wouldn \'t make it. We haven \'t even begun to talk about actual skills. Concepts such as \"Talent \" and \"Native ability \" is to a large extent explained by the person \'s natural ability to confront the field. The first step is to be able to be there comfortably in the presence of all the elements of the trade. When he can do that he can start to learn and communicate with the elements involved. All power depends upon the ability to hold a position. To communicate one must be able to hold to a position. A man that can hold a stable position has the power to move things. This is even true in physics. A person can \'t move an object unless he can hold a steady position near the object. Try to move a chair while running around it. It \'s almost impossible. To be able to move the chair one has to be there and hold a position before anything will happen. You can move just about anything if you have a solid position you can hold. The Greek scientist, Archimedes said, \"Give me a stable point and I can move the Earth. \" Thus before you can handle anything you have to have the ability to communicate with that area. Before you can communicate with an area you must be able to hold a position or be in a location near it with ease. Glibness We have repeatedly talked about Glibness. A glib student is somebody who apparently knows it all but can \'t apply any of it. That is because they can \'t confront action or the physical objects involved in the subject. They can confront the book, the class, and the thought. But they haven’t attained the ability to confront the physical objects of the subject. But at least such a glib student can confront the book, the paper, the thought. There is a glimmer of hope. If they can be made to confront the physical objects involved they will be able to apply. Glib students can thus be made to be able to perform by doing practical things and assignments in their field. Doing that, they are confronting and being there and well on their way. But some students are not even up to being glib students. They can \'t even confront the book, the paper, the thought. Confronting is the ability to be there comfortably and perceive. Non-confront can result in all kinds of reactions and discomforts. Many diff erent reactions can be observed when a student is made to confront things. Dullness, perception trouble, fogginess, sleepiness and even pains, emotions, and convulsions can occur when one knowingly starts to drill to be there and comfortably perceive the various elements of a subject. These reactions will discharge and eventually be overcome if the student is simply made to carry on. Eventually the student can be made capable of being there comfortably and perceive the elements involved. First he will be able to confront one element. Gradually he will expand his scope and confront more and more elements. People have all kinds of mental tricks they use to get around actual confronting. They can be disinterested. They can \"realize it’s not important \". They can appear to be half dead, etc. These reactions and tricks will eventually discharge and fade away. In the end they can just be there and comfortably perceive. Eye blinks, swallowing, body movements, odd aches and pains, are all systems of interrupting confronting. They are only symptoms. There are many of these. They are all attempts to confront with a body part and are symptoms of non-confront. They mean the person is not just being there and perceiving. \"Confronting \" indirectly is another method of avoiding direct contact. The person uses a via, a relay point. He needs something in between the objects or persons involved and himself. He can spy on the girls but wouldn \'t dream of going up to them and ask for a date. He can become a stamp collector as his only way to stay in contact with his fellow Man. He is terrified about the idea of direct contact, actual confront, and direct communication. Such persons lives are systems of interruptions and vias, all substitutes for confronting. They are not very successful in life. Success depends on being there and perceiving it; and then being able to communicate with it and handle it. Definitions There are some new and old definitions that apply to all these phenomena. These are all part of the Study Technology: \"A gradient scale \" means a gradual increasing condition of, or a little more of, little by little. A \"skipped gradient \" means taking on a higher degree or amount before a lesser degree of it has been handled. One has to go back and handle the missed step or degree or thing or else one will have just losses on a subject thereafter. \"Flattening \" something means to do it until it no longer produces a reaction. It has been discharged for reaction. \"Overrunning \" something means accumulating protests and upsets about it until it is just a mass of stops. It usually comes about after passing a good point where the person felt he had accomplished what he set out to do. Anyone can do anything forever unless he begins to stop it. \"Invalidation \" means a degrading, \'trashing \', ridiculing, discrediting or denying something someone else considers to be a fact or of value. Gradients of Confront There are a number of physical things and elements present in study. The student would have to be able to be there and perceive these in order to study. Placed on a graduated scale of increasing difficulty they are: Beginning at all. The classroom or work space. Paper. Books. Writing materials. Sounds. Other Students. The Supervisor. The area, where the study subject’s physical components are located (such as a workshop). The motionless equipment of the subject (machines, tools, furniture). The moving equipment of the subject (the machines running or tools in use). Masses connected with the subject (as products produced. Products part of a larger object). The subject as a whole. The first stage of confront would be to simply look at these elements long enough until any and all discomforts are flattened. This can be done element by element. Then elements in combination can be taken up. One drill that has produced good results, is having the student simply confront printed course materials. A printed page is mounted on the wall, upside down, and the student is sitting on a chair confronting it. The student is not asked to read anything but simply confront the printed materials of the course as a first little step. The next stages would be to drill confronting while the student is moving around. He has to be there and perceive even though he is moving around and occupying different locations. The next stage would be to drill confronting elements selectively while moving around and be able to cope with other things seeking to distract him. The above can be used to develop simple drills of confronting applied to learning and study. But It is first and foremost intended to set out the various axioms or laws necessary to an understanding of the subject of confronting itself. The fundamental and basic simplicities of confronting itself is the first thing that must be grasped. All complexity surrounding any subject or action stems from a greater or lesser inability to confront. Complexity and Confronting The subject of confronting is not only important to new students. It plays a huge role in any attempt to understand and relay data. It plays a role in science and research and general problem solving. There seem to be some basic laws at work regarding complexity and confront: The degree of complexity is proportional to the degree of non-confront. And the reverse: The degree of simplicity is proportional to the degree of confront. To the degree a person cannot confront a subject he will use substitutes. When these substitutes get piled up we can get an endless series of complexities. This is evident in many textbooks and in entire subjects. You can find countless examples of this in printed and widely distributed textbooks. Galileo pointed his telescope towards the planets and confronted them rather than just speculate. This founded natural science. Example: Astronomy. A historic example of this would be Astronomy. The Greek philosopher, Aristotle, wrote that the Earth was the center of the universe. This was the common opinion at his time, and long before that. It was held to be true for thousands of years. Mathematicians and astronomers finally figured out how to predict the planets \' movements in this model. It was a very complex and incomprehensible piece of mathematics. The Polish astronomer, Nicolaus Copernicus (1473-1543) took a good look at all this and posed the theory that the Earth was rotating around its own axis and was orbiting the Sun. It explained dozens of astronomical observations and the mathematics needed to describe it was much simpler. Yet, nobody dared look at the facts as the Pope and the Catholic Church was against it. Several decades later Galileo Galilei (1564-1642) came along. He invented the telescope and around 1609 he was convinced, based on his direct observations of the planets (especially Venus), that Copernicus was right. He was confronting the elements of astronomy through a telescope for the first time in history. He actually took a good look at the planets. When he confronted the subject of the solar system directly all the complexities fell apart. What is better known of his story is perhaps all the trouble it caused him personally as the Pope wouldn \'t allow such teachings. But eventually the fact that Galileo had confronted it and described it made the old complicated ideas fade away. His confront made the subject of astronomy simpler, exploration of space possible. Galileo is actually credited, more than any other, to be the father of the modern natural sciences. Direct observation and actual experiment swept away countless complicated and unworkable ideas. Complexity after complexity was shattered and replaced with confront and direct observation. Natural phenomena could suddenly be described in much simpler ways. Example: Psychiatry. A subject as psychiatry seems to suffer from the same phenomena. At one time there was a classification of several hundred different kinds of insanity. The subject was bending over backwards in complicated classifications of symptoms; yet they had no cure for any of it. This may be the best kept secret in science, but R. Hubbard, who also developed the Study Technology, discovered in 1950 that there was a common simple denominator of all these symptoms. He discovered that there was such a thing called an engram. That is a painful incident in a person \'s past. The person will, if he is subject to a lot of stress in his present life, tend to relive or \'dramatize \' such an incident. Each and all of the types of insanity could thus be explained as a \'dramatization \' of the specific content of different types of engrams. Most textbooks in navigation starts with the assumption, \"We are lost \". Example: Navigation. Many textbooks on navigation base the whole subject on the assumption that one can \'t confront where where he is, where he came from or is going. It assumes one is lost. This is a basic assumption of non-confront. You can \'t directly see where you have been or where you are going at sea, as it is so large, so one assumes a non-confront in all the reasoning in the subject. It goes into a series of symbols and begins to substitute symbols for symbols. This winds the navigator up in a mass of complexities. A student of navigation spends 90% of his time trying to find out what symbols the symbols are meant to represent. Because one starts from a non-confront of the ship \'s position he then carries a non-confront through the whole subject. If a man isn \'t lost as he begins to \"navigate \" he very often is when he finishes! The examples illustrate that any complexity stem from an initial point of non-confront. Irrational thought is called aberration. It originally means \"straying away \" or \"crooked line \". Going from A toB becomes a complicated matter. The Human Mind and Complexities This also applies to the mind itself and human thought. We call irrational and complicated thought for aberration. It originally means a crooked line. It describes the inability to \'think straight \' and having countless personal problems as a result. Having said that, we can bring a third law: The basis of aberration is a non-confront. Standard Clearing Technology, of which the Study Technology is only the first little step, deals with the human mind and human aberration. Using the processes of Standard Clearing Technology one can make a person look at and recognize the source of an aberration and make it \"blow \", make it vanish. Mental mass accumulates in a vast complexity solely because one would not confront something. To take apart a problem requires only to establish what one could not or would not confront. A large number of people de-aberrate just by education alone. Good and true data tend to blow the confusions, complexities, and aberrations to a large extent. Being educated in Standard Clearing Technology, which contain the basic laws of life and the mind, will \"blow \" huge holes in the students \' complexities and aberrations. Therefore the above laws are very important ones as they explain what aberration really is and why the processes of Standard Clearing Technology works. Aberration is a chain of vias based on a primary non-confront. Processing is a series of methods arranged in a certain order as to bring the person to confront the non-confront sources of his aberrations. The result is, that the person becomes able to think more straight and logical. Life becomes simpler to understand and the person becomes more powerful and effective as a result of honest study of true data and especially as a result of processing. | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[6]=new Array("manual/05dictionaries.htm","Dictionaries. A good dictionary is an important tool in study. How to find one that is right and how do you use it.","Dictionaries Search Site Map No Frame A good dictionary is one of the basic tools in study. You use the dictionary to clear up conflicting definitions and overcoming misunderstood words and symbols. The quality of the dictionary and the proper use of it can make a huge difference to understanding words and therefore texts. A dictionary is of course a book listing words of a language and their definitions or a specific subject. It gives the meaning or meanings of each word listed, the pronunciation, the parts of speech, and word origins. A dictionary, to be of any use, has to be accurate and complete. It has to contain the information needed without omitting definitions or giving too short or incomplete explanations. Hopefully it would be free of grammatical errors. Word origin information is very useful. That is a statement of where the word comes from, the original meaning. How the word is used in a sentence would be found in the larger dictionaries. Another point to watch is that the words used to define a difficult word should be simpler words. Some dictionaries seem to assume the reader knows all the all the long and difficult words - except perhaps this one he is looking up. In other words, they are out-gradient and often source of new misunderstoods and a lot of extra work and hardship on the students using them. In the English language there exists many brands of dictionaries. In other languages the situation may be different. But the student should take great care in choosing a dictionary that he finds easy to work with and which gives him enough information. This depends on his vocabulary and literacy level to a large extent. Using the wrong dictionary can make study much harder and extend the time needed to complete a course. Word Chain : The definition of \'Chimney \' contains the word \'Fume \' the student needs to look up. \'Fume \' uses the word \'Atmosphere \' that needs complete understanding; and \'Atmosphere \' used the word \'Oxygen \'. The student has to go back up and clear each definition. Then finally clear \'Chimney \' to conceptual understanding. Word Chains If the student finds himself spending a lot of time looking up definitions within definitions he may be using a dictionary that is too complex. He gets into the phenomena we call word chains. One definition contains 3 words the student doesn \'t understand and each of these words have to be looked up. They can in turn contain new misunderstood words, that have to be looked up, and this can go on for some time before the original word is cleared and no misunderstoods are left behind. Occasionally this has to be done; and the rule is, the student should never leave behind words he doesn \'t understand. But the other way to go is to find another and simpler dictionary that leads to fewer of these word chains. For instance, the type of dictionaries called college dictionaries ( \"college \" is part of the name) are usually quite complicated and out-gradient to most students. Sometimes one finds scientific descriptions for simple words, such as \"Bird \" instead of stating it in simple terms and perhaps showing a picture. Thus sometimes a beginner \'s dictionary is more to the point. If the beginner \'s dictionary doesn \'t cover derivation, a more advanced dictionary can be consulted for just the derivation. Only if a student seems to be doing fine with a more advanced dictionary should he routinely use it. After all, the more advanced dictionary does contain more information. Choose a dictionary that doesn \'t routinely lead to word chains. Recommended Dictionaries Here are some recommended English and American language dictionaries: Webster \'s New World Dictionary for Young Readers: This is a good basic dictionary in the American language, except it doesn \'t contain derivations; they have to be looked up separately in a larger dictionary. Oxford American Dictionary: This one is more advanced than the one above but simpler than the \"college \" dictionaries. The Random House College Dictionary: This is a college dictionary and of a higher gradient than the two above. It contains a fair amount of slang and expressions, which can be useful. It also contains derivations. World Book Dictionary: Another recommended two volume dictionary would be The World Book Dictionary. It uses simpler words to define difficult words as should be the case for all dictionaries, sentences showing current usage of the word the most common one shown first, and many pictures to illustrate. The list goes on. Dictionaries have to be chosen according to the student \'s level of literacy. Growing Vocabulary You will see students, as they progress, graduate from the beginner type dictionaries to more advanced ones. This is due to their increased vocabulary and literacy level. They are now comfortable with the more advanced dictionary and should use that as it contains more information and is the correct gradient. If a student studies in English, but English isn \'t his native language, he should certainly be started out with a beginners dictionary and only use a more advanced dictionary as a supplement if the one he is using occasionally falls short or doesn \'t give derivations. The Dinky Dictionary may be handy when you travel. It does not give the needed information when you study. Dinky Dictionaries A Dinky Dictionary is a smaller dictionary that doesn \'t really give adequate definitions to understanding words. Often they are made to be easy to bring along rather than emphasizing accuracy. They do not belong in the class room or in study. Dictionaries that use mere synonyms for definitions are not acceptable. A definition has to be a precise statement and explanation of the word. Using mere synonyms lead to misunderstoods of their own. Occasionally a dictionary will omit definitions, such as for words needing many definitions to be fully defined in all its uses. If you suspect that, simply double check with a larger dictionary and get it sorted out. Also, in case several dictionaries do not seem to really clear up a word other reference books, such as grammar books, handbooks, and encyclopedias can be of use. Thermo- means \"Hot \" -Meter means \"Measure \". This is the derivation of \"Thermometer \". Derivation A derivation is a statement of the origin of a word. Words originated somewhere and had meaning then. Through the ages they have sometimes become altered in their meaning and usage. Derivations help greatly to get the full understanding of words. From them the student will have a much better grasp of the concept of that word. A student must always check the derivation of any word he looks up. Sometimes a student does not know how to read the derivations of the words in the dictionary. One error made is not knowing that a word in the derivation which is written in CAPITAL LETTERS means that that word should be looked up elsewhere in the dictionary. For example, the derivation of \"thermometer \" is given in one dictionary as THERMO + METER. Now you need to look up the derivation of \"THERMO \" (Greek: thermos, meaning hot and therme, meaning heat). Then look up \"METER \" (derivation of meter: coming from the French metre, which is from the Greek metron, meaning measure). By understanding and using these fully capitalized words a student can get a full picture of a word’s derivation. If a student has trouble with derivations it is most likely because of the above plus not understanding (or mis-understanding) a word or symbol in the derivation. These points can be cleared up quite easily when they are causing difficulties. Also, another note regarding the small print in the dictionary: dictionaries usually use a set of abbreviations that are explained in front of the dictionary and need to be consulted. | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[7]=new Array("manual/22study_3.htm","Balance in Study. Significance, doingness and mass has to be balanced in study to bring about competence.","Balance in Study About Significance/Doingness/Mass Search Site Map No Frame Essay based on R. Hubbard \'s recorded lecture: \"Study Lecture No 3, A Summary of Study \", given to his advanced students at Saint Hill Manor in Sussex, England August 4 in 1964. Education Defined: Real Education is the activity of relaying an idea or an action from one being to another, in such a way as not to make difficult or inhibit the use thereof. It should permit and help the student to be able to think with the subject and develop on the subject. The end-goal of education is application and results. There have for many years existed all kinds of technology on education. But this technology is mainly the technology of schooling. There are books and books written on all kinds of methods to pass grades and pass exams and cram as much data as possible into the students \' heads in the shortest possible time. There is little concern about developing the students ability to evaluate and understand the data. In the study essays we want to differentiate between the technology of schooling and the technology of real education - education for life. The last is what we are aiming at in the Study Technology. It should allow the student to be able to do and perform in the field he is studying. It should allow him or her to gain real understanding and be able to think with the subject. A student should not be shaken up or become upset just because of new developments in the field. On the contrary, a real pro will develop this ability of being able to think with the subject. He can follow all the textbook rules and yet be so loose in his thinking so he can think with the subject, be flexible, and add that extra touch of professionalism to anything he does. This type of practical understanding is what is behind people who can develop a subject. This attitude should start to be formed already early in education. That is what the Study Technology is all about. In Schooling as many data as possible are crammed into the students \' heads with little interest in understanding and application. School Technology But let us take a good look at school technology, as we call it, as there exist an awful lot of that. Usually people in the field of education point to that when we start to talk about educational technology. There exist an awful lot of schools and universities, colleges, and vocational schools and there exist an awful lot of books on pedagogics and how to teach students. Yet the real subject of study is very poorly researched and explored. Because, despite all this technology, the students are being crammed with facts that have little relation to practical application. It is almost a matter of routine when an engineer, a doctor, or a chemist turns up for work at his very first job, the first thing he learns is that anything he studied in his formal schooling is pretty much worthless; it has gotten old and are in many ways out of touch with the realities of his chosen profession. In most professions there is a whole culture devoted to pranks and practical jokes and how to trip a rookie into doing the most stupid things. The senior engineers ask the new engineer to make calculations on the most irrelevant things and when he triumphantly comes back with the result the pros all have a good laugh; he is utterly humbled. What he did would have given him praise from any of his professors. The rookie soon realizes he has to start all over again and learn what matters and the real importances of things. A young man just coming out of college usually has some strange ideas about his job. His data are theoretical and he has his and relative importances all messed up. He knew all about passing grades and how to earn the teachers \' respect and goodwill. He knew all about studying long and hard and keep himself going despite exhaustion, temptations, and so on. He was carefully taught the content of one textbook after the other, about the ancient history of the subject and how exactly they used to do it years ago. He was taught to do long and exhausting calculations. Much of what he is taught seems more like an intellectual exercise than a practical necessity. If he was taught photography he had an extensive course in chemistry about the periodic system and all kinds of interesting facts to a chemist. If he was taught art he would learn all kinds of interesting biographical facts about famous artists in history. When and to whom they were married and later divorced from and so on. He would have an amazing number of data crammed into his head about all these things but would know nothing or very little about techniques, materials, perspective, and other things that would be essential to actually do art. You can almost count on, that university graduates in the arts, be it writing or painting, have their natural abilities to perform artistic skills systematically hampered with and messed up. To actually perform art is made to seem so impossible and difficult that the students shy away from producing anything in their chosen field as an artist or writer. Universities will turn out marvelous literary critics and art critics. But it is the exception to the rule that they turn out writers and painters from their literary departments or art departments. It is a matter of routine that the initial enthusiasm the student had for his chosen field has completely evaporated at the time he graduates. He now knows \"all there is to know about the subject \", but at the same time the first thing he has to learn on the job is that schooling and actually working in the field are considered two entirely different things. He has to pick up the pieces and learn it all over again if he is ever going to make it professionally in that field. More often than not, what is missing in schooling comes down to this: there is no idea of practical application and the relative importance of data. The relative importance, here, has to be based upon the applicability. \"How important is it to application? \" That is the key question. That is what it comes down to and that is where most formal schooling go off the rails. Usually schooling, as opposed to education, has no real interest or thought of application. Yet, to become a professional in a field the student has to be able to get through all this and survive all the pedantic and formal schooling he is put through. Only if he can survive the \'torture \' the subject has been made into by learned professors and well meaning but disconnected teachers will he ever have a chance to practice in that field. Signif icance - Doingness - Mass There are three key terms in the field of actual education it is important to grasp. They are present in any formal and practical subject. A textbook on cars is Significance. Significance: Any activity or profession has a body of significances. That is the theory and history of the subject. That is all the explanations, theoretical and practical information the textbooks have about the field. The physical object of a car is the Mass. Mass: At the other end of the spectrum we have the mass. That is the physical objects of the field, the tools, the materials. The merchandize and buildings involved in the field. It \'s anything you have to lay your hands on or collide with or mover around in order to practice in a field. In the example it is the actual car with knots, bolts, cylinders, gasoline, seats, etc. Driving the car is a Doingness. Doingness : Then there is the Doingness of the subject. It is performing and producing in the field. It is doing all the things that has to be done in order to bring about the desired result or product in a particular professional field. In our example it is simply driving the car. There has to be a balance between these three factors of significance-doingness- mass in order to perform well in a field. All good education is really about finding this balance and work back and forth between theory and practical and the student will step-by-step acquire the skills necessary to actually perform and produce in the field. Let \'s illustrate that with some other examples. We can first look at photography: If you are trying to teach somebody photography, give him a camera to handle. Example: Photography The significance of the subject would be the textbooks, including texts on chemistry and optics. Heavy textbooks on optics and chemistry would probably bore the students. They would contain far more significance than the students needed. These subjects are of course related to photography. The exposing of the film is a chemical process. The film is exposed by light that is let in through the optical lens in a very technical and controlled way. That is of course an optical process. Yet, if you had the world \'s leading chemist and the best expert in optics lecturing to these photography students, semester after semester, chances are that the students would be bored beyond belief; it is very doubtful they would become better photographers from following these learned lectures closely. It would be far too much significance and it would be off the mark of what the students were expected to do as photographers. In photography even light would fall into the category of Mass as it is a physical thing important to the subject. The mass of the subject would be cameras, darkroom equipment, film and supplies. Maybe different objects used in a studio. This would include lamps, chairs, backgrounds, rugs, vases and all the other small props used in portrait photography. You could say light itself would fall in this category since it is part of the physical universe; it \'s not a significance nor a doingness but an objective thing very important to photography. The doingness of photography would be to choose the right equipment, prepare the camera by loading it with film, finding something to photograph, measuring the light and arranging things so the lighting, the perspective, and composition of the final picture would work. Then of course the actual taking of the pictures. After enough pictures were taken it would be the processing of the film. The film has to be developed and prints have to be made. A professional photographer would do the darkroom work himself. An important part of his work is going from the negative to the final print. There are many skills, judgment, and art involved in this step. A bad negative can be turned into an acceptable print. A reasonable negative can be turned into a piece of art by a master in the field. The significance-doingness-mass of building a house form a logical sequence. Obviously all three elements have to be mastered in order to practice with skill. Example 2: Construction Engineering The significances possible in construction engineering are endless since it is an age-old subject and profession. Obviously there is a lot of math, algebra and calculus an engineer has to know cold. He depends on all this when he has to work out the dimensions of foundations, walls, columns, and so on. He has to calculate the effects of extreme conditions of wind, rain, flooding, and possibly earthquakes. Over time all kinds of methods of calculation and tools for doing them have existed. Paper and pencil, slide rulers, books full of tables, mechanical calculators, electronic calculators and computers. It is easy to see how a formal education can go overboard in a number of fields with little bearing on the final skills necessary to build houses today. They can teach you all kinds of mathematical theory with little interest to the students in the age of computers. It is easy for formal schooling to go overboard in significance in just about any direction you look. Specialist teachers and textbook writers can excel and demonstrate their academic thoroughness and superiority. The Mass of construction engineering is first and foremost the materials used in the building process: bricks, concrete, lumber, tiles, glass, doors, windows, heating- and cooling-systems, and so on. Each of these objects have considerable information or significance attached to them that a good engineer has to be familiar with before he uses them in a project. The person that would only experience the mass with little or no significance attached to it would be the bricklayer. He could happily do his job, and do it well, with little or no understanding of all the calculations and thought-processes that went into the the plans he was following. He would be the \"all mass \" guy; the practical man on the job with no formal education. The engineer \'s immediate tools are only one kind of mass he has to be familiar with. Another type of mass the construction engineer handles would have to do with his immediate tools of his office. Pen and paper. Computers, printers, sample materials and scaled down models of the buildings he builds. The Doingness of construction engineering all comes down to the making of blueprints for the planned building. Lots of calculations and careful planning have to go into this before the final blueprint is drawn. A big part of modern engineering is to know computer programs, that will do much of the tedious work. But to be top notch the engineer should have served his time as a construction worker to really get the idea of what he ultimately is doing. He is ordering around a lot of men and physical objects and issuing instructions on how to use the materials and techniques and the only way he will really understand that, is if he has been part of the practical process and gone through some of the motions of building a building himself. Typically an art critic would be more interested in significances, such as biographies and \"green periods \" of artists than doing art himself. Example 3: Art Critic Even an art critic will have significance, doingness, mass related to his job. The character of his job is of course clearly tipped towards significance since his products are basically opinions: written articles and books and teaching classes or giving public lectures. The Significance part of art criticism seems to be all there is. And sure, the art critic is the type of guy that can drive a practicing artist up the wall with his opinions and talk. He seems to have little understanding for his contemporary artists and their endeavors. He reads all he can about art, opinions on art, schools of art, periods of famous artists work, such as \"blue periods \", \"green periods \", etc. He becomes a walking dictionary of biographical data and he uses this personal information to color his writings and lectures with. The Mass of the art critic would be his library, the art he personally owns, and the art on the walls of art exhibition after art exhibition he goes to. He would have spent weeks in Louvre, the famous art museum in Paris. Equal time in the Winter palace in St. Petersburg, Russia, and so on. The mass wouldn \'t necessary be oil paint and canvasses, and other tools to produce art with, as we here are dealing with the extreme, an expert, in a field that is based entirely on opinion. But it is a valid and old profession when its functions are understood right. The Doingness of the art critic would be expressing his opinion on art and artists in one form or another. He may be called on to appraise art and sometimes be consulted by people who want to invest in art as a way to make money. He would probably also be the type of person who lectured in universities and contributed to the problem of students being less and less able to perform as artists, as he would fill them with reams of theories and opinions and little data of practical use to them. But again, to be a good art critic, to become a big name in this field, there are certainly a lot of actions he has to perform; a lot of accomplishments he has to reach in terms of traveling, writing, lecturing and academia. Mass and Education When you teach a student a subject you should give him the mass of the subject to look at and handle. If you are trying to teach him photography, give him a camera to handle. If you are trying to teach him how to be a mechanic give him a motor or car to work on and handle. If you are teaching someone to become a mechanic give him a motor to work on. When we are trying to teach students about the mind we also have to work with this principle even though we are at a disadvantage. But you can still have students do observational drills and practical drills of handling other students and people who in many ways demonstrate the principles we are talking about. So, although the mass isn \'t that obvious when we talk about the mind, drills and methods can easily be developed to make up for this. If you were teaching a student photography and just resorted to teaching him the history of the subject and then went overboard teaching him all about chemistry and optics you would soon see him disconnect from the subject. You would only have succeeded in disconnecting the student from the mass and the doingness of the subject. You would have left the domain of what we call education here and entered the field of schooling. That is basically how it is done and what all too often happens. The students have lost touch with the reality of the subject. Taught this way the students usually end up as a bunch of inefficient and clumsy practitioners that couldn \'t earn their keep or deliver the goods of that profession. All you have to do to make an utterly impractical can \'t-do-anything-right type of person is to take the doingness and the mass connected with the subject and remove it completely from the education in the subject. If you park it out of sight as something you really don’t want to have anything to do with and go into the total significance of it all you would make a highly impractical person. And this is the only way it’s done. There aren’t a number of other ways to do this. If you do this consistently and with conviction the student will never truly graduate, he or she will never leave school. He will become a professor himself. You would have the type of person that happily would write incomprehensible textbooks and write chapter after chapter on all kinds of interesting facts somewhat related to the subject; but in such a way that it most likely just would trip up the next generation of students and really wouldn \'t help anybody on a practical level. Practical Training Only We are emphasizing the practical side of training obviously. Doing drills related to the subject and handling the actual mass involved is terribly important. It \'s the make-and-break-point between making a competent and skilled practitioner or a theoretical airhead. The all-practical-man has great limitations in what he can do. But let us for a moment look at the other side of the coin: all practical and no theory. This is actually related to how technologies and cultures go extinct as discussed in an earlier chapter. They could only lay bricks this one way they were shown when they first started. To use any other material than red bricks was just too upsetting and too radical to ever be considered or accepted. You have the American Indians and their dependency on the bison hunt and the conviction that there were no other way of life that would work for them. They only knew this one way of life, this one way of doing things and that is how they went extinct as a peoples and a culture. Some professions recruit workers this way. \"Come and work for us and you will learn the trade. No need for expensive and time-consuming theoretical training. Just come and work for us and you will learn what you need to know! \" This doesn \'t work either. You will only see workers with very limited skills and with a complete inability to learn and improvise coming out of such a program. Only Old Joe knew how to operate the steam-driven steam roller. You see this old worker in a field, the practical-foreman-type who is reliability itself. He knows all about this old steam roller. He was taught this the old fashioned way. Hands-on and step-by-step by an older worker. No books involved. It was all taught by example with minimal talk or explanations given. Now he is in charge. Nobody but Old Joe can operate that old steam-driven steam roller and make it purr like a cat. He knows exactly what to do when it acts up. He takes a sledge hammer and taps it gently in one particular place and the steam roller goes back to normal. But then, some day, management just can \'t stand to use steam engines anymore and they buy Old Joe a Diesel-driven steam roller to do the job. But Old Joe is completely lost because he only knows steam engines. And this is how old civilizations went out of business. They had become so specialized in one technology and one way of life and when that didn \'t work for them anymore they were done for. They had no ability to adapt or change or invent things. They couldn \'t really think with the technology they used and bend it this way and that way to work for them under the changed conditions. They were all doingness, all mass and no significance or thinkingness or imagination connected with what they were doing. They simply had to give up when their good old methods and passed-on-through-generations way of doing things didn \'t work for them anymore. The Proper Balance There has to exist a proper balance between significance, doingness and mass for real education to take place. There has to be enough significance and theory in place to make the actions understood and connect with other actions and objects involved. It is a repeated process that has to take place. Significance-doingness-mass, significance-doingness-mass. There is a be-do-have type of sequence that has to take place for this balance to be established firmly and permanently. Once this is established the student can start to think with the subject, do new things with it. Adopt what he knows to slightly different situations. You will see the real professionals in any field and how tirelessly they do experimenting and studying of basic and new texts in the field. New inventions or new stars in a field does not happen overnight or out of the blue. They may sometimes be presented that way. But usually you will find that someone who suddenly becomes the overnight sensation has worked at it for years and years. They have studied their craft; they have practiced their craft; they have studied some more and gone back to square one of the subject repeatedly. They have had their share of failure on the way. They have slowly progressed through trial and error. Through hard study and trying again. Thomas Edison: \"An invention is 1% inspiration and 99% perspiration. \" Thomas Edison, the famous American inventor, said \"an invention consists of 1% inspiration and 99% perspiration \". So even Edison, one of the brightest minds, didn \'t pull anything out of his hat. You can see him now, walking up and down the floor of his laboratory and getting this bright idea of how to make a light bulb, a movie camera or a phonograph. But from the bright idea he had to go through the process of doingness and mass and back to significance, over and over before it came to anything of use. Professionalism has to be worked hard for. Professionalism Professionalism just doesn \'t happen by accident. It has to be worked hard for. One thing you will find all true professionals have in common are working hard at it. You see this in the field of the arts, in technology, medicine, and any other field with distinguished professionals. They really have to work hard at it. Usually you will find the top guys and girls of a profession are driven individuals. They have a passion for what they are doing that keep them going through ups and downs of their career with a firm goal as a guiding light. Older Methods Just one additional note on the balance in study: to become a professional the person does not have to go through all the technology that have ever existed in his field. Much of the older technologies should be left in the realm of significance and merely be known. Knowing about them makes the student \'s thought process more flexible on the subject; it helps make him able to understand basic principles and think with the subject. If a student had to be able to do all earlier methods to perfection before he could move on to the current technology this doingness would by itself actually become a significance. The common denominator is of course that he is being kept away from actually producing what he has set out to produce. That is why setting an overall goal for one \'s studies is very important to do early on. The significance and theory of a subject is not completely the same thing. Significance also has the meaning of being too removed for actual contemporary practices of the field. Hunting deer with bow and arrow may be fun, and an art and technology all of its own, but in terms of modern hunting it is only a curiosity, a significance. A professional racecar driver taking care of an old car may have the time of his life. But old technology is to newstudents a significance - a distraction from practical application . A practitioner of a field can take up older practices as a hobby and pass-time. To use old methods of his trade will probably make him feel great and freed up. A professional racecar driver messing around with an early automobile and keeping it running and working would probably have the thrills of his life. But understand this point: it should not be part of formal training or a requirement. If it is made into that it will just be a distraction and roadblock to accomplishments in the field. What is important is to gear all the elements, significance-doingness-mass, in one clear direction; what a competent practitioner should be, be able to do, and what masses he should be able to deal with. Current Methods The doingness and the mass of a subject that are of interest are the current ones. The tools and methods you want to train somebody in and spend a lot of time on are the ones in use that add up to producing a professional product in the field. Those are the ones to push hard and have the student really work at. In other words, the student should be taught what the student is going to be doing. The significances you teach him are enough background so he does not to get stuck in the mechanical doingness he’s being taught. In other words, you give him a little more significance than you would expect to him to need or be able to use. And that’s why you give him the history of the subject, to show him how it was developed and give him some idea of its development. And that’s why you show him how the subject evolved and what the doingnesses of it were. You don \'t want him to have to do these old things. You’re just trying to show him that there were some other ways of doing it in the past. You’re making him familiar with the principles that were used, that \'s all. A real pro in a field usually does it by the textbook - but with a difference. He knows exactly how to do it by the textbook but can do it just a bit better. And when the thing shifts, when conditions or the situation change, it doesn’t look like a shift to him. It looks like the same thing with its face slightly shifted. He can quickly adopt to the new situation. The green student will see one comma changed and will be all upset about it. He hasn \'t learned to think with the subject yet; that is the difference. Finding the Balance If you break up this balance in an education, if you disconnect its elements, then you haven’t educated the student and you haven’t safeguarded his future. A student is betrayed, then, to the degree that he is not educated and only schooled. And that is most of the protest of students: that they are being schooled, not educated. They’re not being fitted for life. True education, therefore, has to have this element of the student being able to think with the subject and be able to adapt to new situations. Education Defined Here is how we define education: Real Education is the activity of relaying an idea or an action from one being to another, in such a way as not to make difficult or inhibit the use thereof. It should permit and help the student to be able to think with this subject and develop on the subject. The end-goal of education is application and results. With education we don \'t just want to make a well trained technician that correctly and robotically can perform a variety actions such as reading meters. We don \'t want to teach him current technology or current theory as a biblical fact. We want to teach him in such a way that he can think with the subject. That is the only fair thing to do because most subjects today are developing and we don’t want the student to become an antique and be out of work in a few years after graduation. | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[8]=new Array("manual/08demos.htm","Demonstrations, When a student has studied something he should be able to show how it works. Types of Demos.","Demonstrations - Overview Search Site Map No Frame To demonstrate something in the Study Technology means: to show something by using physical objects that represent the thing, or drawing the thing. When you make a Demonstration you show some principle, idea or datum by using small objects that represent it. This is usually done on a table. The student uses various small objects to represent elements of the idea or datum. Also, he can make small objects in clay that are representative as in Clay Demonstrations. The two most common methods used for making Demonstrations are: (1) Demo Kit Demonstration (2) Clay Demonstration A Demo Kit consists of a collection of small items. They are used to \'show and tell \' different ideas, principles and definitions from the text. Demo Kit Demonstration ( \"Demo \") Here the student uses various small objects such as rubber bands, paper clips, old batteries, clothes pins, bottle caps, coins, etc. These objects are kept in a container called a \"Demo Kit \". The pieces are used to represent the things in the text being studied. By show-and-tell the student makes a Demo Kit Demonstration. Doing such a Demo helps make the ideas and data more real. A Demo Kit adds mass, reality, and a bit of doingness to the significance; this helps the student relate to the data. The student can make Demos on his own to help him get something. Sometimes his checksheet requires him to do a Demo. When a student is required to do a Demonstration he simply takes a number of Demo Kit items and has them represent elements of the ideas he studies. Example: The student is reading about how he has to go back and find misunderstood words in the materials if he suddenly feels he doesn \'t understand what he is reading. He is reading about how another student can help him with that. Our student uses two batteries to represent the student and his twin in his Demo. They are put on the table across from each other. Then he puts down a number of small coins and some bottle caps and explains that those are the paragraphs on the page the student is reading. He uses a paper clip to illustrate the attention of the student and make it point at a bottle cap, that has \'Coca Cola \' printed on it. The coach in the Demo (one of the batteries) points to the word \'Coca Cola \' and then to a small piece of cardboard, that illustrates a dictionary. The student in the Demo (the other battery) now looks up \'Coca Cola \' in the token dictionary. With the paper clip it is then demonstrated how he re-reads the materials starting with the paragraph (bottle cap) that contained the word \'Coca Cola \'. He moves the paper clip (illustrating the student \'s attention) forward from that point, covering all the following coins and bottle caps (paragraphs). Demos like that can be done by a student by himself. He would do this as a help to figure out what exactly the textbook is talking about. It can also be done to another student (or the supervisor), where the student would explain the parts and actions as he goes along with the Demo. But the point is: He has to show it , not just explain it with words. Each part of the Clay Demo is made in a different color clay. The part is labeled when made. The overall label is face-down when the Demo is checked out. The Clay Demo has to show the thing. Clay Demonstration ( \"Clay Demo \") A Clay Demonstration is used to represent data, ideas, procedures, etc. The purpose is the same as for doing a Demo Kit Demo, but it is a little more formal and elaborate than that. The student has to plan it out and show it better. Thus Clay Demonstrations demand a higher participation and creativity on the part of the student. The student can do it to clarify something described in the materials for himself and when the checksheet calls for a Clay Demonstration. The checksheet will call for Clay Demonstrations for the most important data, principles, and ideas in the course materials. Clay Demos help give a better balance of mass and significance. They give the student an opportunity to confront, \"touch \", create, and outflow using the data taught. The student is given a definition, action, or situation to demonstrate. He then does this in clay. He labels each part as he goes along. The clay has to show the thing. It is not just a blob of clay with a long text on a label on it. The student uses small strips of paper for labels. He writes the name of the part on the label and attaches it to the Clay Demo. The whole demonstration then has an overall label of what it is. On the check-out the student leaves the overall label on the table, text down so it can \'t be read. The student must be silent. He is not allowed to explain or say anything. Unless the person checking it out can see what it is it is not given a pass. The person checking it out is not allowed to ask any questions. He just looks at the Clay Demonstration; he has to be able to figure out what it is by looking at it. He then tells the student before turning the overall label to see if it was correct. If he could not see what it was it is a flunk. Clay Demonstrations must not be reduced to a verbal examination of the student nor to significance by long-winded labels of individual parts. The clay shows it, not the labels. The clay has to demonstrate it. The student must learn the difference between mass and significance. Example: Let \'s say the student has to demonstrate a hammer in clay (see picture above). He makes the hammer head in a dark gray color of clay. He puts a label \"Iron \" on it. Then he makes the hammer shaft, using brown or yellow clay. He makes a hole in the hammer head (using a pencil or a special tool) and sticks the one end of the shaft through that. He labels the shaft \"wood \". Then he writes the overall label \"Hammer \" and turns it upside down next to the Clay Demonstration. Now the person checking it out is called over. The person checking it out asks no questions and flunks any attempts on the part of the student to start a conversation while he is checking it out. It is done in silence. He looks at it and figures out it is a hammer. He says, \"That is a hammer \" and turns the overall label. The student is given a pass as the Clay Demonstration showed it clearly enough. If Clay Demonstrations are not brightening up the student they have been done incorrectly. The student may be in such a rush to put aside real learning for the sake of speed. Clay Demonstrations done right , and actually showing what was to be demonstrated, are very effective in helping the student understand the data which will result in the data being retained. Demo Kits are used in check-outs as well as bystudents studying by themselves- when they need to work something out to understand. Use of Demo Kit Demo Kit Demos are used when the student needs to visualize and add mass to what he is studying. It is used when the checksheet calls for a \"Demo \" to be made and it is used in check-outs. A check-out means another student, or the supervisor, examines the student in some section of the materials. Here the purpose of a Demo is to detect any glibness on the part of the student. If the person can \'t demonstrate a datum by the use of a few rubber bands, batteries, or paper clips it is obvious the person is glib: he is able to quote the words but not able to apply the data. If he can \'t demo what he is asked, he is flunked. Apparently he is not applying the Study Technology correctly. Flunk him and get him oriented toward application, locate and handle any misunderstood words in the materials and get him to re-study it before a new check-out. Demos in check-outs are used when the twin or supervisor asks him to. The twin can ask the student to demonstrate anything from the materials. Checksheet Demos are done when listed on the checksheet. If a student while studying does not quite grasp something, and has looked up the words, he should use a Demo Kit to work it out. This is not demanded. It is the student \'s choice. Often, in such a case, it is advised for the student to go over to the clay table and work it out in clay per Clay Demonstration (given in full later). Other Types of Demos A Drawing is a valid form of Demo. It can be a formal drawing as in engineering or an informal kindergarten-type drawing. It is simply for the student \'s own benefit to work out a problem. Graphics Demo In many practical situations one does not have access to do a Clay Demo. A substitute in every-day life (and also valid in study) is to use pen and paper and draw it. Under \'Demonstrations \' drawing something out in two dimensions is absolutely valid. A rule of thumb that works in practice is, if you cannot demonstrate something in two dimensions you have it wrong. This is used in engineering and architecture. If it can \'t be worked out simply and clearly in 2 dimensions there is something wrong and it can \'t be built. In those professions one wouldn \'t consider writing the step-by-step instructions without first having it worked out fully in diagram form on paper. When a graphic representation gets too complicated or can \'t be made at all there is something wrong. A navigator usesgraphics on a chart to work out which course to take. Another example would be a navigator using his charts. He plots where the ship is and where it is going and can read all he needs to know directly off the chart. Are there any barriers he has to avoid? What should his compass course be? What is the distance? and so on. To show the actual tools of a trade should be done when possible. It is by far the best type of Demo. The Actual Thing There is another form of demonstration, by far the best when available: to show the actual thing to the person. You can show a carpenter the tools of the trade and new power tools on the market. Also showing videos and photographs come under this point. The Human Mind We are in Standard Clearing Technology mainly interested in the human mind; you can \'t show a person a mind in the same way. The human mind can however be well demonstrated in clay. But demonstrating things in clay while doing a check-out is too slow so one uses a Demo Kit in check-outs. Summary There are four primary methods of demonstration used in study: 1. Demonstration by showing the actual object, including using photos and videos 2. Clay demonstration: Used to demonstrate existing data, etc. This action adds mass to the significance and is of value where the actual thing is not present or cannot be shown visibly. 3. Using a Demo Kit: This is the method used in check-outs to detect glibness. 4. Graphics demonstration: Used in engineering, organizing charts and in numerous other places to show lines, flows, how things work or go together, etc. It can also be a simple kindergarten type drawing used to work things out much as you do with a Demo Kit. The student draws a situation that illustrates the point he is learning. He writes on the drawing what the different parts are, using arrows. All of these four methods are for use and are part of the Study Technology. | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[9]=new Array("manual/20study_1.htm","An Introduction to Study. Study forms the doorway to doing new things. There are some  \"silly \" fundamentals one has to be aware of to succeed.","An Introduction to Study Search Site Map No Frame Essay based on R. Hubbard \'s recorded lecture: \"Study Lecture No 1, Study - an Introduction \", given to his advanced students at Saint Hill Manor in Sussex, England June 18 in 1964. The subject of Study is an important one. Oddly enough this subject is not well understood. The situation is of course difficult - you could say convoluted - to study how to study while studying. But the subject of study should really be the first one taught in school. It should actually be taught in kindergarten. Our interest here is to teach people to be able to audit and be able to understand the mind. Since these subjects touch upon many new ideas, and many things that exist but don \'t have a lot of mass connected to them, a good grasp on how to study becomes important. You have to conquer a new and somewhat abstract field. But the bottom line is, if you can \'t study or don \'t know how to study you can \'t learn anything. Ability to study is the doorway to a better life. Study and the ability to study is a doorway. It works as a door - open or closed. If you can \'t study you can \'t learn to apply a technology, such as auditing. The student may have the best of intentions regarding helping his fellow Man, but unless he can study he is not going anywhere and the best of his intentions won \'t succeed. To build anything you need a solid foundation. In this first essay we examine the rock bottom fundamentals of study. So in order to teach somebody anything, including how to audit, it is necessary that the student is able to learn. This is the silly and most fundamental truth about study. But it is important to establish these fundamentals as they form the solid foundation upon which we can build. They form the solid ground we stand on before we can go anywhere or build anything. We can \'t build a house mid-air. Any house or structure starts with having a solid piece of land. You have a piece of land and then you build the foundation of the house in solid concrete. Now you can build your actual house and expect it to hold up and be of use to whoever is going to use it. You tend to forget about the foundation down the line. It is too simple. It was a thing the contractors took care of. They used simple tools to dig a hole and filled it up with cheap, gray concrete and everybody soon forgot about it. It was underground and invisible. But without that foundation you wouldn \'t be able to build a durable house. In study you have to have books, materials, or a teacher teaching data. That is the origination-point of the communication. Then you have the receipt-point, the student or students. Unless the student can take in the data and understand them he is not going anywhere. In teaching auditing, if the student can \'t learn anything, he is not going anywhere. In teaching others to audit we have learned this fact: the discipline of auditing consists of over 50% of application. Unless the student understands how exactly to apply the processes and techniques he is not going anywhere. He will only occasionally produce results. Let us explain this a little further so you know exactly what we mean: You could give all the processes of auditing, which have routinely produced results, to a mental practitioner, such as a psychologist or psychiatrist. You could give all these processes to such a practitioner and they wouldn \'t be able to do anything with them. We are here talking about just the processes, just the questions and commands. It has happened repeatedly that this or that university have \"tested all the techniques \" and found \"conclusively \" that they didn \'t work. The University of Chicago did just that at one point in time. At the time the techniques weren \'t even published and weren \'t available to test. So there is no way of telling what they tested and how. But as a matter of fact they could have had all the techniques, all the processes, and given it to their lead psychologist and have him \"test it \". If he had no idea of how to actually apply them he wouldn \'t have gotten any results. They work just great in the hands of a well trained auditor who knows how to apply them. But a non-trained practitioner, regardless of what impressive university degree he holds, would miss more than 50% of the subject. Lost Technology The above is also an illustration of how you loose technology. Things get changed and altered when they are passed from one \"expert \" to another. You end up with an entirely different thing. This process of altering things and loose vital parts is almost the way of life in academic circles. You have professors making as much as 90% of their salary by writing textbooks and having the students buy their personal books. If you take a subject as steam engines the original inventor, James Watt, has probably been rewritten dozens of times. When this process has gone on for a while chances are you have lost all of the technology of steam. It has been altered, twisted, and misunderstood, and so on. It has been restated and the new authors have introduced their own pet theories. In his student days R. Hubbard had a job as a reporter for a magazine called The Sportsman Pilot. This was in the 1930 \'ies when flying was still in its infancy. Hubbard went to an air show and met an old man there by name of Mr. Young. Mr. Young was a real pioneer, the first one to fly after the Wright brothers. He had become cautious in his old days. He would always bring an umbrella, even on a perfect, sunny day. In the early days of flying many technologies existed and competed. Good technologies got lost due to lack of funding or technical difficulties at the time. But in his time as a pilot he was a real daredevil. Each time he flew there would be an ambulance following the plane on the ground. This was just because they had learned that they saved more pilots that way. So Mr. Young was quite a character and he had a lot to tell about the pioneer days of flying. Among the things on his mind from those early days was his disappointment with how the technology of flying had developed over time. In the early days there were a number of competing technologies of which many were promising. Mr. Young could recall 13 different basic designs or technologies for flying, all designed to get a plane (not a balloon) off the ground and up and flying. The motionless wing was just one of these technologies or designs. It became the favorite because it was easy to build. But there were actually 12 other methods in existence on how to get a heavier than air object up and flying. This, as mentioned, did not include balloons or air-ships. One of the systems was based on a rotating stick. This rotating stick would make the aircraft rise straight up in the air. But there were actually method after method of promising technology back then. The early pioneers of flying eventually chose the motionless wing. But this was in part based upon that the other systems required more money or new inventions to complete. It wasn \'t really based on the technical merits. Mr. Young, who himself had worked extensively with designing air planes, was actually very disappointed with this turn of events. There was this vast body of technology back from these very early days of flying that had never been taken forward. There were these designs and methods that had simply been lost. This pattern of competing technologies in the beginning of a development and then most of it getting lost can be seen to take place over and over. One piece of technology wins and the rest gets lost - often due to the fact it was poorly understood, was under-funded, or technical problems could not be resolved at the time. There are dozens of ways to build car motors that were ignored or suppressed by big business. Maybe, when we talk steam engines and steam technology there were dozens of ways to use steam that got lost. The same could be said about automobile motors where improvements have been suppressed by big business. So this is the story of any civilization - \"lost technology \". You may object and say, \"the civilization went forward anyway and won \". The fact is, however, that more civilizations did not survive than did. If you explore any long inhabited area you will find civilization after civilization that didn \'t make it. And there were many more we don \'t even know about. The civilizations that died out all died out on the basis of lost technology. They had this tool or weapon or method of making a living they had based their existence on. They had specialized in this one method of survival. Over time conditions changed or somebody changed this basic method to a point where it was no longer workable. The civilization was all dependent on this one method and suddenly it wouldn \'t work for them any more. As a result the civilization ceased to exist. They had earlier given up on promising methods and specialized completely in one technology. They passed this one technology on from generation to generation until it was the only way of survival they knew. It could be a way to do farming, a way to hunt a certain animal, certain weapons, or a way of fishing, or a way of fighting off enemies. Suddenly the conditions changed or the technology itself was changed so it no longer could do the job. Whatever happened, they did not have any other methods of survival as they had totally specialized in this one way of life. Cultures of the past had totally different tools and weapons. At some point they became unworkable and that civilization ceased to exist. The people couldn \'t learn new things. The fact is, that lots of good and promising technology gets lost and it is of considerable interest to us at this point to know how this happens. It really comes down to this: they couldn \'t study, they couldn \'t learn new things. Civilizations tend to rise and go forward to a certain point. At some point it reaches its peak. Then they come under attack and stress of various kinds and they start to loose the one technology they have based their existence on. Good technologies get lost because nobody studies them. This is true in our society with dozens of trades and crafts. One example would be the silversmith craft. In England there existed a lot of silver workshops and silversmiths, all with amazing know-how and skills. Then, at some point, silver got heavily taxed and the whole tradition of craftsmanship and all these specialized skills it takes began to be forgotten. The most talented workers started to take up other professions and piece by piece the whole technology got lost. There may be a few old-timer silversmiths around who are doing thriving business. But there are nobody they can teach their skills to. There are plenty of textbooks in existence but nobody studies them. What remains of the trade all depends upon these few old-timer silversmiths and their skills. At some point when they retire it all gets lost. It all comes up against not being willing or able to learn. The willingness and ability to study is thus at the core of any profession or technology. Unless this is done, and done right, the whole profession faces extinction. You have to evaluate if a subject is actually useful before you spend a lot of study time on it. False Subjects One thing that make people less willing to study is the fact that there are many subjects around that are false subjects. What you learn does not add up to usable skills or workable technology. This certainly makes people less willing to study. They were promised all these marvelous skills and it all came to nothing. But this never need to come into play. You have to evaluate and judge what you study. The above phenomenon would require that somebody was studying without judgment or without evaluating what one was studying and suddenly some day he found out it was worthless. For this to happen the person \'s ability to study must have been lacking in the first place. He would just have been sitting there and learned it all verbatim. Learning things verbatim may give a student marvelous grades in school but he can \'t apply what he learns and he is of little use in society. Some students do that and get marvelous grades in school. They learn it all verbatim, make a carbon copy of the pages in their minds and just it back to the teacher when asked. So there is a skill of perfect duplication, of making perfect mental carbon copies of the pages or mental tape recordings of lectures without the smallest piece of understanding or common sense connected with it. This is definitely not what we are trying to teach you. This is absolutely deadly. This is easily revealed if you ask such a person of an opinion on the subject or ask him to demonstrate or apply it in any way. He just can \'t. Study begins witha willingness to know. Willingness to Know Study has to do with understanding. It really comes down to one thing to get started: willingness to know. That is the first little door to open before you start; willingness to know. If this little door remains closed then you are liable to fall into the ditch and learn it all verbatim or use another odd system to memorize it without having anything to do with it. None of these systems add up to real knowledge. When we are talking about teaching how to audit you have to realize that this is not that easy to teach just through the spoken or written word. Much of it is best taught by example, by showing how it is done. And here we are talking about the more than 50% we were talking about earlier, the practical application, all the do \'s and don \'ts that usually has to be learned through repeated trial and error. If this side of the subject is not understood and taken care of in training we could end up with a subject that is unworkable - just like that. That is what happened at the University of Chicago. They got \"no result \". It was all due to this little point: the discipline of how to do it. You will see some expert auditors being able to handle some impossible situations in session just using the simplest of techniques. How come they can do that and others absolutely can \'t? It lies in the expert application. They know exactly what they are up against and that one misstep would make the situation explosive. But they never do that misstep because they are so well taught and so disciplined and really understand what they are doing. It may look very causal to the unskilled observer. What they are doing so well all come under the heading of basic auditing. It comes under the heading of the practical application. The smooth communication with the preclear, the apparently casual question, but just at the right time to make it all work, etc., etc. All these small skills that add up to an expert application. Golf may seem very easy to the casual observer or reader. But it takes great skills and years of practice to do it just right. Just watch an expert golf player hitting a ball. It looks so easy and casual. Yet it takes dozens of small skills and hundreds of hours of practice to get it all put together and working just right. Here it isn \'t enough to be able to quote a textbook on golf verbatim. Learning all this and having to memorize it all before hitting the ball would be a complete fiasco. It is the same with doing auditing. You can \'t just learn it all verbatim and expect that to be enough to make it all work. For one thing, for the session to be successful you have to be in good communication with the preclear and appear to really be there without having your attention on memorizing things. You have to be pleasant and relaxed about the whole thing or the pc will mentally drift away from the activity and just sit there with a bunch of strange questions on his mind. What is important is not so much the exact questions you are going to ask the pc but how to do it, how to apply the processes effortlessly - or so it seems. You have to be able to observe the pc \'s indicators, maintain superb communication with your pc, and so on. If you just mechanically rattle off the process at the pc you will not get the expected results. Arrogance and Study In studying a subject the student has to realize there is something new to learn. If you take up something with the attitude, that you know all about it you will never get anywhere. If you take up a subject with the attitude, that there are only a few tings you may be missing you are looking at the subject with a closed mind and with a preconceived idea. You are sort of looking at the subject through colored glasses if looking at all. A \"student \" can be so arrogant so he doesn \'t even bother to look at the subject. He is blocked from learning due to inability to observe. If you pre-judge a subject in this fashion you will never come to a point where you can actually pass an honest and informed judgment on it. You need to be able to observe the subject first-hand to get fully familiar with any subject and the actions and activities it involves. Fixed ideas are the enemy of observation. People hold onto all kinds of fixed ideas in order not to have to observe something directly. They have convictions and ideas they won \'t surrender. About themselves, their status, and the subjects they study. Something to Study Honest study and direct observation is something else. The student has to realize there is something there he honestly doesn \'t know all about and be willing to open up and receive the data and check them out. Sometimes it marks a big step forward, when a student suddenly realizes how stupid he has been in a field. He may realize he has held these unshakable ideas in place and consequently closed off his mind for any other data in the field. You know how people as they get older and older are considered harder and harder to teach. A big part of the explanation is that they have decided they know enough or know it all. They are simply unwilling to accept new ideas because they \"have it all sorted out and nobody should try to change that \". But in learning a new subject it is important to be able to put aside any preconceived ideas. The student has to have a willingness to know and learn. When we talk about auditing, and many other subjects, the test is actually simple. Can you get results? An \"expert \" in any field, someone \"who knows it all \" but can \'t get any of the results expected from that field is of course not an expert at all but a person full of data he hasn \'t fully understood. He has fixed opinions about the field he is an expert in. He is generally lacking good judgment and firsthand observations and observational skills. He may be all concerned about status and afraid to look. To become a true master in any field a person has to have a strong desire to learn. The True Expert A true expert in any field started with realizing there was something there he didn \'t know and he had a genuine desire to learn it and master it. He went through the ins and outs of the subject and was little by little able to produce real results. He graduated to a point where he could form an educated opinion about the subject and enter into a meaningful discussion with other experts and with the subject itself. Finally, he is very relaxed about the whole thing and yet be able to produce excellent results in that field. The only place a technology, such as auditing, can get truly lost is if the willingness to learn it and study it breaks down. This is closely connected with the basics covered here: The realization there is something there to learn and the willingness to learn it. And these are the basic and somewhat too simple fundamentals of study that we have to point out and make sure are recognized. Fundamentals of any subject, the rock bottom silly truths, tend not to get taught and be forgotten. But they have to be recognized and pointed out and taught or the whole subject can go astray. Because they form the foundation needed to build anything of lasting value. They form the doorway we first of all have to pass through to get anywhere. | Glossary | Site Map | Content | Checksheet | Links | FAQ | Home | © Clearbird |","null","null","");arrFiles[10]=new Array("manual/11checkouts.htm","Theory Checkouts, What to ask for in check-outs. What to pass or flunk. #2 of 3.","Theory Check-outs Search Site Map No Frame The Important Points The important points to cover in a theory Check-out are: 1. The specific rules, natural laws, principles, maxims, or stable data. 2. The exact details of how something is done. 3. The theory behind why it is done or done that way. 4. Definition of words used. The checkout is geared in the direction of application. 1. \"The specific rules, natural laws, principles, maxims, or stable data \" must be known and the student must be able to demonstrate that their meaning is known to him. Using a demo kit is the normal way to demonstrate. Not knowing (1) when the data are put to their final test, applying them in practice, will cause clumsy, robotic, and inept application and frequent mistakes. 2. \"The exact details of how something is done \" must be exactly known; in which order they are done and a description of the actions, though not verbatim. This is usually drilled in Practical before actual application. But in Theory it has to be known to this point before practical drilling would make any sense or be successful. 3. \"The theory behind why it is done or done that way \" must be known. This has to be given accurately and with understanding but not verbatim. When doing something in practice the student will always run into situations that don \'t seem to match the theory 100%. It is impossible, or at least not practical, to try to describe and learn every possible situation beforehand. In practical application the graduate has to be able to think with the subject and apply the basic principles and reasoning to the situations he meets. Exact dates, numbers, or verbatim quotes would only in very rare cases be important and would in such cases be stated on the checksheet. They are not asked for unless required by the checksheet. 4. Definition of words used. Misunderstood words can prevent understanding completely and result in mis-application and non-application (as explained earlier). You check for meaning of words as to prevent that any MUs are left behind. The student is expected to eventually apply the data. That is the whole purpose of study. To be able to apply the data : (1), rules and laws, must be known down cold, (2), details on how to do it, must be able to be experienced and (3), the theory behind, must be appreciated. (4), no misunderstood words must be left behind. Asking for anything else is pedantic and will give the person examined an unnecessary feeling of failure. If you checked-out a student on Newton \'s Law of gravity you would have him explain the principle and check his understanding of the formula. You wouldn \'t check if he knew who Newton was or when he lived. Isaac Newton spot-check Materials When checking out materials you use Spot Check-out. You do not try to cover it all. It is done the same way a final examination is given in schools: only a part of the materials is covered by examination; if the student has this right the student is assumed to know all of it. Flunks are given for any hesitation, confusion, or communication lag when answering. If the student can \'t answer right away he doesn \'t know it well enough to apply. Any hesitation, mmm..., ah..., well... is a flunk, as the student certainly doesn \'t know it well enough to use. This does of course not include stammerers. You should be aware of the student \'s normal pattern of speech. You never keep on examining a theory assignment after a student has missed. In other words, the check-out must have been 100% right answers for a pass. 95% is not a pass. When some theory part is too unimportant for a 100% pass only evidence that it has been read is required and it is not examined at all. This is marked as zero-rated on the checksheet. Materials you check out require 100% pass; less important materials are not examined. They are merely signed off on the checksheet by the student himself. Students attest to having read them, understood them, having cleared up any and all misunderstood words, and knowing them well enough to be able to apply them. Who Can Give Check-outs To be allowed to do star-rate Check-outs on other students the coach has to: 1. Have finished and passed the 3 short chapters on how to check out theory materials given here (previous chapter, this one and the next one). 2. He has to have studied the materials he is checking somebody else out in. The best situation is if the coach has been star-rated on those materials, but this is not required. Star-rate Check-outs are done by students on each other. They are not done by the course supervisor unless marked so on the checksheet. Some materials are Supervisor Check-outs . Such materials include the most important parts of the theory. It also includes the three present chapters on how to do a star-rate Check-out. This is done to get the students started right. The supervisor wants to ensure that his students know how to give standard Check-outs exactly by the book. The supervisor also observes his students giving each other Check-outs. He ensures the quality of these Check-outs. If the Check-outs are done right he lets the students get on with it. If not, he writes a so-called Pink Sheet. This is a short study order written on a pink sheet of paper. It tells the student to Word Clear and re-study the needed Check-out chapters or sections thereof. The supervisor then checks the student out on this personally. The remedies for poor quality Check-outs are Word Clearing and further study of Check-out materials. The supervisor never resorts to taking over Check-outs of all course materials himself. Only by using this system can we have effective Check-outs and a supervisor who is free to supervise effectively. The student may be given a final written exam. With 85% right answers it is a pass. Final Exams A general written examination for classification is usually given. A written exam requires 85% correct answers to be a pass. Any wrong answers are handled by having the student restudy and pass a Check-out on those pieces missed. This has to be done before he is granted a final pass. Make sure that students who get constantly low marks are also handled with Word Clearing. The chains of misunderstoods may go back to definitions of words they haven’t understood in some former subject. There exist a number of methods of Word Clearing, all very effective. Method 3 and Method 9 can be done in the course room. Other methods require a professional Word Clearer or an advanced student to do them. These methods include the use of a Meter. The Meter is an instrument that reacts on exact questions asked. The Word Clearer has different ways to ask questions and will consult the Meter and use it to possibly dig up long forgotten misunderstood words. The subject of \"wrong definitions cause stupidity or circuits, followed by hostility, protest and blows \", is not easy to get across because it is so common today. Sometimes a Word Clearer has to go a long way into almost forgotten subjects or periods of the student \'s past to find the misunderstoods causing the trouble in present time. This requires a Meter and is why a professional Word Clearer has to be called in. Check-out Summary Doing Check-outs per above speeds up courses. It ensures at the same time that the important data are known and understood. Good, sound examination is the answer. Irrelevant examination-questions only slows down the student and extends their time on course. Demo kit demonstrations are used extensively in Check-outs. The twin or supervisor should ask questions that require an ability to apply. Give the student a situation and have him tell you how he would handle it. Be as tough as you want, but only on (1), (2), (3) and (4) per above. Flunk him if not a 100% pass and have him find and look up the misunderstood words and restudy the materials. Since the student progresses one item of the checksheet at the time it is easy and quick for him to catch up. We don \'t wait a whole semester (as in schools and universities) and then flunk the student and demand that he spends the next 5-10 months doing it all over again. The checksheet system used in Study Technology ensures that he is led down a path of certainties. This leads to participation, competence, and eventually to professionalism - and that is what the Study Technology is about. | Glossary | Site Map | Content | Checksheet | Links | FAQ | Home | © Clearbird |","null","null","");arrFiles[11]=new Array("manual/17coaching.htm","Coaching. All the fine points of coaching practical drills in training.","Coaching of Drills Search Site Map No Frame Coach Student Communication Drill. The coach instructs the student. She makes up realistic situations for him to handle. When you do drilling using the Study Technology you work two and two. Drills are used to perfect practical skills. We are ultimately interested in the education of auditors with this manual. When training auditors, coaching is used to drill the student in how to use the Meter and in doing the Communication Drills, the so-called TRs. There are other types of drills in Standard Clearing Technology as well but the same data apply. The data are actually widely applicable. You can train salesmen, waiters, public speakers, athletes, performers, computer operators, etc., etc. using the basic principles and system. Any practical skill can be drilled. The principles for how to do that most effectively are covered in this chapter. Meter Drill. The student (in red) learns to use a Meter. The coach opposite him does the instructing. Here the supervisor is ensuring they do it right by looking over the student \'s shoulder. The one twin is called the student. In our example it \'s a man. He is the one, that receives the training. He learns step-by-step to do and behave as a practitioner should in a real situation. So the student is the one, that receives the training. The other twin is called the coach . In our example it is a woman. She is the one, that directs the student . She is the instructor of the drill, the one that calls the shots. The term \'coach \' is best known from sports; he instructs the players and shows them what to do. He gives the players practical advice from the sideline. In coaching you take turns, however. First twin A is the coach, twin B the student. After a while they switch around, so twin B is the coach and twin A the student. In drilling you always work with your twin. By taking turns the twins get each other through the drills. To be a good coach it is important that you follow the written materials closely. You are there to point out when the student doesn \'t do it right. You find the paragraph in the written materials that he is violating and point out what he did wrong. You can ask him to read it again (when needed). There is no need for heated discussions. You simply follow the written materials and point out what he did wrong. The supervisor is not directly involved in the drills. But if a problem should arise, that you can \'t solve on the spot with the use of the written materials, you should call the supervisor over and have him help clear it up. As a coach you are there to step-by-step help the student through the steps of becoming a better and better practitioner. The drills may at first seem designed to be a contest between coach and student. But that is the wrong idea. You are on the same team. The coach is the sparring partner. She will invent situations that are realistic and she trains the student to handle them correctly so he becomes well prepared for a live pc in a real session. Coaching Here are some important points of coaching: 1. Coach with a purpose. Set as a goal for yourself and the student that he is going to do the drill correctly. Work and coach with this goal in mind all the time. When you correct the student you do it for a reason. You want him to gain a better understanding of the drill and become better in executing it. Step by little step you get him to the best of his ability. 2. Coach with reality. Be realistic in your coaching. When you make up a situation, make sure it is a situation the student could actually run into in a real situation. In the communication course there is a drill called TR-4, handling of originations. In this drill you train with situations, where the pc comes with out-of-context statements, such as \"My leg suddenly hurts \" or whatever. The coach will usually have a sheet of such statements to read from. She should make such statements sound real as a pc would say them. She does not have to \'feel the pain \' of course. It \'s a game of play-acting. You should just be able to state it in a natural way. You shouldn \'t take anything from your own past experience. That could develop into a too emotional situation and you would lose control. Stay with inventing things in present time and at any time be able to step back and correct the student, when needed. 3. Coach with intention. Behind all your coaching should be the intention that by the end of the coaching session the student will be better at the drill than when he started out. His being aware of the goals and his improvement and validating it is also part of the training activity. The student must have the feeling that he accomplished something in the training step, no matter how little. As a coach you should create a positive atmosphere of \"You can do it! \" It is your intention at all times in drilling that you will bring about a greater understanding and ability on the part of the student of the subject matter being coached. 4. Only take up one thing at the time. For example: When you are coaching TR-4, you are trying to put it all together. But when you first start out coaching TR-4 you would look at one little aspect at the time. A good way to go is to look for elements from each of the earlier drills. Is the student confronting you? (TR-0); if not, correct only that. Does he state the question each time as his own, and does he really intend you to receive it? (TR-1); if not, take up this thing only as the next step. Does his acknowledgments really end the communication cycle for you? (TR-2). Coach only this point next. Never do two or more points at the same time. Make sure he does one point correctly before you go onto the next point or next drill. You should set a high standard of ability so as to stretch him a little further. It doesn \'t mean that you should never be satisfied. It does mean that you work from the viewpoint that your student can always get better. Once you have reached one level of ability, you should validate that and then right away work towards a higher level of ability. As a coach you should always be a sharp observer and do precise coaching. Never allow yourself to be sloppy about it. When you later become the student you would want your coach to be sharp and precise too. If you should doubt that you are doing the correct thing, you should call the supervisor and get it cleared up. He will know what to show you from the materials. In being a good coach you never state your opinion as such. You don \'t say, \"I think \" or, \"maybe it is better this way \". You use positive direct statements. As a coach you have a prime responsibility for the results obtained by the student in the coaching session. You have a responsibility for the student and the session. Make sure you always run good positive control and give him clear and correct directions. Once in a while, the student will get into long explanations and reasons why he is doing what he is doing. Letting him talk about it at great length does not accomplish anything. You want to keep talking about the drills to an absolute minimum. Actually doing the drills will accomplish the goal for the training session, and faster. When coaching the drills you should all the time keep in mind the paragraphs \"Purpose \" and \"Theory \" usually stated for each drill. Doing drills can occasionally fly into the teeth of all kinds bad old habits and bad experiences in the student \'s past. In training you should pay a minimum of attention to that. It is possible that during a drill the student can become angry, misemotional or even extremely upset. Your correct response as a coach is not to back off. The maxim is: Get the student through it! You should realize the student has to overcome this in order to become a good practitioner. You should simply continue the drill until the student can do it without stress, duress and feels good about it. So don \'t back off. Push the student firmly but gently through whatever difficulty he ran into. There is one thing, you shouldn \'t forget as a coach: That is to tell the student, when he is doing something exactly right. The way to get your student better is not only to correct wrongnesses. An important part is to compliment rightnesses. With regard to pushing the student through his difficulties, and to complimenting rightnesses, always consider as you push your student, the possibility that he could become over-stressed because you might give him a steeper gradient to confront than he can handle. If this is the case, and the supervisor can help you determine if it is so, then you would simply return to the subject on which the student started to fail, and begin again, but with a tiny piece of the subject that he can immediately have a win at. When you have both validated this win, you as coach can give him the next gradient up in terms of difficulty, and so on, win by win, until your student can win by handling all that you were throwing at him before, and more. As a bonus, by taking this care with your student, you will train yourself to be an excellent coach who produces excellent student wins. Self-coaching. Do not allow self-coaching. Self-coaching means that the student points out to himself, what he did wrong. If he does that a lot, you are doing a sloppy job as a coach. He should have his attention on you and any materials he is using; not himself as a student. If the student starts to self-coach he is introverting. He is looking too much at himself and what he is doing and how he is doing it instead of just doing it. Drills are simple. Almost painfully simple. But they have to be kept that way to be most effective. You as a coach should prevent the student from self-coaching by being on the ball and flunking the student for doing it if he begins to self-coach. As a coach your first duty is to keep an eye on your student and how he is doing. Part of many of these drills is play-acting. You make up situations and act it as you think would be a realistic situation. You can be carried away as an actress and get into entertaining your student and make him laugh and make him like you rather than being a sharp coach. You have fallen into being \"interesting \" rather than \"interested \". There is nothing wrong in having a lot of fun while doing these drills. They are a lot of fun. But never forget that your first duty as a coach is to have your attention on your student \'s performance and to see how good he can get on each training drill. To a large degree the progress of the student depends on the standard of coaching. Good coaching produces good practitioners that in turn will produce good results in real life. Good results produce better people. Good coaches are the more likely to become the best practitioners. Morale and Coaching A student who has gone through a tough coaching session and has passed it feels very good. He has really accomplished something. He knows that he knows the data and the drill. On the other hand: a student who has received poor or non-standard coaching feels cheated. If his coach is just trying to \"be nice \" the student doesn \'t really learn anything - and he won \'t appreciate the coaching either. This comes down to some basic laws: Morale depends on production. Production is the evidence and proof of competence. Morale is up when competence is demonstrated. Morale isn \'t built by being \"nice \" It is built by taking pride in what you are doing and by knowing and demonstrating that you are doing it right. These laws are at work in coaching sessions in other ways. You can have a situation where the coach and student are in a \"games condition \". That means they are not working on the same goal but are in some kind of opposition to each other. This gives a problem situation or \"no progress \" situation. No progress, no wins, no production. There is no demonstration of competence permitted and morale is low. Coaches and students must not allow such a situation to happen. The supervisor should keep an open eye for something like that developing. Keep your student \'s morale and production high. Give him tough but standard coaching sessions so he becomes competent. Then, when he passes, he knows he has demonstrated his competence in applying the materials. Toughness and ARC \"Being nice \" and ARC are two different things. \"Being nice \" is of course affinity. But as we know from the ARC triangle, it does not exist alone. Toughness (in the meaning) is the Reality part. It is insisting upon \"You can do it \" until the student actually does it right. That \'s what we mean by toughness and tough coaching. It is insisting upon it being done right and not being satisfied until that standard has been met. This is best done with ARC. You validate any progress you observe in your student. You grant him beingness by letting him know he is on the right track, that he will do it right, that he is capable of all you ask for and a lot more! Toughness in coaching is also insisting upon doing the drills and not spending a whole lot of time talking about them. Toughness in coaching is getting the student through any problems or misemotions that may be stirred up in the process. None of the above excludes high ARC. But ARC without the needed reality is something else. Such ARC does not belong in drilling and training. | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[12]=new Array("manual/15_words.htm","Clearing Words. Small grammatical words can be troublesome; how to clear them. About synonyms.","Clearing Words Search Site Map No Frame Simple Words It would be natural to assume that the big or the technical words are those most misunderstood. Oddly enough this is not the case. In Word Clearing and in check-outs it has been proven statistically, that the small and simple words show up more frequently. Misunderstanding the simple words is the most common cause in preventing understanding. It is often the small simple words that are misunderstood. They are often best cleared up with a grammar textbook. Words like \"a \", \"the \", \"exist \", \"such \" and other \'everybody knows \' words show up much more often, when doing Word Clearing with a Meter, than the big and difficult ones. It takes a big dictionary, or often a grammar textbook, to define these simple words fully. Apparently the small dictionaries also suppose everybody knows. We run into well educated people, who have been through years of formal education, who do not know what \"or \" or \"by \" or \"an \" means. At first glance this may seem unbelievable. But the proof is in metered Word Clearing. When these small words are fully cleared up a whole education can go from a solid mass of question marks to clear and useful information. Stupidity comes about as a result of misunderstood words. Early Misunderstoods are the key to later ones. The earliest misunderstood word or words in a subject are the key to later misunderstood words in that subject. Then come words like \"a \", \"the \" and other simple English words as the next type of words that most often turn up. In studying a foreign language it is often found that the grammar words of one’s own language that tell about the grammar are basic to not being able to learn the foreign language and its parts. The test of whether the person understands a word is \"does it read on the Meter when he reads the word in the material being cleared? \" That a person says he knows the meaning is not acceptable. Have him look it up no matter how simple the word is. Grammar Many small words are best looked up in a grammar. Many of these words are first and foremost grammatical words. Only very few dictionaries have full definitions for such words, but often then they have no examples. Words like \"a \" \"the \" \"and \" are really parts of language-construction and are more complex than they seem. A simple grammar book should be at hand in any course room and in any Word Clearing session. The best grammar textbooks are those made for persons studying English as a foreign language. The point is, they don \'t suppose that the student already \'knows all that \'. When picking a grammar textbook, make sure it uses lots of examples when explaining things. If a student is very ignorant or \'stupid \' about grammar it is best to make him do a whole simple grammar text first before he begins to get into just words. Without the grammar the words won’t hang together for him. It is quicker to do a short grammar course than to struggle with grammatical misunderstoods throughout study. \"Gargantuan \" \"Huge \" Synonyms Sometimes words a student misunderstands and looks up can remain troublesome. This is due to not clearing the word fully, but only using a synonym: The student runs across a word he doesn’t understand. He looks it up in a dictionary, finds a substitute word and uses that. Of course the first word is still misunderstood and is left there not understood. Example: The student is reading, \"the size was Gargantuan. \" He looks up Gargantuan. The dictionary says, \"Like Gargantua, huge. \" Student uses \"huge \" as a synonym and reads the text line \"The size was ‘huge’ \". He reads on but is still unable to understand the paragraph below \"the size was Gargantuan \". The student thinks to himself, \"Well it doesn’t work. The theory said the student goes blank after passing a word he does not have a definition for and brightens up again the moment he spots the word that wasn’t understood \". The brightening up actually happens as a result of spotting the word whether one defines the word or not. One then has the word looked up and cleared before going on. But to put another word in the place of the existing word won \'t do. In the example, \"Huge \" is not \"Gargantuan \". These are synonyms. The sentence is \"The size was Gargantuan. \" The sentence was not \"The size was huge. \" You can’t really substitute one word for another and get anything but an alteration. So something remains not understood and is still there and causing trouble. Make Sentences The correct procedure is to get the actual word used in the text defined well and fully understood. In this case the word was \"Gargantuan \". It means \"Like Gargantua \" according to the dictionary. Who or what was Gargantua? The dictionary says it was the name of a gigantic King in a book written by the French author, Rabelais. Oh, the student now thinks, the sentence means \"The size was a gigantic king. \" That’s the same error again, using a substitute. But it is closer. The thing to do is to use \'Gargantuan \' in a few sentences. Suddenly the student understands the word itself that was used. When he reads, \"the size was Gargantuan \" he knows what it means. It means \"The size was Gargantuan \", and nothing else. | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[13]=new Array("manual/04mu_defined.htm","Misunderstood Words and How to Clear them. 10 types of MU \'s defined. How do you clear a word completely.","Misunderstood Words (MUs) and How to Clear Them Search Site Map No Frame \"Wisdom begins with the definition of terms. \" Socrates (470 B.C. - 399 B.C.) \"Misunderstood \" or \"Not-understood \" are used to describe any troubles with understanding words, symbols, etc. There can be a lack of understanding of a word, concept, or symbol. Most people think of a misunderstood as something they don \'t know - a \"not-understood. \" A \"not-understood \" is a misunderstood but there is more to it. It is fully described in the 10 categories below. A Misunderstood Word or Symbol (MU) can be: 1. A false definition: This is where a person has a definition that has no relationship to the actual meaning of the word. Example: The person reads or hears the word \"dog \" and thinks that \"dog \" means \"pillow \". They couldn \'t get more wrong of course. Example: A person sees a multiply sign (x) and thinks it means to cross something out. 2. An invented definition: An invented definition is a type of a false definition. The person made it up himself or he was given somebody else \'s idea. This can be difficult to find as he is certain he knows it - after all he invented it himself. But usually it does read on a Meter . Example: A gang talks about \'goop \' all the time. A new member does not know what it means, but take it to mean \'beer \'. To the gang it means \'drugs \'. The new member is very confused. 3. An incorrect definition: This is a definition that is not right but may have something to do with the word or symbol. Example: A student reads the word \'image \' (like how an actor is perceived by the fans) and takes it to mean painting or drawing. The two meanings are related but failure to distinguish between them lead to MU \'s and confusion in the students mind. 4. An incomplete definition: A definition that is neither precise enough or insufficient. Example: The person reads the word \"office \" and thinks it means \"room. \" The definition of the word \"office \" is: \"a room or building which holds an administrative business activity. \" 5. An unsuitable definition: A definition that by itself is correct, but does not fit in the context it is used. It causes the student not to be able to understand the sentence correctly. Example: The person hears the sentence: \"he is dressing a turkey. \" The person understands \"dressing \" as \"putting clothes on. \" That is one definition of \"dressing \" but it is not the definition used in the sentence. The definition of \"dressing \" that applies is: \"making ready to cook. \" 6. A homonym ic definition: One word that has two or more clearly different meanings. A homonym can also be two (or more) words that sound the same ( \"piece \" and \"peace \" for example). This can cause the student not to understand the text. Examples: to box (sport); a box (container). Piece (a part of something). Peace (opposite of war). 7. A Substitute Def inition: A substitute definition occurs when a person uses a synonym for the definition of a word. A synonym is not a definition. A synonym is a word having a meaning similar to that of another word. Example: The person reads the word \"portly \" and thinks the definition of the word is \"fat. \" \"Fat \" is a synonym for the word \"portly. \" But \"portly \" means: \"of a stately appearance; impressive, especially because of size. \" The student needs to learn the full definition for a word as well as its synonyms. 8. An omitted (missing) definition: An omitted definition is a definition of a word that the person is missing; it can be omitted from the dictionary he is using. In other words, the word is used in a meaning the student doesn \'t know, but he thinks he does. This can often have to do with slang or humor. Example: to \'borrow \' something may mean to steal it. 9. A No-definition: A no-definition is a \"not-understood \" word or symbol. Example: The person reads the sentence \"The business produced no X%&$. \" The student obviously doesn \'t have a definition for \'X%&$ \' as it simply is a misprint and can \'t be understood in the sentence. 10. A rejected definition: A rejected definition is a definition of a word which the person will not accept. This can be based on emotional reactions to it. The person finds the definition degrading to himself or his group, etc. He may have a total misunderstood on the word and still refuse to have it explained or look it up in a dictionary. Example: A person runs into the musical expression \"C Minor \", but knows that belongs to classical music and he finds people with that interest too intellectual and the type that look down on him. He is totally unwilling to look it up. \"C minor \" is a musical key, meaning the musical scale the piece of music is written in. The scale starts on the note \'C \'. Any word that fits one or more of the above descriptions must be cleared up as it is an MU. Use a good sized dictionary or more than one dictionary, text book, or encyclopedia. It is harmful to go on past or ignore a misunderstood word or symbol as one simply will not understand what one is studying. It is a matter self-discipline to not go past misunderstood words. Recognition the symptoms of so doing is easy to learn. One of the worst symptoms is the mental blankness that usually follows right after a misunderstood word. Look up the symbols or words and get them fully defined before going on with the reading. Students must understand it takes a self-discipline that has to learned. The different types of \"misunderstoods \" and \"not-understoods \" must be clearly grasped by a person seeking to clear them in himself and others. The most common error in Word Clearing is for the person being Word Cleared to believe that a misunderstood is something he simply does not know. With this limited definition he cannot effectively be Word Cleared nor should he Word Clear others. So these definitions of \"misunderstood \" and \"not-understood \" should be very well known, as it will often be necessary to have to clarify them with the person being Word Cleared. Clearing Words You clear words with a good dictionary. It has become all too obvious that a misunderstood word remains misunderstood and will later hang a person up unless he clears the meaning of the word in the context in which it is found. The MU \'s also have to be cleared in all of their various meanings in general usage. When a word have several different definitions one cannot limit his understanding of the word to one definition only and call the word \"understood. \" One must be able to understand the word when, at a later date, it is used in a different way. Otherwise he will use the wrong definition when running into it later. To clear a word one looks it up in a good dictionary. Dictionaries recommended are The World Book Dictionary (2 volumes); also a large Oxford Dictionary. A good dictionary should use simpler words to explain more difficult words. It should have the origin or derivation of the word. It shouldn \'t use synonyms to define the meaning of a word with, but actually define the word by description. You should be able to complete the steps below easily with such a dictionary. The steps: 1) The Definition that applies: The first step is to look over the definitions to find the one that applies to the context in which the word was found. One reads the definition and uses it in sentences until one has a clear concept of that meaning of the word. This can take many sentences. 2) Other Definitions: One then clears each of the other definitions of that word, using each in sentences until one has a conceptual understanding of each definition. 3) Derivation: The next thing to do is to clear the derivation - that is the explanation of where the word came from originally. This will help gain a basic understanding of the word. 4) Don \'t clear the technical or specialized definitions (math, biology, etc.) or obsolete (no longer used) or archaic (ancient and no longer in general use) definitions unless the word is being used that way in the context in which it was misunderstood. 5) Clear Idioms. Most dictionaries give the idioms of a word. An idiom is a phrase or expression whose meaning cannot be understood from the ordinary meanings of the words. For example, \"give in \" is an English idiom meaning \"yield. \" Quite a few words in English have idiomatic uses and these are usually given in a dictionary after the definitions of the word itself. These idioms have to be cleared. 6) Clear synonyms. One must also clear any other information given about the word, such as notes on its usage, synonyms , etc. so as to have a full understanding of the word. If one runs into a misunderstood word or symbol in the definition of a word being cleared, one must clear it right away using this same procedure and then return to the definition one was clearing (dictionary symbols and abbreviations are usually given in the front of the dictionary). Example You are reading the sentence \"He used to clean chimneys for a living \" and you \'re not sure what \"chimneys \" means. You find it in the dictionary and look through the definitions for the one that applies. It says \"A flue for the smoke or gases from a fire. \" You \'re not sure what \"flue \" means so you look that up: it says \"A channel or passage for smoke, air or gasses of combustion. \" That fits and makes sense so you use it in some sentences until you have a clear concept of it. \"Flue \" in this dictionary has other definitions, each of which you would clear and use in sentences. Look up the derivation of the word \"flue. \" Now go back to \"chimney. \" The definition \"A flue for the smoke or gases from a fire, \" now makes sense so you use it in sentences until you have a concept of it. You then clear the other definitions. One dictionary has an obsolete definition and a geological definition. You would skip both of these as they aren \'t in common use. Now clear up the derivation of the word. One finds in the derivation that it originally came from the Greek word \"kaminos, \" which means \"furnace. \" If the word had any synonym studies, usage notes or idioms, they would all be cleared too. That would be the end of clearing \"chimney. \" List of Words You will from time to time encounter lists of words that you need to clear on yourself or on another student. In this case you will not have any context for the word. If you don \'t know the context of the word, you should start with the first definition and clear all definitions, derivation, idioms, etc. as covered above. Find a Good Dictionary If you find yourself spending a lot of time clearing words within definitions of words, you should get a simpler dictionary. A good dictionary will enable you to clear a word without having to look up a lot of other ones in the process. Metered Word Clearing. The Word Clearer uses a Meter to find MU \'s. An MU will produce a reaction of the needle. When the word is fully cleared it will show as a \"Floating Needle \"; the needle will move back and fourth at an even pace. At the time of the Floating Needle the student will feel happy and bright about the word. That is what is called Very Good Indicators (VGIs). (Meter: The student has two electrodes or \'cans \' she holds in her hands. A weak current of about 2 Volts goes from the one can to the other through the body. The cans are hooked up to the Meter. Mental reactions to a question will cause the needle (in the middle of the instrument) to react. The Word Clearer asks what it was. The student can now find it. The Meter reacts on things the student was barely aware of). The Word Fully Cleared A cleared word means conceptual understanding has been achieved. When each of the common meanings is understood (and any special meaning that is needed for the materials studied) that should be it. You should have the feeling that the word is now part of your vocabulary. That \'s what a cleared word is. It is a word that is understood. In metered Word Clearing this would produce a \"Floating Needle \" on the Meter and a student with Very Good Indicators (smiling, happy). There can be more than one \"Floating Needle \" per word. Clearing a word must end with a Floating Needle and Very Good Indicators (F/N, VGIs). Off the Meter this would be seen simply as Very Good Indicators; the student is smiling and happy and obviously has a new understanding of the word. The above is the way a word should be cleared. When words are understood, communication can take place and with communication any given subject can be understood. | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[14]=new Array("manual/01arc.htm","Understanding and Study. The anatomy of understanding; how this applies to study.","Understanding and Stud y Search Site Map No Frame A student usually studies something to increase his or her understanding and knowledge about a subject. This is quite elementary. If we have a young woman, Jane, and she doesn \'t know anything about fine cooking and she needs or wants to know something about it, she will get herself a cookbook and start to read recipes. When she has done that for a while she will be ready to go out and buy some groceries and try to make some of the dishes the cookbook describes. It is also possible her mother will teach her to cook some fine meals and they will go through this together. Both these ways would be informal, of course. No exams to pass. No formal school to attend. To gain understanding one needs to study or read about it. But let \'s say Jane wanted to become a nurse. She would realize she didn \'t know much about nursing, patients, medication, hospitals, and so on. She would soon realize that she would have to go to school for several years to learn it all. Jane would have to understand the subjects she was taught to obtain the needed information so she could actually practice as a nurse. She would of course also have to pass her exams in all the required subjects in order to get her certificate and to be able to get a job as a nurse. There are a lot of skills and special knowledge needed to become a certified nurse. Whether it is done formally or informally, learning is a process by which you increase your understanding, knowledge, and familiarity with a subject. Understanding plays an important and central role. If Jane was unable to understand any of the information she was taught in nursing school, she would flunk exams and leave the school. If she couldn \'t read and understand the concept of cooking from the cookbook she would be lost in this subject as well. It is thus of great interest to any student, (and we are all students in the school of life), to know what understanding is and how to increase it. Anatomy of Understanding The interesting fact here is, that there is something to understand about Understanding itself. It is composed of certain elements. You may have thought of \"Understanding \" as something that needed no explanation or wasn \'t possible to analyze. But the interesting fact is, that it is composed of three elements. By understanding these three elements we will understand the idea of Understanding itself better. The three elements are Affinity , Reality and Communication. Affinity means degree of liking of something or somebody. Reality has to do with experiencing objective things, recognizing things that are , and also agreement with others. Communication is the exchange of ideas and viewpoints. These definitions are further explained below. These three elements can be seen to be joined together in a triangle. There are always the three of them. They influence each other no matter which one you work on. Let \'s give some examples from life. Later we will give some examples related to study. Example 1: You talk to someone about the weather; that \'s communication. You come to an agreement that this summer isn \'t really worth remembering. Agreement; that \'s a reality as we define it. You begin to think he \'s a great guy. That affinity is the first step to a better understanding, a beginning friendship. Example 2: You ask your neighbor \'s little son, who is very shy, about his new bike. You ask him something that is very real to him - reality. He \'ll bubble over with pride and excitement about it; that \'s communication. You tell him you wished you had a bike like his when you were his age; that \'s agreement/reality. He \'ll like you better from now on and be less shy; that \'s affinity. Example 3: You pat your dog - expressing affinity. He \'ll jump up and bark at you playfully; that \'s one way dogs communicate. You pick up the idea from him and take him for a walk; you establish a reality with your dog. This, then, is the ARC triangle. By increasing or decreasing each or any of these points of the ARC triangle you can increase or reduce understanding. It all depends on your intentions. The relationship between A (affinity), R (reality) and C (communication) is the anatomy of understanding. Understanding, then, consists of A, R and C. Affecting one element in a positive direction will cause the two other elements to move in a positive direction as well. The results would be higher or better understanding. A drop in any of the elements A, R or C will cause a drop in understanding. Let us look at the definitions of A and R and C separately and add some more depth to them. Affinity means degree of liking somebody or something. When you are closely connected to someone you have high affinity for that person. Affinity A ffinity is defined in terms of reaching or distance. One reaches for something in order to have it close to one. Lack of affinity would be expressed as a withdrawal. Affinity is a phenomenon involving space. It expresses the willingness to occupy the same space as the thing which is loved or liked. The reverse of it would be anti-pathy (dislike)... which would be the unwillingness to occupy the same space as or the unwillingness to approach something or someone. It follows that the \"mental space \" of someone widens with the number of things or people he loves. It follows as well that someone with a lot of affinity finds it easy to include a lot of things and people in his space. He manages to look at life from other viewpoints as well as his own. That \'s a true sign of affinity. He is able \"to put himself in someone else \'s shoes \" and look at things from their point of view. Put in more technical terms: he can assume the beingness of another; the other person \'s role or identity. This doesn \'t refer to people only but to all things, alive or dead (matter), such as plants and stones. Given enough affinity, you can deliberately \"become them \". You can apply \'intuition \', multiple viewpoints and imagination to achieve that. Usually you have your viewpoint stably anchored inside your head. Yet, some people have the ability to put a viewpoint into a withering plant on the table and \"wander around inside it \" to find out what \'s wrong with it. They have for a moment assumed the beingness of this plant. Reality has to do with Agreement. When something is witnessed and signed it is more real - also in the eyes of the Law. Reality Reality is not looked at as something \"objective \" in our definition. It is certainly observable but not necessarily objective. Each observer of a situation takes his own viewpoint when observing it. This is true in two ways: a) Mentally speaking: he sees things through the filter of his own attitudes and considerations, and by the amount of affinity he happens to have at the time. (Someone, who is sad or angry makes a bad observer.) b) Physically speaking: each observer stands in a different location from the other and therefore has a different angle of view. Therefore each observation, to start with, exists for each observer individually only. This we call an actuality . As soon as the observers share their observations and come to an agreement with each other there is \"reality \" in the full sense of the word: An actuality can exist for one individually, but when it is agreed with by others it can then be said to be a reality. This does not exclude that you might disagree with yourself occasionally. Off and on \"one doesn \'t trust one \'s own eyes \", as we all know. So even for oneself you sometimes have to work out what is real and what isn \'t. Reality-changes can easily be brought about by drugs and hypnosis, also by physical threats and violence. An individual \'s own reality can be beaten out of him so he agrees with the agressor. He will agree with you because he wants to live. This way robots are made. In any case, when we talk about reality we talk about agreement. Reality is the agreement of perceptions and data in the physical universe. (All we can be sure is real is that on which we have agreed is real. Agreement is the essence of reality.) Just because a few people have agreed on something does not necessarily mean that it is \"truly so \". Who would determine that anyway? Ask some other people and you \'re bound to find a different agreement on the same matter. Reality is therefore : the agreed-upon apparency of existence . Communication is the exchange of ideas and viewpoints over a distance. Communication Communication is the exchange of ideas between two points or terminals. It can be between two living beings or between the physical universe and a being -- this last we usually call perception. Simply put, by perceiving and sensing something you are already involved with communication and, thereby, with the ARC triangle. The perceptions, such as sight, sound, smell, taste, are real to the extent that one can agree to them or not. The use of the term \"exchange \" above shows that there are two terminals involved in a communication. \"Terminal \" means in our language \"the end point of a communication line \". It can be a person or a thing. There are two end points or terminals (typically persons) in a communication: a source-point and a receipt-point. The communication formula Communication is: Cause, distance, effect, with intention, attention, duplication and understanding. Cause (Source-point) <Distance> Effect (Receipt-point) Comm Formula: The speaker is at Cause. She communicates with Intention. The listener is at Effect. He listenswith Attention in ordertoDuplicateand Understand what she says. With the above, one important aspect of a study situation has been described: the student makes himself receipt-point of the data and particles of the subject - typically coming from a teacher or textbook writer. In case of printed information the author is \'Cause \' the book is the particle carrying the message and the student is \'Effect \'. He or she duplicates and understands the information contained in the communication until it has been fully included in her space (see illustration below). Now she really understands it. She will master the data to the point she has ARC for them. They are to some degree real to her, Reality. She can be around these data and occupy the viewpoint they express, Affinity. She can communicate about these data, such as discuss them or relay them, Communication. Cause - Source-point (the author) <Distance> (the book carries the message) Effect - Receipt-point (the reader) Comm Formula: A book carries the message from the author. Since the book is a \'dead \' object the student uses ARC to getthe Intention. She still uses Attention in order to Duplicate and Understand. When observing the ARC triangle in life and study, one finds it usually works in the reverse order: Communication, Reality, Affinity. Communication is the dominant part and \"the easy way in \". The reason for this is, that the communication formula: Cause, distance, effect with duplication and understanding can be seen to have all the elements of ARC. The affinity part is overcoming the distance and the reality part is the amount of duplication taking place. It results in greater understanding when successful. If not successful it results in lowered understanding. The simple action of communicating causes therefore an increase or decrease in ARC. This is how it works in study: 1. The student goes into communication with the subject by permitting himself to perceive it. 2. He duplicates its reality until he can agree with the thing being this way and no other. 3. He includes it in his space and thinking and can understand the reality and point of view expressed. As the student progresses through a study he regains more and more certainty about what he learns and therefore becomes more relaxed and cheerful about it. We here assume the subject studied is free of falsehoods, is useful, and worthwhile. As the student has advanced through a longer study he should be able to learn related data faster and faster and often grasp new concepts even without having to read or hear it all. This indicates a heightened affinity; an increased ability to occupy the teacher \'s or the textbook writer \'s viewpoint. A student with high ARC for a subject will understand new data at one glance. No drawn-out or tedious communication is needed. No need to look at it this way and that way until finally the whole thing can be partially understood. No! It \'s one glance at the data and she has got it. Let \'s illustrate ARC and study with some examples: Example: A green student is trying to learn to become a mechanic. When he is first thrown into it the teacher uses a lot of new words. Communication is completely cut. The communication formula states: Cause, distance, effect, with intention, attention, duplication and understanding. The student has no duplication nor understanding as he doesn \'t know what the teacher is talking about. He hasn \'t been around motors and can \'t agree or disagree with anything shown. He is completely incapable of \"thinking like a motor \", meaning mentally occupying the same space as the motor, and thus having a feel for what he is being taught. His ARC is at the bottom. If the teacher knows his business he will let the student look at different motor parts and name them for him. Then have him touch them and lift them. This gives the student some reality. The teacher will tell him the function of each part is. That makes duplication and understanding possible. Actual communication is being established. By holding onto, lifting, fitting together these parts the student will little by little loose his back-off and fear of these motor parts and feel relaxed and quite cheerful about the whole thing. His affinity will come up. Example: A master mechanic who has repaired motors for years can just by listening to a motor tell exactly what is wrong or exactly what three things to look for. Through reading about it (communication) and repairing a lot of cars he has gotten experience (reality) and is completely capable of \"being the motor \" (affinity). He can feel any bad performance of the motor as a physical sensation as if it was happening to his own body. When he hears the motor going \'clank, clank \' it is painful to him. When it purrs like a cat it is a great pleasure to him. Obviously he has high affinity for motors and high ARC = Understanding for motors. | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[15]=new Array("manual/02concepts.htm","Conceptual Understanding. Understanding ideas and concepts is different from just understanding the words.","Conceptual Understanding Search Site Map No Frame There are two types of understanding when it comes to study. There is literal understanding and conceptual understanding. Literal understanding means the person has a hard time seeing the big picture. He may understand the words but doesn \'t really get the idea behind the words. Literal understanding is not what we want to accomplish in study. You see extreme examples of literal understanding in persons who just don \'t understand jokes. They understand the words but don \'t get the joke. You see literal understanding in action by the bureaucrat who makes others \' lives miserable by having them do strange things \"to follow regulations \". The religious fanatic, who is ready to kill for what his holy book says - as he understands it - is a victim of literal understanding. These are the extremes. Literal understanding means the person is fixated on the meaning of words and does not perceive the ideas or intentions behind the communication very well. Conceptual understanding, on the other hand, has a deeper but also simpler view on things. The person going for conceptual understanding is not totally stuck in the symbols and meanings of words. They are basically totally aware of the communication formula involved. They understand there is an author or teacher presenting something for them to duplicate and understand. What the teacher is trying to teach is in the teacher \'s mind as a concept, an idea, at the beginning of the action. Real communication andlearning include: Understanding the concepts. The teacher has an idea he wants to communicate (the seagull). He translates it into words and symbols. The idea getstransmitted via the physical universe. The student is able to duplicate the words and symbols. He then understands the idea. As a result he now has the original concept in his mind. To relay it, the teacher has had to use words and symbols. It is not always easy to find the right words to express oneself. Even expert writers and poets can spend days getting it just right. There is a translation process going on. The ideas may be crystal clear. Getting the ideas into words so they can be communicated takes work and is far from 100% accurate. The writer or teacher may have to express it in several different ways before he is satisfied. The student, on the other hand, may not have the language skills necessary to understand the finer points of what the teacher is saying. They both have to work at it to make a perfect transmission and duplication possible. The basic process in any communication is then that the origination-point (teacher) has a concept or idea. He wants the receipt-point (student) to duplicate and understand that idea. In order to do that he has to use words, symbols, and actions to get it across. It has to travel through the physical universe. If the teacher is successful, the student will end up with a perfect duplicate and understanding of the idea or concept. Now the student can think with it, put it in his own words, discard it for that matter or realize it is very important. He owns that datum completely as he has made it his own. It does not depend on words as it didn \'t depend on words when the teacher first tried to formulate it. In study for application that is what we strive after: conceptual understanding. Having that, the student will have achieved the ability to evaluate and judge data from his own point of view. To make such a high level of communication possible it is equally important that the student understands the words or symbols used. Each word used should be understood by the student to a point where the student not only knows the definition but is able to understand the word itself conceptually. The whole basis of this comes down to the fact that the word isn \'t the thing. The word \'Rose \' does not have a smell nor does it in particular look beautiful. Only when you realize it is a symbol for a beautiful flower can you associate it with a pleasant smell and beauty. Thus we have three elements here: We have the physical thing, such as a rose. We have words and symbols representing a rose. Finally we have the concept or idea of a rose. \'ROSE \' Neither the word \'Rose \' nor a picture of one is the thing itself. But words and symbols are necessary to make communication possible. In Study Technology the words and symbols themselves should be cleared to conceptual understanding. When the student looks up words in the dictionary he should read the small-print that explains where the word originally came from. This is a great help in getting the concept of a word. When both teacher and student have a conceptual understanding of the words, conceptual understanding through communication is possible. When conceptual understanding has taken place the student will feel bright and happy. She has made the concept her own. When studying we are going for conceptual understanding of ideas, principles, facts, and points of view. Once that is accomplished we see the student brighten up. She has not only duplicated the words, she has duplicated and understood the point of view from where they originated. Conceptual understanding has taken place and the student will as a result feel brighter and smarter as her point of view has been expanded. She doesn \'t need to memorize the words to memorize the datum; it is simply one extra concept or point of view from which she can occupy and view the situation. | Glossary | Site Map | Content | Checksheet | Links | FAQ | Home | © Clearbird |","null","null","");arrFiles[16]=new Array("manual/18m9.htm","Word Clearing Method 9. Instructions and procedures for M9 where 2 students work together.","Method Nine Word Clearing Search Site Map No Frame Method 9 Word Clearing is a simple, yet very effective method of Word Clearing. One student can do it with another or it can be done by a professional Word Clearer on a student. It does not require the use of a Meter and is thus easier to do than many of the other methods of Word Clearing and easier to get widely applied. It can be applied among students of any subject. With the fundamental training covered they can be twinned up and do it on a turn-about basis. The basic set-up is simply a student and a Word Clearer (often another student) sitting across from each other, each with a copy of the same materials in front of them. The student reads aloud to the Word Clearer and the Word Clearer pays great attention to any non-optimum reaction of the student as that is an indicator of misunderstood words or symbols. The types of non-optimum reactions to look for, such as stumbling, mispronouncing, adding or leaving out words, etc. are listed at length in this chapter. The misunderstoods are found and cleared and the reading aloud continues from the point where the misunderstood was found. Doing this kind of Word Clearing on a regular basis also has the effect of teaching the student by example to look up any suspected misunderstood word or symbol when he studies on his own. Misunderstood Words When a student is studying on his own he does not always know when he has gone past a misunderstood word. Yet, the bypassed misunderstoods will give him all kinds of trouble in duplicating and understanding the materials. You could say the communication formula goes out as there is no \"duplication with understanding \" . Words can be misunderstood in a number of ways as covered in the section, \"Misunderstood words - and How to Clear Them \". The ten principal types of MUs are: 1. A false definition: The person has a definition that has no relationship to the actual meaning of the word. Example: The person reads or hears the word \"dog \" and thinks that \"dog \" means \"pillow \". You can \'t get a more incorrect meaning. Another example: A person sees a multiplication sign (x) and thinks it means to cross something out. 2. An invented definition: An invented definition is a type of a false definition. The person made it up himself or he was given somebody else \'s made up idea. This can be difficult to find as he is certain he knows it - after all he invented it himself. But usually it does read on a Meter. Example: A gang talks about \'goop \' all the time. A new member does not know what it means, but take it to mean \'beer \'. To the gang it means \'drugs \'. The new member is very confused. 3. An incorrect definition: A definition that is not right but may have something to do with the word or symbol. Example: A student reads the word \'image \' (like how an actor is perceived by the fans) and takes it to mean painting or drawing. The two meanings are related but lead to MU \'s and confusion in the student \'s mind. 4. An incomplete definition: A definition that just isn \'t precise enough or is insufficient. Example: The person reads the word \"office \" and thinks it means \"room. \" The definition of the word \"office \" is: \"a room or building which holds an administrative business activity. \" 5. An unsuitable definition: A definition by itself is correct, but does not fit the context in which it is used. It causes the student not to be able to understand the sentence correctly. Example: The person hears the sentence: \"he is dressing a turkey. \" The person understands \"dressing \" as \"putting clothes on. \" That is one definition of \"dressing \" but it is not the definition used in the sentence. The definition of \"dressing \" that applies is: \"making ready to cook. \" 6. A homonym ic definition: One word which has two or more clearly different meanings. A homonym can also be two (or more) words that sound the same ( \"piece \" and \"peace \" for example). This can cause the student not to understand the text right. Examples: to box (sport); a box (container). Piece (a part of something). Peace (opposite of war). 7. A Substitute Def inition: A substitute definition occurs when a person uses a synonym for the definition of a word. A synonym is not a definition. A synonym is a word having a meaning similar to that of another word. Example: The person reads the word \"portly \" and thinks the definition of the word is \"fat. \" \"Fat \" is a synonym for the word \"portly. \" But \"portly \" means: \"of a stately appearance; impressive, especially because of size. \" One needs to learn the full definition of a word as well as its synonyms. 8. An omitted (missing) definition: An omitted definition is a definition of a word that the person is missing; it can be omitted from the dictionary he is using. In other words, the word is used in a meaning the student doesn \'t know, but he thinks he does. This can often have to do with slang or humor. Example: to \'borrow \' something may mean to steal it. 9. A No-definition: A no-definition is a \"not-understood \" word or symbol. Example: The person reads the sentence \"The business produced no X%&$. \" The student obviously don \'t have a definition for \'X%&$ \' as it simply is a misprint and he or she can \'t understand the sentence. 10. A rejected definition: A rejected definition is a definition of a word which the person will not accept. This can be based on emotional reactions to it. The person finds the definition degrading to himself or his group, etc. He may have a total misunderstood on the word and still refuse to have it explained or to look it up. Example: A person runs into the musical expression \"C Minor \", but knows that belongs to classical music and he finds people with that interest too intellectual and the type that look down on him. He is totally unwilling to look it up. \'C minor \' is a musical key, meaning the musical scale the piece of music is written in. It starts on the note \'C \'. If a person has gone past many, many misunderstood words in his reading or education his ability to read has been l owered considerably. It will seriously affect his ability to do anything in that field and it will affect his intelligence as well. What he himself writes and says won’t be understood, what he reads and hears he won’t understand and he will generally be out of communication. In extreme cases he will become a sort of robot or zombie. Criminal acts can often, when traced back extensively, be traced back to many, many misunderstoods. You will be amazed that somebody who appears to be a criminal idiot all of a sudden begins to look like a \'genius \' after he has been given extensive Word Clearing. Points to Note When a student understands all the words on the printed page he is reading he will feel bright and alert and understand the content of what he reads. If he then passes a word or symbol he doesn \'t understand this will cause an interruption of his understanding. If he reads aloud, such as in Method 9, he will stumble, hesitate; he may have a facial reaction or some body-reaction. The misunderstood itself causes a blank in the student \'s mind and this in turn causes the mistake or reaction. If he goes on reading, he will feel duller and less interested in the subject. He will have to use more effort and self-discipline to go on. There will always be some kind of non-optimum reaction after passing a misunderstood. The most common reactions are: 1. Student adding a word or leaving out a word or changing a word in the sentence he is reading. 2. Student stumbling on a word or saying it incorrectly. 3. Student pausing or reading more slowly. 4. Student frowning or looking uncertain. 5. Student going stiff or tense in some way. He may squint his eyes, bite his lip, lift an eyebrow or show some other facial expression. 6. Student reading with effort. 7. Student reading with a glib, robotic attitude. Other manifestations can occur. A student can of course stumble if he is trying to read in too dim a light or has eye trouble or the text is poorly printed and is very hard to make out. Thus it is necessary to do M9 Word Clearing only in bright light. If the student is supposed to be wearing glasses he should be wearing glasses and the material being Word Cleared must be clearly printed or copied and not contain deletions or corrections. All possible reasons why he cannot read the text easily have to be removed. Otherwise, the student will simply say he couldn’t see it or the light was bad or some other wrong Why. Any time the person makes an error in his reading or reacts in some non-optimum way, a misunderstood will always be found. It may be just before that point or at that point itself. The Glib Student has set up a mental tape recorder. He can give all the correct answers butcan \'t apply the materials. The Glib Student Glibness is a state of mind where the student does not connect the written materials with the real and physical world. It is learning by heart without really knowing what it means. This seems to be the way of life in much schooling and education today. The student is taught to suppress any of the non-optimum reactions we are talking about here and just carry on without understanding. The written materials get more and more unreal to him. It becomes robotic memorizing with no ability to relate to the written word or apply it. Since this phenomenon is very common we need to comment on how to deal with it. You can spot a glib student on Method 9 by the robotic way he reads and sounds. Some students change drastically when they start to read from when you were talking to them just before. This should make you suspicious. (It does not necessarily mean he is glib but it does mean his reading skills need improvement). One step you can take on such a student is to ask, \"Have you ever been told or taught to suppress any reactions to words when reading? \" This takes some of the tension off the situation and makes Method 9 easier to do for real. It may take a few hours of Method 9 Word Clearing before such bad habits are broken and the underlying problem handled. But the more open and honest the student is about the reactions he experiences while reading, the faster it goes. Another way to break the bad habits of the glib student is to have him read a paragraph, then have him make a demonstration to show he understands what he has read. This may be a shock to him at first as it never occurred to him it meant anything that had anything to do with his understanding. But little by little the bad habits leading to the glib student phenomenon are broken and Method 9 will work faster and deeper. Common Reading Materials Another way to get a student started on doing Method 9 on educational materials, is to do Method 9 on materials he reads for pleasure, such as a novel, a magazine, a newspaper, or whatever. You simply do Method 9 on these materials and find misunderstoods. It may be quite a revelation to the student to realize he actually has misunderstoods on such materials. Also, it is a good gradient to handle words which should be part of his daily vocabulary before you enter more specialized texts. One of the big and lasting benefits of doing Method 9 is to raise the student \'s awareness of misunderstoods and their effects and get him into the routine of looking up words in the dictionary. Only if the student eventually picks this up and does it on his own are you really able to get him through a major course the correct way. Doing Method 9 on materials adds a lot of time to study on that particular piece of information. But need for it will diminish as the student \'s study habits improve. Both students have a copy of the materials. Dictionaries and handbooks are within reach. The Word Clearer keeps a record of words cleared, and other relevant information, on a works sheet. Method 9 Procedure 1. Position: The student and the Word Clearer sit at a table across from each other. Each has a copy of the materials to be Word Cleared. The Word Clearer must have a free view so he is able to see the student and the page in front of him at the same time. 2. Dictionaries: A good, simple English language dictionary, and any other dictionaries the student may need, are available. (See section on dictionaries to choose the best ones for that student). Also a simple grammar and other handbooks should be at available, including an encyclopedia. 3. Student Instructions: The Word Clearer tells the student that if he sees a word he doesn’t understand he should stop and look up the word in the dictionary and clear it as that is the whole purpose of the drill. Also, the student should be encouraged throughout to find and clear misunderstood words himself. An important part of Method 9 is to educate the student in this. M9 improves the student \'s ability to recognize misunderstoods and teaches him by example to find and clear his own misunderstoods in the future. In a more thorough literacy program the beginning step in Word Clearing would be to use Method 8 on many basic words as this will speed up such program tremendously. 4. Student reads aloud: The student reads the text aloud to the Word Clearer. The Word Clearer follows it in his own copy of the text. He keeps an eye on any physical reactions on the part of the student and listens to any indicators of misunderstoods as well, such as hesitation, stumbling over a word, or mis-pronunciation. The Word Clearer must be able to see or hear any and all non-optimum reactions of the student while he is reading. 5. Non-optimum reactions: A non-optimum reaction by the student while reading is the first thing the Word Clearer is looking for. That is an indicator of a misunderstood word. The Word Clearer and student must now locate the exact misunderstood word or symbol. It will be found just before the non-optimum reaction. Sometimes it will be at the point where the reaction occurred. 6. Finding the misunderstood: If the student just continues reading past such a reaction the Word Clearer says, \"That’s it. Is there some word or symbol there that you didn’t understand? \" The Word Clearer now steers the student to the misunderstood. It is either at the point of the non-optimum reaction or before it. The Word Clearer gets the student to find it or spot-checks words until it is found. The word or symbol is then looked up. If the student has difficulties finding it the Word Clearer \'s duty is to help him find it. The Word Clearer guides the student by getting him to look earlier and earlier in the text from the point where he reacted until the misunderstood word is found. As mentioned, the Word Clearer can also spot-check the student. Spot-checking means the Word Clearer picks words from the text the student has already read and asks the student for the definitions of those words. If the student is uncertain about any word or gives a wrong definition then that word is taken up and cleared with a dictionary. 7. Clearing the word: Once found, the misunderstood is fully cleared with the dictionary. Most words have several or many definitions in the dictionary. The first definition of these to clear is the definition that is used in the text. This is not necessarily the first definition in the dictionary. Don \'t try to clear any other definitions before clearing the one he is stuck in as it would cause him to work over a misunderstood word. The Word Clearer goes quickly over the definitions to find the one that fits the context and clears that with the student. Once that is done the remaining definitions are cleared. Clearing the Word - Step by Step The definition that fits: Find the definition that fits in the context. Have the student read that one definition and use it in sentences until he has a clear concept of that meaning of the word. This could require ten or more sentences. Clear the other definitions for that word: Then have the student read and clear the other definitions of that word, one by one. For each word, he is made to use it in sentences until he has a conceptual understanding of that definition. Clear Derivation: Next is to clear the derivation; that is the explanation of where the word came from originally. This will help him gain a basic understanding of the word. Skip specialized definitions: Don’t clear the technical or specialized definitions (Math., Biology, etc.) or obsolete (no longer used) or archaic (ancient and no longer in general use) definitions unless the word is being used that way in the text being Word Cleared. Clear Idioms : An idiom is a phrase or expression whose meaning cannot be understood from the ordinary meanings of the words. For example, \'give in’ is an English idiom meaning \'yield’. Quite a few words in English have idiomatic uses and these are usually given in a dictionary after the definitions of the word itself. These idioms have to be cleared. Clear Synonyms and Info: The Word Clearer also clears synonyms and any other information given about the word, such as notes on its usage etc. If the student runs into a misunderstood word or symbol in the definition of a word being cleared this must be cleared right away using this same procedure and then return to the definition he was clearing. Among things that routinely has to be cleared in the dictionary are symbols and abbreviations used. Definitions of abbreviations are usually given in the front of the dictionary. Read it again: The Word Clearer now has the student read the sentence in the text again in which the misunderstood word or symbol was found. The Word Clearer makes sure the student now understands the sentence/ paragraph that contained the misunderstood word. The Word Clearer asks the student to tell him what the sentence or paragraph means unless the student tells it by himself. Never just let the student continue reading with no comprehension of the text that contained the misunderstood. If the student still doesn’t understand the sentence or paragraph there will be another misunderstood word or symbol that needs to be found and cleared. This will most likely be earlier. Only when he fully understands the section or the text that contained the misunderstood is the student allowed to continue. He picks it up from the sentence that had the misunderstood in it. This may be earlier than the point where he had the non-optimum reaction. Any further non-optimum reactions are handled by finding the next misunderstood word or symbol and clearing it, as above. Completing Method 9: This method is continued until the text to be Word Cleared is completed. Examiner: The student should be sent to the Examiner after a Method 9 session. An Examiner has a Meter. He has the student on the Meter for a brief moment. No conversation is encouraged. The Examiner simply notes Meter reactions and student \'s indicators (if he looks pleased or upset) and notes it down. In case the student seems upset or has a non-optimum reaction it is assumed that the Word Clearing session didn \'t go well and should be reviewed. What the examiner wants to see is a Floating Needle and Very Good Indicators (F/N VGIs). He will say: \"Your needle is floating \", if it does. That means the session went well and is the Examiner \'s acknowledgement of that all is well. Common Reactions and Their Handling Here is a list of the most common student reactions and the correct handlings by the Word Clearer: Student Stumbles or says a word incorrectly Example: The text says: \"He considered going fishing. \" The student says: \"He co-consid… \" The student stumbles and stops reading. The Word Clearer says, \"Is there some word or symbol there that you don’t understand? \" The student says, \"Well, it just doesn’t quite make sense to me. \" The Word Clearer asks, \"What doesn’t make sense? \" The student says, \"I don’t see why it says \'considered’. \" The Word Clearer says, \"All right. Let’s look up \'consider’ in the dictionary. \" \'Consider’ is now looked up, but the student can’t seem to get the meaning, even though he understands all the words in the definition. The Word Clearer asks, \"Tell me, what part of speech is \'consider’ in that sentence? \" The student says, \"I am not sure. \" The Word Clearer says, \"Okay; the dictionary says \'Verb’. What does that mean to you? \" Student: \"I am not sure \". The Word Clearer gets a grammar book and says, \"Here is a definition of \'verb’. \" \'Verb’ is then cleared with the grammar book. At some point the student says, \"Hey, I always thought you could only have one verb in one sentence and this sentence has two verbs in it. That is what confused me. \" It all gets straightened out and the M9 can continue. He uses \'consider \' in several sentences until he fully understands it. Then they go over the next definition of \'consider’ in the dictionary. After all the definitions of \'consider’ are cleared the Word Clearer has the student re-read the sentence. The student can now do it without error. The Word Clearer now asks him what the sentence means and the student can now tell him accurately. Student Hesitates, Pauses or Reads More Slowly Example: The page says: \"The dog was barking and running around. \" The student says: \"The dog......was barking and running around. \" The Word Clearer says, \"That’s it. What word or symbol was misunderstood just before that point? \" The student is made to look back over the page, but he can’t find any words he doesn’t understand. The Word Clearer says, \"Very well. I’ll spot-check you. \" He gives the student a thorough spot-check, but no misunderstood words are found. The Word Clearer then asks, \"Tell me where you were last doing really well on this text. \" The student shows him. It’s five paragraphs back. The Word Clearer says, \"OK. We’re going to check from this point back for any misunderstood words. \" He extensively spot-checks the student in that area and the student’s misunderstood word is finally found and cleared. After clearing that the student understands the part of the text where the misunderstood was found. The M9 is continued from the sentence in which the misunderstood occurred. Student Frowns, Looks Uncertain, Stiff or Seems to Lack Comprehension Example: The text says: \"The family loved their cat and their dog. \" The student says: \"The family loved their cat and their dog. \" He reads it correctly, but there is a look of uncertainty on his face. The Word Clearer says, \"That’s it. Look over this section you’ve just read and tell me what word or symbol has been misunderstood. \" The student asks, \"But I read it correctly, didn \'t I? \" The Word Clearer says, \"Yes, but you were looking uncertain as you read that last sentence. \" The student says, \"There was something earlier I have attention on. In the sentence before the last. \" The Word Clearer says, \"Okay. Was there any misunderstood word or symbol there? \" The student says, \"I have some attention on the word \'at’, but I’ve looked that up before. \" The Word Clearer says, \"Well, let’s have another look at it. \" \'At’ is now looked up and cleared and the student realizes that he hadn’t fully cleared all of the definitions when he had previously looked it up. Each definition of \'at’ is cleared fully and then the Word Clearer asks the student to re-read the paragraph where it occurred and tell him what it means. The student understands it now so the M9 is continued from the sentence that had the word \'at’ in it. The student can now read it all smoothly. Student Changes a Word Example: The page says: \"The girl then bent down and picked up the cat. \" The student says: \"The girl than bent down and picked up the cat. \" The Word Clearer says, \"That’s it. Is there some word or symbol there that you didn’t understand? \" The student looks at the words \'then’, \'girl’ and \'the’. He knows those words. So he looks in the sentence earlier. In that sentence he sees the word \'angora’ as in angora cat. He’s not sure what that is. He tells the Word Clearer and they clear the word \'angora’. The Word Clearer now has the student re-read the sentence that had the misunderstood in it and the following sentence. The student does this and the Word Clearer ensures he now understands the sentences. They carry on with the M9 starting with the sentence that has the word \'angora’ in it. Student Adds a Word Example: The page says: \"The boy is going to school. \" The student says: The boy is going to the school. \" The Word Clearer says, \"That’s it. Is there some word or symbol there that you didn’t understand? \" The student looks over the sentence. He says he understands all the words, but thinks the sentence should say, \"A boy is going to school \" rather than, \"The boy is going to school. \" The Word Clearer says, \"Okay, let’s spot-check some words. What does \'the’ mean in this sentence? \" The student looks blank for a moment and doesn’t say anything. The Word Clearer says, \" We’re going to look up the word \'the’. \" \'The’ is then looked up and cleared. In such a situation a grammar book may come in handy. Now that the word \'the’ is cleared the student takes a look at the sentence again and the Word Clearer asks him to tell what it means. The student now understands the sentence. The M9 is continued from that point. Student Leaves Out a Word Example: The text says: \"Jo Ann then went to see her grandmother. \" The student reads: \"Jo Ann went to see her grandmother. \" The Word Clearer says, \"That’s it. Is there some word or symbol there that you didn’t understand? \" The student looks at the sentence. He can’t find anything that is misunderstood. The Word Clearer asks him to look over the sentence before that. The student can’t find any misunderstood there either. The Word Clearer sends the student looking earlier and earlier in the text and finally the student spots the misunderstood word in the last sentence of the previous page. The word is now cleared. The Word Clearer tells the student to re-read the sentence that the misunderstood was in. The student reads the sentence and stops. The Word Clearer says: \"All right, is there another word or symbol there that you don’t understand? \" They now look even earlier. They find another word that the student passed that he didn’t understand. The word is cleared and the student reads the earlier passage again where the misunderstood was found. The student now understands the passage fully. The M9 is continued from that point in the text. The above examples give you an idea of how it is handled. The pattern follows the steps above closely. Here are some other examples of non-optimum manifestations the Word Clearer would take up: Student Leaves out a Grammatical Ending of a Word Example: The text says: \"There were all kinds of cakes in the bakery \". The student reads: \"There were all kind of cakes in the bakery \". The Word Clearer would take it up and handle per step 1-9 above with special attention to grammatical misunderstoods. The Student gets Tense He could get stiff, squint his eyes, tighten the grip on the book from which he is reading, etc. Also suppressed yawns, watery eyes, and the like are followed up upon. In each case the Word Clearer goes hunting for the misunderstood word. Student Goes Robotic The student can be reading with more strain and effort, reading very carefully and unnaturally. The words seem to have no meaning to him but he carries on. Indicators like that means no comprehension and alerts the Word Clearer to look for misunderstood words. The bottom line on all this is, where there is a non-optimum reaction in the student a misunderstood word will be found. It is usually before the point of the reaction. The misunderstood can always be located. It may take good communication, persistence, and having confidence in the Word Clearing tech. Word Clearer \'s Misunderstoods The Word Clearer has to take care of his own misunderstoods as well. If he doesn \'t, he can freeze up and just sit there and do nothing about handling the student. This of course has to be done discretely as not to hold up the student or the Word Clearing session. But if not done it will result in the Word Clearer not picking up the non-optimum manifestations he should, and doesn \'t find the student \'s misunderstoods. The Word Clearer has to have his attention on the student as well as on his copy of the material so as to pick up physical reactions. When two students Word Clear each other on the same materials they do it on a frequent turn-about basis. The first student gets Word Cleared on one section, such as half a page or one page, then they turn around and the other student gets Word Cleared Method 9 on the same section. This prevents the accumulation of misunderstoods on the part of the Word Clearer. TR \'s and Method 9 TR \'s are defined as \"Training Routines \". These are basic communication drills necessary to do any kind of counseling or auditing, including Word Clearing. Good TR \'s are thus important to Method 9 as to any other type of Word Clearing. The Word Clearer has to be able to persist on a line of questioning (TR-3) when the student has difficulties finding the misunderstood word. Also the Word Clearer has to understand that a positive reaction, such as a big smile and laughter on the part of the student can be a sign of that he finally got it; it would be a gross error to try to take that up as a non-optimum reaction. It simply has to be understood and acknowledged (TR-4). Arguments and Upsets Sometimes the Word Clearing activity can lead to upsets or arguments. There is a way to deal with that and you should realize this: 1. The \"Misunderstood \" looked up wasn \'t really a misunderstood. 2. The actual misunderstood is not yet found or was bypassed completely. To handle (1) you can ask, if he was made to look up words he already understood. If this is the case, the student will brighten up and you simply allow him to tell you about it, including what words, and acknowledge his answer. You can now continue M9. If this doesn \'t seem to handle the situation you assume, that misunderstoods have been missed. You ask where the student was last doing really well. You go back to there and if it isn \'t rapidly resolved, you simply start doing M9 there, even if it is \"all over again \"; something was obviously missed. You will usually find several misunderstoods if it led to an upset or argument, not just one misunderstood. Worksheets Worksheets are a written record of the Word Clearing session. They contain the student’s name, the Word Clearer’s name, the date and the name or title of what is being Word Cleared. The Word Clearer keeps worksheets during the Word Clearing session and writes down which words have been looked up and cleared and any other relevant information concerning the Word Clearing session. He notes the time occasionally; especially beginning and end of the session. Worksheets are stapled to the student’s Examiner Form when the Word Clearing is complete. They are put in the student \'s pc folder. End Result The end result of a well done Method 9 is a student who is certain he has no misunderstoods on that material. Now he can easily study the materials and apply them. It should be done exactly by the book for optimum results. | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[17]=new Array("manual/25eval.htm","Evaluation of Data - Outpoints, Pluspoints.  \"A datum is as valuable as it has been evaluated \". How to evaluate data.","Evaluation of Data Search Site Map No Frame Evaluate: to determine the value of something (verb). Evaluation: The act of evaluating. The result of something being evaluated (noun). Datum: a fact or piece a of information (noun). Data is plural of Datum. To be able to evaluate anything you need at least two data. The basic act of evaluating is to compare two things or two data of similar nature. Antique lamp New lamp Example: People, who are to determine the dollar value of an antique lamp, for instance, will compare the lamp they are asked to evaluate with other antique lamps of similar history, quality and condition. They will find recently sold items in order to be able to evaluate the market value of the present lamp. When shopping you are constantly comparing products and prices to get the best deal. Example: You compare cans of beans of different make in the supermarket in order to find the best deal. Shopping is an intense experience in terms of evaluating. Example: You compare the strengths and weaknesses of sports teams in a tournament to find which team is the true champion; this is done through competition. Fans constantly evaluate players \' performance. A tournament is the ultimate experience of evaluatingtheir strengths and weaknesses. If you want to find out if something is true or not you will compare the datum with other data. You will look it up in books, ask informed people, compare it with your experience, or try to find out by making new observations. You can make an experiment and try to predict things based on the datum you are evaluating. Doing any of this is to evaluate the datum in question. An important part of study is to be able to evaluate the data studied. When you study something for application you have to be able to think with the data you learn. You have to be able to determine how relevant the data you are presented with are to what you want to accomplish with your study. Study of any subject should start with answering some hard questions for yourself. Once you have those answered you have a basis upon which you can evaluate or sort out the data you are presented with. The very first question in study for application seems always to be: \"What is the purpose of this? \" A student with the goal of becoming an astronaut will be very focused and know what is important to him and what is not. Purpose A purpose is a clear idea in what direction one is going and why. It \'s related to goal and can be defined as a lesser goal. Any worthwhile activity is guided by a purpose. The purpose is a statement of what it is good for. It is why you do it, what you want to achieve by doing it, what you want to get out of doing it. Example: When you start on a drive, you have an idea of the destination. You probably have a picture made up of the place you are going to arrive at; the people you are going to meet; the things you are going to see, buy, or pick up. You have this picture of an restored Chevy in your head that keeps you going. Let \'s say you are going to meet some new people who have the same interest as you have. It is two brothers who restore old cars. They are interested in classic cars and so are you. You have not met them before but only talked to them over the phone. You don \'t know exactly where the brothers live but you have an address for them. You would still have a very good idea of why you want to go there. They told you about this old car, a Chevy1970, they have. They tried to explain a lot of details about the car. It was hard to make out exactly what they meant over the phone. Instead you decided to meet so they could show you exactly what they were talking about. So you have this picture of a restored old Chevy in your head. You have made a picture of how you think the brothers look. You have an address for them, an appointment, and a map. You are all set to go. You have a purpose and a method of getting there. You find the address on the map and start driving in that direction. You figure out which way to go. For each turn you take you check that you are on the right course. In one form or another you ask yourself. \"Is this going to bring me closer to or further away from my destination? \". If you confirm it is going to bring you closer you are happy and satisfied. You are going to arrive and arrive in time. If you have taken a wrong turn you will start to get uneasy, nervous, maybe even frantic if you suddenly realize you are lost. In other words, you have an emotional response that is directly related to the progress or threatened failure of your mission. All the time you study the map, the road signs, the traffic, and so on. Study, study, study. Evaluating data, evaluating data, evaluating data. To figure out how something applies is an important part of study. How Does This Apply? Another basic question when evaluating data is the question \"How does this apply? \" You can read data all day long that wouldn \'t add up to much. If you take a subject like botany (the classification of plants) you have a subject that describes things endlessly without it adding up to much. It seems to have very little practical use. If you were trying to find out about herbs and plants that could be used for medical purposes reading botany would be very frustrating. It has some relevance, but the idea of applying botany to anything seems a stranger to the subject itself. The same can be the case with mathematical theory. Students are often taught a lot of abstract formulas, equations, and lines of reasoning, but it is all too often left mid-air. The trouble with mathematical theory is also explained with the \"Lack of Mass \" phenomena. But the lack of mass is here better described as lack of practical use or lack of relevance to anything the student does or knows. \"Pure Mathematics \" seems to some a subject of abstract beauty. To most it seems troublesome unless it is related to the resolution of a of practical problem. \"Pure Mathematics \" seems to some a subject of abstract beauty. To most it seems troublesome unless it is related to the resolution of some kind of practical problem. Its Relative Importance Another key question is to figure out the relative importance of data. Some data are terribly important to a subject. Others are somewhat important. Others again are of very little importance and some are irrelevant. You can even run into false or destructive data; they would have negative value you could say. Natural law, such as Newton \'s Law of Gravity, is terribly important to a bridge engineer. The most important data would be natural law. If you want to build bridges you better know something about gravity for instance. You actually need to study gravity long and hard in order to be able to build a structure that will remain standing for many years. You will also have to know something about rust protection, such as paint, galvanizing, or plastic coating. This is somewhat important as it will determine how long a steel bridge will last. But this can better be left to others as the wrong paint will not cause the bridge to collapse. What color of paint to choose would be of little importance from an engineer \'s viewpoint. It is not a life or death decision as it does not effect the bridge \'s strength nor its life-span. What make of trucks is going to use the bridge would be of no importance whatsoever to you as an engineer. You simply have to know how heavy they were and approximately how many were going to cross the bridge at the same time and on a daily basis. Let \'s say it was a major city that had commissioned you to build that bridge. Anything you wanted to do would have to be approved by the city council. There could be all kinds of political interests at work. Some council members may want to prevent the whole project from being done. They may feed all kinds of false or destructive data into the process. They may try to start a strike, come with alternative but unworkable solutions to that bridge, and so on.Their data could very well be twisted, false, or outright destructive. Politicians against the project may try to add irrelevant and false data. When we talk Relative Importance in studying a subject it is something you should evaluate all the time. A simple system to use is to have a pencil and underscore the important parts. By sitting there with your pencil ready to underscore any sentences that express the basic principles you keep yourself on the lookout for relative importances. A somewhat better system is to use demos of the most important principles expressed in the text. There are other systems for evaluating data as you go along. Any such sensible system is useful as it keeps you active. Evaluating the data constantly as you go along is really what is doing the trick. When studying a subject we can divide it into elements of varying importance like this: Basic Principles: The invariable natural laws and axioms of a subject. These must be known	and fully understood. Doingness : The actions, skills, activities, and methods involved. What one must be able to do in the subject must be learned and mastered. Incidental Fact: There are other facts than basic law a student has to know, the less important ones - they often build on basic principles. Explanations : Further discussion of the principles and actions. They must be understood in order to fully understand the basic principles. Beyond that they have less importance. Examples : Examples usually illustrate what is being taught. They help students relate to the subject. They aren \'t always needed. They aren \'t the material itself. Opinion : Study materials may express an opinion about things. These might be interesting, but aren \'t that important compared to the data being taught. Filler : Textbooks may include other data that have no relevance to the subject. It can be casual remarks, elaborate embellishments, etc. These are not important. There is a drastic difference in importance between basic principles and opinions about unrelated subjects. They may be in the same print in the text and not be given different emphasis. It is often up to the student to sort this out. Out-points and Plus-points R. Hubbard developed a system for evaluating data. He wrote a series of essays, called the Data Series Policies, about it. The first essays were published in 1970; the rest in the following years. This system is very applicable to study. It can be used to evaluate a text being studied as you go along. It can also be used when you choose what textbooks to study - that is if you have a choice. For the Clearbird publications this system, and the Study Technology in general, has played an important role in how we have written and edited our manuals. When using the system you evaluate the usefulness of the data studied. You evaluate their relative truth and their relative importance and so on. It is all evaluated against the purpose you want to follow or the goal you want to achieve. When R. Hubbard developed and formulated the Study Technology - this was largely done in 1964 - these ideas seem to be present all over the place. But since the terminology and classifications weren \'t fully developed until the 1970s they weren \'t clearly communicated at the time. In hindsight you can find this system used in most parts of his technical writings. He wrote a set of \'Logics \' in 1951. These could be said to be the axioms of learning and rational thought. The Logics contain this famous quote: \"A datum is as valuable as it has been evaluated \"; the more you examine a datum the better you will know to use it in practice. We have included an illustrated essay on the Logics. It is the next chapter in the manual. The Data Series mainly apply to running large organizations, intelligence operations, and doing troubleshooting for top-management. Much of it is in difficult language and we won \'t go into it in great detail as the series are not primarily intended for students learning to study. Let us just conclude that the basic principles of reasoning were behind the development of R. Hubbard \'s clearing technology as well as the Study Technology. Using the the key terms from the later developed terminology thus make a lot of sense and help clarify the subject of study when it comes to evaluation of data. We will only use three main terms here: Ideal Scene, Out-points and Plus-points. Ideal Scene: 1) The basic concept of The Ideal Scene for any activity is really a clean statement of its purpose. 2. the Ideal Scene is the state of affairs envisioned to be the best obtainable reality or the Improvement of even that. \"A nice house in the suburbs \" could be the Ideal Scene for a family with three kids. Each kid would have their ownroom and there would be room for all the family \'s activities. Out-point: An out-point is something that is wrong with an ideal scene. It \'s a datum that doesn \'t add up right. An out-point doesn \'t mean that the data presented are false, but the outnesses have to be taken into consideration. They subtract from the Ideal Scene as they don \'t align with the purpose or goal pursued. An Out-point is something that doesn \'t add up. Such as the clues a good detective is looking for. Plus-point : Plus-points are indicators of something right. It \'s an element of the Ideal Scene. It \'s data that are in good order; they show something that is right. They are part of or help to obtain the Ideal Scene as they align with the purpose or goal pursued. Having a computer whiz at work can be a great Plus-point in a company. Ideal Scene Formulating the Ideal Scene for a subject or activity takes a little bit of skill. It takes familiarity with the area to be reliable. Yet, it is the key to the system. You have to figure out how things should be to be ideal. We are not talking about completely unreal ideas or dreams. They have to be consistent with the activity and what would actually be obtainable if things went real well or were done exactly right. As it says in the definition above, it \'s a clean statement of its purpose. It \'s how something ought to be and function if you had free hands to arrange them in the best possible way that is actually obtainable. A fully restored car could be the Ideal Scene for our old Chevy. Example: The ideal scene for an old car in bad repair, you could decide, would be the same old car; but everything fixed very well so it now was runninglike a clock and purring like a cat. Per definition you could of course improve upon that, such as getting a brand new luxury car. A cashier taking in lots of money would be an important part of the Ideal Scene for a store. Example: The existing scene for a store could be: it was currently failing, had few customers, and was loosing money; it didn \'t open on time, the stock was out of date, and the interior and exterior in poor condition. Such a state of affairs could be analyzed for outpoints to determine where to begin and what to change. The ideal scene could be: lots of customers coming in and paying good prices for the merchandize. The store restocking with the latest and the newest, which created new business. It was opening on time and all personnel were well trained, polite, and presentable, capable of attracting repeat customers. There would be money enough for everything, including a make-over of the interior and a new store front. The system can easily be applied to textbooks and education. \"I built my dream house in 6 months \" A presentation like this would at one glance show the do-it-yourself \'er what the book was all about. Example: Let \'s say we have a Do-it-yourself textbook in how to build a house. It is written for men with solid handyman experience but a non-professional background. The ideal scene for such a book would be: there are photos and drawings of all the important steps and actions. It shows step-by-step show how to build the house. The book wouldn \'t get into a lot of specialized language unless it had to; and it would explain any difficult words used. Also, the choice of house to build is important. It had to be something a do-it-yourself \'er could build with normal tools and good basic skills. Each element used in the construction shouldn \'t be bigger and heavier than the builder and a couple of his friends could lift and handle it. Suddenly to introduce construction cranes, descriptions of how to produce glass for windows, and so on would be completely off-limits. The step-by-step practical instructions of what to buy and how to put it together, what tools to use, and how much money it all would cost is what the builder wants to know. The purpose of it all would be to end up with a good and functional house at an affordable price. The textbook would at its front cover have a picture of the finished house. Maybe with a proud do-it-yourself \'er pointing at it and say, \"I built that house myself in 6 months! \" The picture of the finished house would give the ideal scene at one glance. The book would show them step-by-step how to get there. Out-points We had the definition: An out-point is something that is wrong with an ideal scene. It \'s a datum that doesn \'t add up right. An out-point doesn \'t mean that the data presented are false, but the outnesses have to be taken into consideration. They subtract from the Ideal Scene as they don \'t align with the purpose or goal pursued. The out-points are: (1) omitted datum or thing, (2) altered sequence, (3) dropped time, (4) falsehood, (5) altered importance, (6) wrong target, (7) wrong source, (8) contrary facts, (9) added time, (10) added inapplicable data, (11) incorrectly included datum. Let \'s take a look at each of them with examples: Omitted Datum or Thing A datum, fact or anything that should be there but is missing. In the how-to book the shingles on the roof are shown to be in place but the description or details of how they got there or how to fasten them are omitted. This may cover up the fact it is too difficult to do for a handyman. In the store example: \"no costumers \" would be an \'omitted \'. It sure does not add up to the ideal scene. In a textbook: omitted definitions of special terms is an out-point of omitted datum. In news: \"Politician kills voter \" could be a headline. If it doesn \'t state it was a car accident and neither \'politician \' nor \'voter \' had much to do with why the accident happened the whole news story would have been completely altered by omitting essential facts. It may grab the readers \' attention but it is not informative. The omitted Datum or Thing can be hard to find since it is not there. The question is: What should be there but isn \'t? Altered Sequence Things are explained, happening, or done out of sequence. Doing a series of steps in this order 5, 3, 1, 4, 2, would be Altered Sequence. In the how-to book: how to make the roof is chapter one. Then how to build the walls, etc. are explained in chapter five. Obviously this is wrong sequence for building a house and is confusing to the reader. If you try to do the roof before the walls you are in deep trouble. Store: the customer is required to pay before he is even let into the store. This violates the sequence of store shopping. The customer wants to look around, look at several products, decide, and then pay. News: a war is reported by a national newspaper. It describes this senseless and brutal attack from the enemy. The article very patriotic and very one-sided. The fact that the attack was a \'pay-back \' for an earlier attack on the enemy is not reported. This is an \'altered sequence \' and an \'omitted fact \'. Dropped Time \'When \' something happened or should be done is not mentioned. Store: The store never opens on time. Sometimes it stays open after hours to \'make up time \'. Following the posted opening hours has dropped out completely. Something is wrong. A variation of this would be not to post the opening hours at all. Sometimes you see signs like \"open now and then \" in failing operations. Opening Hours Not following advertised openinghoursis an exampleof \'Dropped Time \'. News Headline: \"Earth Quake in San Francisco! \" is the big headline. That it happened 50 years ago is only way down in the story. This is \'dropped time \' in some news stories; usually it \'s more subtle. Sending out invitations for a meeting but not state when it is taking place is another example of \"dropped time \". Falsehood A false datum, a deception, a pretence, or an outright lie. The how-to book: time- and price-estimates are way too \'optimistic \' as to make it more attractive to get started. The author dreamt them up because they \'sounded good \'. He is \"selling \" his idea, not giving factual and accurate information. Store: they advertise a \'special offer \' in the paper. it says: \"Arm Chairs from $5 - ten first customers \". When the customers come in the sales persons say, \"Sorry! we just sold the last one \", although they never had any arm chairs for $5. SPECIAL! Arm Chairs - $5 A falsehood is used to lure the customers. Medicine: epidemic illnesses, such as the \'Black Death \', were blamed on witches and their connection to the Devil; sometimes as God \'s punishment. Not until bacteria and the importance of hygiene was discovered could anything effective be done. Blaming it on witches was a falsehood (and wrong source - see below). Altered Importance Facts are given the wrong value and importance. Basic laws are brushed off as incidental facts. Comments are made into all important statements of fact. The How-to book: There is a major chapter in the book about how to use antique hand saws and hand drills. Since nobody of right mind would dream of using that the importance is altered. It should have been a chapter about current tools, including power tools, to make sense. Store: The store owner is convinced that his business is failing due to the way the sales personnel dress. He insists upon the men bind their ties a certain way; the women have to wear a certain type of shoes. The owner is especially fixated upon the cashier as he takes in the money. He completely overlooks the fact that his merchandize is out of style and in low demand. The storeowner may think the cashier is the key to his business since he takes in the money. Wrong Target Fixing the wrong thing is a wrong target. One is pursuing the wrong goal or target. Blaming or attacking the wrong people is wrong target. Even completely misunderstanding who you are trying to communicate to can be a wrong target. It is often due to mistaken identity. Law enforcement: arresting and prosecuting the wrong man is wrong target. It would fall under \'blaming and attacking the wrong people \' and \'mistaken identity \' in the definition. Repairs: When fixing a car the mechanic changes fully functional parts and leaves the broken fuel pump in place. He runs up a big bill but doesn \'t fix the car. This is wrong target. Blaming the cat for one \'s bad luck in business and punishing it is \'Wrong Target \'. The how-to book: the author loves to show off as a professional, using very technical language, explaining other ways to accomplish each step. He becomes very scientific when it comes to describing building materials. Obviously it is not a \'how-to \' book any more. The author is addressing the wrong audience. He is trying to convince his colleagues that his knowledge is extensive and scientifically founded. This is the wrong audience and the wrong target for a \'how-to \' book. Wrong Source This is the other direction of wrong target. Information taken from wrong source, orders taken from the wrong source, gifts or materiel taken from wrong source all add up to eventual confusion and possible trouble. News: It \'s a well known fact to journalists that they have to check their sources. They wouldn \'t use statements from a plumber they found in the phone-book if they were writing about city hall politics. World of spies: To rely on data from an enemy can be deadly. The whole operation of double agents is to appear to be a \'right source \' and then plant misleading information. They are obviously \'wrong source \'. Accepting gifts from enemies, or accepting gifts as bribes, can be risky business. Buying medicine through mail order or second hand can be \'wrong source \' as little is known about the supplier and no information or medical advice are available. In intelligence you have to make sure you don \'t rely on a \'Wrong Source \'. Astrology: astrologists insist the stars determine ones fate. They overlook the fact that the persons \' own actions and earthly things are what is important. The stars seem a wrong source for people \'s fate (this is of course hard to prove conclusively). Astrologists were very influential people at certain points in history. Contrary Facts Two or more data that can \'t both be true means \'contrary facts \'. At least one of them is false. It \'s a type of \'false data \' but which one is false still has to be determined. How-to book: on page 50 it says: the cost of building the kitchen is 8,000 dollars. Ten pages later it says: the cost of building the kitchen is 1,500 dollars. Obviously one of the statements is false. You have to sort out which one. Intelligence: One report says the enemy has an army of 10,000 men. Another report says the enemy has an army of 50,000 men. Contrary facts. In court: most court cases is a process of what to believe and what not. Two witnesses may say the opposite of each other and present contrary facts. The judge or jury has to try to sort it out. When you have \'Contrary Facts \' at least oneof the \'facts \' is false. Added Time Using much more time than estimated or reasonable is the out-point of added time. It \'s the opposite of \'dropped time \'. Something that should be easy to do takes \'forever \'. In how-to book: the book documents the house can be built in 3 months by 3 people. It takes one builder 22 months to build with 4 helpers. The question is, \"What were they doing for 22 months!? \" Not knowing how to type can add a lot of time to a simple job. Education: a young man is studying to become an engineer. He gets flunked two semesters in a row but decides to try once more at another college. Endless time is added to his studies. Medicine: a patient is expected to recover from a broken leg in 4 weeks. 3 months later he still hasn \'t recovered. This is added time. Something is wrong. Added Inapplicable Data When the data is in no way applicable to the scene or situation and is added it is a definite out-point. It has to be inapplicable data: the data itself does not apply to the subject at hand. Just plain adding data is not necessarily an out-point. It may be someone being thorough. How-to book: the author suddenly has several chapters on politics; his favorite subject. This is completely off the subject of building houses. In conversation: you ask somebody if he got the work done. He starts to explain how his wife is doing, how sick he was the other day, etc. He is trying to throw you off and not give you a straight answer by adding inapplicable data endlessly. You get suspicious. Even buying or keeping a lot of things one doesn \'t need are examples of \'Added Inapplicable Data \'. Incorrectly Included Datum A datum from one class of data is included wrongly in another class of data; there is an incorrectly included datum. Building a house: electrical appliances from camping are used to equip the kitchen with. They run on 12 volts, not 110 Volts or 220 Volts as appliances do. They blow up right away when hooked up. Employment: an man looking for work insists upon getting a job as a printer because he knows the governor. It may work in the situation, but would be inapplicable to how good a printer he is. The relevant data are his qualifications, experience, and general character. The cubes don \'t fit in with the lamps. Also, if they were on the floor in the living room they wouldbe a hazard. They would be \'inapplicable \' and out of place in that environment. As you can see from the above list of examples many of the situations could be classified under several headlines. Out-points are these odd facts and phenomena that stick out. It is what a good detective has developed a nose for. The clues he is looking for to solve the mystery. They tell the investigator that something is wrong and he better take a closer look. He uses the trail of out-points to find out what is really going on. It is a tool of any type of investigation. In a workplace you could spot all these out-points in existence. Each out-point found could be assigned to who was responsible for it. If a great many out-points can be seen to be generated by one person this person is said to be the \"Who \" for the non-optimum situation. He needs to be educated in what to do or be fired and things will improve. In choosing a textbook you can use the same system. If one textbook has many out-points you don \'t want to rely on it. You find another one or find additional information elsewhere so you get the right picture and achieve your Ideal Scene in education. Plus-points We had the definition: Plus-points are indicators of something right. It \'s an element of the Ideal Scene. It \'s data that are in good order; there is something right about them. They are part of or help to obtain the Ideal Scene as they align with the purpose or goal pursued. In other words plus-points are the opposite of out-points. They are used and classified in a similar manner as out-point; but here we are isolating the positive aspects of the situation, body of data, or activity. The list of plus-points are: (1) Related facts known (all relevant facts in hand). (2) Events in correct sequence (events in actual sequence 1, 2, 3, 4, 5). (3) Time noted (when and for how long is properly noted). (4) Data proven factual (data must be factual, which is to say, true and valid). (5) Correct relative importance (the important and unimportant are correctly sorted out). (6) Expected time period (events occurring or done at expected time). (7) Adequate data (no sectors of omitted data that would influence the situation). (8) Applicable data (the data applies to the situation and not something else). (9) Correct source (not wrong source). (10) Correct target (not going in some direction that would be wrong for the situation). (11) Data in same classification (data from two or more different classes of material not introduced as the same class). (12) Identities are identical (not similar or different). (13) Similarities are similar (not identical or different). (14) Differences are different (not made to be identical or similar). The last 3 listed do not have an exact counterpart in the out-points so we will briefly comment on these: Intelligenc e and the ability to evaluate depend upon the ability to see identical objects or data as identical; similar objects or data as similar; and completely different objects and data as different. The ability to perceive and differentiate is what makes a person a good investigator and skilled evaluator of data. Shapes (and data) are identical, similar, or different. The ability to perceive and recognize what is what is the basic ability used by an investigator or evaluator. It is also used in IQ tests. Summary The more plus-points you find in your study materials and the less out-points the more useful they will be to you. Drills can be developed to train a student to evaluate data along these lines. The student can be made to analyze a text in writing or it can be done in a coaching session. One student reads a paragraph to his twin as in coaching theory. The coach asks if the section expresses a basic law, just an incidental fact, example, opinion or just a filler. Does it contain any of the out-points or plus-points? By analyzing pieces of text in great detail along the lines of this chapter the student \'s ability to evaluate a text is greatly heightened. Finding misunderstood words is a valid method when it comes to ensuring a text is fully duplicated and not misunderstood in any way. It is however obvious that Word Clearing does not go into the quality of data communicated in a text. Therefore it has its limitations. Word Clearing is obviously only intended to repair a bad transmission of data, much as you adjust the antenna on a TV set until picture and sound come in loud and clear. What programming the TV station has chosen to bring is an entirely different story. In other words, the data themselves are not evaluated in Word Clearing, neither is the source-point (speaker or textbook writer). Therefore the evaluation of the data is the next and more important step. it \'s done once the sources of lack of duplication and misunderstandings are rooted out. You study to find the truth in the area and to be able to apply what you learn. When you have rooted out all the sources of misunderstandings and have a clear transmission of data, the show can begin. You can start to evaluate the data. If you can evaluate the quality, relative importances, and applicability of the data you study, you stand a much better chance of succeeding. Purpose and Evaluation It all comes down to \"purpose \". \"Purpose \" is the driving force and yard stick behind all this. \"Purpose \" determines what the Ideal Scene is. Anything that doesn \'t add up to this is a distraction or an out-point. Anything that helps the purpose is a plus-point. What the right amount of significance-doingness-mass is in a given study or education is also derived from the purpose. Relative importances and applicability are derived from the purpose that drives an activity as well. The short version of all this, the one datum you use to evaluate all the other types of data against, is thus: Purpose! | Glossary | Site Map | Content | Checksheet | Links | FAQ | Home | © Clearbird |","null","null","");arrFiles[18]=new Array("manual/07twinning.htm","Twinning. Students are paired up with a study partner, a twin, in training. How this system works.","Twinning Search Site Map No Frame Twinning is a system used in training. Two students studying the same course or materials are paired and work together on theory and on practical drills. They are said to be Twins. There are some rules and principles guiding this system in order to make it fully effective and beneficial. It is obviously important in practical drills as the students need somebody to work with. But having an assigned Twin throughout the course greatly helps a student over rough points and makes the whole activity more effective and enjoyable. Several methods of Word Clearing need to be done during a course and unless a professional Word Clearer is available, are done with another student so Twins are often required to help one another. Twinning activates students and they tend to take responsibility for each other. One reason twinning is so useful is that it brings students, who are only willing to sit passively and listen, up to a level where they have to participate and take some responsibility for their fellow students. It puts students into communication, into doingness and participation. One doesn’t learn by being a spectator. Twinning not only gets students extroverted and active but it also gets them to take some responsibility for their fellow Man. These factors are sadly enough often lacking in modern education, where the philosophy seems to be that everybody should simply mind their own business and pretty much be left alone. To some educators it may seem much quicker and easier and demand less on their part to just let a student sit there, with his attention wandering around in the total significance of it all, and then claim the student had passed the subject when he probably has never gone near it. This is the creeping disease of permissiveness, non-confront, and spectatorism. Real twinning, enforced, effectively pulls the students right out of this sloppy permissiveness and gives them some duties and responsibilities right from the start. Now they can honestly and actively be trained. Cause and Effect A person being trained is mainly being worked at Effect. Day after day he is subject to inflow, inflow, inflow. This is the effect-end of the communication formula. Twinning helps the student to balance this inflow with outflow. It puts him at cause on a regular basis. When the student graduates he is expected to apply the knowledge and skills he has learned. Now he must be at cause. If he is trained totally at effect he can get into what is called a \"stuck flow \" phenomenon. He can \'t outflow on the subject. Yet, if he is ever going to be successful he has to be able to outflow and perform. By balancing inflow and outflow twinning gets him used to that already as a student. When he as a graduate is required to apply what he has learned he has already become familiar with outflow and doing things from twin. When to Twin It is not necessary to Twin students on courses where most of the materials are theory, such as courses in administration. It may not even be practical as students are allowed to go ahead at their own speed following a checksheet. But when it comes to courses where drills and practical application are important twinning is essential. This includes any type of communication course and Meter course. On such courses twinning becomes mandatory. Twinning is always used in drills. The shown drill is from the Communication Course. Where the end result of a course is a practical skill or doingness the students are always twinned up. The twinning-up is done at the beginning of the course and it shouldn \'t be changed around or messed with. These two Twins simply do the course together and help each other along. The whole essence of twinning is to get two students to work together, to assist each other and take responsibility for getting each other successfully through the course. Where courses consist of a major theory part and a practical part you would not necessarily Twin students on the theory section of the course. You would, however, definitely and always twin them on the practical sections. Twinning and Word Clearing One always twins students where Method 9 Word Clearing is to be done between the students themselves and not by a Word Clearer. Twins may also be assigned to get each other through other methods of Word Clearing in this way. Wherever Twins are assigned, whether for an entire course or for the practical section of a course, the rules of twinning apply. Assigning Twins The course supervisor is responsible for assigning Twins. The supervisor should team up students of comparable case level, training, and abilities when possible. This ensures the best progress. Twinning a very fast student with a slow one is non-optimum as it can be frustrating to both students. This should not be used as an excuse for not twinning students. In some rare instances it may be necessary to reassign Twins who have been incorrectly paired. There could be a case where one student has to leave the course due to illness or circumstance. The general rule is: once assigned, Twins work together until successful completion of the course or activity has been accomplished for both of them. Taking Turns Twinning is done on a turn-about basis as follows: One student coaches his Twin through a drill or a section of a drill. They then switch places and the second Twin does the same drill or section of that drill plus the next drill or next section of the drill. They then turn-about again, with the first student doing the drill his Twin has just done plus the next one. Twins learning to use a Meter, here checked by the supervisor. The Meter can register mental reactions and is used in several types of Word Clearing. The students take turns between using the Meter and being hooked up to the Meter and being questioned. The same system applies in Word Clearing. One Twin clears a word or does Method 9 Word Clearing on a paragraph or section of the text. They turn about and the second Twin clears the word or M9s the paragraph or section plus the following one. Now they switch again and so on. They tag along through the drills or assignments. Turn-about is used as well in star-rate check-outs. Sometimes a check-out can be split up in sections if it is a very long chapter. With the turn-about system one student is not constantly leading; misunderstoods are kept at a minimum by being picked up between them. The Twins tag along with each other. This prevents unbalanced flows and both are kept progressing. Responsibility of the Twin Each Twin is responsible for the other \'s grasp of the materials and ability to apply. Twins have to know this responsibility when starting on a course. The Twin Word Clears his fellow student. He listens to his sentences and sees that they are correct and fit the definition. He makes sure his Twin understands the materials. If he doesn \'t, the Twin helps the student find his misunderstood words and gets him through it. They do practical drills together. They coach each other to wins and certainty in applying the materials. If a student flunks on a supervisor check-out, and he was already passed by his Twin, both students get a flunk. The Twin must have a misunderstood himself if he missed the other student \'s lack of understanding. Morale and Production Twinning actions are carried out with good ARC but being \'nice \' is not what is meant. A student getting a good tough coaching session from his Twin and passing - or passing a check-out this way, feels great. He feels he has really accomplished something. A student who gets poor or too permissive coaching or check-outs knows that he has been cheated. If his Twin is just being \'nice \' he doesn \'t win and doesn \'t appreciate the check-out. One gives him tough standard coaching sessions so he becomes competent. It is always done with good ARC. It must be real to the students and the supervisor that twinning is not a social activity. One is responsible for getting his Twin through the course. If one Twin goes to Ethics, the other goes to Ethics with him. If one Twin should blow, the other Twin must go and get him. One is responsible for getting his Twin through the course. There could be a case where one Twin checks the other on a lot of material near the end of the course, then that person is ready to and wants to graduate. This is not allowed. Never permit a Twin to finish until they are both complete on their checksheets. Supervisor \'s Responsibility It is the supervisor’s responsibility to make sure twinning is done per this chapter. He assigns Twins, pairing them according to their capabilities. The supervisor ensures twinning is done and carried out by the book. He makes sure each Twin is wearing his hat as a Twin and takes responsibility for getting the other through. A situation can occur where a student and his Twin get into a \'games condition \' with each other. This gives a problem-, no-progress- situation. The Twins are not working toward the same goal but are in opposition to each other in some way. This gives no progress, no wins, no production, no demonstration of competence and low morale. Such a situation must not be permitted to occur. In Study Tech the data line goesfrom the printed materials to the student - even when twinning. He learns fromthe materials, not fromdiscussions with otherstudents or from the supervisor. \"Verbal Tech \" All students should be made aware that the answers to their questions are in their course materials or other technical references. Students, particularly when they are new, sometimes get into an exchange of verbal data or opinions while they are twinning. The supervisor must step in when he observes this happening and prevent it. Both Twins Handled When a student who is in trouble cannot be handled in the course room with Word Clearing and Study Technology, he is sent to Cramming, Review, and occasionally to Ethics. In these cases his Twin is also sent. The Twins are kept together to take responsibility for each other. Another reason is, they both may need to be corrected and repaired. In other words, one Twin doesn’t simply sit there and observe the other Twin being handled. The Twin of a student in trouble will also need to be handled. If a student has been routed off the regular course to be handled it is assumed that the Twin has failed in some way and has misunderstoods on the course materials. This must be sorted out and resolved. It is determined by interview what the trouble is and how it should be resolved. This is done on an individual basis for each Twin. For example, the bogged student may need Word Clearing and his Twin may need to restudy this twinning data or other course materials. In Ethics, for example, a student may be involved in some sort of out-ethics situation, such as continually being late for course. In any such situation one would look for the twin \'s role in this or his allowing it with no protest. The Twin would always be given some handling in regard to his responsibility for the situation. The Twin sees the other through his review, cramming, or ethics handling and, whenever possible, is used to help the student get through it. He also receives appropriate handling himself. Once students get the idea that their own progress on a course depend utterly on the quality of their twinning you will start to see some quite magical results. They’re now out of the irresponsibility of it all and feel rightfully that they have a duty to perform and can make a difference. | Glossary | Site Map | Content | Checksheet | Links | FAQ | Home | © Clearbird |","null","null","");arrFiles[19]=new Array("manual/09clay_table.htm","Clay Demos and Clay Table. How to make a Clay Demo in detail. Tools and materials needed for Clay Table.","Clay Demos and Clay Table Search Site Map No Frame The use of Clay Demos is an excellent way to get the student involved in what he or she is studying. The student has to figure out how to demonstrate something. This activates his imagination and personal experiences. He has to relate the data in question to all kinds of things and figure out a simple and visual way to show it. Finally he has to give it a physical form and work out any additional problems he didn \'t think of at first. Clay Demos and the Mind Any definition or phenomenon that has truth to it and actually exists can be demonstrated in clay. This may sound surprising at first, but experience has proven it to be true. In Standard Clearing Technology we are primarily interested in the mind and the spirit and traditionally these would be some of the toughest fields to demonstrate in clay. But any part or special term used in Standard Clearing Technology can be demonstrated on a Clay Table. This is an important point. The use of the Clay Table is not just for a few terms. It can be used for all definitions. The inventiveness of the student and his understanding of the terms being demonstrated are the only limits in Clay Table. Simplicity is what the student should strive after. Anything can be demonstrated if you work at it. Nothing is too insignificant or too complicated. Working out how to demonstrate something and make it into clay objects with labels bring about new understanding. The phrase, \"how do I represent it in clay? \" could be said to be the key to learning and teaching. If you can represent it in clay you understand it. If you can \'t, you didn \'t really understand what it was - or there was nothing there to be understood as it was a non-existent \'fact \'. Working the Clay Table gets the terms or things fully understood. Working it all out in clay helps the student to a new, deeper, and simpler understanding. The only reason a student is progressing slowly or \'blows \' (leaves suddenly) are rooted in misunderstood words in the training. Therefore, you will find that students will benefit greatly from Clay Table when new technical definitions are done in clay and others causing trouble are covered as well. Example: Words used a lot in Standard Clearing Technology are \"Body \" and \"Thetan \". \'Thetan \' means spirit or the spiritual part of a person, the \"I \". The student forms a body with head, arms, and legs in clay and writes a label, saying \'Body \' and attaches it to the little figure. Now he can look at it in the physical universe. Then he makes a little ring in a different color clay and puts a label, \"Thetan \", on that one. Now he can see the two items in front of him. The student \'s attention is brought right to the physical objects of the subject. Getting the student to do this Clay Demo with his own hands produces a new understanding. If he were made to make it repeatedly, each time figuring out a new way to demonstrate it, he would soon realize new things about the relationship between Thetan and Body. Now you have the student make a control system between the thetan and the body. This may simply be a piece of clay. Have the student label that \"Mind \", and the student will have demonstrated three of the main components he will work with when studying Standard Clearing Technology. In a similar way you can have him make the anatomy of a problem in clay. The definition of a problem is \"Intention versus Intention; or Force, Counter-force. Any two things opposing each other and creating a balance or stand-still \". The anatomy of a problem can be shown in many ways in clay. Labeling the Clay Since the purpose of the Study Manual is not to teach you a course in the mind we will not go into a lot of examples here. But by doing Standard Clearing Technology and the Clay Demos required you will soon realize that any part of the mind can be represented by a piece of clay and a label. The mass parts are done in clay, the significance or thought parts by the label. A piece of clay and a label are usually both used for any part of the mind. A thin-edged ring of clay with a large hole in it is usually used to show a pure significance. You could say \"Thetan \" is such a significance. Each part made in clay is labeled. Labels are usually made out of scraps of paper on which the name of the part is written with a pen. The student makes one object and labels it right away. Then he makes the next object and labels it. In other words, he labels everything as he goes along. To first make all the clay objects and then label them would be incorrect. It works best when done mass-significance, mass-significance, and so on. Otherwise he will have to stack up all the significances in his own mind during the process. So the correct procedure is label each mass as you go along. The Clay Demo has to show the thing. It is not a piece of art. Bodies should be around 10 cm (4 \") tall and each significant part of thedemo should be labeled as it iscompleted. The overall label is face- down, when the demo is checked out. Sizes of Objects The artistic finish of a Clay Demo is of little importance. The real process is between the individual student and the clay. The end product is his understanding. Clay demos should not be put on display as the process is what matters and putting them on display would be a distraction from that. The size of the demo can however be important. A Clay Demo should be rather large. Figures should be around 4 inches (10 cm) high. This is not a firm rule, but \"bigger is better \". Large demos help to increase the student \'s reality on what he is demonstrating. More reality adds up to more affinity and communication. End result: more understanding (ARC). Check-outs The Clay Demonstration must show the student \'s understanding of the materials. The clay shows the thing, not the labels or the imagination. If a student \'s Clay Demonstration isn \'t correctly done or doesn \'t show what is to be demonstrated it must be flunked. In such case, the student must be referred to the correct materials of the course, including this chapter. He should restudy it and do another Clay Demo. Other students \' demos are never used as examples of how it should be done. The important part is to put the student through the process of figuring it out for himself. On the check-out the student turns the overall label face down on the table. The student must be silent. The examiner must not ask any questions. The examiner just looks and figures out what it is. He then tells the student who then shows the examiner the label. If the examiner could not see what it was it is a flunk. Clay Table must not be reduced to significance by the student explaining or answering questions. Nor is it reduced to significance by long-winded labels of individual parts. The clay shows it, not the labels. The clay demonstrates it. The student must learn the difference between mass and significance. All check-outs must keep in mind that the purpose is application, not just getting a checksheet complete. If Clay Table training is not brightening a student up, then the above is not being done. Someone is in such a rush that real learning is being set aside for the sake of speed. The Clay Table Set-up The Clay Table A Clay Table is a table or platform at which the student can work comfortably. Best size would be a table the size of a desk or larger. It can be a tall table at which the student works standing, or a normal height at which the student sits. The surface should be slick. A piece of vinyl makes a great surface for this use. It can be cleaned and the clay comes off easily when done. The clay itself is kept in small buckets or containers, one for each color. Several colors should be available. The Clay The type of clay used is \'kindergarten clay \', the type that does not dry up and comes in many bright colors. The best source is a school supply store where educational supplies are sold. Here you can buy it by weight (pound or kg). But also arts- and craft-stores usually carry this type of clay as do toy stores. At least four colors of clay should be available. The colors make it easier to make distinct Clay Demos. There should be enough clay so the student doesn \'t have to worry about the size of his objects. Clay is messy. Steps must be taken to keep table and students cleaned up afterwards. Paper towels should be available and the student should be sent out to wash his hands after working at the Clay Table. Different chemicals, such as mineral spirits and liquid soap, may be helpful in cleaning. The Clay Table should be an active and happy place as lots of use of Clay Table ensures better understanding, faster courses and minimal blows from course. It results in more competent students who can apply what they learn. | Glossary | Site Map | Content | Checksheet | Links | FAQ | Home | © Clearbird |","null","null","");arrFiles[20]=new Array("manual/31xpoints.htm","Student Point System and Graphs. Measure a students production and success as a student.","Student Point System Search Site Map No Frame Each student uses a point system in study to show his or her production and progress through the materials. As the student goes along he or she keeps track of the Student Points. When he completes reading a section or chapter or other study action he quickly adds up how many Student Points he has made and notes them on a piece of paper. At the end of the study period he adds up the total Points and gives the total to the supervisor. He also keeps a Graph. An example is the illustration. The Graph shows his production daily for comparison. The total Points for each day is what is graphed. With one glance at the Graph the supervisor can see if the student is progressing well or needs help. The Student Points and the Graph system are essentially indicators. They tell the supervisor, the twin, and the student himself if something needs to be looked at more closely. The system shows if the student \'s study production is higher or lower than the day and days before. Any such point system is not 100% faultless. It should not be taken completely literally. What causes the Graph to go up or down needs to be understood before any correction is made. The Points given for practical assignments usually result in a higher Point total than theory assignments. This is built into the system to emphasize demonstrations and practical application. If the total daily points suddenly goes up or way down the supervisor or the student himself should investigate and find out the reason for the change and correct it. Example of Student Point Graph. The points scale is marked in the left margin. Each vertical line marks a day. You add up your Points for the day, find the date on the Graph (along the bottom line) and mark the total by going up to the correct height. The dots are then connected. The Points scale to the left can be scaled differently. The supervisor can help with that. If there is a larger difference between each 50 points the curve will be more up-and-down. The important point is to scale the graph so the changes in production show up clearly. The Points scale in the left margin has to be realistic. A very productive day should bring the curve near the top of the scale. An average day should show the curve in the middle. It should be scaled so the curve stays on the graph. Thus the Point System is a tool for finding and evaluating better study habits. This may include reorganizing one \'s priorities concerning getting through the course. The purpose of doing a course is not to score Student Points alone. It is to understand and be able to apply the materials. The Point System is however very useful as it helps students keep going and to take pride in their production. This adds up to getting through the materials and being able to apply them. Here is the list of Point Values used in this course. Before being allowed to count Points for anything the student has to make sure he really understands what he has studied or did a practical assignment to an honest result: Study Assignment Student Points Written materials per page - 0-rated 3 Written materials per page - * rated 5 Written electronic materials per 5 Kb - 0 rated 3 Written electronic materials per 5 Kb - * rated 5 MU from materials found and cleared 1 Keywords (on checksheet) cleared 3 Demo done per checksheet 3 Demo done, not on checksheet 1 Clay demo per checksheet 25 Tape or video, per minute of tape, 0-rated 1 * rated Tape or video. As 0-rated + bonus - per tape 15 Essay per checksheet 10 Coaching another student Same points as student Word Clearing M3 on other student, per word found 3 Word Clearing M9 on other student, per word found 3 Twin check-out (not coaching), whether pass or flunk 5 Written Exam passed 200 Attesting to theory or practical section 100 Practical, not otherwise covered, per hour 60 Comments: \"Per printed page \" is counted for any page started. 3 1/2 page counts as 4 pages as the 4th page is started. (The student is only allowed to split the page and count the same page twice if it contains more than one checksheet item). The same system applies for for electronic pages. If the student studies the manual in web format there are no pages that easily can be counted. Instead the student goes by the size of the text file. (The file size in web format does not include pictures. If the file size would include the Kb size of the pictures the system should be modified). In web format (HTML) a page is set to 5 Kb. 17 Kb would count as 4 electronic pages. (17 divided by 5 = 3 + a bit). There is a Student Point System in Full in the Supervisor Section which is mainly used in studying other Clearbird publications. | Glossary | Site Map | Content | Checksheet | Links | FAQ | Home | © Clearbird |","null","null","");arrFiles[21]=new Array("manual/faq.htm","ST - Frequently Asked Questions, including answers to critics.","Frequently Asked Questions Search Site Map No Frame | About Clearbird | Before We Decided to Publish | | FAQs | About Jo Seagull | Links | Question: Is Clearbird affiliated with Applied Scholastics or Church of Scientology? Answer: No, we are not. But we use the same technology as Applied Scholastics. They have marketed the system in a big way in many parts of the world and you are welcome to check their website for the dissemination and use of the system around the globe. Clearbird is an independent publishing house, unaffiliated with Applied Scholastics and Church of Scientology. We do not run courses nor are we advocating any religious beliefs in our publications. Question: Are you violating Applied Scholastics \' or Scientology \'s copyrights? Answer: No, we are not. We have simply written a textbook in a subject refined and named by R. Hubbard. To write a textbook on an existing subject is perfectly legitimate and how any subject gets known and advance. For this reason the legality is guaranteed in international copyright law. Ideas, processes and procedures can explicitly not be copyrighted as that would impede cultural progress, lead to knowledge monopolies, and stagnation. Rights to inventions can be secured under the patent law for a limited number of years. Both laws are looking after both parties, originator and the public, and so are we. Only artistic and literary works (including textbooks) can be copyrighted and Clearbird owns the copyrights to this manual and The Road to Clear. Question: How and why can you offer it for free? Answer: We have wealthy sponsors that want to see the technology being used across the boards without any strings attached. Question: Are you affiliated with the Freezone? Answer: Yes, we are part of the Freezone, a loosely organized network of practitioners and their clients and supporters. The Freezone uses the technology mainly developed by R. Hubbard for personal development in a non-religious setting. There are a number of other distinguished technical researchers and writers in the Freezone. We support their work but the Clearbird Series are textbooks specifically covering what R. Hubbard called standard technology. Question: Doesn \'t the rule about verbal tech make classroom education impossible? Answer: The rule about not giving verbal information but only use written references (violations are called \'verbal tech \') specifically applies to teaching standard technology. Here the students are already through their regular school education and are expected to have a reasonable level of literacy. Also, the materials are written to make it possible. Question: Isn \'t the Study Tech designed only to teach Hubbard \'s standard technology with? This is how it was started and was R. Hubbard \'s reason for researching study. This does have to be taken into consideration of students and educators wanting to use the system in other fields. Especially the rule about \"verbal tech \". The rule about not giving verbal information but only use written references. Violations of this rule is a bad thing. This rule applies specifically to teaching standard technology, in our opinion. R. Hubbard was concerned about that the tech itself got altered. We are here talking about standard technology and auditing more than Study Technology. The assumption was, that the educational materials of standard technology shouldn \'t be \"improved upon \" or even be given another form. This policy, in our opinion, has less relevance today than while the technology was still in rapid development. Things have settled down. The technology has been tested and used for years and agreed upon. There is a final form of R. Hubbard \'s standard technology that has been practiced for dozens of years. In the beginning the confusion was considerable. You see these phenomena with computer technology as well. When new high tech programs or gimmicks first come out the public is totally confused. After a while things are sorted out and the public is comfortable with it and knows how to use it. Isn \'t it illegal to rewrite the technology? In terms of the law it is not. Copyright laws and possibly the Patent laws are the ones that speak to that. We can add that ideas, principles, and exact procedures cannot be copyrighted. R. Hubbard did state in a so-called Policy, valid for the Church of Scientology as long as it exists, that re-writes were forbidden. Obviously any organization can have their own internal Policies. They are in place to protect financial and other interests as well. In terms of science and research this is an arbitrary rule that impedes the free communication and further research of a subject. On a practical level, this very technology teaches us that conceptual understanding and application is what are the ultimate tests. In the section, \"How to Defeat Verbal Tech \" it says: \"4. If clearing the Misunderstoods won \'t handle it, query it. 5. Get it validated as a written order. \" So even internally in Church of Scientology there is an almost forgotten procedure of how to update materials. Our basic view has been, \"If it can \'t be conceptually understood, demonstrated to be factual and restated in a understandable and written form, it isn \'t true \". In this view we lean against the theory of \'Demonstrations \' , \'Conceptual Understanding \' and \'Definitions and Reality \' in the essay, \"Technical Words and Learning \". The whole subject of rewrites is a hot topic among seasoned students and practitioners of standard technology. We found that an editing and organizing of the materials into textbook form was needed. We call our Clearbird manuals for Users \' Manuals. What we want to stress with that is, that the purpose of these publications are to communicate the existing technology in an edited and final version, not to change the \'program \'. If you use the technology in other fields there may be less need for this whole discussion and the \'Verbal tech \' rule. The problem in standard technology, as explained in \"Before We Decided to Publish \" is, that it is still a relatively new technology in a field that is very opinionated. History has shown us it can take decades, if not centuries, to change basic concepts in this field. The principle the verbal tech rule is based on is the system about back-tracking difficulties rather than dream up new explanations or solutions. This applies to all fields of study and is not an arbitrary rule but a basic principle. Question: Do you expect school kids to be able to follow the rule about verbal tech? Answer: If they do this course or courses in Standard Clearing Technology, yes. In general education, not necessarily. You have to adopt the methods used to several things: the students \' literacy level, as mentioned. But you also have to take into consideration the general nature of the subject, the quality of existing classroom materials, usable dictionaries and handbooks, to mention the most important factors. As far as school kids are concerned, they would receive plenty of Word Clearing Method 7, where the Word Clearer explains the words verbally rather than trying to use a dictionary with them. The Word Clearer takes the definition from the dictionary and explains it to the student. Method 7 is further defined in the glossary . The set-up is as in Method 9. The important thing for the educator in such a situation is to recognize the guiding principles and not compromise on those. Most problems get resolved by back-tracking the difficulty to a skipped gradient, lack of mass, or misunderstood word. Sometimes it takes False Data Stripping. Long explanations are unnecessary if the materials are clear and adequate. Question: Do you expect students of a trade to be able to follow the rule about verbal tech? Answer: It would be impossible to teach a mechanic, a hair dresser, or a nurse without using verbal instructions. It is only possible to uphold in a strictly codified subject based on theory and clearly described drills. Here again, you have to think with and apply the basic principles, but also make sure the students get their questions answered and learn what they are supposed to learn. Question: Isn \'t the Study Tech an instrument for indoctrination? Answer: Define your terms. Indoctrination means two things, (1) To instruct in a body of knowledge, and (2) to teach to accept a system of beliefs or convictions uncritically. The Study Technology as presented can certainly accomplish the first one. It can also be misused (as any technology can) to bring about the last. We have included several chapters in data evaluation, logic, and conceptual understanding that should make it impossible to \"indoctrinate \" (in meaning 2) a student. On the contrary it is stressed throughout the manual that understanding, application, and ultimately results are the only valid tests the student should accept. Question: Isn \'t the Misunderstood phenomena overstressed and unrealistic? Answer: Misunderstood words is one of the first things you check. If there are MUs you have a bad connection, just as in a phone call. If you can \'t make out what the words are or what they mean the message gets lost. It has often been overstressed in practice due to inept supervision, however. Supervisors not knowing the full Study Tech have been known to harass their students with \"find the MU that make you disagree or not understand \". There are several things that can be wrong with the transmission of data, of course. There are the MUs. There is also the possibility, of course, that the materials don \'t answer the students \' questions. There are three components to such a transmission, (1) the materials used with the message (this is the author \'s responsibility). Are the writing of good quality? or are the materials unclear because the author didn \'t know? Did the author express himself in an understandably way? \" (2) The line. The physical presentation and transmission. Are the needed materials on hand, clearly printed, indexed, etc.? (3) The receiver. There is the student and his literacy- and skill-level and his ability to duplicate and understand. Does the student have good study habits? The study technology covers the student side in depth. It gives advice concerning the materials, including choice of materials. But unless a reasonable quality and physical presentation of the materials are taken care of you don \'t have an established course. This has to be set up correctly and be delivered in a course room setting before the Study Technology can be applied. This may not have been pointed out explicitly in R. Hubbard \'s works. When the system was first designed the materials already existed (standard technology) and the job was to teach it to students, not to write textbooks or set up a new course. But it is obvious, if you have to do it from scratch, that you have to create an environment where learning can take place, including picking or developing textbooks geared to such a system. You have to ensure that all the ingredients needed to use Study Technology are there. Question: Isn \'t Word Clearing simply a form of harassment? Answer: It works very well in skilled hands. There is a method of Word Clearing in the Clearbird manual The Road to Clear, called Word Clearing Intensive (Method 1). It is defined in the present glossary as, \" METHOD 1, Word Clearing Intensive: 1. Done with a Meter in a formal session. A full Assessment of many, many subjects is done. The auditor then takes each reading subject and clears the Chain back to earlier words and or words in earlier subjects until fully handled. 2. The action taken to clean up all misunderstoods in every subject one has studied. It is done by a Word Clearing auditor. The result of a properly done Method One Word Clearing is the recovery of one \'s education. \" This is a miraculous type of action. Using any technology takes skilled hands. This is also true for Word Clearing. You have to know when and how to use it, regardless of type of Word Clearing applied. Question: There are other reasons for disagreement than MUs, aren \'t there? Answer: Absolutely. In Word Clearing it is assumed that the materials are correct and also relevant. This is covered in various ways in the Essays on Study. One other reason is false or conflicting data. Mr. Hubbard did develop a type of light auditing called False Data Stripping . In our opinion false data and fixed ideas form a fourth barrier to study. The false data can be in the materials studied or it can be fixed ideas on the student \'s part. Students that never enroll, although they should in their own best interest, are often found to hold false ideas that prevent them to get near the subject. Students that just can \'t apply materials correctly, even after Word Clearing need False Data Stripping. For these reasons we have included the procedure of False Data Stripping in the manual as reading material. It takes a trained auditor to use them correctly. Graduates of Study Tech don \'t seem to master the language better than others, shouldn \'t they? A person \'s literacy level improves when he uses the Study Technology. It improves from where he started from. To master the spoken and written language you have to study the language , public speaking, and formal writing as subjects. When studying using the Study Technology, language is seen as a barrier that has to be overcome rather than the subject of your study. To radically improve language skills hard study of grammar, syntax, composition, style, the history of the language, etc., etc. have to be done. This is taught in schools and universities. Studying those well defined subjects (using the Study Technology) would be needed to get it up to a professional level. Such a study would benefit the student in many, many ways and improve his study skills in general. Sometimes a grammar course is recommended as part of the Study Technology if grammar is found to be a major source of misunderstoods. Question: Wasn \'t Mr. Hubbard blind of the tech \'s shortcomings, just wanting compliance with the tech? Answer: Mr. Hubbard has been subject to all kinds of criticism. It is time to judge the technology itself on its merits. The way he originally laid it out, with later refinements, is how it is described in this manual. It may be different from what some loud critics have experienced in practice. You will see time and again in the original materials that the student \'s ability to think with a subject and become a professional in his field was and still is the basic idea behind all of the Study Technology. Currently there is an off beat practice named \"Golden Age of Tech \", teaching R. Hubbard \'s technology. This application insists upon, that any response from the practitioner of the self-improvement system called auditing, must be according to a pre-written script which has to be known verbatim and drilled until you have a wound up doll in front of you. To do anything else is \"out tech \". This is how practitioners are trained under that system. All questions, procedures and responses have to be memorized and be stated verbatim or exactly as drilled in the classroom, even in live sessions. This is in stark contrast to basic principles in the Study Technology and is very shortsighted. The workability of auditing totally depends upon live communication. If you have been trained in anything under that system we invite you to take a fresh look at this manual and the Freezone. When you take things back to its fundamentals and to the sound principles presented in this manual and in The Road to Clear things start to work. | About Clearbird | FAQs | About Jo Seagull | Links | Site Map | © Clearbird Publishing, 2003, 04. All rights reserved.","null","null","");arrFiles[22]=new Array("manual/10checkouts.htm","Checkouts. About twin check-outs of theory. #1 of 3.","Why Twin Check-0uts? Search Site Map No Frame Check-out: The action of verifying a student’s knowledge of an item given on a checksheet. This is much like a verbal examination in school. But special attention is given to definitions of words and the student \'s ability to demonstrate principles using a demo kit. Twin: The study partner with whom one is paired. Two students studying the same subject are paired to check out or help each other. Twin Check-out: Two students are paired and they check each other out. Checking out a twin is a Twin Check-out. This is different from a Supervisor Check-out. Zero-Rated: The student attests that he has studied the materials and has not left behind any misunderstood words or concepts. Usually no examination is given on zero-rated materials. The supervisor can decide if the student needs to be spot-checked or examined and would do that to ensure a general understanding has been reached to which the student has attested. Star-rated: A very exact Check-out which verifies the full and minute knowledge on the student of a portion of study materials. It tests his full understanding of the data and his ability to apply it. Supervisor Check-out: A Check-out done by the Course Supervisor or his assistants. In training we use Twin Check-outs on a regular basis. Each student has a twin with whom to work. First the student studies his theory assignment. If he finds it too difficult he is coached by his twin. When the student knows the material, he is given a Check-out by his twin. If he flunks he returns to study and, when ready, gets a new Check-out. When he passes the twin signs the checksheet and attests to, that the student has understood it, has no misunderstoods, and can apply it. Understanding and School Formal school education is often very superficial. On examination the teacher assumes that if the student knows the words he knows the tune. In other words, a teacher will all too often accept glib answers. The student is not really expected to be able to use the facts. It is easier just to deal with thought and theory with no regard to application. In the Study Technology the student \'s understanding must be examined . It must be verified that the student understands the words as well as the principles described. The bottom line is, the student is expected to be able to use the facts in practice. If the student \'s understanding isn \'t examined he will eventually get upset with the subject. Course difficulties can always be traced back to non-comprehension of words and data. This can be prevented by doing Check-outs correctly and as described in this chapter and the next. It can make all the difference to a student \'s eventual competence and success in the subject. Misunderstoods, Phenomena There are two phenomena the student will run into when Study Technology is not applied correctly: First Phenomenon: When a student misses understanding a word the section right after that word is a blank in his memory. You can always trace back to a word just before the blank spot. Getting that word defined will clear up the blank in the text almost in a magical way. Second phenomenon: This occurs after the student has gone past many misunderstood words. He begins to dislike the subject being studied. If not caught in time it gets worse and worse. This leads to various mental and physical reactions. You will hear complaints, fault-finding, and \'look-what-you-did-to-me \'. Eventually this will justify a departure, a blow, from the course and the subject being studied. The student is now so fed up with it all he leaves or wants to leave. Any sy stem of education will of course try to prevent that. In most formal education this is done by discipline and punishment of the student. A common solution for students in such a situation, is to stay but to withdraw self from the study or subject. In place of participation and understanding the student sets up a circuit that can record and give back sentences and phrases. He becomes a mental \'tape recorder of words \'. This we call a \'Glib Student \'. The Glib Student has set up a mental tape recorder. He can give it all correctly in an examination but can \'t apply it. When this occurs we have \"the quick student who somehow never applies what he learns \". The second phenomenon is, that a student can study some words and give them back correctly and yet show no participation or understanding. The student passes exams with flying colors but can \'t apply the data. Having the student make demos in Check-outs is how you ensure he understands more than just the words. How to Break It Demonstration is the way you can break through that. When you ask such a student to demonstrate a rule or theory, using a demo kit or other means, this glibness will fall apart. The student was used to simply memorize words or ideas and could hold the position that it had nothing to do with him. He is just \'playing back a tape recording \', he is totally glib. The moment he is asked to demonstrate that word or idea or principle the student has to have something to do with it. The glibness falls apart. A merely uninterested or dull student is stuck in the blankness and non-comprehension following some misunderstood word. The \"very bright student \", who upon inspection is found to be unable use or think with the data, isn \'t there at all. He has completely given up on confronting the subject at hand. The cure for either of these conditions of \"bright, but no-understanding \" and \"dull student \" is to find the missing definitions. Knowing these facts it can easily be prevented ahead of time. Preventing it is the duty of the twin. He can catch it in coaching and in Check-outs. In coaching the students each have a copy of the materials and they take turns in working their way through them. Coaching of Theory Coaching theory means the twins are sitting across from each other with a copy of the same materials. The student reads a paragraph or section to the coach. The coach then gets the student to define some of the words, to tell him what the paragraph means, and demonstrate rules and principles described. This includes definitions of words and technical terms. The course supervisor uses this principle when he has a student who is having trouble or is slow or glib. He teams that student up with a twin with similar difficulties and has them take turns using twinning and theory coaching. Then, when they have finished a text assignment this way they give their twin a Check-out. The Check-out is a spot Check-out, a few definitions or rules and some demonstrations are asked for. Check-outs Giving a Check-out by examining the student \'s ability to quote or restate the materials proves nothing. There is no guarantee that the student knows the data, or can use or apply them. The student \'s participation, confront, and ability to apply is not being looked into. The student may be totally \'not there \' and just operating a mental tape recorder. Neither the \'bright student \' nor the \'dull student \' will be revealed or benefit from such an examination. Just examining if somebody can quote or restate the content gives a totally false picture of understanding, and must not be done. Correct Check-outs and examinations are done only by making the person being tested answer: 1. The meanings of the words. The student has to be able to define the words used in his own words and demonstrate their use by using them in his own made-up sentences. 2. Demonstrate how the data are used. Here the twin can ask for examples of actions or applications. \"What does the first paragraph say? \" would never do. \"Quote rule one, two, and three \" would be off the mark. Neither of these would reveal if the student is a \'bright non-applier \' or a \'dull student \'. Such an examination would just lead to dull, \'critical \', antagonistic students ready to blow the course. Go over the material being examined and pick out some uncommon words. Ask the student to define each and demonstrate its use by making up sentences with the word in question. Flunk the first signs of hesitation or uncertainty and tell the student to restudy the materials. You have to be tough on this point. The least hesitation equals a \"flunk \". You would pick technical terms for him to define. But you should not limit it to that. Pick less commonly used words as well. From time to time pick real simple words, such as \'a \', \'the \', \'by \', etc. Sometimes you will be surprised that such common words are troublesome or misunderstood. Working with the same twin one will soon know for which types of words to check. Students may at first feel \'unjustly and harshly treated \' when given tough Check-outs like this. To begin with they may get a hunted look and sweat over dictionaries. But they will never begin to gossip and criticize, get sick, or blow course. The theory section of a course may often say, \" they take care of all that in the practical section \". This is the wrong way to look at it. If you have a theory section that believes that, practical can \'t function at all. Practical goes through the simple motions and actions. Theory covers the reasons why one goes through the motions and actions. Different dictionaries and handbooks need to be available in the classroom. Dictionaries Dictionaries, grammar books, and other reference books should be available to students in theory. No twin should try to define words out of his own head when correcting a student as it can lead to endless arguments. On English words use a general dictionary. On technical words use a technical dictionary. There should be a complete basic library of relevant handbooks and dictionaries on hand so correct definitions can be found quickly to put any and all arguments to rest. | Glossary | Site Map | Content | Checksheet | Links | FAQ | Home | © Clearbird |","null","null","");arrFiles[23]=new Array("manual/06abtchksheets.htm","Checksheets: is the basic study-program the student follows. Details related to that.","Checksheets Search Site Map No Frame Checksheet Study Item: Sign off 1. Study: Chapter 1 ______ 2. Make Demo: point (A) ______ 3. Make Demo: point (B) ______ 4. * Study: Chapter 2 ______ 5. Clay Demo: of (A) ______ 6. Essay: How (B) applies to you. ______ 7. Study: Chapter 3 ______ 8. Drill with twin: Point (C) ______ Example of a Checksheet A Checksheet is a printed form that sets out the items to be studied or actions done by a student, item by item, on a course. It lists all the materials of the course in the order they are to be studied. For each item there is a line where the student puts his initials and the date when the study of it is completed. In case it has to be checked out by another, the other person signs it off. When somebody else has to check it out it is called a star-rated item and is marked with a star (*) on the Checksheet. The Checksheet is thus the program that the student follows to complete that course. The data and drills of the course are studied and done in the order given. The materials are laid out on the Checksheet in the best and most logical order for study so the student covers all the materials on a good gradient. Following the exact order of the Checksheet has a disciplinary function as well. It helps the student to progress in his study in an orderly fashion. The student does not sign off an item until he knows and can apply the data. By signing off he attests that he knows it in detail and can apply what is contained in the materials or drills. When the supervisor or another student signs off a star-rated item it is an attestation by that person that he has given the student a star-rate check-out on the item and that the student has passed. The course supervisor must inspect students \' checksheets daily to ensure that all students are following the Checksheet in its correct order and that the student is making good progress. \"Checksheet Done \" means the student has gone through the entire checksheet, theory, practical and drills, and done it all in the right sequence. How fast or slow a student is doesn \'t matter with the checksheet system. He can stay on one step until he has achieved certainty. Study Speed and Checksheets Using the checksheet system allows the student to study at his own speed. He can spend more time on items he finds difficult and can quickly get though items he finds easy. It is thus very different from the normal system of classroom education where the teacher sets the study speed for the whole class. The checksheet system has several advantages over the traditional system: Students can study at their own speed, making sure they really understand to apply it before going on to the next checksheet item. The system allows misunderstood words to be cleared right away when they are encountered. The student can at any point go back and restudy materials that wasn \'t fully mastered or understood. In the traditional system he is flunked at the end of the course and has to do it all over again. A student can be started on a course at any time thus beginning a course does not depend on a semester or starting time. The student follows the checksheet and studies by him- or herself. Other students and the supervisor are there to help out, of course, but basically he follows the recorded materials (print, audio or video) as they are listed on the checksheet. The material is the \"teacher \". The supervisor \'s job is to keep the course room free of distractions, to make sure the student actually studies and uses the Study Technology correctly. The teacher is also helpful when the student has questions. What we want to achieve in training is a string of certainties. We want each student to fully understand each step before going to the next step. This does not mean that doing a course slowly is better than doing it fast. Speed isn \'t the key. Certainty is. Usually fast students do better as graduates and practitioners than slow ones do. But only if the fast ones have done their study honestly, step-by-step, and each step to certainty, full understanding or competence. The checksheet system allows this to happen whether the student is \"slow \" or \"fast \". As a result it shortens the time needed in training. Adding to Checksheets Every student is given a complete Checksheet at the start of a course. This is the program to be followed in order to complete the course. It is not added to after starting work on it. It is in its final form when it is handed to him. The printed form may be added to before the student starts on it, but is not added to after starting (during) the course. | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[24]=new Array("manual/19xcramm.htm","Cramming. A training service independent of the course. It specializes in trouble-shooting.","Cramming Search Site Map No Frame Note: This short chapter does not attempt to give all the information needed to run a Cramming Section, but gives enough data to make students and practitioners (here called clients) aware of how it works and how to use it. Cramming Cramming is a service independent of the course. It specializes in trouble-shooting and bringing students and practitioners (here called clients) up to speed. Clients who have difficulties in applying something in practice are interviewed and given a tailor-made study assignment. It is used when the client has made the same mistake repeatedly. The service is also used as an on-the-job-training. A Cramming usually takes a few hours to complete, not days. Cramming Order The client is sent to Cramming with a Cramming Order. This is a general observation much as the \"Observation \" column of a Pink Sheet. It \'s a short statement of the client \'s repeated difficulty and a suggestion to what needs to be handled. The Cramming Order is written by a person in charge of the client \'s performance, such as a course supervisor, a senior, or an auditor \'s case supervisor. Cramming Officer doing a metered interview to pinpoint the exact difficulty of the client. Cramming Interview The Cramming Action starts with an interview. This is done with the client on the Meter. The client \'s difficulties in applying the materials are pinpointed by the interviewer. The person doing the interview is called the Cramming Officer. Cramming Assignment Based on the interview the Cramming Officer writes a Cramming Order. It does not have to follow the suggestion the client brought with him, but it of course addresses the problem pointed out. The Cramming Assignment is much like the \"Assignment \" column on a Pink Sheet. But it is based on the interview and the special training the Cramming Officer has in pinpointing the underlying reason to the difficulty. Doing the Assignment The client now does the assignment he was given. This always includes Word Clearing and usually drilling. The Cramming Officer may write up what exactly to drill. The drill need not be a published drill, but it is done per coaching instructions. A student will usually do the assignment in the course room with another student, when possible. Coach Client Drilling and Word Clearing are important parts of any Cramming Assignment. Completing the Assignment When the cramming assignment is completed the client attests the difficulty is handled. He then goes back to course or to do auditing or to practice his trade. The real difference between a Pink Sheet and a Cramming Assignment is, that the Cramming Assignment is based on the interview and the trouble-shooting. Cramming is only done with clients if a Pink Sheet didn \'t handle the difficulty. It \'s assumed it is time to dig deeper, using a Meter. Retread If repeated Cramming Orders don \'t seem to handle a client \'s difficulty he can be given a retread. The procedure is the same, but the client is given a longer study assignment that covers possible areas of his difficulties. It has to cover more than the obvious points since those points were already covered in the previous Cramming Actions. A retread can take from one to several days to complete. Retraining Retraining doesn \'t need to happen very often. But it needs to be explained. Retraining means that the client is sent to a Cramming Interview where his problems with applying the materials are pinpointed. Then he gets straightened out on exactly what was missed. That done, he goes back to course and does the entire course again. No shortcuts are allowed on retraining; no jumping around on the checksheet. It is assumed that a student who has failed to apply one aspect of the course had misunderstoods that would have prevented him from fully understanding the other materials on previous study. This is usually only used after repeated retreads don \'t seem to remedy the situation or on a voluntary basis. Rusty Practitioners A practitioner who hasn \'t practiced for a long time can be brought up to speed by a retread or retraining program. In such a case it is a voluntary action, but he is still given a Cramming Interview to receive a realistic study program. On-the-Job-Training Cramming is used as on-the-job-training. By spotting the client \'s difficulties in applying the materials in real situations he is step-by-step been made into a real professional. It is used this way on experienced practitioners as well. It is an important part of keeping the technology working. | Glossary | Site Map | Content | Checksheet | Links | FAQ | Home | © Clearbird |","null","null","");arrFiles[25]=new Array("manual/glosstudy.htm","Glossary from Study Manual. Terms used in Study Manual, written for beginning students.","Glossary from Study Manual. Alphabetical list of terms used in Study Manual, written for beginning students. Glossary - Study Manual To find entry quickly, type word followed by colon [:]. Example, Demo:, Barrier: Use \'ENTER \' or \'ALT S \' keys to find next. What is given in this Glossary are the special meanings of the words as they are used in the study manual. In addition to that the student needs to look them up in a regular dictionary and go through all the steps of clearing a word. Aberration: Irrational thought is calledaberration. It originally means \"crooked line \". Going from A toB becomes a complicated matter(see also \'Via \'). Additive : A thing that has been added. This usually has a bad meaning in that an \"additive \" is said to be something needless or harmful which has been done in addition to standard procedure. \"Additive \" normally means a departure from standard procedure. In common English, it might mean a substance put into a compound to improve its qualities or suppress undesirable qualities. We use it to mean \"adding \" something to the technology or procedure resulting in undesirable results. Affinity: Degree of closeness or liking of someone or something. Willingness to share the space with someone liked. Degree of liking or affection or lack of it. Affinity is a tolerance of distance. A great affinity makes you feel \'close \' to somebody or something. One \'s level of affinity is expressed on the so-called tone scale. This is an emotional scale. Some of the major steps are: Apathy, fear, anger, antagonism, boredom, conservatism, interest and enthusiasm. Apathy is the lowest affinity here. Enthusiasm the highest. Alter-is : To change or falsify the way something actually is. Application: Performing useful actions in the physical universe based on one \'s knowledge (noun). Apply: To use something in a skilled way. Using application (verb). Arbitrary: 1) A datum or action based on opinion, judgment, whim, personal interests, or taste; not on law or fact. (Latin: Judgment). 2) Unreliable, false or twisted data. This is why you backtrack difficulties in the Study Technology. When you accept an arbitrary in place of a fact or certainty you soon have confusion after confusion. This is why handling MUs, skipped gradients, and False Data is so important. They introduce arbitraries that need to be found and handled. ARC : A word made from the initial letters of Affinity, Reality and Communication which together adds up to understanding. Pronounced as three letters A-R-C. As-is : To view anything exactly as it is, without any distortions or lies, at which moment it will be fully understood. When a problem is As-ised it will vanish and cease to exist as a problem. Attention : When interest becomes fixed, we have attention. Attention is aberrated bybecoming unfixed and sweeping at random or becoming too fixed without sweeping. Auditing: Also called Processing , the application of processes and procedures to someone by a trained auditor. The exact definition of auditing is: the action of asking a preclear a question (that he can understand and answer), getting an answer to that question and acknowledging him for that answer. It is done the increase the pc \'s abilities and awareness. Auditing Session : A period in which an auditor and preclear are in a quiet place where they will not be disturbed. The auditor gives the preclear certain and exact commands the preclear can follow. Auditor: A person trained in applying processes to individuals for their betterment; called an auditor because auditor means \"one who listens. \" Auditors Code: A professional code of conduct for auditors delivering auditing. Axioms: Statements of natural laws on the order of those of the physical sciences. The Logics are called the axioms of learning and rational thought. Barrier: Something that blocks free access or the road ahead. Blow : To depart without authorization from an area. To leave suddenly without explanation. It can be used as a noun and as a verb. Something that suddenly disappears (such as a problem) is said to have blown. Case: The sum of aberrated conduct or behavior resulting from the influences of the Reactive Mind. When a supervisor or practitioner are displaying \'case \' they are acting in an irrational and also unprofessional manner. Case Supervision: The inspection of auditing by a qualified Case Supervisor. The C/S reads and works from the auditor \'s reports; The C/S writes directions to the auditor. He works to ensure maximum gains for the preclear. Case Supervisor: A technical expert behind the scenes that ensures the quality of auditing by inspecting the auditing reports. C/S: 1) A Case Supervisor (person).. 2) The Case Supervisor \'s written instructions, a C/S instruction. Check-out: The action of verifying a student’s knowledge of an item given on a checksheet. This is much like a verbal examination in school. But special attention is given to definitions of words and the student \'s ability to demonstrate principles with a demo kit. Checksheet: A Checksheet is a printed form that sets out the items to be studied or done by a student, item by item, on a course. It lists all the materials and drills of the course in the order they are to be studied. Clay demo: Clay Demonstration. Making an illustration of the principles studied in model clay. The studentdemonstrates definitions, principles, etc. in clay to obtain greater understandingby translating significance into actual mass. Clay Table: A special table in the course room used for clay demo work. Clear: 1) A person who can be at cause knowingly and at will over mental matter, energy, space and time as regards the first dynamic (survival for self). 2) A Being, who no longer has his own Reactive Mind. Clearing: Various techniques directed at improving abilities and awareness leading to the state of Clear. The activity done in auditing. Clearing Technology: Techniques and processes designed to bring a person to the state of Clear, step by step. Coach: The person who helps another student understand or apply a particular text or drill. He is a one-on-one instructor. Usually students take turns being coach and student. In Drilling: The one, that directs the student . She is the instructor of the drill, the one that calls the shots. The term \'coach \' is best known from sports; he instructs the players and shows them what to do. During a game he gives the players practical advice from the sideline. \'Coach \' is also used about a private instructor teaching a student. Coaching: The act of helping another student through a piece of theory or a drill. Cognition : A statement indicating a new understanding. A statement like \"I have just realized... \" or \"What do you know... \". It \'s a new realization of life. It results in a higher degree of awareness and a greater ability to succeed with one \'s endeavors. Communication: Interchange of ideas and symbols between two or more people. Perception is a type of communication as well. Here it is an interchange between an object and a person. Comm Lag: Communication lag. The time that passes between a question and an actual answer. It can be hesitation but it can also be not answering the question by talking about something that isn \'t an answer. In study comm lag in a check-out is flunked. It shows the student doesn \'t know the materials 100%. Communication Course: A course mainly consisting of practical drills, the so-called TR \'s. They teach the student the proper use of the Comm formula. It is an important part of auditor training, but applies to life situations as well. Communication formula: The communication formula is: cause, distance, effect, with intention, attention, duplication and understanding. Completion: A \"completion \" is the completing of a specific course or an auditing grade, meaning it has been started, worked through and has successfully ended with an award in Qual. Concept: Thought or idea; general notion. Conceptual Understanding: When a person is capable of understanding the ideas and concepts behind the words he has conceptual understanding. He is aware of the communication involved. He understands there is an teacher or author trying to make him duplicate and understand an idea or concept. When the student has understood the idea and doesn \'t need the words any more he has conceptual understanding. Confront: To face without flinching or avoiding. Confronting is actually the ability to be there comfortably and perceive. Confusion: Excessive unpredictable motion. Control : The ability to start, change and stop things at one \'s own choice. Course: An organized activity and place where students study a subject. The full definition is in \"What is a Course? \" Cramming: A special service that handles students \' and practitioners \' difficulties one-on-one, using interviews, Word Clearing and other remedies. It usually takes from a couple of hours to a day. Cramming officer: That person in Cramming who helps students or auditors overcome their difficulties with materials they have misapplied. He also helps auditors who wish to be brought up to date on current technical materials. Crashing misunderstood: A misunderstood word that stops one from doing the actions of the subject. Datum, Data: Datum: a fact or piece a of information (noun). Data is plural of Datum. Demo kit: Demo Kit: Demonstration Kit A bunch of rubber bands, batteries, fuses, corks, caps, paper clips, coins or whatever. The items are kept in a box or container (tobacco tins or dairy cartons are good). These are used to demonstrate ideas with and increase the understanding of the idea. Demonstration: In study: to show something by using physical objects. When you make a Demonstration you show some principle, idea or datum by using small objects. This is usually done on a table. Abbr. Demo. Derivation: A derivation is a statement of the origin of a word. Words originated somewhere and meant something originally. Through the ages they have sometimes become altered in meaning. Knowing the Derivations helps greatly to get the full understanding of words. When the student looks up words in the dictionary he has to read the small-print that explains where the word originally came from. Dictionary: A dictionary is a book listing words and their definitions of a language or a specific subject. It gives the meanings of the words, their pronunciations and origins. Dinky Dictionary: A Dinky Dictionary is a smaller dictionary that doesn \'t really give adequate definitions to understanding the words. Often they are made to be easy to bring along rather than emphasizing accuracy. They do not belong in study. Doingness: Actions involved in doing something. The performing of actual actions as different from just reading or talking about it. Drill: A practical assignment where typically one student coaches another in applying a piece of technology. Drills are done on a Gradient Scale. Each drill may train the student in one little skill that, put together with other skills drilled, add up to application for real. Education: Real Education is the activity of relaying an idea or an action from one being to another, in such a way as not to make difficult or inhibit the use thereof. It should permit and help the student to be able to think with the subject and develop on the subject. The end-goal of education is application and results. Enturbulated : Stirred up, agitated or turbulent. Enturbulation: When a person \'s environment has been stirred up, become agitated, or turbulent. Enturbulative Student: If the student \'s behavior has become disruptive to the whole course and the progress of other students in general he is an enturbulative student. He should not be allowed to display that in the course room but be handled elsewhere. Essay: In study: The student writes a short piece on the subject matter given. Usually the checksheet gives a very specific subject to cover. If not, the student would follow the guide-lines of what is important to know in a check-out, but give the answer in writing. In general: A short literary piece on a subject, usually expressing the writer \'s personal observations and opinions. Ethics : In study: a disciplinary system administered by an ethics officer. If a student is enturbulating the course, breaking the Guidelines for Students, or has very low production he is sent to Ethics to have it sorted out. Ethics Officer : A person who handles Ethics by using interviews and discipline; he helps the student sort out a situation but also demands proper conduct. Evaluate: Evaluate: To judge and determine the meaning, correctness, value, and consequence of a datum (verb). Evaluation: Evaluation: The act of evaluating. The result of something being evaluated (noun). A student has to evaluate the data studied. On the other hand he should not try to evaluate for somebody else. Each student should arrive to a result based on their own efforts. Only in this way will he achieve sufficient certainty. In auditing: Telling a pc \"what \'s wrong with him \" or why he is the way he is is incorrect. In auditing the auditor guides the pc to find explanations and solutions for himself. It is against the Auditors Code to evaluate for a pc in session. When a person is allowed to do his own evaluations he achieves greater certainty. Exam: Examination. It can be a written Exam or a Pc Exam (see below). Examiner: A person that inspects another person \'s knowledge or state of mind. In study: somebody that checks out another person \'s knowledge in a limited subject or gives a person a written exam. Pc Examiner: a person who checks a pc \'s indicators (state of mind) and Meter response after a session. He also issues certificates to students who have competed courses. Existing Scene: The current and imperfect state of affairs as different from the Ideal Scene. The existing scene is investigated in order to find what to change to reach the Ideal Scene. Fact: Something that can be demonstrated to be true. A proven piece of information. False data: Ideas that have been adopted that are found to be incorrect or inapplicable. They can make it very hard for a student to learn true data. It could be said to be a 4th barrier to study. A person with fixed ideas in an area is very hard to teach new ideas to. False Data Stripping: A simple auditing procedure by which you have the student find false or conflicting data from past learning and discard them or \'blow \' them. Having done that the student can now learn the true data. Having false data can make it impossible to teach a student the true data. The procedure is taught in Standard Clearing Technology, Level 0. First-hand Observation: Direct observation. Experiment, investigation, experience and and being an eye-witness are ways toobtain first-hand knowledge. These are very valuableways of gaining data but too slow to be the only methods used (see also second-hand observation). Flatten: \"Flattening \" something means to do it until it no longer produces a reaction. It has been discharged for reaction. Flunk : To make a mistake. Fail to apply the materials learned (verb). \'A Flunk \'. The opposite of a pass (noun). Also used by coaches as a command: \"Flunk! \",to tell the student a mistake was made. Games condition: You can have a situation where the coach and student are in a \"games condition \". That means they are not working on the same goal but are in some kind of opposition to each other. This gives a problem situation or \"no progress \" situation. No progress, no wins, no production. There is no demonstration of competence permitted and morale is low. Coaches and students must not allow such a situation to happen. The supervisor should keep an open eye for something like that developing. Glibness: The characteristic of a student who can easily recite what he read but cannot apply it. He knows the words but can \'t apply. Glib Student: A student suffering from glibness. Goal: The destination one works towards. It is something one desires and devotes a lot of energy to get to or get. Gradient: A step or a series of steps that increase the demands on the student at a rate he can handle. Something that starts out simple and gets more and more complex. The essence of a gradient is just being able to do a little bit more and a little bit more until you finally make the Grade. (See also Skipped Gradient). Graph: A simple curve on a piece of paper. It is made to show a student \'s production. It shows Time, day by day, along the bottom line. It shows Student Points along the left side of the Graph (see also student points). Graphic Demo: 1) Graphic Demonstration. Used in engineering, organizing charts and in numerous other places to show lines, flows, how things work or go together, etc. Working it out on paper helps locating any problems in a project. 2) It can also be a simple kindergarten type drawing used to work things out much as you do with a Demo Kit. The student draws a situation that illustrates the point he is learning. He writes on the drawing what the different parts are, using arrows. Hat: Slang term for the work and title of one \'s post in an organization. (derived from railroad use of distinctively different hats to indicate different jobs.) Hidden Data Line: The false idea that the data presented somehow don \'t apply because other data exist that set them aside. Homonym: A homonym ic definition: One word which has two or more clearly different meanings. A homonym can also be two (or more) words that sound the same ( \"piece \" and \"peace \" for example). This can cause the student not to understand the text right. Example: to box (sport); a box (container). R. Hubbard: (1911-86). Lafayette Ronald Hubbard. The principal writer of Scientology™. He developed and defined the technology of processing and also the Study Technology. Between 1959 and 1966 he taught courses at Saint Hill Manor, East Grinstead in England (south of London). There he developed most of the Study Technology. Over the summer and fall of 1964 he gave a series of lectures on the subject. The hard data from these lectures are all included in this manual. He was born in Nebraska, USA, and grew up near Seattle. Ideal Scene: 1) The basic concept of The Ideal Scene for any activity is really a clean statement of its purpose. 2) The Ideal Scene is the state of affairs envisioned to be the best obtainable reality or the Improvement of even that. Idiom: An idiom is a phrase or expression whose meaning cannot be understood from the ordinary meanings of the words. For example \'give in’ is an English idiom meaning \'yield’. Quite a few words in English have idiomatic uses and these are usually given in a dictionary after the definitions of the word itself. These idioms have to be cleared. Illiterate: A person who hasn \'t learned to read. Importance: The degree of having relative value or consequence to the subject. In-ethics: Means working for the greater good. Doing what one is supposed to do, being well-disciplined and productive. Opposite of Out-ethics. Inflow: Being at the receiving end of a communication. Also, something happening to the person rather than causing something to happen is an inflow. The opposite of outflow. Instructor: The person who teaches one-on-one. A supervisor and instructor are not the same thing. A supervisor is not supposed to do teaching but make sure the student applies the Study Technology when studying the materials. Intelligence: As ability: The ability to be able to correctly see similarities and differences and recognize things that are identical. Also the ability to figure out the correct relative importance of something. Government: Operation that finds out what the enemy is doing; spying. Intention: A decision or wish to do something specific. Invalidation : \"Invalidation \" means a degrading, \'trashing \', ridiculing, discrediting or denying something someone else considers to be a fact or of value. IQ: Intelligence Quotient. A number expressing a person \'s score on a test measuring his intelligence. Jonathan Livingston Seagull: A symbolic book by Richard Bach about a seagull perfecting the ability to fly (symbolic for wisdom and ability). He teaches it to other selected seagulls. The seagull is the symbol for and logo for Clearbird Publishing. Lack of Mass: One of the three principal barriers to study. The actual mass of the subject is missing. If a student is taught to repair cars and never shown a motor or even pictures of parts, or the tools and materials used in car repair, we have a typical example of lack of mass. Literacy: Ability to read. A person \'s level of literacy is determined by the size of his vocabulary and how well he has cleared his definitions of these words. Grammar skills also plays a part, of course. Literal Understanding: Literal understanding means the person is totally fixated on the meaning of words and does not perceive the idea or intention behind the communication very well. See also Conceptual understanding. Literate: In study: A person that can read. Locational processing: Processing which establishes confront and communication with the environment. It brings the person into present time; he becomes more alert and responsive. It can be run on a whole class of students at the same time with benefit. Logics: Basic truths (axioms) that apply to learning and rational thought. Manual: A textbook or basic handbook in how to do something. Mass: In study: The physical objects involved in a field or subject. The actual thing that is studied, or a sufficient substitute for it. Materials: Study Materials, such as books, checksheets, demo kits, clay, dictionaries, handbooks, etc. MEST : Word coined from the initial letters of Matter, Energy, Space and Time; the physical universe and its component parts; also used as an adjective in the same sense to mean physical, as in \"MEST universe, \" meaning \"physical universe. \" Meter: An electronic instrument for measuring the mental state and change of state in an individual. Used as an aid in Word Clearing and auditing. Its purpose is to assist the Word Clearer or auditor to locate things in the person \'s mind. It reacts on misunderstood words (also on unresolved problems and emotionally charged incidents). The Meter is an instrument that reacts on exact questions asked. The Word Clearer has different ways to ask questions and will consult the Meter and use it to dig up long forgotten misunderstood words. Mind: A control system between the thetan and the physical universe. It is not the brain. The mind is the accumulated recordings of thoughts, conclusions, decisions, observations and perceptions of a thetan throughout his entire existence. The thetan can and does use the mind in handling life and the physical universe. Misunderstood Word: \"Misunderstood \" or \"Not-understood \" are used to describe any troubles with understanding words, symbols, etc. It can be lack of or incomplete understanding of a word, concept, or symbol. MU: Misunderstood word or symbol. Nomenclature: The technical or specialized words of a subject or field. Not-is : The effort to reduce an unwanted condition of existence by force. It can cause the person \'to forget about it \' or make a thing look smaller, but does not handle the underlying difficulty. See also As-is. Obnosis : A word put together from the phrase, \"observing the obvious. \" Means to observe things exactly as they are. Origin: (of word) Same as derivation: The root meaning and development of a word. Where the word comes from. When the student looks up words in the dictionary he has to read the small-print that explains where the word originally came from. \' Out \', Out: Things which should be there and aren \'t or should be done or aren \'t are said to be \"out \". Example: \"Roll Call is out. \" \"In \" is used in the opposite meaning: \"Roll Call is in. \" Out-ethics: Not doing what one is supposed to do, being poorly disciplined, enturbulative, and non-productive. Opposite of In-ethics. Outflow: Being at the cause end of a communication, sending communication. Also, causing something to happen rather than being the effect of something happening to him is an inflow. The opposite of inflow. Out-point: Something wrong with a datum. A piece of illogic. An out-point is something that is wrong with an Ideal Scene. It \'s a datum that doesn \'t add up right. An out-point doesn \'t mean that the data presented are false, but the outnesses have to be taken into consideration. They subtract from the Ideal Scene as they don \'t align with the purpose or goal pursued. Out Tech : Out technology; means that a technology is not being applied or is not being correctly applied. Overrun: \"Overrunning \" something means accumulating protests and upsets about it until it is just a mass of stops. Anyone can do anything forever unless he begins to stop it. Pc: See \'Preclear \'. PC Folder: A folder containing all the reports of auditing sessions received by the pc. Worksheets from Word Clearing sessions are filed in the PC Folder. Pink Sheet: A Pink Sheet is a study assignment given to a student when he has missed something he should have learned earlier. It calls for restudy and check-out of the specific materials he missed. It is called a Pink Sheet because it is written on a pink sheet of paper. Plus-point: Plus-points are indicators of something right. It \'s an element of the Ideal Scene. It \'s data that are in good order; there is something right about them. They are part of or help to obtain the Ideal Scene as they align with the purpose or goal pursued. Practice: To do an action over and over in order to perfect one \'s skills. Practical: In Study: The drills and actions which permit the student to use the theory he has been taught in Theory. Practical Section: The part of a course teaching practical (see above). Sometimes this is done in a special course room separate from the Theory Section course room. It can simply mean the part of the checksheet that covers Practical drilling. Preclear: From pre-Clear, a person not yet Clear; generally a person being audited, who is thus on the Road to Clear; a person who, through processing, is finding out more about himself and life. Present Tim e: That which is now and which becomes the past almost as rapidly as it is observed. It is a term that refers to the environment as it exists now, not as it existed; as in the phrase \"the person came up to present time, \" it means the person became aware of his present environment, alert, and not in deep thought or \'in the past \'. Problem : Anything that has opposing sides of equal force; especially postulate-counter-postulate, intention-counter-intention or idea-counter-idea; an intention-counter-intention that worries a person. Process : A specific technique used in auditing (processing). There are many processes. They consist of carefully worded questions and commands. The are used by an auditor in a formal session to help his client (preclear). Processing: Processing is a series of methods (processes) arranged in a certain order as to bring the person to confront the no-confront sources of his aberrations. The same as \'auditing \'. Product : A finished high-quality service or article. Professional: A practitioner with excellent practical skills and proven results in his field. Purpose: A clear idea in what direction one is going and why. It \'s related to goal and can be defined as a lesser goal. Q and A : Stands for Question and Answer. A failure to complete a cycle of action; to deviate from an intended course of action; it \'s a failure to complete a cycle of action. Qual : The Qualifications Division - office taking care of quality control. The student can receive different services here: the student is examined and he may receive cramming or special assistance. Also where he is awarded a certificate upon completion and where his qualifications as attained on courses or in auditing are verified. Quickie : Means omitting actions, for whatever reason, that would satisfy all demands or requirements and instead doing something superficially and accomplish less than could be achieved. Reach and Withdraw: A very simple process that allows the student to get familiar with the mass of a subject without introducing any significance. He is made to touch the tools and objects of his trade under the control of a coach or auditor. The commands are simple: \"Touch that (object). \" Thank you. \" Let go of that (object). \" \"Thank you. \" It is done over and over, the coach pointing where to touch each time, until the student is VGIs. Reactive Mind: The reactive mind is the \'unconscious \' and irrational part of a person \'s mind. It tends to get a person to react irrationally rather than respond analytically. It \'s a \'push-button mind \'. A certain stimulus causes a certain reaction outside the person \'s analytical control. Reality: Has to do with agreement (or lack thereof). It is the agreed upon apparency of existence. A reality is any data that agrees with the person \'s perceptions, way of thinking and education. Reality is one of the components of understanding. Reality is what is. Retention: The capacity for retaining or remembering what one has studied. Retraining: Retraining means that the student is sent to a Cramming interview where his problems with applying the materials are pinpointed. Then he gets straightened out on exactly what was missed. That done, he goes back to course and does the entire course again. Retread: The student \'s weak areas are located and the student is Word Cleared on the appropriate materials and he then restudies selected materials. The student is given a longer study assignment that covers possible areas of his difficulties. It has to cover more than the obvious points since those points were already covered in previous Cramming Actions. A retread can take from one to several days to complete. Review : When a preclear is having difficulty of some sort that is not immediately resolving with the actions being done, he may be sent to the Qualifications Division, where his pc folder is carefully checked over or \"reviewed \" and the necessary corrective actions taken to resolve the difficulty. The actions done in this manner are collectively called \"review \". R-Factor : Reality factor; explanation, information, data, etc., given to a person in order to bring about sufficient understanding for him to be able to perform a specific action. It is usually just a few sentences. Roll Book: The master record of a course giving the student’s name, local and permanent address and the date of enrollment and departure or completion. It \'s different from the roll-call book that is used for roll-call. Roll-call: The action of calling by name each student at the beginning of a study period to find out if they are present. To this end the supervisor has a roll call book with all the names and with columns to mark if the student is present or not. Rookie: A person new to an activity or in his first year of an education or job. Saint Hill Manor: An estate in East Grinstead, Sussex, England, 50 miles south of London. R. Hubbard taught courses to advanced students there. It is still existing as a course facility, teaching R. Hubbard \'s technologies in different fields. Second-hand Observation: Relying on other people \'s first-hand observations. Books and education are mainly the relay of second-hand observation. Schedule: The hours of a course or the designation of certain times for different activities. Scientologie : (Scn): An applied philosophy. It deals with the study of knowledge, which through the application of its technology can bring about desirable changes in the conditions of life. Scientology:™ Scientology™ is a trademarked word. Since wisdom and trademarks are inconsistent with each other, we use Scientologie. Trademarks belong to commercial interests. Wisdom belong to culture and scholars. Schooling: Used to describe traditional pedantic systems of education with little interest in teaching the student to apply the subject. Seagull: Jonathan Livingston Seagull. A symbolic book by Richard Bach about a seagull passing the ability to fly (symbolic for wisdom and ability) onto new generations of seagulls. The seagull is the symbol for Clearbird Publishing. Self-auditing: Trying to run processes on oneself. Processes are designed to be administered by an auditor on a pc. The communication and control of the auditor is what makes auditing effective. Session : 1) A precise period of time during which an auditor audits or processes a preclear. That \'s an auditing session. 2) In coaching it is a precise period during which the coach instructs the student in a specific drill using his coaching instructions and written materials to correct the student. That \'s a coaching session. Significance: The meaning, concept, or idea of something in distinction to the thing itself, which is the mass. 2) The significance and theory of a subject is not completely the same thing. Significance also has the meaning of being too removed for actual contemporary use. Thus older methods of application are often experienced as a significance. It is too removed from practical use. Skipped Gradient: One of the three principal barriers to study. The student went on to do something more complicated before mastering the simpler skills needed. A skipped gradient means taking on a higher degree or amount before a lesser degree of it has been mastered. One has to go back and handle the missed step, degree, or thing or one will have losses on the subject thereafter. Stable Datum : Any body of knowledge is built from one datum. That is its stable datum. Invalidate it and the entire body of knowledge falls apart. A stable datum does not have to be the correct one. It is simply the one that keeps things from being in a confusion and on which others are aligned. Standard Clearing Technology: (ST). A clearing technology, mainly defined and developed by R. Hubbard. It \'s applied by an auditor to a preclear in a formal session. The goal is the spiritual betterment of the preclear. The application of the processes and technology will bring about this change and a change in the pc \'s conditions and life. Standard Tech nology: That technology which has absolutely no arbitraries; the exact processes and auditing actions laid down and used for the invariable resolution of cases. This was defined this way by R. Hubbard in 1968. In practice Standard Technology and Standard Clearing Technology is the same thing. Star-rated: A very exact Check-out which verifies the full and minute knowledge on the student of a portion of study materials. It tests his full understanding of the data and his ability to apply it. When somebody else has to check the student out on something it is called a star-rated item and is marked with a star (*) on the Checksheet. Student: Someone who studies. He is an attentive and systematic observer. A student is one who reads and studies in detail in order to learn and then apply . Student Points: A point system that measures a student \'s production and success as a student. It is not a grade system. It measures the amount of study done. Study: To apply one \'s mind to a subject in order to acquire knowledge and skill. Study Barrier: There are three principal barriers to study: 1) Lack of Mass; 2) Skipped Gradient; and 3) Bypassing a misunderstood word or symbol. They prevent the student \'s understanding and ability to apply the materials studied. The Study Technology teaches how to overcome them. Success Story: The written statement of benefit or gains or wins made by a student or a preclear. Sup: Slang for \'Supervisor \'. Super-literate: See: Word Clearing Method 8. Supervisor: The supervisor is the person that runs the course. He or she is neither a teacher nor an instructor. The supervisor ensures the students use the Study Technology correctly and gets the students through the course to a good result. Supervisor Check-out: A Check-out done by the Supervisor of a course or his assistant. It is required for some checksheet items. Symbol: 1) A significance that represents something else. Can be words, pictures, objects, or sounds. 2) An object which has mass, meaning and mobility. Something which is agreed to represent a certain idea. Synonym: Two words close in meaning but not identical. Target: In study: The supervisor sets a Target (or goal) for the student to reach for each study period. He marks that on the student \'s checksheet. Tech: Short for technology. Technology: 1) The know-how needed for practical and useful application of an art or science as opposed to mere knowledge of the science itself. 2) A technology is how you do something or a device or field based on scientific principles that has a practical purpose, such as \'computer technology \'. Abbr. Tech. Terminal: Anything that can receive, relay or send a communication (most common usage); also, anything with mass and meaning. \"Terminal \" means in our language \"the end point of a communication line \". It can be a person or a thing. Terminology: The technical or specialized words and expressions of a subject. See also nomenclature. Theta: Energy peculiar to life or a thetan which acts upon the material in the physical universe and animates it, mobilizes it and changes it; natural creative energy of a thetan which he can direct toward survival goals. Thetan: From Theta, a word taken from the Greek symbol or letter: theta, traditional symbol for thought or spirit. The thetan is the individual himself--not the body or the mind. The thetan is the \"I \"; one doesn \'t have or own a thetan; one is a thetan. (In Logic 22 the thetan is seen as part of the mind; but strictly speaking it is not the same thing. The thetan is the core person, the \'I \' or \'me \'. The mind are memories, ideas, pictures, etc. the thetan has assembled. This changes over time; the thetan does not). Theory: The significance of a subject. An explanation of ideas and principles behind a subject. Theory covers the reasons why one goes through the motions and actions. Theory Section: The part of the course teaching theory. Sometimes this is done in a course room separate from the Practical Section. It can simply mean the part of the checksheet covering Theory. Toughness: Toughness in drilling and coaching is the Reality part of the ARC. It is insisting upon \"You can do it \" until the student actually does it right. That \'s what we mean by toughness and tough coaching. It is insisting upon it being done right and not being satisfied until that standard has been met. This is best done with ARC. Nothing of this exclude high ARC. But ARC without the needed reality is something else. Such ARC does not belong in drilling and training. TR \'s: TRs: TR: Training Routines: Drills taught on the communication course. Each TR takes up and drills one part of the communication formula. There are 8 TR \'s taught on the communication course. Twin: A study partner on a course. Having an assigned twin throughout the course greatly helps the students over rough points and makes the whole activity more effective and enjoyable. Two students studying the same subject who are paired to check-out or help each other are said to be \"twinned. \" Twinning: A system used in training. You pair up two students studying the same course or materials and have them work together on theory and practical drills. Two-way communication: (2-way comm) Supervisor two-way comm: The supervisor shows interest in his students \' progress and handles any failure to understand with Word Clearing. In auditing: The precise process of getting somebody to open up and give emotional or personal information about himself. It is not chatter. It is governed by the rules of auditing. Understanding: 1) Composed of affinity, reality and communication. These three things are necessary to the understanding of anything. One has to have some affinity for it, it has to be real to him to some degree and he needs some communication with it before he can understand it. Greater understanding comes about by increasing any one of these three factors. 2) Knowingness in action. The ability to know about and interact with something. Valuable Final Product : Something that can be exchanged with others in return for support. A product or service people are willing to pay good money for. The final valuable product of a course is successful graduates (see also product). Verbal Tech: In Study Technology the data linegoesfrom the printed materialsto the student - even whentwinning. He learns fromthe materials, not fromdiscussionswith otherstudentsor from the supervisor. All students should be made aware of that the answers to their questions are in their course materials or other technical references. Students, particularly when they are new, sometimes get into an exchange of verbal data or opinions while they are twinning. The supervisor must step in, when he observes this happening, and prevent it. Very Good Indicators: (VGIs) The student or preclear feels happy, cheerful and bright. The VGIs are the visible signs of this state of mind. Via: (noun) An indirect route. Instead of going from A to B the person takes a complicated route, from A to M to F to C and finally to B. The person is complicating simple actions. An indirect route. \"He sees things on a Via \". Vocabulary: The words the students knows and can use. The more words the student knows the greater his vocabulary is. Win: A positive result in study or auditing. It usually means a new understanding or certainty has been obtained. A Win can also be the result of an accomplishment. It is accompanied by Very Good Indicators. Withhold: Not telling about something harmful or embarrassing one has done. Holding on to withholds lowers one \'s ability to communicate and interact with others. Word: 1. a symbolic sound-code (spoken word). Words are symbols, part of the physical universe because they are designed to be transmitted through a physical universe system. It can be spoken words or printed words. See also Symbol. Word Chain: When a word within a definition has to be looked up, then a new word in that definition has to be looked up you have a word chain. Each word has to be fully defined before you are done. Word Clearer: A practitioner who is qualified in and uses the technology of Word Clearing. Word Clearing: Various methods of locating and clearing misunderstood words. An auditing procedure used to locate and clear words the student or preclear has misunderstood in his present studies or in earlier subjects he has studied. Word Clearing Correction List: (WCCL:), is used by a trained auditor/Word Clearer to handle any upsets or serious troubles occurring during or shortly after Word Clearing. End Phenomena is troubles handled and pc again feeling well and ready to go back to study. It is done in a formal auditing session with a Meter. Word Clearing Methods : There are 10 methods of Word Clearing. They are listed and defined below: Method 1: WORD CLEARING INTENSIVE, 1.Done with a Meter in a formal session. A full Assessment of many, many subjects is done. The auditor then takes each reading subject and clears the Chain back to earlier words and or words in earlier subjects until fully handled. 2. the action taken to clean up all misunderstoods in every subject one has studied. It is done by a Word Clearing auditor. The result of a properly done Method One Word Clearing is the recovery of one \'s education. Abbr. M1. Method 2: WORD CLEARING METHOD 2, 1. By Meter in classroom. The earlier passage is read by the student while on a Meter and the misunderstood word is found. Then it is fully defined by dictionary. The word is then used several times in sentences of the student \'s own verbal composing. The misunderstood area is then re-read until understood. 2. A method of locating and handling misunderstood words, using a Meter, in which the student reads aloud from written materials and each reading word is cleared. Abbr.M2. Method 3: WORD CLEARING METHOD 3, 1. Verbal in classroom. The student says he does not understand something. The supervisor has him look earlier in the text for a misunderstood word, gets the student to look it up, use it verbally several times in sentences of his own composition, then read the text that contained it. Then come forward in the text to the area of the subject he did not understand. 2. A method of Word Clearing used in the classroom where the misunderstood word is located and handled without the use of a Meter.M3 is often successful done by the student on himself. Abbr. M3. Method 4: WORD CLEARING METHOD 4, 1. Method 4 fishes for the misunderstood word, finds it, clears it, looks for another in the area until there are no more, and the student happy. Then moves to another area, handles that, eventually all misunderstoods that resulted in the cramming order or troubles are handled. 2. a method of Word Clearing in which a Meter is used to rapidly locate any misunderstoods in a subject or section of materials. It is used in the classroom by the course supervisor. Abbr. M4. Method 5: WORD CLEARING METHOD 5, a system wherein the Word Clearer feeds words to the person and has him define each. It is called material clearing. Those words the person cannot define must be looked up. This method is the method used to clear words or auditing commands or auditing lists. Abbr. M5 Method 6: WORD CLEARING METHOD 6, is called key Word Clearing. It is used on posts and specific subjects. The Word Clearer makes a list of key (or most important) words relating to the person \'s duties or post or the new subject. The Word Clearer without showing the person the definitions, asks him to define each word. The Word Clearer checks the definition on his list for general correctness. Any slow or hesitant answers or mis-definition is met with having the person look the word up. Abbr. M6. Method 7 : WORD CLEARING METHOD 7, whenever one is working with children or foreign-language persons or semi-literates Method 7, Reading Aloud is used. The procedure is to have him read aloud. Note each omission or word change or hesitation or frown as he reads and take it up at once. Correct it by looking it up for him or explaining it to him verbally. It is used when having the student using the dictionary himself is too steep a gradient. Abbr. M7. Method 8 : WORD CLEARING METHOD 8, is an action used in the Primary Rundown where one is studying Study Technology or where one is seeking a full grasp of a subject. Its end product is super-literacy. Usually an alphabetical list of every word or term in the text of a paper, a chapter or a recorded tape is available or provided. The person looks up each word on the alphabetical list and uses each in sentences until he has the meaning conceptually. Abbr. M8. Method 9: WORD CLEARING METHOD 9, the procedure is: (1) student reads the text out loud. He is not on the Meter. (2) the Word Clearer has a copy of the text and reads along with the student silently. (3) if the student leaves out a word or stumbles or exhibits any physical or verbal manifestation while reading the text, the Word Clearer immediately asks for the misunderstood word or term and gets the meanings cleared with a dictionary and put into sentences until the word is understood and Good Indicators are present. Method 10: Crashing MU Finding is sometimes called Method 10 (see Crashing MU). Word List: This is simply a list of words taken from a body of data. A word list can be made for a tape lecture, a chapter of a book, etc. The word list contains all the words listed in alphabetical order. Worksheet: The sheets on which a Word Clearer or auditor writes a running record of the session from beginning to end, page after page, as the session goes along. Zero-rated: The student attests to that he has studied the materials and has not left behind any misunderstoods. Usually no examination is given on zero-rated materials. The supervisor can decide the student needs to be spot-checked or examined and would do that to ensure a general understanding has been reached as the student attested to. | Search | Site Map | Home | © Clearbird Publishing, 2004.","null","null","");arrFiles[26]=new Array("manual/20fds.htm","False Data Stripping. How false data can prevent the student from accepting true data. How to handle.","False Data Stripping Search Site Map No Frame False Data Stripping is an auditing technique taught on level zero of Standard Clearing Technology (ST 0). It takes a trained auditor to administer it. We have included the general theory here as false data form what could be called a fourth barrier to study as you will see in this chapter. Using False Data Stripping (FDS) FDS is a great tool in training and in educating somebody on the job. Many jobs have a lot of written materials with duties, procedures and know-how which the staff member has to know very well in order to perform efficiently. FDS is a valuable tool, besides word clearing, in getting somebody capable of performing. FDS can be done as a metered activity or it can be done without a Meter. It can be done in a formal session or it can be done by the supervisor in the course room or by a ST level 0 graduate. It is a fairly simple procedure. You need to know your basic auditing and know this issue. You should have a formal check-out and drill the procedure before attempting it. If you do it with a Meter, you need to have passed the Meter Course or ST 0 on metering. Come off in Layers It will be found that false data come off little by little. You can have a student, that handled some false data concerning a particular drill and it appears it is all out of the way. He happily goes on with his studies and does good progress for a while. Then at some point things seem to slow down or he runs into difficulties again. This is usually because more false or conflicting data are beginning to surface. The drilling or study has restimulated them. As the student gets more familiar with a subject or action new areas get activated or restimulated. This can happen several times as he gets further and further into a subject. Thus it can be necessary to redo the FDS and get off these new and deeper layers of false or conflicting data. It can be repeated as often as necessary on any specific area. Finally all these old data will be handled and the student is capable of understanding and doing the subject in its own right and free of these old or wrong ideas. Theory There is a philosophical background that offer an explanation of why it is necessary to get off false data in a field, and why it is very difficult to teach somebody something over false data. The Greek philosopher, Socrates, (470 B.C. - 399 B.C.) formulated the famous formula about: Thesis * Anti-thesis * Synthesis. The Thesis is a statement or view. The Anti-thesis is an opposing statement or view. In a formal debate twoconflicting ideas bringabout a Synthesis - a new idea. Things are sorted out, according to Socrates. Socrates used this to describe a debate. You had the one party stating a certain view or statement. The other party would state an opposing view or statement. According to Socrates this would bring about a new idea: the Synthesis. This is used in formal logic up to modern times. It works well in debate. When things are discussed in depth they can usually be sorted out. In politics they talk about making a compromise, a law or suggestion a majority can agree on. In training, old uninspected ideas can have some disastrous consequences, however. If a person has learned a false Thesis (or datum), the true datum becomes the Anti-thesis. The true datum gets up against the false datum and hangs up there. This happens on a sub-conscious level. In other words, the two data collide and none of them will make sense. You don \'t necessary get a Synthesis. You can simply end up with two data in opposition and conflict. The datum the student is trying to learn is in plain view. The other is an old and sort of hidden datum that can generate all kinds of troubles in his thinking. In study (and life) this can happen: The two ideas are in conflict and you get a confusion. The \'battle of ideas \' is unresolved. You can end up with: (1) An attempt to use a false, unworkable Synthesis, the student has formed, or (2) the student is becoming confused; his ability to think in the area is being prevented. In both cases you get a student it is impossible to get through a subject or impossible to train on the job. Glib Students There is a thing known as a \'glib student \'. It is a student who can repeat everything verbatim and yet can \'t demonstrate any practical ability in a subject. It is all glib memorizing with little or no real understanding. His basic understanding and participation is blocked by a consideration like \'nothing works anyway, but I can at least get a pass and please the professor \'. The less a person can confront, the more false data he is likely to accumulate. The \'syntheses \' usually adds up to complexities and the person has now a very complex subject to deal with. He has a battle in his mind between false data and true data and an inability to determine which is which. Result: he seems really dumb and incapable in the subject. To be able to have a teachable student, you need to cure him from all these complexities and additives. The fist thing is of course to find and clear misunderstood words. But often this isn \'t enough. It is also necessary to find and strip the false data off a subject. Most of the time, these false data will be earlier in time than the true data. They are more basic in his reactive mind or memory. By locating them and stripping them away the whole subject can suddenly open up and now be understood. Open to False Data Some students are more prone to accept false data than others. This stems from harmful acts committed prior to accepting the false data. The false data is made into becoming a justifier for the harmful act. Example: A student is doing a poor job studying. He goes past misunderstood words in the subject, he cheats at exams and finally he drops the subject completely. Then somebody comes along and says that the subject is useless and destructive. He will immediately hold on to this datum or view as it helps him justify his earlier wrong actions related to the subject. He will use this view as a \'make wrong \'. If you see somebody who is very prone to accept false data in a certain area or subject, the answer is to check him out for and get him to tell any prior withholds and harmful acts he has committed in relation to the subject. With those out of the way the person is less prone to accept any false data in the future. Approach It is not always possible to detect false data by simply asking for them. After all, the person thinks of them as true. Therefore you have to approach it a little differently: You ask if there is anything in the subject under discussion, that he couldn \'t think with, which didn \'t seem to add up or seems to be in conflict with the materials he is trying to study. The false data themselves tend to stay buried and out of sight. The approach above will however locate them indirectly. When a false datum has been located, it is handled with a basic Recall Process. Even though Recall is a very light process, it can be very powerful. It strings the student \'s attention directly to the incident, where the false datum was received and it will blow. He is made to recall the datum and the circumstances under which he received or accepted that datum. Doing that, he can now sort out the confusion rationally. Procedure A. The first step is to determine if the student needs this procedure. Look at these factors: 1. The person doesn \'t seem to understand the on-the-job training or can \'t be educated on a subject. 2. No crashing misunderstood words can be found in the subject. Yet from the symptoms they are probably there. 3. The person is not duplicating and understanding the material he has studied or he is incapable of applying them correctly even after word clearing on the materials. 4. He is rejecting the data he is learning or the definitions of words being cleared. 5. The person has studied earlier materials on the subject at hand, that could contain incorrect data. (Like psychology prior to ST). 6. He quotes such sources repeatedly and has a hard time with data at hand. 7. He is glib. 8. The student is afraid of actually applying the data, even after word clearing. 9. He is bogged. 10. He can \'t think with the data. B. Find out what materials the student can \'t grasp or apply. The materials must be at hand. He must have some familiarity with these data, of course. C. If it is done as a metered action, you need to adjust the sensitivity to the correct setting per the can squeeze drill (this is Meter Drill 5). D. If the FDS is given for the first time, you need to clear the idea of false data with him. Have him give examples to ensure he gets it. E. The below questions are used to uncover the false data. They need to be cleared before asked. They won \'t necessary read on the Meter as they wouldn \'t read on something the person holds to be true. You clear and ask these questions (1-14), one at the time. When one of them uncovers false data you go on to the handling step (F) below. 1. \"Is there anything you have run across in (subject) which you couldn \'t think with? \" 2. \"Is there anything you have encountered in (subject) which didn \'t seem to add up? \" 3. \"Is there something you have come across in (subject) that seems to be in conflict with the material you are trying to learn? \" 4. \"Is there something in (subject) which never made any sense to you? \" 5. \"Did you come across any data in (subject) that you had no use for? \" 6. \"Was there any data you came across in (subject) that never seemed to fit in? \" 7. \"Do you know of any datum that makes it unnecessary for you to do a good job on this subject? \" 8. \"Do you know of any reason why an overt product is alright? \" 9. \"Would you be made wrong if you really learned this subject? \" 10. \"Did anyone ever explain this subject to you verbally? \" 11. \"Do you know of any datum that conflicts with standard texts on this subject? \" 12. \"Do you consider you really know best about this subject? \" 13. \"Would it make somebody else wrong not to learn this subject? 14. \"Is this subject not worth learning? \" F. When the student gives an answer to one of these questions, you locate the false datum: 1. Ask: \"Have you been given any false data regarding this? \" You help him locate the false datum. If metered, you can use Meter reads and steering. You may have to get him to look around a bit; after all, he may see them as true. Keep going until you find the false datum. If student gives you a false datum above (step E), you go ahead to G, the handling. G. When the false datum has been found, ask the following: 1. Ask: \"Where did this datum come from? \" (Could be a book, person, web, TV, etc.) 2. \"When was this? \" 3. \"Where exactly were you at the time? \" 4. \"Where was (book, person, etc.) at the time? \" 5. \"What were you doing at the time? \" 6. If the source was a person ask: \"what was (the person) doing at the time? \" 7. \"How did (book, person, etc.) look at the time? \" 8. If the datum has not blown with the above questions ask: \"Is there an earlier similar false datum or incident on (subject)? \" and handle per Steps 1-7. Continue with these steps (including E/S) until the false datum has blown. If metered, the student should be F/N VGI. You do not continue past, where the false datum blows. If you suspect it may have blown, but the student hasn \'t said so, ask: \"How does that datum seem to you now? \". He should tell you if it is still there. If so, you continue the steps until blown. H. When you have handled one false datum to a blow per (G) above. You would go back to the detection step (E) and ask the hot question again. If there are more answers to that question, you proceed with the location/handling steps (F/G). You keep going until no more answers on that question. Then you go down the detection questions list to find more. At some point the student may feel the whole subject has been cleared. That would of course be the EP for FDS on the subject. If he feels he can duplicate and apply the data, that \'s it! I. If the student is being given FDS as part of crashing misunderstood word finding, you should go ahead with the crashing MU action now. J. After session send the student to Examiner (if available). K. Have the student study or restudy the subject that was handled. End Phenomena When the above is done fully on an area the person had difficulties with, he will end up being able to duplicate, understand and apply and think with the data. The false data will have been cleared away and the person \'s thinking is freed up. When this happens, no matter where in the procedure, you end off the FDS on that subject. He will have cognitions and VGIs and on the Meter you will have an F/N. This is not the end all of FDS for that person. It is the end of that FDS at that particular time. As the student continues to work with and study that subject, he will learn more about it and may again collide with false data at which time one can repeat the above process. Note A student \'s faith or respect for a certain author or source of information can sometimes make it hard for him to see any false data coming from that source. It takes persistence and cunning on the part of the FDS \'er to get around this sometimes, but it pays off. Misunderstoods and FDS Misunderstood words can often turn up during an FDS session. They should simply be cleared when they do and you just continue with FDS. It can tie in with false data in different ways and shouldn \'t be ignored. Repeated Use As mentioned in the beginning, false data often come off in layers. If the student has repeated difficulties with some materials or a drill, you would simply continue (repeat) the FDS on the area. There will most likely be more false data available to be picked up. FDS and Auditing FDS is done under the rules of auditing. But under normal circumstances it does not need C/S OK. If somebody is upset, critical or worried, it means ruds are out and ruds should be handled first. Don \'t push it beyond \'Datum blown \'. That is the EP you are going for. Keep it light and don \'t overrun. There is a FDS Repair list, which is used if the action bogs or goes wrong. It has to be done by a qualified auditor. It includes different handlings, including \'dating and locating to a blow \', which should only be attempted by auditors trained in this. New Students On a beginning course, it is usually the instructor that will use the FDS on a student in need for it. If he has an advanced student around, he can tell him to do FDS on other students - if he has studied and drilled the procedure. Summary FDS is a great additional tool in training. It is a supplement to word clearing. It should be done after word clearing on the subject is completed. | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[27]=new Array("manual/19pink_sheets.htm","Pink Sheets. A supervisor tool. Student is made to study something closely he didn \'t get the first time.","Pink Sheets Search Site Map No Frame Definition: A Pink Sheet is a study assignment given to a student when he has missed something he should have learned earlier. It calls for restudy and check-out of the specific materials he has missed. It is called a Pink Sheet because it is written on a pink sheet of paper. The gap between learning some data and demonstrating the practical skills in the subject takes several huge steps. The Pink Sheet system in training helps the student cross that gap. Receiving Pink Sheets as a student, seeing what one did wrong and restudying that area, sharpens one \'s ability to apply Study Technology, to oneself and to one \'s twin, as well. The student is responsible for all the materials and courses he or she has studied earlier. If the student is unable to apply or use any of these materials the supervisor can issue a Pink Sheet and have the student catch up on anything missed. A Pink Sheet should never develop into a long action. It is a quick and precise remedy to correct the student and get him back on track. The Supervisor observes or examines the student. He writes his observations and corrects anything found to be out with a Pink Sheet. The course supervisor has a clip board with Pink Sheet forms on it. He issues one of these when he sees that the student apparently has missed something. This can be as a result of a drill that causes trouble, any weak materials revealed by a check-out, or an examination. The supervisor can also do direct observations of students \' study habits or general behavior and issue a Pink Sheet based on his observations. Writing a Pink Sheet The supervisor has, as mentioned, a clip board with pink sheet forms on it. 1. He always makes a carbon copy of any pink sheet he issues. He simply puts a sheet of carbon paper between two forms and writes on the top and gets a copy underneath for his own use. 2. He writes the name of the student or coach being observed, the date, and his own name at top of the form. Date: Student: Observer: Sup: Coach: Assignment: Observations: 3. There is a wide column at the right of the sheet called \"observations \". A narrower column to the left of that headlined, \"Theory and Practical Assignment \" or simply \"Assignment \", and two more columns to the left headed \"Coach \" and \"Supervisor \". 4. The supervisor observes the student or a coaching session, standing close enough to hear and see what is going on. 5. He writes his observations in the column \"Observations \" exactly as observed; it can be a coaching session or an individual student studying or applying what is learned. He does not necessarily look for study- and coaching-errors at first. He just looks and records what is happening. He does not write opinions or evaluations - nor invalidations. He does not attempt to correct or teach in the \"Observations \" column. He simply observes the activity and records what is happening. It may result in no assignment at this point. He is just making his presence felt and showing interest in what is going on. 6. He may write one or more pages of \"Observations \" in that column. Now it is time to evaluate. He looks over what he has noted and sees if anything actually needs correction. 7. If he has found something he fills in \"Assignment \" with a theory and/or practical assignment. He writes down the exact materials from the course materials to be studied: the chapter, drill, or bulletin which contain the correct data or drill needed to correct the errors observed. If he can \'t pinpoint the main difficulty, he may ask the student a few questions. Some of the answers he gets can be quite surprising. He locates the main error or difficulty and writes the Pink Sheet to get the student corrected. Sometimes the supervisor can write several pages of \"Observations \" without recording any errors. The student is doing it right or the coaching drill is going well; Study Technology is being used correctly. That \'s fine - the Pink Sheet can still be given to the student without any assignment. It will still help the student. 8. The original of the Pink Sheet is given to the student. The copy is kept by the supervisor as a control copy. When the student hands in the completed original, with all the necessary things done and signed off, the carbon copy is simply thrown away. The completed Pink Sheet is filed in the student \'s study folder. Doing the Assignment When a student has received a Pink Sheet assignment it should be done with a twin, whether it is theory, practical, or both. The twin first reviews the observations with the student. Then he or she star-rates the student on the issues as assigned and drills the student until the correct data are completely learned and understood or the student can do the drills correctly. Once this is done the twin signs his name or initials in the coach \'s column. The student is then ready for a check-out by the supervisor on the Pink Sheet material. Supervisor Check-out The student now turns his Pink Sheet in to the supervisor. This is done in person as the supervisor may want to go over it with the student and do a check-out of his own. He wants to know if it has handled what was observed or if he has to keep a close eye on the student or give him additional assignments. Summary Pink Sheets are never used as punishment or to make the student wrong. They are used to improve the student \'s study- or coaching-ability by having him re-study data and do practical drills in the weak areas. A student \'s weaknesses in data and skills will often not show up under the normal conditions of theory study and practical drilling, but they will stand out very plainly when he has to apply them in an actual situation. Therefore, a Pink Sheet Assignment does not necessarily mean that the student didn \'t study the material properly, even if he has already passed it in Theory or Practical. It does mean that he hasn \'t learned it well enough to use it under the duress of an actual situation. If a student has gone a few days without receiving a Pink Sheet, he should start demanding one. Pink Sheets ensure one basic point of the Study Technology is at work: you want study to result in a string of certainties. This may take several or many times over the materials to be able to do things correctly under trying conditions in practice. Important Study Data 1. Number of times over the material equals certainty and results. 2. Results in the student \'s own case is a guarantee of successful application by the student. Comments to 1. When we talk about practical application you can \'t expect the student to get all the fine points just by studying the theory. No matter how thoroughly he studies, the practical experience of handling all kinds of situations will be missing. Thus, the only way to become a professional consists of studying the materials, applying the materials, studying the materials again, applying the materials some more. Then catching up on the finer points of application that were missed. This is done by studying selected sections of theory and apply it to practical problems and situations. Based on that the student will now gain a new and practical oriented understanding. This is only accomplished by going over the materials many, many times - and each time relate it to new practical experiences in the field. Comments to 2. The personal experience of receiving a service you study is important. When the student has a subjective reality on how a technology works he can apply it to others with success. This is especially true for auditing where you produce increased awareness and ability. A student who has successfully received auditing and experienced the benefits is much more likely to be able to audit others successfully. | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[28]=new Array("manual/31outcourse.htm","Courses - What They Are and What They Aren \'t. Extreme conditions of Study Tech being  \'out \' and being  \'in \'.","Courses - What they Are and What they Aren \'t Search Site Map No Frame There are two ways a course can be run: 1. It can be in-ethics: run with good discipline, the Study Technology applied by the book. 2. It can be out-ethics: sloppy discipline; rules and the Study Technology being set aside. In-ethics Course. The Study Technology is being applied by the book. In-ethics Courses An in-ethics course means that the Study Technology is being applied by the book. Verbal tech, meaning technical explanations from student to student or supervisor to students, do not take place. Instead the written material is used to answer the students \' questions. Word Clearing and demos are used to make sure the students get it. The course schedule is strictly adhered to. Each major study period is started with a roll call. This is done first thing in the morning, after lunch, and after dinner, but not after short coffee breaks. T he Supervisor applies all of the Study Technology. This includes Word Clearing tech, of which only a part is included in the study manual. He sets daily targets for each student to reach. This is done by his inspection of the students \' checksheets; maybe he discusses the checksheet items briefly with the student being targeted - the availability of coaches, any familiarity with the new materials or lack thereof, etc., before he marks how far he expects the student to get on the checksheet that day. He never sets a target based simply on the student points system. \"Your target is 500 student points for today \" would be totally incorrect. He sets targets on the basis of the student \'s ability by really working his way through the materials with full understanding and with full Study Technology being applied. The Supervisor knows his ultimate target is to graduate the student as a competent practitioner of what he has been taught. Targets are set to keep the students fired up and working hard. Reaching a target that was tough to reach gives the student a feeling of pride and accomplishment. Not reaching a target reminds the student that he has to work harder tomorrow. Targets are set in a way so the students can reach them if they really work hard. The Supervisor observes his students while they are studying by themselves, or are coaching, drilling, or checking each other out. From time to time he writes his observations on a Pink Sheet per the chapter on Pink Sheets. When doing so he goes over his notes; when he sees points that need correction he fills in the \"Assignment \" column of the Pink Sheet and hands it to the student. The Supervisor is polite but cannot be swayed from what the student needs to do on the Pink Sheet assignment. This has to be done immediately as his or her next point in study. By using Pink Sheets this way, he keeps his students on the ball. This applies to their basic Study Technology as well as to earlier course materials the student possibly or apparently need to restudy. Out-ethics course: Study Tech is not being applied and the discipline is poor. Out-ethic s Courses An out-ethics course would be anything less than the above. It would be obvious when one sees students wandering around and chit-chatting instead of studying that it is out. The following are sure signs of an out-ethics course; students arrive late for roll call without any disciplinary action; students taking smoke breaks whenever they \"feel like it \"; verbal explanations being allowed. The supervisor discussing and explaining \"the finer points of the technology \" with the students instead of directing them to the written manuals and Bulletins and taped lectures - or having the student apply full Study Technology to what he or she doesn \'t seem to grasp. The following are also \"out: the Course Supervisor does not actively observe the students \' indicators so he can step in when needed but simply sits passively at his desk and lets anything happen. Some kind of group-agreement has developed that makes all this seem normal and the way things are supposed to be. When a new student walks into an out-ethics course room he will tend to go into agreement with what is going on and \"join the club \". A course cannot be run \"mostly by the book \" or with \"pretty much in-ethics \". It must be run totally by the book and totally with ethics in. If this is not done, the activity is on a slippery slope. You will gradually see a lowered ethics level, discipline and administration will go out. The precise technology slips down to to a level where \"some of the tech is being applied when we can \". When a student or Supervisor goes into a course room and sees things that are out-ethics, non-standard, or not by the book, and doesn \'t do something effective about it, he will soon be seen to become part of it. He has gone into agreement with it all and is now contributing to the out-ethics situation. He has become part of the group-agreement. He has agreed to the out-ethics and out-technology state of affairs. Students attending such courses will inevitably become poor or bad practitioners. They likely won \'t keep appointments, apply any technology correctly, will fail to handle ethics troubles in others - be it their own students, juniors, or clients, and they will give and accept verbal data, keep sloppy reports and administration, etc., etc. Supervisors are setting themselves and their students up for losses. Any Supervisor doing any of the following is not worthy of his title and needs to be severely reprimanded, corrected, or dismissed: 1. Omitting roll call of his students in the morning, after lunch, and after dinner, precisely on time. He does not take note of students \' being absent and does not take action when they are. 2. Permitting students to talk socially with each other in course hours, allowing them to wander around or take unscheduled breaks or sit idle or do other things during course hours. 3. Permitting students to eat or smoke in the course room. 4. Permitting persons to come into the course room and interrupt students for any reason. 5. Supervisor standing around or sitting at his desk not actively handling students who need help. 6. Not getting students through their courses and graduated. All elements of \"What Is A Course? \" should be applied on a course. A Supervisor who does not run a course per the checksheet for that course, lets students study without dictionaries and demo kits, does not make all materials available and does not fully apply Study Technology and use Word Clearing is of course not doing his job. If he persists in that he should be dismissed. The success of the students, the course activity, and the technology taught depend entirely upon courses being run \"by the book \" producing honest, disciplined and in-ethics graduates, who then can apply what they have learned in a professional manner. | Glossary | Site Map | Content | Checksheet | Links | FAQ | Home | © Clearbird |","null","null","");arrFiles[29]=new Array("manual/32guide.htm","ST - Guidelines for Students. Rules and regulations for students on course.","Guidelines for Students Search Site Map No Frame General 1. Behave as a good representative for the course at all times. 2. Always eat breakfast before morning class. Make sure to start course being well rested and well fed. 3. Be a student when you study or receive coaching. Be a coach when you coach another student. Be a professional when you give Word Clearing or other auditing. 4. Get off all your known withholds about the course and anything related to it. Don \'t try to keep relevant facts and deeds secret. Holding on to secrets is a sure route not to make any progress and eventually blow. You can write it up and send it to the ethics officer or the supervisor and you should receive no punishment for confessions done in good faith. 5. If you don \'t know something or are confused about course data, ask the supervisor or send them a written note. Do not ask other students as this creates a chain of worsening errors in data. 6. Give advanced notice if you need a leave of absence from course. You must get permission before you leave a course. This will not be granted until the supervisor is absolutely sure, that it is not caused by misunderstoods, or other irrational reasons. Sign the relevant log book to leave, and again when you return. Word Clearing and Auditing 7. Do not drink any alcohol 24 hours before course. 8. Do not take any drugs, antibiotics, headache pills, sleeping pills or medical stimulants for the entire course period without the approval of the supervisor or administrator. 9. Do not give or receive any Word Clearing or auditing without clearing it with the supervisor. Emergency assists are excepted (applies to ill or upset students). 10. Do not engage in any \"self-auditing \" under any circumstances during the course at any time. 11. Do not receive any treatment, guidance, or help from anyone in the healing arts (medical doctor, dentist, etc.), without clearing it with the supervisor or his senior. (Emergency treatment is excepted.) 12. Do not engage in any rite, ceremony, practice, exercise, meditation, diet, food therapy, or any other healing or mental therapy while on course without the express permission to do so. 13. Do not discuss your case, your Word Clearer or auditor, your supervisors, or classmates with anyone. Save your unkind or critical thoughts for your auditing sessions or take up complaints with the supervisor. 14. Do not engage in any sexual relationships or get emotionally involved with any classmate (or Supervisor) who is not your legal spouse. 15. Follow the Auditor \'s Code during all sessions, including Word Clearing, when being the auditor. 16. Follow technical procedure as outlined on the course exactly and precisely. 17. Be honest at all times on your report forms. 18. Students must not read their own PC folder or that of another student, unless he is auditing that student. Premises 19. Do not make any undue noise either indoors, or when leaving class. 20. Use the correct entrances for entering and leaving the premises. 21. Treat course room, furniture, and material with care and respect. 22. Keep all your supplies and personal possessions in the space assigned and keep your space neat and orderly. 23. Students are allowed to smoke during breaks only and outside any course- or auditing- rooms. 24. No food may be stored or eaten in the course rooms at any time. Schedules 25. Be on time for class and all assignments. 26. Buy any books you need before you need them. 27. Follow all schedules exactly. Examinations A student must not discuss any examination with anyone except persons directly handling it. A student should pass an examination on the basis that he knows and can apply the data, not on the basis that he has been told the exam answers beforehand and knows and can pass the examination. Therefore, students are not to discuss examinations with other students for whatever reason. Further, students who fail examinations or any single question are not to discuss such failure or reasons for such with anyone other than the assigned personnel. | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[30]=new Array("manual/30whatscourse.htm","What is a Course? The requirements needed in order to be a Course per Study Tech.","What Is a Course? Search Site Map No Frame A Course using Study Technology \"by the book \" needs to meet a number of practical standards in terms of educational materials, course facilities and personnel. First of all, a course needs to have a checksheet to follow. This gives the exact sequence in which the materials are studied. Each student needs a complete course pack. The materials in the pack follow the sequence laid out on the checksheet. These are the Checksheet Materials. The student just needs to turn the page to find the next theory assignment material. The student is often required to purchase his own pack, but these should be available, one way or the other, through the course. The Checksheet Materials are the complete materials on the checksheet. If you use the Clearbird Manuals they should exist in printed form. In addition, books of R. Hubbard, including the Red Volumes (containing technical Bulletins) and the Green Volumes (containing policies) and Technical Dictionary and Admin Dictionary should be at hand. Reference books, such as a variety of English language dictionaries, grammar books, technical reference books and an encyclopedia should all be part of the course room library. Materials also include clay, tables and chairs, tape players (video, audio), computers with electronic files and books, bulletin boards, routing forms, supplies of pink sheets, roll call book, student files, file cabinets and any other items that will be needed. All these have to be in place, easy to get to, and in good condition for a course to be called a standard Study Technology course. If there are only some broken chairs, not enough clay, no grammar books, etc., through the above list, it does not meet the definition of a course. A Course must have a trained Supervisor. Trained Supervisor A course must have a trained Supervisor. He does not have to be a graduate or an experienced practitioner of the course he is supervising. The requirement is simply, that he is a trained Supervisor. It is however recommended that he is a trained auditor, Level zero or above. The Supervisor is not expected to teach in the traditional sense of the word. He is expected to keep the course established and keep it going. His duties are to ensure the students are present once started. He does roll-calls when the course is started in the morning and after meal breaks. He makes sure check-outs are properly done. He keeps a watchful eye on his students to make sure the Study Technology is correctly applied by students and coaches. If he sees any indicators of the Study Technology not being fully applied he steps in. He spots any indicators of misunderstood words in the students and makes sure the misunderstoods are found and the materials understood. Likewise he looks for signs of Out Gradient and Lack of Mass and their manifestations. The Supervisor does not teach the students in the traditional sense. A Supervisor, who tells the students answers, is not doing his job correctly. His job is to refer the students to the printed materials if they have any questions. A Supervisor who knows the materials well and understands the students \' questions and can direct them to the correct reference is doing it correctly. Those are the signs of the pro. The student should feel free to ask questions. He should always get his technical questions answered by being shown a written reference. This way the student can always later look it up on his own and does not have to commit it to memory. Also, he knows what the correct and precise data are. When he later has to apply it on his own no \'second opinion \' or interpretation is going to help him. The Supervisor is not an instructor. He is a Supervisor. The Supervisor \'s special skills are being able to spot dope-off, glee, and other manifestations of misunderstood words or concepts and getting them cleaned up. He is not there to know all the data so he can tell the student or explain it all. Pro Supervision A good Supervisor should however have an excellent idea of what questions he will be asked and be able to quickly clear up the students \' questions by showing them the right reference. He knows that student blows follow misunderstoods. A Supervisor who is a real pro never has blows. He would catch the situation before it developed. This he does by observing the students \' indicators and clear up any trouble before even the student is aware of it. It is the Supervisor \'s job to run a tight course with good discipline and clear rules. This gets the students through the checksheet fully and swiftly with minimum loss of time. The successful Supervisor is tough. He is not there to conduct social chit-chat or to be a pleasant old professor. He goes over each student \'s checksheet daily and sets a target for the student to reach that day. He is realistic in setting these targets but always seeks to stretch the student to his limit as to keep him winning and growing in competence. The Supervisor is spending Supervisor Minutes. He has just so many to spend. He is spending Student Hours. He has just so many of these to spend so he gets them spent wisely and saves any waste of time on the part of the students. A full library of all the relevant books has to be available for a course to be a legitimate course according to Study Technology. Course Admin A large course has a Course Administrator. The Course Administrator takes care of the library and other physical materials of the course. He or she is a librarian, a handyman and a secretary, all in one person. He makes sure reference materials are returned to their place in the library. He has copies of checksheets of all courses taught and issues them to new students. The Course Administrator is in charge of routing lines and proper send-off and return of students. In a larger operation there may be other persons involved in delivery, such as professional a professional Word Clearer, and an Ethics department and a cramming section for handling students special needs and problems. The Course Administrator keeps track of where the students are and makes sure they don \'t just wander off. Usually the student needing to go somewhere, will get permission and then sign a log-book with departure time, reason for leaving, and a column for time he returned. All courses have students. A well-run course will attract many new students. The Students The final and essential part of a course is students. If a course conforms with this description and is tough, precisely time-scheduled and run hard, it will be a full expanding course and very successful. The students will know that they will learn the materials and see progress daily. If not run this way students will fill the shop but not graduate. You will see blows and incompetent graduates. The final valuable product of any course is successful graduates. The students are there to learn to apply the material they study and become successful in the subject. This is accomplished by following these rules and principles and this is the answer to the question \"What is a Course? \" If any of these points are out it is not a standard Study Technology Course and it will not be successful. | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[31]=new Array("manual/34alter_is.htm","How Technology Gets Altered. How to prevent a tech to be altered into something unworkable.","How Technology Gets Altered Search Site Map No Frame Standard technology is an exact route. It takes a person from human being to the state of Clear. An incredible amount of research and trial-and-error went into finding that route. It was mainly done by R. Hubbard and published between 1950 and 1986. In the general field of the mind, if you take a world view, 99% of the research is unworkable advice and technology, and only about 1% is good technology. You are actually walking in territory that is mainly unexplored. Fortunately there is this narrow route that does work. It would be irresponsible to just turn people loose without an experienced guide to guide them them to success. This is why it has to be stressed time and again that it has to be done by the book. The student is not supposed to do it as the course supervisor tells him to do it. It has to be done by the book: By the written materials . The student is always referred to the written materials when correction is needed or questions asked. This does not change after graduation. Following the written materials is the path to use, so as not to get lost. It is what keeps the technology consistent and workable over the years. The \" Hidden \" Data Line There is a phenomenon called the \"Hidden \" Data Line. It is an apparency and a bad line to follow. The way the technology is taught and passed on is through the recorded form. To use the recorded form prevents (or reduces to a minimum) alterations, misunderstandings and students having to depend on their memories. If a course supervisor or case supervisor were to incorrectly give the student a lot of verbal instructions and \"advice \", the green student will think, \"he really knows his stuff. I better do as he says \". The student may think that the supervisor has some other source of information that he, the student, does not have access to. The truth is, all data is in written or recorded form. The correct way to teach and instruct a student is to point out the error and then give him the correct materials to study. To do it any other way will at some point cause alterations or misunderstandings and the workable and proven way to do it is at risk. There is no Hidden Data Line. To introduce \'advice \' and verbal explanations would make it seem there is such a line. The written text is not going to fade as memories do. You can \'t just turn around and say, \"I didn \'t say that \". It can be corrected, if in error, but the consistency and the possibility to restudy what was actually said or written is what makes it possible to study and get results in such an opinionated field as that of the mind and spirit. Verbal Tech Verbal tech means relaying the technology without using written or recorded materials; whether it is discussing it or getting advice from apparently well informed sources. All the information and data needed to produce Clears are in written and recorded form. The way to teach it and keep it in this workable form is to use only recorded materials. Questions to supervisors, instructors, and case supervisors deserve an answer, of course. The way to answer such questions is for the person in charge to give the student a written reference. As we have seen in the study manual, trying to overcome the student \'s non-comprehension with new and unusual expiations does little good. The original misunderstoods and skipped gradient actions are still unhandled. The thing to do is to find these and handle with Study Technology. Thus there is an important maxim: if it isn \'t written it isn \'t true. Here is how you defeat verbal tech: If it isn \'t written it isn’t true. If it \'s written, read it. If you can \'t understand it, clarify it. If you can \'t clarify it, clear the Misunderstood words. If clearing the Misunderstoods won \'t handle it, query it. Get it validated as a written order. Force others to read it. IF IT CAN’T BE RUN THROUGH AS ABOVE IT \'S FALSE! A Clearbird Footnote The written materials of the technology can be compared with software code. Small errors can cause the program not to run or do mysterious things. Misunderstoods can cause similar phenomena in the student \'s mind. You may not agree with the apparently authoritative attitude in \" Keeping Technology Working \" and \"How Technology Gets Altered \" but the rules certainly apply to students and general practitioners. Since the field of the mind and the human spirit are so opinionated, and many constitutions guarantee your right to hold any opinion, it has to be stressed that a technology in this field is something new. It \'s a technology and as such there is little room for opinion. It is as a technology based on natural law and axioms, and doing it wrongly will punish the practitioner in the form of \'no results \' or \'bad results \'. The technology is under attack from many quarters, individuals, and schools of thought. It has to hold its ground and defend itself against being mixed up and made unworkable. A textbook, such as this one and Clearbird \'s \'The Road to Clear \', are by some seen as a violation of these issues. We have published the manuals as User \'s Manuals in the existing technology. The manuals have been scrutinized by experts; any bits that could be misunderstood or twisted have been ironed out. In case of any doubts we still refer the reader to R. Hubbard \'s works. The rule \"If it isn \'t written it isn \'t true \", then, also applies to students of Clearbird \'s Manuals. It prevents confusions and conflicting instructions. The student is only given one \'software program \'; all the instructions, advice and any modifications are in recorded form. Misunderstoods can be found and handled. There are no attempts to rewrite the technology as technology. But, as with any software program, the practical rendition and the manuals have to be debugged and updated regularly just to be able to be understood by the users. The attempt is to communicate the existing technology to hopefully many new users and practitioners. There is new research taking place in this field. We support that. The technology presented here is a workable technology, not necessarily perfect. This research is done by true professionals that have practiced the existing technology for years and years. Clearbird \'s manuals do not contain any of this research as it is outside the scope of a basic textbook. The basics of the technology are sound and solid and that is what a student has to learn first; it \'s a long and hard study all by itself. We have thus concentrated on the basic technology and have taken great care that no alterations of the technology itself has been accidentally introduced. End of Study Manual | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[32]=new Array("manual/00study_barriers.htm","Barriers to Study. The three principal ones are, skipped gradient, lack of mass and misunderstood word.","Barriers to Study Search Site Map No Frame There are three distinct phenomena that form barriers to study. The description of these three types of barriers and how to overcome them are an important part of this manual, \"Study Manual - Study and Application \". Each barrier result in a type of mental and psychological reaction in the student. The 3 phenomena are: \'Lack of Mass \' To be able to study new things the student needs pictures or the physical objects involved. (1) Lack of Mass: The actual mass of the subject is missing. If a student is taught to repair cars and never shown a motor or even pictures of parts, or the tools and materials used in car repair, we have a typical example of lack of mass. There are many skills needed to build a barn. Each skill has to be mastered before going onto the next one. (2) Too Steep a Gradient: One is going ahead to the next step before mastering the previous one. This phenomenon applies especially to doingness, but also to understanding. If a student is studying barn building he could be taught all about power tools before mastering the basics of carpentry and the whole subject would be too confusing. This would be an example of too steep a gradient. You must understand , the x#$ist is the most impxxrtant xxx--____xx__.....x..x..zx The misunderstood word is \'x#$ist \' The rest of the sentence is a Blank (3) Bypassing Misuderstoods: The third barrier to study is the most important one. It is bypassing undefined words or misunderstanding words. This apparently innocent oversight can cause the most serious reactions on the part of the student. Understanding a text, whether the written word or spoken instructions, depends utterly upon the student understanding all the words. The moment the student goes past misunderstood words and symbols he will experience a \'mental blank \' and find the instructions incomprehensible. When this accumulates due to many misunderstoods he will find the whole subject incomprehensible and become hostile to it. 1. The Lack of Mass Educating a student in a subject without including the mass of the subject leads to the lack of mass phenomena. Let \'s say the student is given a text on how to repair cars but no pictures are included and the student isn \'t allowed to go near a car. The whole thing will soon seem very theoretical and weird to him. Reactions: He will typically experience one or more of these reactions: It will make him feel squashed, it will make him feel spinny and confused; he can experience a \'dead \' feeling, feel bored, or exasperated. Lack of Mass Symptoms: feeling confused, spinny, squashed, bored or exasperated. He is desperately trying to figure out what the text refers to, trying to visualize the parts and actions described and this is very hard in the absence of any pictures or mass. The mass is especially important in studying practical subjects. When a student is learning how to repair cars he needs illustrations, photographs, videos, and actual car parts and tools he can touch and handle. If you try to teach him car repair by only using printed or spoken words he will end up with a headache or his stomach feeling funny. His face may feel squashed, he may become dizzy, and his eyes start to hurt. Much of these reactions stem from his efforts to visualize what he is being told. But since he has to create it all as mental pictures it will cause a lot of mental and physiological reactions. This type of education taken to its extreme can cause the student serious doubts about his capabilities and his very beingness. It \'s a sad fact that student suicides are more common in fields taught in this manner. In less extreme cases it can cause illness in school children and adult students as well. Handling the tools of a subject you study is a remedy for lack of mass. Remedies: Remedies given in this manual are: using pictures and videos to show parts and tools of the subject taught. Also having the student doing demonstrations by representing tools and parts with small objects. Important parts and principles should be demonstrated in clay . The student simply makes a representation in clay of the things described and labels each part. Another simple remedy is to have the student do Reach and Withdraw on physical objects involved. Let \'s say he is learning about car motors. Under supervision he is simply made to touch parts of a motor pointed out by another student. Each time he touches that part he is acknowledged and a new part is chosen. The student running this drill would simply point out a part and not demand the student explain anything about it but simply have him touch it. By keeping this up for a while the student will feel his \'lack of mass \' is being repaired and will feel more relaxed and happy about the whole subject. As a result much or all of the described symptoms will disappear. You can go from beginner to computer whiz if you do it on the right gradient. Obviously there are many single skills to learn before you master a computer. 2. Too Steep a Gradient Too steep a gradient applies especially to practical skills and actions - what we call doingness. But it also applies to understanding itself. Reactions: If you push a student along on too steep a gradient he will experience one or more of the following mental and physiological reactions: confusion, disorientation and being spun around. The parts he is trying to learn seem to be less solid and in random motion. Too steep a gradient means it was too much of a jump. He didn \'t understand what he was doing or was supposed to do and he was started on the next step or skill level. Routinely he will feel the new level is where his difficulties are. He will assign it all to this new level. But the truth is that is was on the previous level. The remedy is to put him one step back and really make him able to perform that skill well. The actual missed gradient was at the tail end of the previous level. As stated, this applies especially to doingness, to practical actions. If we again use repairing of motors as an example, the student may have learned how to use wrenches and then start to learn how to take a motor apart. Let \'s say he finds this awfully confusing. Chances are he does not know enough about using the wrenches he is supposed to use. Remedy: The remedy is to put him back on the step he didn \'t master. Have him practice using the wrenches on different knots and bolts without adding the complexities of a whole motor to it. Is he holding the wrench right? Does he know what to do to overcome a resistant knot or bolt? Does he know how to loosen up a rusty bolt with chemicals, and so on? Sometimes an instructor has to be inventive in realizing what simpler skills go into a more complicated skill. Maybe the materials themselves did not predict the type of difficulties and missing skills the student could get hung up on. A good instructor will be able to remedy this and break a complicated action down into the component parts. He then has the student practice each little skill before he is made to put it all together. Instructors mastering this little point are often looked upon with awe as they can teach the \"most clumsy and stupid students \" to become competent. It does take an ability to observe and analyze, but it really does not take genius to overcome these things as an instructor. This phenomenon of the skipped gradient is somewhat similar to the last phenomenon, the misunderstood word, but it stands alone as it is not rooted in misunderstood words, but in too much motion or randomity for the student to handle. It \'s the complexity of the action that throws him off. 3. Bypassing Misunderstoods The third and most important barrier to study is bypassing misunderstood words or symbols; words or symbols the student has no definition for. It \'s a bypassed or missed definition. Misunderstood words can cause a blank feeling, sleepiness, nervousness or violent disagreement. Symptoms: Bypassing a definition gives the student a blank feeling or washed out feeling. It is a sort of \'not-there \' feeling. It can develop into a nervous hysteria, sleepiness (even completely falling asleep), or utter non-comprehension, and violent disagreement with even simple facts. Ultimately this barrier is what is behind students that \'blow \', meaning they leave course or give up on the study that otherwise seems very beneficial to them. The student may not necessarily blow as a result of the first two phenomena. They may make him feel uncomfortable mentally and physically, but they don \'t produce blows. It takes bypassed definitions to bring that about. The bypassed definition is the most important barrier. It affects human relationships, the mind, and subjects. It is a prime element of aptitude or lack of aptitude and it’s what psychologists have been trying to test for years without knowing exactly what it was. It’s the definitions of words. Misunderstood words and symbols. That’s all it goes back to. This produces a vast variety of mental effects and is all by itself the prime factor involved in stupidity and the prime factor involved in many other mental phenomena. If a person didn’t have misunderstoods in a subject he could perform in that field. His talent might or might not be present but his doingness would be present. Misunderstoods can prevent an artist from painting. Finding the MUs and clearing them up could get him back painting. He may not be a great artist but he can now go through the actions of painting. An utter inability to perform the actions in a field is a result of misunderstood words in that field. If we take the task of pastry cooking we can \'t say Joan would be as good a pastry cook as Ann, but Joan \'s inability to approach pastry making is ultimately based on having misunderstoods in the subject of cooking or pastry cooking. There were some words in the subject of pastry cooking that the inept person (Joan) didn \'t define or understand. This was followed by an inability to perform in that field. This is a very important datum, because it tells us what happens regarding doingness and that the restoration of doingness depends only upon the restoration of understanding, on clearing up the misunderstood words or missed definitions. Remedy: The remedy is quite simple, fast and, easy to do. It consists of clearing the misunderstood words and definitions and have the student restudy the materials. The difficult part can be to find these misunderstoods. There exist a number of methods of Word Clearing that takes this up. The manual describes and defines these methods and gives exact instructions on how to do the most common ones (there is a short description of them all in the glossary). You can trace these misunderstoods back in subjects the student got dumb in and often back to earlier related subjects. Clearing up the misunderstoods opens the door to education and understanding. Then re-doing the subject with knowledge about these three barriers to study makes it possible for the student to become competent and actually perform in the field. And that is what the Study Technology and this manual is all about. | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[33]=new Array("manual/90about.htm","About Clearbird.","About Clearbird and The Study Manual Search Site Map No Frame | About Clearbird | Before We Decided to Publish | FAQs | About Jo Seagull | Links | Clearbird Publishing publishes manuals in Standard Clearing Technology. The present publication, Clearbird \'s Study Manual, Study and Application forms the doorway to the series. It \'s a User \'s Manual in R. Hubbard \'s Study Technology. It is a textbook version, edited, illustrated and streamlined for use of modern students and readers. The basic technology is the same; the communication of it is in its own language and form. In that respect it can be compared to books you can buy on popular computer programs. In any book store you will find a variety of books on \'Windows \', \'Corel Draw \', \'Adobe Illustrator \' and \'Lotus \', and just about any other major software program. These alternative manuals are often better than the software houses \' own provided manuals. If for no other reason because they have to fight an uphill battle and compete for popularity and readers. They do that by being easy to read and understand and by bringing many illustrations. They don \'t see it as their mission to rewrite the computer programs themselves, of course. In a similar way we have not seen it as our purpose to rewrite the technology itself. But the manual has been written and edited with this very same study technology in mind. There are many illustrations and a full glossary that carefully has been edited with beginning students in mind. In the web edition this glossary will appear on your screen instantly if you click on any illustration. Since R. Hubbard didn \'t approve of any re-writes of his technology we have given the problems connected with the communication and form of this book ample thought. We have paid great attention not to change a workable technology. But media and methods of communication have changed drastically since 1964 when R. Hubbard first released most of this technology. At that time computers were practically unknown, the internet was science fiction. Illustrations in a textbook were at best in black-and-white. In technical textbooks there would be a few diagrams. Any book with too many illustrations would make it a book written for dilettantes. The relative new invention of TV was a black-and-white experience in private homes.In UK, where Hubbard lived at the time, color TV was just being introduced by BBC in 1964. The whole media landscape has changed drastically since then. That the Study Technology has any relevance today is actually a statement of its basic strengths. The manual mentions in Keeping Technology Working ten points that have to be watched. The first point is to have the correct technology. For anyone to \"Have the correct technology \" it has to exist in accessible and contemporary form, be it language or graphic presentation. Today the Internet is the way to publish and distribute information widely and inexpensively. The use of pictures is essential in keeping a student \'s interest and also one of the things the Study Technology itself stresses. It provides \"mass to the significance \". We are thus practicing what we preach in the Study Manual. The student should have no problem clearing up any misunderstood words as he goes along. For any word he or she doesn \'t understand all the student has to do is to click on a picture and a glossary with any of the specially defined words will appear. This, in combination with a common English dictionary, should make the manual easy to understand. The pictures are chosen to help the students get the concepts more easily. You will notice that most pictures are used several or many times. The inspiration for that is the use of Demo Kits. By reusing pictures and replace the picture text to fit we have been able to illustrate most basic concepts in a doable fashion. The language is held relatively simple in order to avoid too many words have to be looked up. It is in the manual stressed that the information should go from the written page to the student. This puts great demands upon the textbook writer. It also follows, for this to be possible, that the communication of the materials has to be worked on and developed continuously to actually communicate to contemporary readers. We have a very open line regarding anything that appears difficult. This is continuously worked on, not to change the technology, but to actually make it possible for students to get all their questions answered in written form. We have chosen to make the Study Technology available on the Internet for free. In addition we have a very liberal copyright on the manual in order to allow it to be used. We hope you as a student or course supervisor or casual reader will enjoy! C. Bird The Editor. Before We Decided to Publish Below is our footnote to \"How Technology Gets Altered \". It explains in greater detail the process we went through before we decided to publish this manual: A Clearbird Footnote The written materials of the technology can be compared with software code. Small errors can cause the program not to run or do mysterious things. Misunderstoods can cause similar phenomena in the student \'s mind. You may not agree with the apparently authoritative attitude in \"Keeping Technology Working \" and \"How Technology Gets Altered \" but the rules certainly apply to students and general practitioners. Since the field of the mind and the human spirit are so opinionated, and many constitutions guarantee your right to hold any opinion, it has to be stressed that a technology in this field is something new. It \'s a technology and as such there is little room for opinion. It is as a technology based on natural law and axioms and doing it wrongly will punish the practitioner in form of \'no results \' or \'bad results \'. The technology is under attack from many quarters, individuals, and schools of thought. It has to hold its ground and defend itself against being mixed up and made unworkable. A textbook, such as this one and Clearbird \'s Manual in Standard Clearing Technology, are by some seen as a violation of these issues. We have published the manuals as User \'s Manuals in the existing technology. The manuals have been scrutinized by experts; any unworkable bits and pieces have been ironed out. In case of any doubts we still refer the reader to R. Hubbard \'s works. The rule \"If it isn \'t written it isn \'t true \", then, also applies to students of Clearbird \'s Manuals. It prevents confusions and conflicting instructions. The student is only given one \'software program \'; all the instructions, advice and any modifications are in recorded form. Misunderstoods can be found and handled. There are no attempts to rewrite the technology as technology. But, as with any software program, the practical rendition and the manuals need to be debugged and updated regularly just to be able to be understood by the users. The attempt is to communicate the existing technology to hopefully many new users and practitioners. There is new research taking place in this field. We support that. The technology is a workable technology, not necessarily perfect. This research is done by true professionals that have practiced the existing technology for years and years. Clearbird \'s manuals do not contain any of this research as it is outside the scope of a basic textbook. The basics of the technology are sound and solid and that is what a student has to learn first; it \'s a long and hard study all by itself. We have thus concentrated on the basic technology and have taken great care of that no alterations of the technology itself are accidentally introduced. C. Bird | About Clearbird | FAQs | About Jo Seagull | Links | Site Map | © Clearbird Publishing, 2003, 04. All rights reserved.","null","null","");arrFiles[34]=new Array("manual/20aboutessays.htm","About the Study Essays - Essays mainly based on lectures given by R. Hubbard in 1964.","Essays on Study - Introduction Search Site Map No Frame ] R. Hubbard (1911-86) gave hundreds of recorded lectures between 1950 and 1978, mainly to his personal students. The following section of the Study Manual is a series of essays. The five major essays are based upon a series of lectures R. Hubbard gave in 1964 on the subject of study. The essay, \"Evaluation of Data \" is a summary of Data Analysis as it applies to an individual student. Data Analysis was published in a series of so-called Policy Letters in the 1970 \'ies. We have also included an illustrated essay on The Logics. The Study Lectures The Study Technology in this manual is built on material first published in lecture form. There are a total of 10 lectures in R. Hubbard \'s Study Technology Lecture Series. Eight of these lectures were given over the summer and autumn of 1964. Since they were given over a considerable amount of time, and a number of new students attended each lecture, there was a lot of repetitious materila in the recorded lectures. We have therefore chosen to summarize five lectures and have taken care of that all applicable data are in the essays or elsewhere in the manual. The study Lectures (and the essays) talk about educating auditors. An auditor is a practitioner of Standard Clearing Technology. The client or \'patient \' of the auditor is called a preclear or PC. Since Clearbird \'s publications aim at educating auditors we have kept many examples from this field. We have given it some consideration to include other examples as well. Since the Study Technology can be applied to all skilled activities and formal subjects we have written the essays so they can be understood without any special knowledge of auditing and Standard Clearing Technology. Thus students who are studying this manual for use in another field should have no difficulty in reading the essays. The Study Technology is basically how you most effectively communicate with and assimilate a body of data, a subject, or a single book and has very wide applications. As mentioned the lectures were given in 1964; schooling has changed since then - in part due to the influence of this very Study Technology. The negative traits of traditional schooling indeed may have improved. We have kept the original tone so as to show the contrast between traditional schooling and education for life. Evaluation of Data The essay, \"Evaluation of Data \" summarizes ideas and principles with which R. Hubbard worked extensively with in his Data Series. It developed into an administrative system and a trouble-shooting tool for management experts. The original writing is thus not as accessible to students of other fields. Since the study lectures in many ways were forerunners to this system we have chosen to use the basic terminology as it later developed. We have also chosen to keep it simple and focused to that which an individual student can use with benefit in his studies. Thus we have in this essay attempted to bring the content of the study lectures into the perspective of the later developments, but in a straight-forward manner. To this we have added a drill. There is also an illustrated essay on the Logics. The Logics have been called the axioms of learning and rational thought. | Glossary | Site Map | Content | Checksheet | Links | FAQ | Home | © Clearbird |","null","null","");arrFiles[35]=new Array("manual/16m3.htm","Word Clearing Method 3. A simple but effective method. It can usually be done by the student himself. Sometimes it \'s coached.","Method Three Word Clearing Search Site Map No Frame The basic method to help a student after he has run into trouble in study is the so-called Method 3 Word Clearing. It is based squarely on the fact that the student has trouble with the current materials because there was something earlier in time he didn \'t understand. He didn \'t understand it due to misunderstood or not understood words. That is the basic datum. You are looking for a student \'s misunderstood word or words by having him look earlier in the text than where he is now having trouble. You are looking for a word he doesn \'t understand. When the word is found it is simply cleared up by using a good dictionary. Method 3 can be done by the student himself. He may need help from another student, such as his twin. This method is routinely used by the supervisor on his students as well. It is very simple to do (it doesn’t require a Meter). About all that it requires, when you do it with another who is having the trouble, is an ability to get in good communication with the student and an understanding of the basic theory as explained in several chapters in this manual. As the student goes happily along in his studies knowing his Study Technology he should look up each word he comes across that he doesn’t understand. If he runs into something he finds difficult to understand he should carefully look over the text for any misunderstood words. When he finds one or just suspect one he should look it up and clear any such word well. But ever so often the student has gone through this routine and cleared all the words he could think of and still has trouble understanding the text or he disagrees with it. Also, when a student bogs down or becomes dull, or is just not as bright as before, it is because the student has passed a word he didn’t understand. This would have happened before he started to notice he was having trouble. Backtrack the Trouble This is based on the datum: If the situation in study is not resolving then the thing the student is looking at and apparently is having trouble with is just an apparency. If that word was the real thing he had trouble with it would resolve in short order. The real trouble is earlier. Because, If he actually knew what he didn’t understand he could easily clear it up himself. This is based on the datum: If the sxxz#$@ in study is not resolving, then the thing the student is looking at and apparently is having trouble with is just an apparency. If it was the real thing he had trouble with it would resolve in short order. The real trouble is earlier. Because, If he actually knew what he didn’t understand he could easily clear it up himself. The MU is in this paragraph. The student started having trouble here. That is why just talking with him about what he thinks he doesn’t understand and trying to explain it or clear it won \'t get him going again. Good Word Clearing backtracks the trouble from the apparent trouble to the real one. You have to look earlier than the point where the student became dull or confused. That is where you will find a word that he doesn’t understand. You will find it somewhere before the trouble started. The student will brighten up the moment he spots the word, even before the word is cleared. And if he doesn’t brighten up on one word being cleared there will be a misunderstood word even before that. Method 3 can usually be done successfully by the student himself. Method 3 by Steps 1) The student is not as bright or feels dull or confused. He may be feeling sleepy, feel he has become stuck or is going slower, etc. He has done all the usual actions, such as clearing the words in the text and made demonstrations, but the difficulty won \'t resolve. 2) The student is made to look earlier in the text for a misunderstood word. It may be a misunderstood word several pages back. It is always earlier in the text from where the student is now. There is always a misunderstood word to be found there. Without exceptions. When the word is found the student will brighten up. The misunderstood word is looked up in a good dictionary and cleared per Clearing Words. 3) The student now re-reads the text. 4) If this doesn \'t handle the situation then there is a misunderstood word even earlier in the text that must be found. This word is looked for, found, and cleared up as in (2) above. 5) When such a word is found and the student is bright and cheerful the Word Clearing part is done. He is told to restudy the text from the earliest word and forward to the present area he did not understand. The difficulty he was having should now have been resolved. 6) If the difficulty does not resolve then there are still one or more misunderstood words earlier which must be found. If the word can \'t be found with Method 3, then one or more of the other methods of Word Clearing can be used to get the word located and cleared (there is a list of all the methods in Glossary ). Narrowing it Down The system is simple. You find out where the student wasn \'t having any trouble, at some point earlier. Then you pinpoint where the student is now having trouble. These points are your two markers; the misunderstood word has been narrowed down. It will be found towards the very end where the student was doing fine. The student can also be spot-checked on the words in the area to help him find the word, if necessary. The student is asked for the definitions of various words in the area and any words that the student is uncertain of or doesn \'t know are looked up. Here the bar for looking up words are lowered. Sometimes the student can apparently define it but still has some uncertainty about the whole thing. The end result of Method 3 is that any difficulty the student had is now cleared up. Method 3 is very effective when done as described. If it is done every time a student gets confused or slows down, or every time a student becomes dull or his study speed drops, the students will gradually get faster and faster and brighter and brighter. | Glossary | Site Map | Content | Checksheet | Links | FAQ | Home | © Clearbird |","null","null","");arrFiles[36]=new Array("manual/00student.htm","Definition of a Student. The importance of setting a goal for ones studies.","What Is a Student? Search Site Map No Frame A student is one who studies. He is an attentive and systematic observer. A student is one who reads and studies in detail in order to learn and then apply . He understands the purpose of his study is to: Understand the materials he is studying by reading, observing, demonstrating, and drilling. He does this in order to be able to apply what he has learned. He understands his studies have to come together so he can apply the data to a specific result. His ultimate reward is: The ability to produce specific results or products and do it with ease and do it right repeatedly. When he can do that he is no longer a student. He is a professional. A student who consistently can produce a professional result is no longer a student. He is a professional. Study and Intention The state of mind with which a student approaches study will determine the results that the student can expect to get out of his studies. One of the first things a student has to determine is what he is going to do with the materials he is studying. He must also determine what he is going to do with the information when his studies are completed. If a student \'s intent is to study the materials only so he can pass the exam he will likely be very incapable of doing anything with the subject once the exam is over. He might be a great theoretician, but he would find it difficult to apply the data to a practical use. A student with the goal of becoming an astronaut would be very focused and know what is important to him and what is not. Some students don \'t have any clearly formulated intention with their studies. They are just there to get through the course. They are just there by accident, studying away. They back off from doing demonstrations of any kind, including clay demonstrations. They don \'t want to look up words for their exact meanings. When forced to demonstrate something they may do so but try to maintain the attitude that it has nothing to do with them. \"It \'s all very interesting but I don \'t really care. \" Non-involvement is the primary barrier in the ability to apply the material of a course. There can be many reasons to study. Exam results, status, speed, glory, knowledge, whatever. There is only one valid reason to study: Studying for understanding, application and be able to produce something of value. | Glossary | Site Map | Content | Checksheet | Links | FAQ | © Clearbird |","null","null","");arrFiles[37]=new Array("manual/27logics.htm","The Logics. Are described as the axioms of learning and rational thinking.","The Logics Search Site Map No Frame Aristotle, the father of two- valued logic. As early as 1951 R. Hubbard published The Logics. These have been called \"the axioms of learning \" and \"the axioms of rational thinking \". First, you may ask, \"what are axioms, be it in Study Technology or in physics? \" Axioms are laws, principles and agreements so fundamental that they cannot be argued about. They can neither be proven nor disproven. All logical deductions start from there. If one could think \"further down \" than them, they wouldn \'t be axioms. They are the basic laws and principles we build good science and knowledge on. These Logics are not necessarily new. It is an attempt to codify and define how we think when we think rationally. The codification is however a great help to clean house and make this whole field easier to work with. The last Logics (Logic 22-24) do point in a new direction and are new as axioms. Man \'s development and control over his environment parallels his ability to think rationally. Logical thinking could be said to be the ability to combine factors into answers. There are some distinct phases in this development. Primitive logic was one-valued. Everything was assumed to be the product of a divine will, and there was no obligation to decide the rightness or wrongness of anything. Most logic added up merely to the propitiation of the gods. Aristotle formulated two-valued logic. A thing was either right or wrong. This type of logic has some workability. But it is also the logic used by the reactive mind. Irrational people see things in black-and-white. Things are either perfectly good or terribly bad. No stops in between. Engineers and scientists developed logic into a sort of three-valued logic which contains the values of right, wrong, and maybe. From three-valued logic we move forward to the system used in this manual: an infinity valued logic -- a spectrum which moves from infinite wrongness to infinite rightness. This last type of logic had not been codified before 1951. We may have used it all along, but it wasn \'t formally known to science. A student does not only have to learn data, data, data. This was discussed under schooling versus education for life. He has to learn to think with the data. This usually benefits the student in other ways than just in the subject he studies. You can probably give plenty of first-hand examples of this; well-educated people act in a more rational manner, they are able to think better, and they promote the greater good for themselves, their family, friends, and society in general. Their studies have benefited them on a personal level. This comes down to a higher level of literacy and a better ability to think. Therefore the ultimate benefits from study in general and the Study Technology and the Logics we bring here reach much further than simply be able to hold a well-paying job. The Logics (R. Hubbard \'s original text is in this typeface, normal and bold .) ( Editor \'s comments, including picture texts, are in this typeface). LOGIC 1. Knowledge is a whole group or sub-division of a group of data or speculations or conclusions on data or methods of gaining data. Comments: Datum is defined as, \"a known fact or a starting point in an assumption \". It comes from Latin; original meaning is \'given \'. \'Data \' is plural of \'Datum \'. Knowledge: Groups of data Speculations, methods Conclusions LOGIC 2. A body of knowledge is a body of data, aligned or unaligned, or methods of gaining data. Comments: Examples of bodies of knowledge could be, a book, a whole subject, a report. How well it is written or organized is not part of the definition. Examples of methods of gaining data: Each science has a methodology, how it gather and evaluate data. Each society has a system of education. Each individual has a system for perceiving and interpreting the environment. LOGIC 3. Any knowledge which can be sensed, measured or experienced by any entity is capable of influencing that entity. Corollary -- That knowledge which cannot be sensed, measured, or experienced by any entity or type of entity cannot influence that entity or type of entity. Comments: \'Corollary \' is a mathematical expression that means, \'following as a result \', \'from this we can conclude \'. \'Entity \' can be an individual, group, animal, or plant. It can also be a physical object. A physical object can \'experience \' an impact for instance. Measuring instruments are designed for all kinds of purposes to sense, measure, and \'experience \' physical influences. A science as physics only accepts things that can be sensed and measured. We talk about Cause and Effect. LOGIC 4. A datum is a facsimile of states of being, states of not being, actions or inactions, conclusions, or suppositions in the physical or any other universe. Comments: \'Facsimile \' is the central word. According to the dictionary it means, exact copy, such as a photo or photo copy. From Latin \'fac \' and \'similar \', originally meaning \'make similar \'. The human mind is capable of making facsimiles of anything and does so in order work with problems on a mental level. The human mind uses facsimiles as symbolic representations of things. This way problems can be worked out on a mental level. It is also a major source of error and aberration as the facsimile is not the thing and can be erroneous. A facsimile has mass and significance. LOGIC 5. A definition of terms is necessary to the alignment, statement and resolution of suppositions, observations, problems and solutions and their communication. Definition -- Descriptive definition: One which classifies by characteristics, by describing existing states of being. Definition -- Differentiative definition: One which compares unlikeness to existing states of being or not being. Definition -- Associative definition: One which declares likeness to existing states of being or not being. Definition -- Action definition: One which delineates cause and potential change of state of being by cause of existence, inexistence, action, inaction, purpose, or lack of purpose. Comments:Voltaire said, \"Define your terms \", so did Socrates. The interesting point of this Logic is the different types of definitions. How a person defines things shows something about his level of understanding, viewpoint and what he wants to use a datum for. A clear definition makes a datum more useful and understood. Descriptive definition: One which classifies by characteristics, by describing existing states of being. Example: \'Building an office building \' takes good plans, skilled workers, cranes, steel and concrete, time and money. Differentiative definition: One which compares unlikeness to existing states of being or not being. Example: \'Building an office building \' is like building with Lego™ blocks, except you use steel, concrete, cranes, many strong men and it is 100 times bigger. You never use plastic blocks. Associative definition: One which declares likeness to existing states of being or not being. Example: \'Building an office building \' is much like building an apartment complex. It takes the same skills, the same time and the same amount of money as an office building of the same size and quality. Action definition: One which delineates cause and potential change of state of being by cause of existence, inexistence, action, inaction, purpose, or lack of purpose. Example: \'Building an office building \' takes a future owner who decides he needs one and can fund the project. It takes skilled engineers, who can work out detailed plans to the owner \'s satisfaction. It has to comply with building codes. It takes skilled workers and heavy equipment. Finally, for it to be successful, it takes activities that can fill the competed office building and make lots of money to make the project profitable for the owner. Example of Action Definition from the materials, Education: Real Education is the activity of relaying an idea or an action from one being to another, in such a way as not to make difficult or inhibit the use thereof. It should permit and help the student to be able to think with the subject and develop on the subject. The end-goal of education is application and results. LOGIC 6. Absolutes are unobtainable. Comments:Absolute good and absolute evil do not exist. Equally absolute white and absolute black an unobtainable. An absolute can only exist as an idea, not in the real universe. Absolute Black and Absolute White do not exist on a printed page or anywhere else. Black consists of \'no light \' which is impossible in the physical universe. White consists of all colors reflected or perceived evenly, which is also impossible. No source of light contain the ideal of all colors. LOGIC 7. Gradient Scales are necessary to the evaluation of problems and their data. This is the tool of infinity-valued logic: Absolutes are unobtainable. Terms such as good and bad, alive and dead, right and wrong are used only in conjunction with gradient scales. On the scale of right and wrong, everything above zero or center would be more and more right, approaching an infinite rightness, and everything below center would be more and more wrong, approaching infinite wrongness. All things assisting the survival of the survivor are considered to be right for the survivor. All things inhibiting survival from the viewpoint of the survivor can be considered wrong for the survivor. The more a thing assists survival, the more it can be considered right for the survivor; the more a thing or action inhibits survival, the more it is wrong from the viewpoint of the intended survivor. Corollary -- Any datum has only relative truth. Corollary -- Truth is relative to environments, experience and truth. A gray scale from black to white is a Gradient Scale. We know about Gradient Scales from study. That is step-by-step in complexity. When observing or classifying things we have to arrange them on a different type of Gradient Scale. More and more white, \"whiter \" than the previous one. Absolute White or Absolute Black are unobtainable. On a personal level Survival is the basic yardstick. Good and Bad are defined as a degree of Survival and is defined differently by each person according to his interests, point of view and Survival. LOGIC 8. A datum can be evaluated only by a datum of comparable magnitude. Comments:This was discussed in \"Evaluation of Data \" . Antique lamp New lamp You compare similar things to arrange them on a Gradient Scale and form a qualified opinion. LOGIC 9. A datum is as valuable as it has been evaluated. Comments:The more angles you observe something from the more real it becomes. The more testing of a piece equipment you do the higher your confidence if it all checks out. By keep relating the datum being evaluated to other data the better you get to know it; the more value and certainty the datum has. Experiment, investigation and experience are ways to evaluate data. Evaluation starts in study, but until fully confirmed in practice the real value isn \'t established or known. The key question is: \"Does it work in practice and how? \" LOGIC 10. The value of a datum is established by the amount of alignment (relationship) it imparts to other data. Natural Law explains dozens of phenomena. Conflicting data are useless until sorted out. LOGIC 11. The value of a datum or field of data can be established by its degree of assistance in survival or its inhibition to survival. Newton \'s Laws made numerous fields of engineering a reality. They assist survival in countless ways. LOGIC 12. The value of a datum or field of data is modified by the viewpoint of the observer. Comments:The proverb, \" One man \'s trash is another man \'s treasure \" is one way to express that. The Pope considered Galileo \'s astronomic theories a threat to his authority and non-survival for the church. LOGIC 13. Problems are resolved by compartmenting them into areas of similar magnitude and data, comparing them to data already known or partially known, and resolving each area. Data which cannot be known immediately may be resolved by addressing what is known and using its solution to resolve the remainder. Comments:This is the principle behind Gradient Scales in study. But here it has wide applications. It \'s a step-by-step method to tackle any complex situation, be it an investigation, research or a messy social situation. Complex problems taken apart this way will get simpler and simpler the more that get known. Finally we can move into previously confused or unknown areas with a level of competence and certainty. By establishing what is known and sort out the data, then double-check all information and step-by-step establish what now can be known almost any problem can be solved. LOGIC 14. Factors introduced into a problem or solution which do not derive from natural law but only authoritarian command aberrate that problem or solution. Galileo was a good catholic. He also said the Bible was not a good astronomy textbook. The Church wanted total authority in all matters. Its total Authority caused the Dark Middle Ages. LOGIC 15. The introduction of an arbitrary into a problem or solution invites the further introduction of arbitraries into problems and solutions. Comments: \'Arbitrary \' means,a datum or action based on opinion, judgment, whim, personal interests, or taste; not on law or fact. (Latin, Abiter: Judgment). This is why you backtrack difficulties in the Study Technology. When you accept an arbitrary in place of a fact or certainty you soon have confusion after confusion. Logic 15 could be said to be the Logic behind the misunderstood tech, skipped gradient tech, and False Data Stripping tech. The man starts with the arbitrary, \"electricity is dangerous \". From there on he invents unusual solutions to overcome this and is completely lost. MUs introduce arbitraries as well. LOGIC 16. An abstract postulate must be compared to the universe to which it applies and brought into the category of things which can be sensed, measured or experienced in that universe before such postulate can be considered workable. Comments: \'Abstract \' means: Apart from actual substance or experience. An idea, summary, or concept. (From Latin: \'Abstractus \', removed from). \'Postulate \' means: To assume the truth or reality of something without proof. (From Latin: \'Postulare \', to request or demand). Abstract postulate can be a hypothesis, a plan, a method of resolving a situation. Any planning or formulation of a hypothesis are \'abstract postulates \'. This Logic is the basis for the out-points called \"Incorrectly included datum \" and \"Added inapplicable data \". The plus-point, \"Data in same classification \" explains, data from two or more different classes of material should not be introduced into the same class. Engineers take great care to represent things that can be sensed, measured, and experienced when they make their plans. An astrologist making predictions about the stock market and politics are using factors which cannot be \"sensed, measured, or experienced \" by those fields. He is introducing an arbitrary. LOGIC 17. Those fields which most depend upon authoritative opinion for their data least contain natural law. When natural law is evident, and needs to be understood and followed to succeed, authoritative opinion is unnecessary. Tyrannies often try to take things in a different direction than in the best interest of the population and has to enforce their \'authoritative opinions \' with force. (picture: Joseph Stalin) LOGIC 18. A postulate is as valuable as it is workable. Newton \'s Laws of physics have wide workability and great value in hundreds of fields. LOGIC 19. The workability of a postulate is established by the degree to which it explains existing phenomena already known, by the degree that it predicts new phenomena which when looked for will be found to exist, and by the degree that it does not require that phenomena which do not exist in fact be called into existence for its explanation. This is how a scientist works. She sets up a hypothesis, tries to prove it by experiment. If it doesn \'t work she adjusts her theory and tries again. LOGIC 20. A science may be considered to be a large body of aligned data which has similarity in application and which has been deduced or induced from basic postulates. Physics is such a science. It is based on physical laws and applies to physical problems of construction and mechanics. LOGIC 21. Mathematics are methods of postulating or resolving real or abstract data in any universe and integrating by symbolization of data, postulates and resolutions. In Logic 4 we saw how the human mind works with facsimiles to solve problems. Mathematics takes this principle to the extreme by using symbols and formulas. Mathematics defines the the abstract \'universe \' to which it applies. It then defines things so they can be expressed numerically. Now you can do very precise calculations and predictions in that limited \'universe \'. It \'s like a computer program. It lackshuman emotion and intelligence but is very useful in its special field. LOGIC 22 . The human mind is an observer, postulator, creator and storage place of knowledge. R. Hubbard \'s footnote to Logic 22: The human mind by definition includes the awareness unit of the living organism, the observer, the computer of data, the spirit, the memory storage, the life force and the individual motivator of the living organisms. It is used as distinct from the brain, which can be considered to be motivated by the mind. The human mind is: Observer, Creator, Storage place of knowledge The mind is Man \'s tool for handling data and knowledge. The mind is not the brain. The awareness unit (called thetan) is the \'I \', the personal identity that is in charge. The \'I \' motivates the person and uses the brain to run things. We are here into Standard Clearing Technology, where this is discussed, explained and substantiated \'beyond reasonable doubt \'. Enough to say here, this is the traditional view of Man. There are three parts to a human being: Mind, Body and Spirit. These three elements can be found, sensed, measured experienced. The model holds up when life and its phenomena are closely examined. LOGIC 23. The human mind is a servo-mechanism to any mathematics evolved or employed be the human mind. Postulate -- The human mind and inventions of the human mind are capable of resolving any and all problems which can be sensed, measured, or experienced directly or indirectly. Corollary -- The human mind is capable of resolving the problem of the human mind. The borderline of solution of this science lies between why life is surviving and how life is surviving. It is possible to resolve how life is surviving without resolving why life is surviving. Comments: \'Servo-mechanism \' a unit that senses and controls some machinery or device. The machinery or device does the mechanical work of a task (you have \'mind \' and \'muscle \'). A thermostat controlling a furnace is such a device. We have \"Mind over Matter \" or the mind in capable of resolving anythingcrated by the human mind. The \'human mind \' of the auditor is capable of resolving the \'human mind \' of the preclear. This is auditing. It uses Standard Clearing Technology to accomplish that. LOGIC 24. The resolution of philosophical, scientific, and human studies (such as economics, politics, sociology, medicine, criminology, etc.) depends primarily upon the resolution of the problems of the human mind. Note: The primary step in resolving the broad activities of man could be considered t