Category Archives: Education

Black and White Thinking

Reference: Self-Learning

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.




1. The Future of Education

2. Continuing the Research

3Self-Learning Clinics

4. Abstract Thinking

5. Black and White Thinking

6: The Discipline of Mindfulness


Continuing the Research

Reference: Self-Learning

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 Remedial Math. 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

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.



Reference: Course on Subject Clearing

In Subject Clearing, you visualize words and concepts in order to assimilate them in your mental matrix. You can easily visualize a concrete object like “oak tree” by looking it up on ‘google images’. You may visualize it from your experience also. A picture of a concrete object from ‘google images’ may also trigger some experience. To visualize something abstract like “love” you need to make some real-life examples from your own experience, or somebody else’s experience that you have observed or read about.

When you are visualizing a word or concept from your experience, you are also straightening out your past to some degree. A deeper visualization may lead you to meditation. That may straighten out larger chunks of your life. Whatever happens, just let it happen naturally.


Assimilation of Experience

The whole purpose of subject clearing is to convert the words and symbols of a subject into mental pixels, so that its assimilation in mental matrix may occur. This also means assimilation of all you experience relating to that subject. This is accomplished through visualization. You visualize in as many different ways and as often as necessary for you to feel comfortable. At that point you will have a clear understanding of the word or symbol and your attention will go automatically to the next thing that is needed.

Suppose you are clearing up the word ‘solicitous’. As you visualize the definitions of this word from you experience, you look at instances when you were solicitous to somebody, or when somebody was solicitous to you, or to somebody else. Suddenly, you become aware of the moment when you were very sick, and your mother took care of you. This may be a moment that is an unassimilated node buried deep in your mental matrix. It was inaccessible to you all this time; but now, because of all the subject clearing you have been doing, it has become accessible. As you recover the data of this incident it will be assimilated in the mental matrix. You will feel a tremendous sense of relief. This is what is meant by ‘assimilation of experience’.


Natural Process

This assimilation of experience is a natural process. The mind will give you information when it is ready. To safeguard the naturalness of visualization the following law is paramount.

You do not deny, avoid, resist, or suppress any thoughts, emotions, and sensations, or, otherwise, interfere with the natural activities of the mind. Things may go dangerously awry when one anxiously digs into the mind for answers.

This law applies also to the deeper process of meditation where you let the mind unwind without interference or interruption. This keeps the mind safe during deep thinking.

The process of visualization is so important that the next issue provides a practice exercise for it.