Category Archives: Mindfulness

Starting Step

Reference: Course on Subject Clearing

The starting step of SUBJECT CLEARING is obviously clearing up the meaning of the names used for various subjects.

The first key word list you start with should be the names of all different subjects that you have heard of. In other words, you are starting out with the subject of KNOWLEDGE itself. Add the word “Knowledge” to this word-list.

Clear up this whole key word list until you end up with a sequence of names starting from the earliest subject.

Then pick up a comprehensive text on that earliest subject and start subject clearing it. Alternatively, you may start subject clearing a subject of your interest and gradually make your way back to the earliest subject on your list.

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Course on Subject Clearing

Item 1: Mindful Subject Clearing

Item 2: Starting Step

Item 3: The Law of Non-Interference

Item 4: The Law of Mindfulness

Item 5: Mindfulness Discussions

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Static & The Universal Viewpoint

STATIC is the most fundamental concept in Scientology. It is contrasted from MEST (matter, energy space and time), which is considered KINETIC. “Static-kinetic” is a dichotomy that may be expanded as a scale of infinite gradients.

A pendulum stops at either end of the swing for a fraction of a second. That condition is considered static. The pendulum has maximum velocity in the exact middle of the swing. That condition is considered kinetic. The total energy of the system is constant per the Law of Conservation of Energy. That energy is considered “potential” when the pendulum is static, and “kinetic” when the pendulum is in full swing. In between the energy is converting either from potential to kinetic or from kinetic to potential.

From the viewpoint of the example above, the STATIC of Scientology shall represent the totality of energy of the universe in potential form.

We may consider this to be the state just before the “Big Bang”. MEST, then, is the state where this STATIC is in the process of becoming KINETIC. This may be looked upon as the expanding universe.

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MEST

MEST is an acronym made up of the first letters of Matter, Energy, Space and Time. It is a form that has not yet become fully KINETIC. Here Matter is the condensed form of Energy that has become relatively static.

Matter is expanding into the the electromagnetic spectrum of physical energy and vice versa. There is a state of equilibrium there.

One may view this state of equilibrium in the atom where matter appears as the central nucleus, and the physical energy spectrum appears to be surrounding it.

Space represents the EXTENTS of energy-matter. Time represents the DURATION of energy-matter. Neither space nor time exists in the absence of energy-matter. Therefore, “space-time” are essentially the characteristics of “energy-matter”.

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Expansion of Universe

The expansion of the universe shall mean that more matter is de-condensing back into energy then energy is condensing into matter. Energy occupies much greater space than matter. It also has much less duration than matter. Therefore, net de-condensing of matter into energy appears as expansion of the universe.

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Awareness

We cannot deny the presence of thought energy. It is just that it is not acknowledged in the science of Physics. The reason for this is the arbitrary division of reality by Greeks into “thought” and “physical universe”. Science of Physics then deals with the “physical universe” only.

But there should not be any arbitrary separation between thought and the physical aspects. Thought is a form of energy just like light, heat and electricity are.

The thought would also be potential in the STATIC at the beginning of the universe. Therefore, we may consider the STATIC to be self-aware. With this awareness the STATIC starts to change into kinetic on a gradient basis. Nothing affects the STATIC but itself through this awareness. This is the origin of Big Bang.

NOTE: In Scientology, the STATIC is represented by Dynamic 8.

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Energy

We perceive energy as having the characteristic of motion. When matter expands it appears as physical energy. It may be postulated that when physical energy expands it appears as “thought energy” (THETA). This is happening within life forms. A human form is most efficient in expanding physical energy into thought energy.

Matter expands into the spectrum of physical energy, which we know as the electromagnetic (EM) spectrum in physics. Physical energy expands into the spectrum of thought energy, which is represented by the Tone Scale of Scientology.

Matter together with physical and thought energy appears as life. We then have the spectrum of life represented by minerals, cells, plants, animals and humans.

NOTE: In Scientology Energy is covered by Dynamics 7, 6 and 5.

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Viewpoint

In life, the manifestation of thought energy may be viewed as VIEWPOINT. The viewpoint represents awareness, perception as well as the interpretation of that perception through thought and activity. The latter is considered to be the “function of the mind”, but it is part of the viewpoint. The viewpoint in humans is the self. Scientology refers to it as the THETAN. But we may conceive animals, plants, cells and minerals to have their own version of viewpoint.

In humans, the viewpoint appears as being made of very fine considerations. The animal viewpoint may be made up of coarse considerations. The viewpoint of plants, cells and minerals may consist of considerations that are coarser still.

The considerations of the viewpoint actively combine in infinitely varied ways to produce the human activity. Therefore, the activities of the mind and body express the viewpoint. When there is an inherent change in the character of these activities, we may identify that as change in the viewpoint itself.

In humans, the viewpoint may rise from lower levels up through THINKING, EFFORT, EMOTION, LOOKING, KNOWING ABOUT, NOT KNOWING and KNOWING; in animals, it may rise only to the level of EATING-NESS: in plants, to the level of SEXING-NESS; in cells, to the level of WAITING and MYSTERY; and in minerals, the viewpoint may be considered to stay at the level of UNCONSCIOUSNESS. These levels, together, are referred to as the Know-Mystery scale.

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Memory

Memory is a characteristic of energy. It is stored in the changing forms and condensations of energy. The more the energy becomes solid as a result of condensation, the more its memory appears in the form of mental image pictures. As the energy expands and becomes finer, the memory characteristic take on the form of a data matrix.

Therefore, memories may be concentrated in the brain cells but they exist throughout the cells of the body and in the electromagnetic field surrounding the body.

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The Universal Viewpoint

It is a misconception to think that as a person rises, he reaches the state of STATIC. STATIC is the state of total potential energy of everything including THETA and MEST.

The highest state that a person reaches is the state of KNOWING at the top of the Know-to-Mystery scale. This state may be called the “Universal Viewpoint”.

Once a person acquires the universal viewpoint of KNOWING he perceives all things, physical and spiritual, completely objectively. A person’s interpretations are optimum on all eight dynamics only when his perceptions are objective.

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Mindful Subject Clearing

Mindful Subject Clearing is the most powerful tool currently available to bring clarity to the mind on any subject. It not only brings about a much better understanding of a subject but also helps detect the basic postulates, assumptions and erroneous ideas present in that subject.

The basic postulates help one understand the grounds on which a subject stands. Ideas based on these postulates must be demonstrable. There must not be inconsistencies among these postulates, ideas and reality.

If assumptions and erroneous ideas are not detected and isolated, it can cause serious problems with the application of the subject. Such erroneous ideas can be very pervasive, and may even enter the definitions of words provided in dictionaries. It is, therefore, very important not to miss them in your study. 

The true purpose of study is to resolve inconsistencies (things that do not make sense) as you come across them in a subject or in life. This develops clarity of mind and the ability to think fast on your feet.

Since additional information on a subject may easily be accessed through Internet these days, the purpose of study is to not memorize but to improve critical thinking.

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The Steps

Here are the steps to Mindful Subject Clearing:

1.    Make a list of key words in the subject.

Every subject has its own vocabulary. It may even use certain common words in a special meaning. Start making a list of key words used in that subject. If you are familiar with the subject you may already know some of those words. Otherwise, skim through the chapter that you are going to study, and obtain some key words from it. Put that list on an Excel worksheet. This list may grow as your studies get deeper into the subject.

2.    Enter the broad concept on the worksheet next to the word.

Look up the word in good dictionary. Read the ‘history’, ‘origin’, and/or ‘derivation’ for that word. Simply work out the broad concept underlying that word and write it down on the worksheet next to the word. Do so for each word on the list. Here are some broad concepts associated with some words.

STUDY = “eagerness, intense application”.
MATHEMATICS = “something learned”.
ARITHMETIC = ARITHMOS number + TECHNE skill = “number skill”.

3.    Read the subject material one paragraph at a time.

Procure the study materials in the form of an editable file on the computer. Study the materials of the subject one paragraph at a time. If the paragraph is too big, break it down into chunks of reasonable size.  If the paragraph is too small, and the thought continues to the next paragraph then read the two paragraphs together. Go over the paragraph as many times as necessary to understand the main thought.

4.    If the paragraph is fully understood, write down your understanding of its main thought along with your comments.

Make sure you fully understand the paragraph. If not then go to step 5. Once you have fully understood the paragraph, then summarize its main thought in your mind and look at your reactions to it. Write down below that paragraph your understanding of its main thought along with any comments. Treat this action as having a conversation with the author. Then go to step 7 below.

5.    If the paragraph is difficult to understand then look for the first word not fully understood.

If you find your mind going blank as you read the paragraph, something in that paragraph is not fully understood. Trace that sense of misunderstanding to the earliest sentence in that paragraph,  and to the earliest word in that sentence. Here you have to be very careful because the misunderstanding can come from having assumed the wrong definition for a simple word like “on”, “of”, “in”, et cetera. Usually there is an obvious word, whose meaning you may have guessed in the past, but never actually looked up in a standard dictionary. At least there is some uncertainty in your mind about how that word is being used in the given context. We shall call it MU (misunderstood) for short. Write that MU word down on a sheet of paper. 

NOTE: If it is a key word in that subject, then see if its is defined in that paragraph or in the glossary of that book. Then write its definition down on the Excel worksheet of Step 1 above.

Do not look for anything else in that paragraph until you have cleared up this MU. You must be very honest with yourself in keeping this discipline.

6.    Clear up the MUs in that paragraph until that paragraph is fully understood.

(6a) Look up the MU word in a standard reference — This reference could be a standard dictionary or an Internet resource, such as, Wikipedia and Google Images.

(6b) Understand the concept underlying the word — Per step 2 above.

(6c) Look up the definitions of the word — Look up the definitions of the word. Visualize the definition in the context in which that word is used. If it doesn’t fit go to the next definition. You may visualize a definition better if you make a few of your own sentences, or examples from your experience, with that word. Some words may require the use of “Google Image.” Always keep the basic concept in your mind that underlies the word . It is best to check out all definitions this way until you find the definition that clarifies the MU. 

(6d) Look up MUs in the definition — If a definition contains an MU then look it up per this procedure. Write that MU down below the earlier MU. This may sometime get you in a long chain of MU words. Keep an account of these words on the list as you add them or cross them out after clearing them. It is okay to look up the same word again several times. Each time you look up the same word you get a deeper understanding of its meaning.

(6e) Review the original sentence — Review the sentence in which the original MU was found. Make sure that it now makes sense. If not then there may be another MU word in the sentence. Repeat the above procedure until that sentence is understood.

(6f) Review the paragraph — Once the sentence is cleared up, go back to step 4.

7.    Check the paragraph for key words/definitions.

Check the paragraph for key words and/or key word definitions that do not already appear on the Excel worksheet. If a key word definition is expanded upon then add it to the Excel worksheet.

8.    Continue with subsequent paragraphs per steps 4 to 7 until the end of chapter.

Continue as above with rest of the chapter building up the key word list on the Excel worksheet.

9.    Gradually build up the key word list for that subject.

Build up the key word list, with broad concepts and meanings of the key words, as you study the subject chapter after chapter, and book after book. Note down any additional concepts and meanings next to the appropriate word on the Excel worksheet. Also note down the questions that may arise in your mind about the words.

The broadest case would be the subject of religion. You may first make a key word lists for Judaism by studying the scriptures and commentaries. Then you may make key word lists for Christianity and Islam respectively. Then you may combine these lists to generate a key word lists for Western religions. Similarly, you may combine the key word lists for the Vedas, Hinduism, and Buddhism, etc., to generate a key word list for Eastern religions. Finally, you may combine all these word lists to generate the key word list for religion.

Here you may find many different definitions for the same key word, such as, God, all written down in one place. You may also find different words used in different religions for the same fundamental concept.

As you work on this step for a subject you will have many realizations along the way. This is a continuing step. So, you continue with the subsequent steps as well.

10.    Arrange the key words in sequences appropriate for understanding.

The concepts in a subject always evolve in some sequence. This sequence may be linear at first but then it branches out in different directions like a network or a matrix of concepts. This can easily be seen in Mathematics and Science.

In Excel, you may separate the key words on two different worksheets categorized as “fundamental concepts” and “derived concepts”. Then arrange the concepts in each worksheet in the order they evolved.

Since the sequence of the evolution of these concepts is multi-dimensional, you may set up the Excel worksheet to sort out these key words in different sequences. To do this you may create different “priority columns” in the worksheet. In each “priority column” assign a unique number to the key word so it sorts out in the order you want. The whole idea is to arrange these words in different ways to examine the connections among them.

11.    Note any inconsistencies among the concepts and clarify them.

As the study of the subject progresses, you’ll be collecting more data to describe each key word. Resolve any inconsistencies among that collection of concepts and meanings for each word through careful examination and contemplation. Once resolved, express the broad concept for each word in your own words. There may be one broad concept but several distinct meanings for a word. If so, then express the multiple meanings by numbering them. You are creating your own glossary.

Next, examine the evolution of the key words by arranging and rearranging them in different sequences. You are looking for inconsistencies that do not make sense. Here it is very important that you do not inject justifications in your examination. Be wary of arbitrary notions, assumptions and beliefs that may be covering actual holes among these concepts that need to be filled. Trace existing ideas in that area of inconsistency one by one for arbitrariness. 

Deeper research may be required to clearly identify holes among the concepts and fill them. First review your study materials to clarify such inconsistencies. If it does not clarify easily then note it down on the worksheet and research through other materials in the library, or on Internet, until the inconsistency is resolved.

12.    Clarify the fundamentals of the subject as a priority.

The consistency of the fundamentals determines the consistency of the whole subject. Any inconsistency at the fundamental level must be handled as a priority. For example, a unified theory is desperately being looked for in the subject of Physics, which could bring the fundamentals of Newtonian Physics, the Theory of Relativity, and Quantum Mechanics in line. This means that inconsistencies exist in our understanding of the fundamental level of physics

There are likely to be many contributors to a subject who may use different words for the same concept. This is the case with religious knowledge from different cultures. Group such words together to discover inconsistencies among concepts.

Study of inconsistencies may lead to discovery of arbitrary beliefs that were advanced in the absence of knowledge, or you may find erroneous observation, or simply some notions that are taken for granted. This may reveal gaps in the subject itself. Develop your own understanding by seeking consistency among the fundamental concepts in a subject.

13.    Make the subject as complete as possible.

There are many examples in the subject of religion where gaps in knowledge are hidden under fixed beliefs and dubious explanations. This may be the case with any subject where inconsistencies abound. Follow up on inconsistencies, which may then reveal gaps in the subject. Real progress then becomes possible.

Fill gaps in the subject with wider research. Make the subject as complete as possible through direct experience and experimentation.

14.    Keep your viewpoint as objective as possible when you research a subject.

Any research into an intimate subject along the lines described above can easily be derailed if your viewpoint is heavily subjective bordering on mystery. This is specifically the case with research into subjects, such as, basic survival (food and sex), religion and politics. To handle possible subjectivity, you may contemplate on the items given below in the sequence presented. 

Simply observe if there is a mental reaction to that item. Then wait for that mental reaction to yield information. Be sure NOT to dive into the mind searching for information. That would only generate unnecessary confusion. If there is no reaction, go to the next item in sequence.

(14a) Contemplate on how UNCONSCIOUSNESS makes sense, or does not make sense.

Unconsciousness is a condition wherein the organism is uncoordinated to greater or lesser degree in its analytical process and motor controls. You contemplate on UNCONSCIOUSNESS to see if any instance of it relating to you, or to others, comes up. If nothing comes up, go to the next item. Otherwise, contemplate on what came up to see if it makes sense or no sense. Do this until any doubt, perplexity or confusion on UNCONSCIOUSNESS are resolved. 

(14b) Contemplate on how WAITING makes sense, or does not make sense.

Waiting is inactivity or being in a state of repose, until something expected happens. You contemplate on WAITING to see if any instance of it relating to you, or to others, comes up. If nothing comes up, go to the next item. Otherwise, contemplate on what came up to see if it makes sense or no sense. Do this until any doubt, perplexity or confusion on WAITING are resolved. 

(14c) Contemplate on how MYSTERY makes sense, or does not make sense.

A mystery is anything that remains unexplained or unknown. The anatomy of Mystery is an inability to predict, followed by terrific confusion and then total blackout. The person just shut it all off and said, “I won’t look at it anymore”. Mystery is the level of always pretending there’s something to know earlier than the Mystery. There really is nothing to know back of a Mystery, except the Mystery itself. You contemplate on MYSTERYto see if any instance of it relating to you, or to others, comes up, especially on the subject you are researching. If nothing comes up, go to the next item. Otherwise, contemplate on what came up to see if it makes sense or no sense. Do this until any doubt, perplexity or confusion on MYSTERY are resolved. 

(14d) Contemplate on how SEX makes sense, or does not make sense.

When a person thinks he is not going to survive, he will go into the “sexing-ness band”. If you starve cattle for a while they’ll start to breed, and if you feed them too well, they’ll stop breeding. This shows that the fixation on sex is closely associated with the sense of survival. You contemplate on SEX to see if any instance of it relating to you, or to others, comes up. If nothing comes up, go to the next item. Otherwise, contemplate on what came up to see if it makes sense or no sense. Do this until any doubt, perplexity or confusion on SEX are resolved. 

(14e) Contemplate on how EATING makes sense, or does not make sense.

Animals eat animals to stay alive. This is their level of knowledge. Here we have fixation on eating and the knowledge associated with it is very condensed. This is what we understand as the dog eat dog world. One has no appreciation of other people and things other than as means for their own survival. You contemplate on EATING to see if any instance of it relating to you, or to others, comes up. If nothing comes up, go to the next item. Otherwise, contemplate on what came up to see if it makes sense or no sense. Do this until any doubt, perplexity or confusion on EATING are resolved. 

(14f) Contemplate on how SYMBOL makes sense, or does not make sense.

A symbol contains mass, meaning and mobility and it is in motion relative to some orientation point. At this level a person figures with symbols. His sense of knowledge is very literal, and it doesn’t go any deeper than the surface. You contemplate on SYMBOL to see if any instance of it relating to you, or to others, comes up. If nothing comes up, go to the next item. Otherwise, contemplate on what came up to see if it makes sense or no sense. Do this until any doubt, perplexity or confusion on SYMBOL are resolved. 

(14g) Contemplate on how THINKING makes sense, or does not make sense.

At this level a person is fixated on thinking.  He is, forever, trying to figure things out. There is no progress because he cannot work or act. This is the “figure-figure” case. You contemplate on THINKING to see if any instance of it relating to you, or to others, comes up. If nothing comes up, go to the next item. Otherwise, contemplate on what came up to see if it makes sense or no sense. Do this until any doubt, perplexity or confusion on THINKING are resolved. 

(14h) Contemplate on how EFFORT makes sense, or does not make sense.

At this level a person got to touch everything and feel everything before he can know anything. He’ll get a mental image picture of a past incident in order to get an idea of what is happening to him in the present. He cannot observe for himself. You contemplate on EFFORT to see if any instance of it relating to you, or to others, comes up. If nothing comes up, go to the next item. Otherwise, contemplate on what came up to see if it makes sense or no sense. Do this until any doubt, perplexity or confusion on EFFORT are resolved. 

(14i) Contemplate on how EMOTION makes sense, or does not make sense.

At this level we have to have knowledge by emotion. A person has all kinds of emotions about things. He knows things by his emotional reaction to them, “Do I like it or do I not like it”. You contemplate on EMOTION to see if any instance of it relating to you, or to others, comes up. If nothing comes up, go to the next item. Otherwise, contemplate on what came up to see if it makes sense or no sense. Do this until any doubt, perplexity or confusion on EMOTION are resolved. 

(14j) Contemplate on how LOOKING makes sense, or does not make sense.

At this level we have to look to find out as opposed to simply knowing. You contemplate on LOOKING to see if any instance of it relating to you, or to others, comes up. If nothing comes up, go to the next item. Otherwise, contemplate on what came up to see if it makes sense or no sense. Do this until any doubt, perplexity or LOOKING on looking are resolved. 

(14k) Contemplate on how KNOWING ABOUT makes sense, or does not make sense.

At this level a person has indirect knowledge of something as opposed to knowing it intimately. You contemplate on KNOWING ABOUT to see if any instance of it relating to you, or to others, comes up. If nothing comes up, go to the next item. Otherwise, contemplate on what came up to see if it makes sense or no sense. Do this until any doubt, perplexity or confusion on KNOWING ABOUT are resolved. 

(14l) Contemplate on how NOT KNOWING makes sense, or does not make sense.

There are things that we don’t know anything about and use speculation in their place. Then we start to believe that speculation to be the reality. You contemplate on NOT KNOWING to see if any instance of it relating to you, or to others, comes up. If nothing comes up, go to the next item. Otherwise, contemplate on what came up to see if it makes sense or no sense. Do this until any doubt, perplexity or confusion on NOT KNOWING are resolved. 

(14m) Contemplate on how KNOWING makes sense, or does not make sense.

There are things that you are so intimately familiar with that they have become part of your nature. You don’t even notice them. You contemplate on KNOWING to see if any instance of it relating to you, or to others, comes up. If nothing comes up, go to the next item. Otherwise, contemplate on what came up to see if it makes sense or no sense. Do this until any doubt, perplexity or confusion on KNOWING are resolved. 

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Summary

These are the steps of SUBJECT CLEARING. You do them again and again for the same or different subjects. This includes step 14. These steps lead you to wonderful realizations that keep coming. As you assimilate those realizations your viewpoint moves up toward KNOWING on the Know-to-Mystery scale.

You may find examples of NOTES & COMMENTS resulting from Subject Clearing below.

Comments on Books

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E-Meter and OT Auditing

The E-meter (Electropsychometer) used in Dianetics and Scientology auditing is described as follows.

“An electronic instrument for measuring mental state and change of state in individuals, as an aid to precision and speed in auditing… the meter tells you what the preclear’s mind is doing when the preclear is made to think of something. The meter registers before the preclear becomes conscious of the datum. It is therefore a pre-conscious meter.”

The preclear (person being audited) holds two cans that are connected to the E-meter. The meter reads when the mind of the preclear reacts to the auditing question. Obviously, this reaction is automatic, and not the result of any conscious thought. So, the meter cannot tell you anything about what the preclear’s mind is doing beyond registering an automatic reaction.

But the preclear himself can detect, the automatic mental reaction the moment it occurs, and in a much more intimate fashion. The meter is not really necessary.

The meter itself does not discover any datum. It is the investigation triggered by the detection of the mental reaction that helps discover the data in auditing.

For example, when you study you know intimately when something does not make sense. You can narrow down any misunderstanding from a chapter to a paragraph to a sentence to a word. You can do this precisely without any aid.

The intimate reaction in the mind is always accompanied by a knowingness. You never have to search for an answer when there is an actual mental reaction.

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E-meter versus Internal Sense

It seems that Hubbard never considered the possibility that the preclear could himself sense the mental reaction in auditing. This is because the people he started his research with were patients in hospitals who were quite sick. So, he did not have much cooperation from the research subjects. This research of Hubbard led to Dianetics, which explores the psychosomatic cause of disabilities. Here the E-meter is demonstrably a useful tool.

But later, when Hubbard’s research expanded into Scientology, he was no longer dealing with Dianetic engrams that existed below the level of consciousness. He was dealing with fixations of ideas in people. The auditing approach allowed easier gradient for spotting things. The people on whom these auditing processes were applied were more willing and cooperative.

The fact is that by the time a person is through basic Scientology exercises such as TR0, and some auditing, his internal senses are trained enough to detect mental reactions. And after he has achieved the state of Clear, he can be expected to perceive mental reactions better than the E-meter.

But Hubbard continued with the use of E-meter in Scientology.

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Correction Lists

E-meter still is a handy device when auditing new people on the lower grades in Scientology. But as the person moves up the Grade Chart, the successes become fewer and far in between, and the use of “Correction Lists” proliferates. The very fact that one has to use correction lists in auditing points to errors. These errors become more frequent as one goes up the Grade Chart.

This situation of errors becoming more frequent led Hubbard to introduce complex administrative actions as part of the auditing procedure so one could trace the causes of errors and prevent them from occurring. But this did not handle the situation.

Hubbard always blamed auditors for making errors, because from his viewpoint the auditing processes could not be faulted. However, in spite of the best efforts made to train auditors, the errors in auditing continued.

Hubbard never suspected problem with the E-meter.

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Background Noise

There is always a background noise in the mind in the form of constant mental chatter. If you sit still for a moment and not think, you will soon become aware of this chatter that goes on continuously. This background noise also makes the meter needle move randomly, which appears like “static”, especially at high sensitivity. In auditing, the auditor is reading the meter against this background static. He can read the meter correctly as long as the meter reaction is distinct from the background static.

But as the preclear moves up the Grade Chart, the meter reaction get smaller and become more difficult to differentiate from the background static. Therefore, the reads to auditing questions are more often missed or taken up falsely. This leads to “overrun” in auditing and case difficulties, which now require “correction lists” to handle.

There is no evidence that Hubbard investigated this background noise.

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Self-Auditing

The principle of auditing is that one should take up only those items to which the mind reacts. The answer to auditing question follows the reaction almost immediately. Ask yourself for your favorite vacation spot, and the mind will immediately react followed by the knowledge of that favorite spot.

When you ask the preclear a question to which there is no reaction, the preclear does not have knowingness for the answer. He starts to search into the mind, and when he doesn’t get an answer anxiety sets in. This is called “self-auditing” in Scientology.

Self-auditing occurs in auditing sessions when the meter is not read correctly.

Hubbard had placed strict injunction against self-auditing because things can go dangerously awry when a person engages in it. But he could not stop it from happening in auditing sessions.

Unfortunately, Hubbard never suspected the inherent limitation of the E-meter.

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The Discipline of Auditing

The questions to which the mind does not react should be strictly left alone. When in doubt it is safer to leave the question and not take it up.

The discipline is not very different from mindfulness taught by Buddha twenty-five centuries ago. Hubbard considered Buddhism to be the ancestor of Scientology.

Mindfulness simply means, “Observe things as they are.” We find this concept appearing in Scientology as OBNOSIS (observing the obvious) and AS-IS-NESS.

When this principle is applied in auditing, a “no reaction” should be observed as a “no-reaction” and no further action should be taken.

The 12 aspects of mindfulness are as follows:

  1. Observe without getting influenced by your expectations and desires.
  2. Observe things as they are, without assuming anything.
  3. If something is missing do not imagine something else in its place.
  4. If something does not make sense, do not explain it away.
  5. Use physical senses as well as the mental sense to observe.
  6. Let the mind un-stack itself.
  7. Experience fully what is there. 
  8. Do not suppress anything from yourself.
  9. Associate data freely.
  10. Do not get hung up on name and form.
  11. Contemplate thoughtfully.
  12. Let it all be effortless.

With mindfulness, a person can easily differentiate the mental reaction from the background noise even when it cannot be differentiated on the meter. He will know when there is no reaction.

When the person feels that there is no-reaction to a question or an item, he must not take it up, even when it reacts on the E-meter.

This enables a person to become free of the liability of the E-meter and audit himself much faster up the OT Levels.

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OT Levels

By the time the person reaches the OT Levels in Scientology, the auditing becomes so slow that these levels take years to complete. The person must note down all the meter reads and perform other administrative details in his solo auditing to be able to trace back any errors. This becomes a big distraction, but he is required to do it.

OT Level 1 attempts to broaden the viewpoint of a person by the use of OBNOSIS (observing the obvious), so the use of E-meter is minimal. But on OT Level 2, the E-meter is used heavily to flatten the reads on an incredible number of significances generated by large permutations and combinations of basic concepts. It is a grinding process.

When a read is generated by some emotional reaction or a misunderstood word then simply grinding that read down makes no sense. This makes OT Level 2 a shot gun method to handle some valid reactions on significances. But most of the time one seems to be chasing questionable reads on a whole lot of significances.

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Conclusion

The use of E-meter is increasingly unnecessary as one moves up the Grade Chart of Scientology. By the time one reaches the OT Levels, E-meter becomes more of a liability than aid. The E-meter should be replaced by the discipline of auditing as described above.

When the person feels that there is no-reaction to a question or an item, he must not take it up, even when it reacts on the E-meter.

This conclusion is vital when it comes to the OT Levels.

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