Introduction to Subject Clearing

Reference: Course on Subject Clearing

Subject Clearing is a methodology to bring clarity to the mind on a subject. It not only clarifies one’s confusion on the subject but it also helps detect unnecessary assumptions and distortions present in the subject and clears them up.

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Fundamental Postulates

Normally, there are always some basic postulates on which the subject is built. But the rest of subject must proceed from these postulates in a continuous, consistent and harmonious manner. If there are any gaps then some knowledge is missing. Those gaps needs to be filled by discovering the missing knowledge. Sometimes, such an effort may require questioning the very postulates on which the subject rests.

Fundamental progress has occurred whenever the basic postulates have been improved upon. An obvious example is Einstein’s improvement of Newton’s postulates that revolutionized the subject of Physics.

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Observations

Many gaps in knowledge have existed when means of observations have not been available. Such gaps are then covered up by assumptions. Rapid progress has taken place when better means of observation has been available. The invention of Telescope has helped us understand the solar system we live in. The invention of Microscope has helped us understand the source of diseases that have afflicted mankind. 

But the tool which made such inventions possible has been the mind of man. Behind these inventions are mathematics and scientific theories, which are fantastic inventions of the mind on their own right. 

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The Mind

The mind has amazing abilities that have yet to be explored fully. On average, the mind is operating far below its potential. The reason for this has been explored to some degree but we still need better theories that can be applied to improve the mind’s potential in all cases. Hopefully, Subject Clearing may allow us to approach “the subject of the mind” in productive ways to come up with viable solutions.

Subject Clearing is essentially a project of the mind to handle itself.

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Comments

  • Learner  On January 23, 2023 at 11:05 AM

    Checking Questions to Synergize the Learning Dimensions

    Learning expands the mind. Your mind opens up to take in the whole picture of your subject. Yet if you are not engaging in all of the dimensions, then no wonder you are not accessing and developing all of your learning potentials. Conversely, when you tap into, and activate, all of the learning dimensions, as you stretch your capacities, you use more of your mind. To avoid partial learning, use the following list of questions to facilitate using all of your mind.

    1. State:
    – [ ] Are you in the right state?
    – [ ] Have you accessed a good learning state so that you are alertly relaxed?
    – [ ] How strong is your state?
    – [ ] What’s associated with it?
    – [ ] Are you experiencing any state that is undermining your learning (i.e., stress, fear, anger, etc.)?
    – [ ] How well are you managing these learning states?
    – [ ] What are you learning?
    – [ ] What are you wanting to learn?
    – [ ] In what field or domain is this learning?
    – [ ] What kinds of thinking is required to learn this?
    – [ ] How robust is your executive function of inhibiting undesired responses and/or tolerating stress?

    2. Represent:
    – [ ] Are you representing the facts accurately, fully, and vividly?
    – [ ] How rich and compelling are your representations?
    – [ ] What are the qualities of the cinema that you’re playing in your mind?
    – [ ] Do you need to make the sensory representations bigger, brighter, closer, etc.?
    – [ ] How well can you representationally track from what you experience to your inner screen?
    – [ ] What filtering patterns are you using?
    – [ ] How robust is your executive function of sustained attention?

    3. Background:
    – [ ] What background learnings are you bringing into your learning state and representations?
    – [ ] Are you building on the appropriate background information that you already have?
    – [ ] Are you challenging previous misconceptions?
    – [ ] How open are you to finding and eliminating unuseful background learnings?
    – [ ] How strong is your executive function of working memory?

    4. Conceptual:
    – [ ] What concepts describe and define the subject?
    – [ ] Are you organizing the representations into a coherent whole?
    – [ ] Are you creating an effective strategy for how X works and how to work it?
    – [ ] What concepts and/or beliefs support your particular learning?
    – [ ] Are your categories and metaphors supporting your learning?
    – [ ] How well do you use your executive function of organization to track what you’re learning and/or track your use of time?

    5. Meta- Cognition:
    – [ ] What have you learned about the way you learn?
    – [ ] What’s best about your learning processes?
    – [ ] What needs to be embraced?
    – [ ] Are you regularly checking on and monitoring the quality of your learning?
    – [ ] What is the quality of yourself as a learner?
    – [ ] Are you aware of, and using, the principles inherent to the nature of this particular subject?
    – [ ] What learnings have you made about learning this subject?
    – [ ] How active is your executive function of reflecting to give yourself a moment of silence to think things through?

    6. Integration:
    – [ ] Are you integrating what you are learning into your neurology?
    – [ ] Are you feeling the learning so it is becoming a felt knowing (an intuition)?
    – [ ] How experiential is your learning?
    – [ ] What emotions are being activated?
    – [ ] How well are you translating a learning that you know intellectually so it becomes patterned in your muscle memory?
    – [ ] How robust is your executive function of regulating your emotions to stay focused on your objective?

    7. Pragmatic:
    – [ ] Are your turning the learning into skilled competencies and skills?
    – [ ] Are you practicing those skills?
    – [ ] How well, or how often, are you using deliberate practice?
    – [ ] What are you using to measure the quantity and quality of your learnings?
    – [ ] How’s your executive function of integrating and sustaining a task?

  • vinaire  On January 23, 2023 at 11:21 AM

    How are you coming along with your learning using your methods?

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