Basic Tools: Procedure for the Clean-Up of Specific Subjects

Procedure for the Clean-Up of Specific Subjects

English Original Title: CLEAN SLATE LEARNING DRILL

The following procedure is in more complete form, with definitions of terms and background information, available on the homepage

http://www.knowledgism.com.

Dial up the homepage and click on "Clean Slate Procedure".

Comments by Heidrun Beer

As "Clean Slate Learning Drill" this procedure is used in Alan C. Walter's Knowledgism for the clean-up of study materials (so that the student can never get stuck in negative emotions because of earlier failures, upsets with teachers, rejection by the class, arguments with the parents about bad grades etc.)

But because of its versatile and far-reaching handling of a specific subject it is also very suitable as an allround-procedure for the clean-up of life areas which are burdened with negative emotions, and for the repair of difficulties with people in the family and at work. In this case we will describe the life area or the person in step 0, instead of the paragraph in the study materials.

Should during the procedure a more basic part of the situation come to light (a shock, a hostile energy, a mental mass or a chronic mood), you can switch to the appropriate procedure. But don't forget to come back afterwards, work forward from the point where you have switched to the other procedure, and complete the procedure which originally had been started.

It could be that your student needs a break after a bigger piece of work, and that you have to apply the procedure in pieces across several sessions. Make such a break always after a good win, and not if the student is just struggling with something! With that you would make it unnecessarily hard for him.

Short Version (without comments - otherwise complete)

0. The student reads a paragraph of the material, examines the object or describes the area or subject (breaking it down into its parts), to be cleaned. The coach then addresses the word, paragraph, object, area or subject part, and asks:

1. "What is your comprehension of this?"

Have the person look inward at his concepts, visions, or models for the answer and tell you what he experiences. If he presents a clean, precise comprehension with certainty, go to question 2. If he encounters confusion, pain, a gap of blackness, or stupidity, go to a dictionary and get the terms defined.

If you are cleaning up life areas or persons, this step gets only applied if it is obvious that misunderstood terms play a part in the upset. If study materials are cleaned up, it has of course a high importance.

When he has a clear vision, concept or comprehension, acknowledge and ask:

2. "Does that trigger anything?"

With "trigger" it is meant here that the subject which has been found in step 0 causes some reaction, like an emotion (fear, rage, protest etc.), a pain or any other phenomenon which has not been there before the subject was found and described.

Have the student look inward for the answer.

"Tell me what your perceptions are about that."

Acknowledge his answer.

3. "What precepts do you have about [thing being addressed from Step 0]?"

With "precept" an intention or decision is meant, which has been assigned the rank of an internal law by the student himself, for instance "I must always smile" etc. – not a rule or law given by the government, a church, the family or the boss at work.

Accept positive and negative precepts as well – it is not your job to evaluate your student, but to make the consequences of his self-imposed rules visible to him (cause and effect).

Get the student to look inward for the answer and to tell you the precept. (By asking the student to look inward, you are directing his attention to either his comprehension, visions, concepts, or minds.)

Acknowledge his answer.

4. "Did ( the precept ) create a vision?"

If yes: "Tell me about it."

5. "What have been the consequences of having that precept?"

Acknowledge his answer.

6. "Have there been any other consequences?"

Acknowledge his answer.

Repeat question 6 until all consequences have been viewed.

7. "Do you have any other precepts about [thing being addressed from Step 0]?"

Repeat questions 4 through 7 until all precepts have been viewed. Then return to the beginning and repeat steps 0 to 7 until the student is no longer being triggered by or has any precepts on the thing being addressed. Then ask:

8. "Connected to [thing being addressed from Step 0], is there an unpleasant sensation?"

If there is, get it named and run:

The following steps a + b are the Procedure for the Resolution of Unpleasant Sensations in a concentrated form.

a. "From where could a spiritual being experience [named unpleasant sensation]?"

Repeat over and over until the student has a rise in mood level, an increase in certainty, a realization (or Aha!), regained abilities, a big win, and huge quantities of recovered life-force particles.

b. "From where could a spiritual being create [named unpleasant sensation]?"

9. "Connected to [thing being addressed from Step 0], do you have any misdefined terms.?"

Please make sure in these questions – as in all other questions of principle – that you do not speak in a reproachful tone with your student, but in a caring way and with interest and respect. You want to give him the opportunity here, to complete and generally optimize areas in which he has earlier, no matter for which reasons, has worked in a sloppy or hasty way. This work (if persons are concerned, "relationship work") should be a joy and not connected with any feelings of guilt.

Get the terms and fully define them in the dictionary. Repeat question 9 until all misdefined terms have been found and fully comprehended. Then ask:

The following steps a + b are the Procedure for the Cleaning of Relationships in a concentrated form.

10. a "Connected to [thing being addressed from Step 0], what have you done?"

10. b "Connected to [thing being addressed from Step 0], what have you restrained?"

Repeat a & b over and over till the student has a rise in mood level, an increase in certainty, a realization (or Aha!), regained abilities, a big win, and huge quantities of recovered life-force particles.

The following steps b + c are the Procedure for the Enhancement of the Responsibility Level.

11. "If you fully handled [thing being addressed from Step 0], what are you afraid you would have to be responsible for?"

Get his answer and run:

11.a "What part of [thing afraid to be responsible for] are you willing to be responsible for?"

11.b "What part of [thing afraid to be responsible for] would you rather not be responsible for?"

12.a "If you had completely cleaned [thing being addressed from Step 0], what abilities would you recover or gain for the first time?"

12.b "What consequences would it have to possess these abilities?"

Acknowledge his answer.

Repeat a + b over and over till the person has a rise in mood level, an increase in certainty, a realization (or Aha!), regained abilities, a big win, and huge quantities of recovered life-force particles.

13. "What dream or goal does comprehending [thing being addressed from Step 0] contribute to or support?"

Have him tell you about it and acknowledge his answer.

Repeat over and over till the student has a rise in mood level, an increase in certainty, a realization (or Aha!), regained abilities, a big win, and huge quantities of recovered life-force particles.

14. "What problem does comprehending [thing being addressed from Step 0] solve?"

Have him tell you about it and acknowledge his answer.

15. "What vision does comprehending [thing being addressed from Step 0] create or reinforce?"

Have him tell you about it and acknowledge his answer.

Repeat over and over till the person has a rise in mood level, an increase in certainty, a realization (or Aha!), regained abilities, a big win, and huge quantities of recovered life-force particles.

Procedure for the Clean-Up of Specific Subjects (without comments)

by Alan C. Walter

1. "What is your comprehension of this?"

When he has a clear vision, concept or comprehension, acknowledge and ask:

2. "Does that trigger anything?"

Have the student look inward for the answer.

"Tell me what your perceptions are about that."

Acknowledge his answer.

3. "What precepts do you have about [thing being addressed from Step 0]?"

Acknowledge his answer.

4. "Did ( the precept ) create a vision?"

If yes: "Tell me about it."

5. "What have been the consequences of having that precept?"

Acknowledge his answer.

6. "Have there been any other consequences?"

Acknowledge his answer.

Repeat question 6 until all consequences have been viewed.

7. "Do you have any other precepts about [thing being addressed from Step 0]?"

8. "Connected to [thing being addressed from Step 0], is there an unpleasant sensation?"

If there is, get it named and run:

8.a. "From where could a spiritual being experience [named unpleasant sensation]?"

8.b. "From where could a spiritual being create [named unpleasant sensation]?"

9. "Connected to [thing being addressed from Step 0], do you have any misdefined terms.?"

Get the terms and fully define them in the dictionary. Repeat question 9 until all misdefined terms have been found and fully comprehended. Then ask:

10. a "Connected to [thing being addressed from Step 0], what have you done?"

10. b "Connected to [thing being addressed from Step 0], what have you restrained?"

11. "If you fully handled [thing being addressed from Step 0], what are you afraid you would have to be responsible for?"

Get his answer and run:

11.a "What part of [thing afraid to be responsible for] are you willing to be responsible for?"

11.b "What part of [thing afraid to be responsible for] would you rather not be responsible for?"

12.a "If you had completely cleaned [thing being addressed from Step 0], what abilities would you recover or gain for the first time?"

12.b "What consequences would it have to possess these abilities?"

Acknowledge his answer.

13. "What dream or goal does comprehending [thing being addressed from Step 0] contribute to or support?"

Have him tell you about it and acknowledge his answer.

14. "What problem does comprehending [thing being addressed from Step 0] solve?"

Have him tell you about it and acknowledge his answer.

15. "What vision does comprehending [thing being addressed from Step 0] create or reinforce?"

Have him tell you about it and acknowledge his answer.

Repeat over and over till the person has a rise in mood level, an increase in certainty, a realization (or Aha!), regained abilities, a big win, and huge quantities of recovered life-force particles.

Procedure for the Clean-Up of Burdening Experiences

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