Category Archives: Education

The SLC Policies

Reference: Course on Subject Clearing

The following policies apply broadly to all SLCs.

POLICY # 1: The study materials for a subject follow the logical sequence in which the concepts are developed.

This policy is followed in developing the math materials from Level 00 to Level 2 at Course on Mathematics. Later levels provide materials that are selected per this policy.

POLICY # 2: The study materials are presented on a gradient such that they are suitable for a student studying them for the first time. 

These math lessons were developed to address the “holes” in the understanding of High School dropouts, but they are written in a manner that they can be used at earlier levels. The students are encouraged to read and understand these lessons under the supervision of trained supervisors who have already completed these lessons. 

POLICY # 3: Each lesson is accompanied by a large number of exercise problems with answers provided for them.

All lessons of this math curriculum are supported by plenty of exercises with answers provided at the bottom. The student does these exercises to practice the concepts of that lesson, and then checks his or her answer. The correct answers reinforce the students’ confidence. The incorrect answer provides an opportunity to find and correct the error. The errors decline rapidly as the student becomes aware of how he made the error. 

POLICY # 4: The SLC course room provides access to course materials on electronic tablets.

The SLC course room is a single large space with tables and chairs, and a white board with markers and eraser for lecture purposes. All course materials are accessed through individual electronic tablets provided to the students. 

POLICY # 5: The course room may also provide pencil and paper and dictionaries.

Students may also be provided with pencil and paper for doing exercises, and dictionaries to clear up the meaning of words. Students are encouraged to utilize the resources available with care, so that there is enough for everybody.

POLICY # 6: The students teach themselves directly from their course materials, with the use of “Word Clearing”.

The students learn to use the procedure of Word Clearing to self-learn. They apply this procedure to their course materials.

POLICY # 7: The students are assisted in their self-learning by the “Word Clearers”. 

A Word Clearer is fully trained on word clearing, and is familiar with the courses being studied. He ensures that the students understand the procedure of word clearing and are applying it. He assists any student having difficulty in understanding their course materials by helping them find the word they don’t understand and clear up the area of confusion. NOTE: The senior students in the course room may act as “word clearers” for junior students.

POLICY # 8: The SLC course room is run by a “Course Supervisor”. 

The person in charge of the SLC course room is called the Course Supervisor. He (or she) is fully trained on all the courses that are being studied in that Course room. He manages the Course room and its supplies, and ensures that the students are making progress and completing courses.

POLICY # 9: New students are started with introductory lectures on their course and the word clearing procedure.

New students go through a lecture by the Course Supervisor that introduces them to the course room, the supplies, the use of electronic tablets to access their course materials and the word clearing procedure. Additionally, the new student may be given introductory lectures on the subject he is going to study, such as, the two lectures provided at the link for Level 1 Math. There are some Diagnostics too at that link, which the new student may do while waiting for the lectures. After the lectures, the student starts on the course.

POLICY # 10: Throughout the course the student is spot-checked intermittently for his understanding of the study materials.

The discipline of word clearing is vital for a self-learner and it is reinforced on the course. The Word Clearers in the course room randomly spot-check the students on the materials they have already studied. This check is for understanding and not for memory. The student is asked to demonstrate how a concept could be applied in a given situation, or how a word representing a certain concept could be used in a sentence. This gives the student feedback in real time on his comprehension of the materials. He also learns to improve his comprehension if it is lacking.

POLICY # 11: After completing a lesson, the student is examined by the Course Supervisor for his ability to apply its contents.

When the student has completed a lesson he goes to the Course Supervisor to be examined for his skills learned on that lesson.  If the Course Supervisor  finds some minor things missing he tutors the student on the spot and then verbally quizzes him again on the whole lesson. If major understanding is found to be missing, the student is sent back to restudy the lesson under closer supervision of a Word Clearer. The Word Clearer spot checks the student’s skills (especially in math) by giving exercises to do. The student must be able to do three exercises correctly in a row before he is sent to the Course Supervisor to be examined again. Upon passing, the student is recognized for this accomplishment in front of the class. He then moves to the next lesson. 

POLICY # 12: After completing a course, the student must pass a written examination 100%.

The written exam must be objective in testing the concepts and skills taught in that course. Basically, the student is being examined in his ability to think critically in that subject. All questions asked are on contents covered in that course. None of the questions should fall outside the course. If the student scores less than 100%, he must restudy what he missed and sit for another written exam. Upon passing the written exam, the student is awarded a certificate for course completion. The course completion is announced in the course room. 

POLICY # 13: The study materials for a subject may exist in the form of simple to complex  modules for different levels.

The study materials of a subject may be developed as a series of modules starting from introduction to fundamentals to advanced levels in a subject. Each module is then delivered as a course. Before one can start on a course module, he must have completed all earlier modules in that subject. The lower skills must be mastered before the student moves to learning higher skills. When a student has completed all available course modules in a subject, he may learn the tool of Subject Clearing to make further progress in that subject on his own using the data available on Internet and elsewhere.

POLICY # 14: The SLC’s focus is on High School dropouts, but anybody able to follow the discipline of word clearing may be enrolled.

If middle and primary school students want to enroll on SLC courses, they may do so if they can at least follow the discipline of word clearing. They all share the same space. Pre-K and Kindergarten level children may not be enrolled. Instead their parents may enroll themselves on Course Modules for Pre-K and Kindergarten levels so they can teach their young children on those levels at home.

POLICY # 15: There is no competition among students in the course room. The only contest is against ignorance.

The whole focus in the SLC course room is on overcoming one’s lack of knowledge. Students are not segregated by their age or level. The students on a course may be of any age. If a ten year old can handle calculus then so be it. And if an eighteen year old still needs to complete the course module on fractions, then he stays on that module until complete. There can be students studying different subjects in the same course room. Even on the same subject, the students may be on different modules. The students progress at their own pace. They are spot-checked, quizzed and examined individually for their understanding. The progress is strictly based on their knowledge and skill.

POLICY # 16: The product of an SLC is a student who is able to learn from materials by himself.

The student is encouraged at every step to apply word clearing. He is helped with troubleshooting his difficulties. When a hole becomes visible it is traced back to earlier holes in understanding until it is handled completely. The result of all this effort is that the student starts to get a first-hand experience of what it takes to be a self-learner. On top of this, if the student does the course on Subject Clearing, he is certified as a self-learner.


Black and White Thinking

There is no absolute black, or absolute white. Between black and white there exists a gradient scale of gray.

When we look at the duality of HOT-COLD, it is best viewed as a temperature scale which refers to temperature changing in infinitesimal gradients. At one end of this scale the temperature may be viewed as gradually getting hotter. At the other end of the same scale the temperature may be viewed as gradually getting cooler.

The mathematical duality of infinite-zero is applied to the idea od something and nothing. Infinity is not a number but it represents continuously increasing quantities that are very large. Similarly, zero is not a number but it represents continuously decreasing quantities that are very small.

The “zero” on a scale simply represent an arbitrary reference point called “origin”.

On this mathematical scale of numbers, the integers may appear to be discrete, but between two integers we have fractions, and between two fractions we have irrational numbers. So, the mathematical scale of numbers is really a continuum without any gaps even at the infinitesimal level.

In reality there is a single scale with two ends that extend endlessly on either side.

Any duality like Good-Evil, Right-Wrong, True-False, I am-I am not is, therefore, a continuum of infinitesimally varying values with no gaps in between anywhere. Dualism looks at these dualities as having a wide gap between two opposite ideas. Non-dualism looks at the two opposite ideas as just an illusion. But both these considerations are fixations in the mind.

The fixation of dualism and non-dualism are alike the result of black and white thinking. The truth is that there is a gradient scale that extends endlessly in either direction. This realization settles the confusion between dualism and non-dualism.

The black and white thinking may be looked upon as the result of fixations in the mind.



Self-Learning Clinics (SLCs)

The SLC Policies

Continuing the Research

The Discipline of Mindfulness

Abstract Thinking

Black and White Thinking



Education and Self-Learning

Self-Learning Diagnostic #1

Self-Learning Diagnostic #2

Supervising Self-learning

Self-Learning and Assimilation


Continuing the Research

I did the experimental research mentioned in The Future of Education while participating in an ongoing G.E.D. program at a Church in New Port Richie, Florida.

I started to lecture on mathematics after organizing the materials such that they followed the logical structure of the subject (see Primary School Review). A girl who had been struggling with math for months, and always looked morose, started to look happy and eager to learn after just four such lectures. There were many such promising results. There were many comments like, “If you were my teacher in school I wouldn’t have dropped out.”

I had to end this informal experimental research because those in-charge of the program had purchased a computer-based system for G.E.D. instruction. I tried but didn’t get formal permission to continue with my educational research. After I left the program I received this touching email from a student.


 I was very upset when I walked into Class today to find out you will not be there Anymore. 

 I left Early, and I was filled with Sadness, For you have became an important part of my life. For the first time in my life, I was actually beginning to understand, and take math in, Because of you and the way you Teach. I am not the only one who is upset, and is going to miss you, But I understand. I will not Forget what you have taught me, Math and Spiritual, And I will use it as I continue my Journey. I just want to thank you for Everything. Your efforts did not go Unappreciated. Take Care, Your Little Conary :)”

Jokingly I had compared this student to a canary that was taken down in mines by miners in old times to warn them of inflammable gases. This student was simply lost where math was concerned and was the first one in the class whose expressions warned me that I should be more simple in my explanations.

I have given thought to how an SLC program could be organized. It would require Lesson Plans that follow the logical structure of a subject. The two most important subjects are Mathematics (to develop “systematic thinking”), and Language Art (to help one with “communication skills”). The fundamentals of these subject must be captured carefully in the beginning lesson plans. 

The lesson plans for Mathematics are completed, and they are available at Course on Mathematics. As the student becomes a self-learner, he simply needs good textbooks. In mathematics, I find that century old books in Arithmetic, Algebra and Geometry are much more helpful from the viewpoint of conceptual understanding. Such books are provided at the Remedial Math link.

Lesson plans for Language Arts and other subjects may be researched and developed when an SLC is established.


Visualization Exercise

Reference: Course on Subject Clearing

To get the concept underlying a key word just right you should be able to visualize it effortlessly. Letting the visualization come up without much effort is very important. If that is not happening, then, look up that definition again. Maybe there is a word in that definition that you do not understand; or, maybe you need a better explanation. So, you consult another dictionary or reference, until you have the details and examples you need.

Once you have proper data you should be able to visualize the definition easily. The following exercise demonstrates the effortlessness of visualization.

This following list of General Incidents appeared originally in the book SELF ANALYSIS by L. Ron Hubbard (original edition). Its original use was for self-analysis. We use this list here with a different set of instructions to practice visualization.

Simply read an item from this list and lightly visualize that moment in your mind. Do not look for that experience. If the mind offers an experience then take it. Many of these general incidents may be available to you from your experience almost instantly; but if there is no experience of that type, then simply visualize (imagine) it newly.

You may go over this list more than once. You may find this exercise to be a lot of fun. Stay relaxed and keep the effort to a minimum.



General Incidents

Visualize a moment when:

1. You were happy.

2. You had just finished constructing something.

3. Life was cheerful.

4. Somebody had given you something.

5. You ate something good.

6. You had a friend.

7. You felt energetic.

8. Somebody was waiting for you.

9. You drove fast.

10. You saw something you liked.

11. You acquired something good.

12. You threw away something bad.

13. You kissed somebody you liked.

14. You laughed at a joke.

15. You received money.

16. You felt young.

17. You liked life.

18. You played a game.

19. You bested something dangerous.

20. You acquired an animal.

21. Somebody thought you were important.

22. You enjoyed a good loaf.

23. You chased something bad.

24. You were enthusiastic.

25. You enjoyed life.

26. You went fast.

27. You owned something.

28. You felt strong.

29. Somebody departed.

30. Somebody helped you.

31. You gathered something good.

32. You measured something.

33. You took a pleasant journey.

34. You turned on a light.

35. You heard some good music.

36. You controlled something.

37. You destroyed something.

38. You mastered something.

39. You were lucky.

40. You felt peaceful.

41. You saw a pretty scene.

42. You poured something good.

43. You acquired something that was scarce.

44. You made an enemy scream.

45. You had a pleasant seat.

46. You handled something well. (actual physical handling)

47. You moved something.

48. You watched something fast.

49. You were together with friends.

50. You occupied a good space.

51. Somebody loved you.

 52. You enjoyed somebody.

53. You invented something.

54. You harnessed some energy.

55. You killed a bug.

56. You pocketed something.

57. You made progress.

58. You walked.

59. You saved something.

60. You stopped a machine.

61. You started a machine.

62. You had a good sleep.

63.​You stopped a thief.

64. You stood under something.

65. You started a fire.

66. You went upstairs.

67. You were warm.

68. You went riding.

69. You were adroit.

70. You swam.

71. You stood your ground.

72. You lived well.

73. You were respected.

74. You won a race.

75. You ate well.