Happiness: Precept 17-2

Reference: The Happiness Rundown

17-2. Learn. 

Has there ever been an instance when another had some false data about you? Did it cause you trouble? 

This can give you some idea of the havoc false data can raise. You could also have some false data about another. 

Separating the false from the true brings about understanding. 

There is a lot of false data around. Evil-intentioned individuals manufacture it to serve their own purposes. Some of it comes from just plain ignorance of the facts. It can block the acceptance of true data. 

The main process of learning consists of inspecting the available data, selecting the true from the false, the important from the unimportant and arriving thereby at conclusions one makes and can apply. If one does this, one is well on the way to being competent. 

The test of any “truth” is whether it is true for you. If, when one has gotten the body of data, cleared up any words in it that one does not fully understand and looked over the scene, it still doesn’t seem true, then it isn’t true so far as you are concerned. Reject it. And if you like, carry it further and conclude what the truth is for you. After all, you are the one who is going to have to use it or not use it, think with it or not think with it. If one blindly accepts “facts” or “truths” just because he is told he must, “facts” and “truths” which do not seem true to one, or even false, the end result can be an unhappy one. That is the alley to the trash bin of incompetence. 

Another part of learning entails simply committing things to memory—like the spelling of words, mathematical tables and formulas, the sequence of which buttons to push. But even in simple memorizing one has to know what the material is for and how and when to use it. 

The process of learning is not just piling data on top of more data. It is one of obtaining new understandings and better ways to do things. 

Those who get along in life never really stop studying and learning. The competent engineer keeps up with new ways; the good athlete continually reviews the progress of his sport; any professional keeps a stack of his texts to hand and consults them. 

The new model egg beater or washing machine, the latest year’s car all demand some study and learning before they can be competently operated. When people omit it, there are accidents in the kitchen and piles of bleeding wreckage on the highways.

It is a very arrogant fellow who thinks he has nothing further to learn in life. It is a dangerously blind individual who cannot shed his prejudices and false data and supplant them with facts and truths that can more fittingly assist his own life and everyone else’s. 

There are ways to study so that one really learns and can use what one learns. In brief, it consists of having a teacher and/or texts which know what they are talking about, of clearing up every word one does not fully understand, of consulting other references and/or the scene of the subject, of sorting out the false data one might already have and of sifting the false from the true on the basis of what is now true for you. The end result will be certainty and potential competence. It can be, actually, a-bright and rewarding experience. Not unlike climbing a treacherous mountain through brambles but coming out on top with a new view of the whole wide world. 

A civilization, to survive, must nurture the habits and abilities to study in its schools. A school is not a place where one puts children to get them out from underfoot during the day. That would be far too expensive for just that. It is not a place where one manufactures parrots. School is where one should learn to study and where children can be prepared to come to grips with reality; to learn to handle it with competence and to be readied to take over tomorrow’s world, the world where current adults will be in their later years, middle or old age. 

The hardened criminal never learned to learn. Repeatedly the courts seek to teach him that if he commits the crime again he will go back to prison: most of them do commit the same crime again and do go back to prison. Factually, criminals cause more and more laws to be passed. The decent citizen is the one that obeys laws; the criminals, by definition do not. Criminals cannot learn. Not all the orders and directives and punishments and duress will work upon a being that does not know how to learn and cannot learn.

A characteristic of a government that has gone criminal—as has sometimes happened in history—is that its leaders cannot learn: all records and good sense may tell them that disaster follows oppression; yet it has taken violent revolutions to handle them or a World War II to get rid of a Hitler and those were very unhappy events for mankind. Such did not learn. They reveled in false data. They refused all evidence and truth. They had to be blown away. 

The insane cannot learn. Driven by hidden evil intentions or crushed beyond the ability to reason, facts and truth and reality are far beyond them. They personify false data. They will not or cannot really perceive or learn. 

A multitude of personal and social problems arise from the inability or refusal to learn. 

The lives of some around you have gone off the rails because they do not know how to study, because they do not learn. You can probably think of some examples. 

If one cannot get those around him to study and learn, one’s own work can become much harder and even overloaded and one’s own survival potential can be greatly reduced. 

One can help others study and learn if only by putting in their reach the data they should have. One can help simply by acknowledging what they have learned. One can assist if only by appreciating any demonstrated increase in competence. If one likes, one can do more than that: others can be assisted by helping them, without disputes, to sort out false data; by helping them find and clear up words they have not understood; by helping them find and handle the reasons they do not study and learn. 

As life is largely trial and error, instead of coming down on somebody who makes a mistake, find out how come a mistake was made and see if the other can’t learn something from it. 

Now and then you may surprise yourself by untangling a person’s life just by having gotten the person to study and learn. I am sure you can think of many ways. And I think you will find the gentler ones work best. The world is brutal enough already to people who can’t learn.



0. Make sure you have completed the exercise section at Happiness: Precept 17-1. Study the precept above.

00. Ask yourself:

“Has there ever been an instance when another had some false data about you? Did it cause you trouble?”

If there is a reaction, contemplate on the following questions (get all instances):

“Did you think of an instance when another had false data about you?”
“Is there any instance when you may have caused another trouble by giving false data about them?”
“Have any of these questions made you think of any withhold?”

Check the following. If you feel fine then go to Step 1. Otherwise repeat Step 00.
“How do you feel about this subject now?”

1. Check the responses to the following questions for false data (see false data steps at Happiness: Prologue). You may read this precept as many times as necessary.

(a) “Have you been told or taught not to learn?”
(b) “Do you have any rules or ideas contrary to learning?”
(c) “Have you been led to believe that you shouldn’t learn?”
(d) “Do you know of anything that conflicts with learning?”
(e) “Do you have any false data about learning?”


2. Go over each of the following questions repetitively, until there are no more answers: 

(a) “How have others transgressed against the precept: ‘Learn’?”
(b) “How have you transgressed against the precept: ‘

Do a quick review to see if you did not miss any answers on this step. You should be feeling good about this step.


3. See if the following question definitely brings up some name you know of:

“Is there any specific person in your past who really transgressed against the precept: ‘Learn’?”

If no name comes up then go to step 4. if a name has come up, then continue with step 3 as follows:

“Can you recall an exact moment when you observed ___(name)___ transgressing this precept?”

If there is a realization, go to step 4. Otherwise, continue contemplating as follows, until there is some realization.

“Is there any time when you wanted to be like ___(name)___ ?” 
“Is there any time when you decided that not learning was a good thing?”
“Did you ever do anything bad to ___(name)___ ? 
(Get all possible answers)
“Are there any differences between ___(name)___ and yourself?”
“Are there any similarities between ___(name)___  and yourself?”


4. Handle any anomalies that come up on the following question by looking at the anomaly more closely. 

”Do you have any reservations about learning?”

If the anomaly does not resolve then review the precept as well as all the exercise steps above to see if anything was missed. Then do step 4 again. When there is no anomaly go to step 5.


5. Contemplate on the following question.

“Do you have any reservations about getting someone else to learn?” 

If any reservation comes up, then consider the following: 

“How would that be a problem?” 

Get answers to this question until there are no reservations.


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