Vinaire's Blog

Reference: Grassroots Scientology

NOTE: These processes are obtained from Hubbard’s research in Dianetics and Scientology. For any technical words specific to this research, please consult the Scientology Technical Dictionary.

Grade 0 processes are the next after ARC Straight wire Processes. Please make sure that you have completed the prerequisite.

The processes on Grade 0 help a person overcome obstacles to being and communicating. You feel that you are more yourself and can communicate naturally.

A person runs these processes using the Subject Clearing approach. In this approach, neither an auditor nor an E-meter is required. The person simply contemplates over the process command using The 12 Aspects of Mindfulness.

The data immediately following each process explains the understanding that is possible. But one must run the process to actually experience and obtain the understanding the process provides.

The EP (end phenomena) of a process occurs when no new answers to process command are coming up; and the person has a happy feeling that he has honestly covered the whole ground, which the process command pertains to. Of course, he can run that process once again later after running some other processes, if he feels he can get more answers out of it. 

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Instructions

1. These processes are run by oneself applying The 12 Aspects of Mindfulness instead of depending on the E-meter.
2. In response to the commands of these processes, simply look without thinking. Let the mind present you with the answer. If no answer comes up within a reasonable time, you have reached the EP (end phenomenon) for the moment.
3. These commands tend to be general. The better you understand the command and its scope, the more answers shall come up.
4. The answers that come up, shall depend on the level of your confront. The higher is your confront the deeper shall be the answers that come up. Your confront improves as you do the processing. After completing a grade, if you repeat it again, you may find some new answers coming up.
5. “Repetitive to EP” means you contemplate over the command and acknowledge each answer, until no more answers are coming up.
6. “Run alternately to EP” means that you contemplate over the two commands alternatively, until no more answers are coming up.
7. “Run the bracket in sequence to EP” means that you sequentially contemplate on the commands provided as a bracket, until no more answers are coming up.
8. “To EP” is the abbreviation for the above. When there is a single command you run it repetitively. When there are more than one command, you run them as a group, repetitively.

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PROCESSES

Grade 0 Process 1: R2-31 BEINGNESS PROCESSING

“Look around the room and discover some object which you don’t mind being present.”
Then “Locate something else you don’t mind being present.” …………… to flat or to EP

“Now see this (room object you are comfortable about) here?”
Then “All right, what else wouldn’t you mind this (room object) being?” … to flat or to EP

Note: Repeat the last with other objects you are comfortable with.   …… to flat or to EP

“Now what wouldn’t you mind your body being?”
Then “And now what else wouldn’t you mind your body being?” …………to flat or to EP

“Now let’s find something you wouldn’t mind being.”
Then “What else wouldn’t you mind being?” …………… to flat or to EP

This process helps one understand what it is “to be”. An object can be many different things depending on its relationships and states. Similarly, your body, and even you, can be many different things depending on the relationships, and the states. You can be a son, a brother or a father; or you can be a daughter, a sister, or a mother. You can be well or sick. You can be the role you play in some organization or in the society. You can be some other person. This process helps a person realize if he or she is fixated on a beingness. When one becomes aware of a fixation he becomes free of it.

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Grade 0 Process 2: AXIOM 51 COMM PROCESSING
Make a list of terminals (such as, mother, father, sibling, relative, friend, etc.). Arrange the items on that list in some logical order; for example, in the order that your attention get drawn towards them. Then run the following commands on the item at the top of the list.

“What wouldn’t you mind _____ communicating with?” …………… to EP
“What wouldn’t _____ mind you communicating with?” …………… to EP
“What wouldn’t _____ mind others communicating with?” …………… to EP
“If you were a _____ what wouldn’t you mind yourself communicating with?” … to EP

You may run these commands on another item, depending on your interest. When you run these commands you become more aware of the beingness of that item.

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Grade 0 Process 3: PAB 54 COMM PROCESS

“Think a thought” …………… to EP

Part of the ”Think a thought” process is to have you place the thought in various locations after you have thought it. Have your shoe think a thought, have a rug think a thought. This gets you into the practice of placing the thought somewhere. Thus, thoughts are less likely to appear suddenly and magically out of your mental machinery.

“Tell me a thought you would be willing to receive.” …………… to EP
“Tell me a thought you would be willing to receive from another.” …………… to EP
“Tell me a thought others would be willing to receive from others.” ………… to EP
“Tell me a thought another would be willing to receive from yourself.” ………to EP

An original thought is a postulate whose source is unknowable. A routine thought arises from the association of other thoughts. Associations that are continuous, consistent and harmonious are liked and embraced. Associations that are discontinuous, inconsistent and disharmonious are disliked and resisted. 

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Grade 0 Process 4: AN OBVIOUS BASIC PROCESS

“Think about matter” …………… to EP
“Think about energy” …………… to EP
“Think about space” …………… to EP
“Think about time” …………… to EP
“Think about a thetan” ………… to EP

This is essentially clearing up some basic definitions through meditation and contemplation:

MATTER
Matter is the substance with highest consistency, which is called mass. However, matter does contain radiation and thought as part of its structure.

SUBSTANCE
Substance is that which is substantial enough to be sensed and perceived. We may divide the substance of this universe into three categories: (1) thought, (2) radiation, and (3) matter. Thought is extremely light and has least consistency. Radiation has a little more consistency. Matter has extremely high consistency. Consistency means “a degree of density, firmness, viscosity, etc.” We have increasing consistency from thought to radiation to matter. Matter and radiation are considered to be substances that are physical. Thought is considered to be a substance that is metaphysical, or spiritual.

ENERGY
Energy is the measure of substance (mass or consistency) along with its inherent motion. Matter has energy. Radiation has anergy. Thought has energy. Usually, energy is confused with radiation, such as light.

SPACE
Space refers to the extension of substance. There is no space in the absence of substance. The “empty space” is empty of matter only; but it defines the extension of radiation and thought. The “space” studied in geometry is actually the abstraction of matter-space.

TIME
Time refers to the duration of substance. Matter has near infinite duration. Any duration, which is less than infinite, appears as motion. In the absence of substance there is neither duration, nor motion nor time.

THETAN
Thetan is Scientology’s interpretation of ‘self’. It claims the self to be independent of body and eternal. But self represents the awareness of a person of himself.

SELF
The life organism has a sense of its coordination from a single control point. This is the self, the “I”, or the being. The self has the ability to observe, postulate and reason. It has the potential to become aware of the entire universe.

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Grade 0 Process 5: AN AFFINITY PROCESS

“Recall a time you communicated to another.” …………… to EP
“Recall a time another communicated to you.” …………… to EP
“Recall a time others communicated to others.” …………… to EP
“Recall a time you caused yourself to communicate.” …… to EP

Life is all about communication. Real communication is very important. It may not even use any words. It could be just a quick glance, a touch, a smile, or an expression. Words dilute that communication. When words are used, their meaning has to be understood. Meaning could lie not only in some literal sense, but also in how words are spoken. A few words can convey a lot of meaning with the emotion underlying them. A lot of words may be used just as a distraction, or they may convey a confused state of mind. In communication, each sentence, or even each word, is important. This is spirituality.

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Grade 0 Process 6: IN SEQUENCE

“Recall your communication with another.”
“Recall your no-communication with another.” …………… to EP

“Recall another’s communication with you.”
“Recall another’s no-communication with you.” …………… to EP

“Recall another’s communication with others.”
“Recall another’s no-communication with others.” …………… to EP

“Recall a communication of yours to yourself.”
“Recall a no-communication of yours to yourself.” …………… to EP

There are different levels of communication. When you are out walking you are acknowledging the presence of other people, buildings, road signs, etc. That is one level of communication. When you are talking with a friend at a deep personal level, that is another level of communication. A no-communication means that a natural communication did not happen because it was prevented for some reason.

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Grade 0 Process 7: UNIVERSE PROCESSING
Run the items: The universe, a body, a mind, an individual.

“From where could _____ communicate to you?” …………… to EP
“From where could you communicate to _____?” …………… to EP 
“From where could _____ communicate to others?” …………… to EP
“If you were a _____ from where could you communicate?” … to EP

One is communicating simply by becoming aware. From there communication becomes increasingly complex with exchange of awareness, considerations and information. Here are the definitions of the items that are used on this process. 

UNIVERSE
The universe is all that is knowable, and which actually exists. It is made of physical, as well as, spiritual substance. The word UNIVERSE literally means “combined into one.” This tells us that the universe is integrated in all its aspects, such that it can be considered a single entity.

BODY
The body is the most visible part of a life organism. It is a very complex form made of matter, radiation and thought. It has inherent motion of a very complex nature that makes it appear intelligently self-animated.

MIND
The purpose of the mind is to be aware and to observe, spot and resolve anomalies. The anomalies may be found in the environment, or in the operation of the mind itself. The mind computes and directs the actions of the body. 

INDIVIDUAL
An individual is a life organism that has the sense of being coordinated from a single control point, and which considers itself to be separate and unique. 

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Grade 0 Process 8: LOCATIONAL BODY COMM
Make a list of body parts that interest you. Then run the following commands on the list items, one at time, in the sequence of your interest.

“From where could a _____ communicate to you?” …………… to EP
“From where could you communicate to a _____ ?” …………… to EP
“From where could a _____ communicate to others?” …………… to EP
“If you were a _____ from where could you communicate?” …… to EP

The items of this list of body parts may be arranged from top to bottom in terms of greater to lesser interest. The body part from the top is then selected to run through this process. Once that body part has been run, then the list should be reconstructed from scratch, because the level of interest could have shifted. When running a body part on this process, the whole spectrum of communication should be considered—from simple awareness to exchange of deep ideas. Considerations coming out from this process can be hilarious.

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Grade 0 Process 9: A CLEARING PROCEDURE
Consider this list: Male bodies, Female bodies, Bodies, Matter, Energy, Space, Time. Then run the following commands on the list items, one at time, in the sequence of your interest.

“From where could you communicate to _____ ?” …………… to EP
“From where could _____ communicate to you?” …………… to EP
“From where could _____ communicate to others?” …………… to EP
“If you were _____  from where could you communicate?” …… to EP

This process is, in some ways, similar to the later process of OT1. You are basically clearing up your misconceptions at a visceral level on these items. One needs to confront these items by visualizing them deeply again and again in different contexts. Also, look at the definitions provided under Grade 0 Process 4: AN OBVIOUS BASIC PROCESS (see above).

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Grade 0 Process 10: PROCESS S-2

“From where could you communicate to a victim?” …………… to EP
“From where could a victim communicate to you?” …………… to EP
“From where could a victim communicate to another or others?” … to EP
“If you were a victim from where could you communicate?” ………… to EP

A victim, fundamentally, is one who suffers harm due to circumstances beyond their control, whether in religious, legal, or everyday contexts. Communication is anything from simple awareness to exchange of deep ideas

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Grade 0 Process 11: R2-60 THE HIDDEN COMMUNICATION

“Spot some communications another has hidden from you.” ………… to EP
“Spot some communications you have hidden from another.” ………… to EP
“Spot some communications another has hidden from others.” ……… to EP
“Spot some communications you have hidden from yourself.” ………… to EP

“Spot some communications another has protected from you.” ………… to EP
“Spot some communications you have protected from another.” ……… to EP
“Spot some communications another has protected from others.” …… to EP
“Spot some communications you have protected from yourself.” ……… to EP

“Spot some communications of yours, another has owned.” …………… to EP
“Spot some communications of another, you have owned.” …………… to EP
“Spot some communications of another, others have owned.” ………… to EP
“Spot some communications you have owned.” …………… to EP

“Spot some communications of yours another has inhibited.” …………… to EP
“Spot some communications of another you have inhibited.” …………… to EP
“Spot some communications of another others have inhibited.” ……… to EP
“Spot some communications of yours you have inhibited.” …………… to EP

“Spot some communications another has enforced on you.” …………… to EP
“Spot some communications you nave enforced on another.” …………… to EP
“Spot some communications another has enforced on others.” …………… to EP
“Spot some communications of yours you have enforced on yourself.” … to EP

“Spot some communications another has desired from you.” …………… to EP
“Spot some communications you have desired from another.” …………… to EP
“Spot some communications others have desired from others.” …………… to EP
“Spot some communications of yours you have desired for yourself.” …… to EP

“Spot some hidden knowingness” …………… to EP
“Spot some protected knowingness” ……… to EP
“Spot some owned knowingness” …………… to EP
“Spot some inhibited knowingness” ………… to EP
“Spot some enforced knowingness” ………… to EP
“Spot some desired knowingness” …………… to EP
“Spot some knowingness people could be curious about” … to EP

Something is hidden because it is sensed but not assimilated. There is missing information, contradictions, or arbitrariness. Something protected will be “shielded from danger.” Something owned will be “controlled.” Something inhibited will be “restrained.” Something enforced will be ‘imposed.” Something desired will mean “fixed attention” of some sort.

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Grade 0 Process 12: R2-60 KNOW TO MYSTERY PROCESS (Original version)
Note: The revised version provided below is easier to do.

“Spot some mysteries” …………… to EP
“Spot some hidden sex” …………… to EP 
“Spot some hidden eating” …………… to EP 
“Spot some hidden symbols” ……… to EP 
“Spot some hidden thinking” ………… to EP
“Spot some hidden efforts” …………… to EP 
“Spot some hidden emotions” ……… to EP 
“Spot some hidden looking” ………… to EP
“Spot some hidden knowing” ……… to EP

“Spot some protected mysteries” …… to EP
“Spot some protected sex” …………… to EP 
“Spot some protected eating” ………… to EP 
“Spot some protected symbols” ……… to EP 
“Spot some protected thinking” ……… to EP
“Spot some protected efforts” ………… to EP 
“Spot some protected emotions” …… to EP 
“Spot some protected looking” ………… to EP
“Spot some protected knowing” ……… to EP

“Spot some owned mysteries” ……… to EP
“Spot some owned sex” …………… to EP 
“Spot some owned eating” …………… to EP 
“Spot some owned symbols” …………… to EP 
“Spot some owned thinking” …………… to EP
“Spot some owned efforts” …………… to EP 
“Spot some owned emotions” ………… to EP 
“Spot some owned looking” …………… EP
“Spot some owned knowing” ………… to EP

“Spot some inhibited mysteries” ………… to EP
“Spot some inhibited sex” …………… to EP 
“Spot some inhibited eating” …………… to EP 
“Spot some inhibited symbols” …………… to EP 
“Spot some inhibited thinking” …………… to EP
“Spot some inhibited efforts” …………… to EP 
“Spot some inhibited emotions” …………… to EP 
“Spot some inhibited looking” …………… to EP
“Spot some inhibited knowing” …………… to EP

“Spot some enforced mysteries” ……… to EP
“Spot some enforced sex” …………… to EP 
“Spot some enforced eating” …………… to EP 
“Spot some enforced symbols” ………… to EP 
“Spot some enforced thinking” ………… to EP
“Spot some enforced efforts” …………… to EP 
“Spot some enforced emotions” ……… to EP 
“Spot some enforced looking” ………… to EP
“Spot some enforced knowing” ………… to EP

“Spot some desired mysteries” ……… to EP
“Spot some desired sex” …………… to EP 
“Spot some desired eating” …………… to EP 
“Spot some desired symbols” ………… to EP 
“Spot some desired thinking” ………… to EP
“Spot some desired efforts” …………… to EP 
“Spot some desired emotions” ……… to EP 
“Spot some desired looking” ………… to EP
“Spot some desired knowing” ………… to EP

“Spot some curious mysteries” ……… to EP
“Spot some curious sex” …………… to EP 
“Spot some curious eating” …………… to EP 
“Spot some curious symbols” ……… to EP 
“Spot some curious thinking” ………… to EP
“Spot some curious efforts” ………… to EP 
“Spot some curious emotions” ……… to EP 
“Spot some curious looking” ………… to EP
“Spot some curious knowing” ……… to EP

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Grade 0 Process 12: R2-60 KNOW TO MYSTERY PROCESS (Revised version)
NOTE: This version of R2-60 changes the order of the commands from the original to make the flow of thoughts easier.

“Spot some mysteries” …………… to EP
“Spot some protected mysteries” …… to EP
“Spot some owned mysteries” ……… to EP
“Spot some inhibited mysteries” ………… to EP
“Spot some enforced mysteries” ……… to EP
“Spot some desired mysteries” ……… to EP
“Spot some curious mysteries” ……… to EP

“Spot some hidden sex” …………… to EP
“Spot some protected sex” …… to EP
“Spot some owned sex” ……… to EP
“Spot some inhibited sex” ………… to EP
“Spot some enforced sex” ……… to EP
“Spot some desired sex” ……… to EP
“Spot some curious sex” ……… to EP

“Spot some hidden eating” …………… to EP
“Spot some protected eating” …… to EP
“Spot some owned eating” ……… to EP
“Spot some inhibited eating” ………… to EP
“Spot some enforced eating” ……… to EP
“Spot some desired eating” ……… to EP
“Spot some curious eating” ……… to EP

“Spot some hidden symbols” …………… to EP
“Spot some protected symbols” …… to EP
“Spot some owned symbols” ……… to EP
“Spot some inhibited symbols” ………… to EP
“Spot some enforced symbols” ……… to EP
“Spot some desired symbols” ……… to EP
“Spot some curious symbols” ……… to EP

“Spot some hidden thinking” …………… to EP
“Spot some protected thinking” …… to EP
“Spot some owned thinking” ……… to EP
“Spot some inhibited thinking” ………… to EP
“Spot some enforced thinking” ……… to EP
“Spot some desired thinking” ……… to EP
“Spot some curious thinking” ……… to EP

“Spot some hidden efforts” …………… to EP
“Spot some protected efforts” …… to EP
“Spot some owned efforts” ……… to EP
“Spot some inhibited efforts” ………… to EP
“Spot some enforced efforts” ……… to EP
“Spot some desired efforts” ……… to EP
“Spot some curious efforts” ……… to EP

“Spot some hidden emotions” …………… to EP
“Spot some protected emotions” …… to EP
“Spot some owned emotions” ……… to EP
“Spot some inhibited emotions” ………… to EP
“Spot some enforced emotions” ……… to EP
“Spot some desired emotions” ……… to EP
“Spot some curious emotions” ……… to EP

“Spot some hidden looking” …………… to EP
“Spot some protected looking” …… to EP
“Spot some owned looking” ……… to EP
“Spot some inhibited looking” ………… to EP
“Spot some enforced looking” ……… to EP
“Spot some desired looking” ……… to EP
“Spot some curious looking” ……… to EP

“Spot some hidden knowing” …………… to EP
“Spot some protected knowing” …… to EP
“Spot some owned knowing” ……… to EP
“Spot some inhibited knowing” ………… to EP
“Spot some enforced knowing” ……… to EP
“Spot some desired knowing” ……… to EP
“Spot some curious knowing” ……… to EP

MYSTERY: The anatomy of mystery is a state of confusion in which prediction becomes impossible. It is better to recognize that there is a mystery instead of trying to figure it out. Such moments of mystery will come up.

SEX: At the level of sex a person thinks that he is not going to survive; and so he believes he will live again in some other generation. Instances will come up when a person’s attention was fixated on sex as a distraction from facing reality.

EATING: At the level of eating a person thinks he has to stay alive by eating other people’s resources and efforts. This is the dog-eat-dog world. Such a person is completely transactional and he looks at others as objects to be used for his own survival.

SYMBOL: At the level of symbol a person interprets everything literally. He is operating based on fixed ideas, which he manipulates as symbols to figure things out. His sense of reality has become very shallow.  

THINKING: At this level, a person is trying to figure things out all the time. This is the “figure-figure” case. He cannot work or act, so he makes no progress. Many academics and scientists descend to this level and they become hard to get along with.

EFFORT: At the level of effort a person’s “gotta work”, everything has got to be work. He’s got to touch everything and feel everything before he can know anything. He’ll get a mental image picture to get an idea, or to know what’s happening to him. 

EMOTION: At the level of emotion a person determines the reality by his emotional reaction, “Do I like it—do I dislike it? You can act without having to think through each step. Emotion is basically a consideration, but it does represent itself mechanically. 

LOOKING: At the level of looking a person directs his attention to become aware of what is there. It does not involve thinking. To look one must be willing to be there and face things without flinching or avoiding. Accuracy in looking requires the recognition and elimination of anomalies.

KNOWING: At this level one simply knows as this is part of one’s inherent postulates.

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Grade 0 Process 13: EXPANDED CDEI COMM PROCESS
Make a list of terminals that your attention get drawn towards. Then run the following commands on the list items, one at time, in the sequence of your interest.

“From where could you communicate to a hidden _____ ?” …………… to EP
“From where could a hidden _____ communicate to you?” …………… to EP 
“From where could a hidden _____ communicate to others?” …………… to EP
“If you were a hidden _____ from where could you communicate?” …… to EP

“From where could you communicate to a protected _____ ?” …………… to EP
“From where could a protected  _____ communicate to you?” …………… to EP 
“From where could a protected _____ communicate to others?” …………… to EP
“If you were a protected _____ from where could you communicate?” …… to EP

“From where could you communicate to an owned _____ ?” …………… to EP
“From where could an owned  _____ communicate to you?” …………… to EP 
“From where could an owned _____ communicate to others?” …………… to EP
“If you were an owned _____ from where could you communicate?” …… to EP

“From where could you communicate to a false _____ ?” …………… to EP
“From where could a false  _____ communicate to you?” …………… to EP 
“From where could a false _____ communicate to others?” …………… to EP
“If you were a false _____ from where could you communicate?” …… to EP

“From where could you communicate to a no _____ ?” …………… to EP
“From where could a no  _____ communicate to you?” …………… to EP 
“From where could a no _____ communicate to others?” …………… to EP
“If you were a no _____ from where could you communicate?” …… to EP

“From where could you communicate to an unwanted _____ ?” …………… to EP
“From where could an unwanted  _____ communicate to you?” …………… to EP 
“From where could an unwanted _____ communicate to others?” …………… to EP
“If you were an unwanted _____ from where could you communicate?” …… to EP

“From where could you communicate to a necessary _____ ?” …………… to EP
“From where could a necessary _____ communicate to you?” …………… to EP 
“From where could a necessary _____ communicate to others?” …………… to EP
“If you were a necessary _____ from where could you communicate?” …… to EP

“From where could you communicate to a desirable _____ ?” …………… to EP
“From where could a desirable _____ communicate to you?” …………… to EP 
“From where could a desirable _____ communicate to others?” …………… to EP
“If you were a desirable _____ from where could you communicate?” …… to EP

“From where could you communicate to an interesting _____ ?” …………… to EP
“From where could an interesting  _____ communicate to you?” …………… to EP 
“From where could an interesting _____ communicate to others?” …………… to EP
“If you were an interesting _____ from where could you communicate?” …… to EP

“From where could you communicate to an unknown _____ ?” …………… to EP
“From where could an unknown  _____ communicate to you?” …………… to EP 
“From where could an unknown _____ communicate to others?” …………… to EP
“If you were an unknown _____ from where could you communicate?” …… to EP

“From where could you communicate to a known _____ ?” …………… to EP
“From where could a known _____ communicate to you?” …………… to EP 
“From where could a known _____ communicate to others?” …………… to EP
“If you were a known _____ from where could you communicate?” …… to EP

A person can be hidden deep within himself. What he wants to communicate can be much altered by the time he expresses it through his mental machinery. He is not doing that intentionally as he has little control over that mental machinery. This mental machinery may make the person believe that it is there to protect him. It then owns the person. It presents a false picture of the person. It even nullifies the person. It may even make the person feel that he is unwanted. One must look beyond the mental machinery and recognize in the other person what is necessary, desirable, interesting and worth knowing.

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Grade 0 Process 14: LOCATIONAL COMM PROCESS

“From where could you communicate to another?” …………… to EP
“From where could another communicate to you?” …………… to EP
“From where could another communicate to others?” ………… to EP
“From where could you communicate?”…………… to EP

OR,

“Find a place from which you could communicate to another.” …………… to EP
“Find a place from which another could communicate to you.” …………… EP
“Find a place from which another could communicate to others.” ……… to EP
“Find a place from which could you communicate?” …………… to EP

OR,

“Recall a place from which you have communicated to another.” ………… to EP
“Recall a place from which another has communicated to you.” …………… to EP
“Recall a place from which another has communicated to others.” ……… to EP
“Recall a place from which you have communicated?” …………… to EP

A location is a point on a dimension. The dimension can be a one-dimensional distance. Or, a position on a two-dimensional surface. Or, a point in the three-dimensional universe. But there can be spiritual dimensions too, such as, a position in terms of a viewpoint (frame of reference of looking). Basically there are physical and spiritual dimensions, and you can choose a position on these dimensions.

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Grade 0 Process 15: REMEDY OF COMM SCARCITY

“What wouldn’t you mind another communicating with?” …………… to EP
“What wouldn’t another mind you communicating with?” …………… to EP
“What wouldn’t another mind others communicating with?” ……… to EP
“What wouldn’t another mind yourself communicating with?”……… to EP

We are actually communicating with anything we sense. We are communicating with the Sun, the moon and the stars. We are communicating with the subjects we are interested in. We are communicating with books, authors, illustrators, etc. Of course, we are communicating with people in our lives.

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Grade 0 Process 16: GRADE ZERO QUADS

—ROUTINE 0-0
“What are you willing to talk to me about?”
“What would you like to tell me about that?” …………… to EP

“What are you willing for me to talk to you about?”
“What would you like me to tell you about that?” …………… to EP

“What are you willing for me to talk to others about?”
“What would you like me to tell others about that?” ………… to EP

“What are you willing to tell about yourself?”
“What would you like to say about that?” …………… to EP

One may come across subjects that are taboo in the society. It may be interesting to examine why they are taboo. One may also come across subjects that are difficult to explain. When you risen above emotions and reactions, you can talk about anything. Therefore, Any unwillingness to talk about a subject need to be closely examined for the underlying reason.

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—Routine 0-A
Make a list of people or things you can’t generally talk to easily (parents, cops, officials, god, etc.)! Using any one of the listed items apply the following commands.

“If you could talk to ____ what would you talk about?”
“Alright, if you were talking to ____ about that, what would you say exactly?” ………… to EP

“If _______ could talk to you what would he talk about?”
“Alright, if ___ were talking to you about that, what would ___  say exactly?” …………… to EP

(Auditor chooses 2 people who would have difficulty talking to each other)

“If __1_ could talk to __2_ what would __1_ talk about?”
“Alright, if __1_ was talking to __2_ about that what would __1_ say exactly?” …………… to EP

“If you could talk to yourself what would you talk about?”
“If you were talking to yourself about that what would you say exactly?” …………… to EP

One should first establish good understanding with the other person and then talk about only those things that are real to the other person. He should talk about any anomaly with the purpose of resolving it and not to prove anything. If he violates this operating basis, it would be a reaction that would act as a red flag that he must examine.

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—Routine 0-B
Make a list of subjects or things you can’t generally talk about easily (embarrassing experiences, etc.). Using any one of the listed items apply the following commands.

“What are you willing to tell another about _____?”
“Who else could you say those things to?” …………… to EP

“What are you willing to have another tell you about _____?”
“Who else could say those things to you?” …………… to EP

“What are you willing to have someone tell others about_____ ?”
“Who else could another say those things to others?”  …………… to EP

“What are you willing to tell yourself say about_____?” …………… to EP

Things that are embarrassing to talk about are the anomalies a person has observed in himself or herself. These are essentially reactions, which the person could not control and which resulted in some kind of harm. The anomalies that a person sees in others could also be his own anomalies. The whole idea is to bring these embarrassing reactions up and look at them more closely instead of suppressing them. This is something one can do in Mindfulness meditation. The whole EP of Grade 0 seems to be the willingness and ability to confront one’s own anomalies.

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—Routine 0-C
Talk to anybody about any subject.

“Who are you willing to talk about what?”
“What would you like to say to that person?” …………… to EP

“Who would you let talk to you about what?”
“What would that person may say to you?” …………… to EP

“Who would you let talk to others about what?”
“What would that person may say to others?” …………… to EP

“What are you willing to talk to yourself about?”
“What would you like to say about that?” …………… to EP

A person should have willingness to talk on any subject, but when it comes to actually talking, other factors come into play that must be taken into account. Here the other person’s reality is very important, and also that person’s havingness and one’s relationship with that person. One needs to be ethical and take these factors into account.

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Grade 0 Process 17: HAVINGNESS

“What solid could you have another understand?” …………… to EP
“What solid could another have you understand?” …………… to EP
“What solid could others have others understand?” …………… to EP
“What solid could you have yourself understand?” …………… to EP

Solids are those things that are well established in reality. Solids have very long durations. One can go back to them again and again and find them to be there. Solids are not only physical, but they can be ideas also. The idea of God is very solid. All stable data are solid.

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