Category Archives: Scientology

The L Rundowns

The above is some interesting data on the L Rundowns of Scientology.

The Ls are the ultimate processes in Scientology that drill into the mind as fast as possible and resolve some of its aberrations as quickly as possible. Scientology charges you hundreds of thousands of dollars for the three L Rundowns (L10, L11 and L12) referred to above, but the results are not guaranteed within a defined period of time


The Philosophy of Auditing

The philosophy of Dianetics and Scientology has always been to drill into the mind as fast as possible and resolve its aberrations as quickly as possible. In other words, the auditing approaches the mind at a very high gradient. This makes the result quick and quite significant in the beginning, but then they peter out. This is because the resistance of the mind builds up just as quickly. Then you look for more powerful rundown to drill deeper into the mind.

This is not optimum because there is an increased possibility of the “walls of the mind” collapsing and resulting in insanity.



Meditation has been practiced since ancient times, and it has been a relatively safe practice. However, the understanding of meditation has been diluted with its mass promotion around the world.

As it is practiced today, meditation has become a very low gradient approach to addressing the mind. The results are few and far in between. Not many people have the patience to practice meditation in their day-to day life.

The optimum approach is somewhere between “meditation” and “auditing.”


The Universe and the Being

According to the philosophy of Subject Clearing, you can address the aberrations of the mind on a proper gradient when you understand the mind in the context of the “being” and the “universe.”

Subject Clearing defines the “being” at KHTK Factor # 2.
It defines the “universe” at KHTK Factor # 1.
It defines the “mind” at Mind: The Tool for Resolving Anomalies.
And, it defines the “aberrations” at Anomalies: Assumptions & Distortions.

A being is, therefore, that aspect of the universe that is evolving continually by handling the anomalies of the universe.


Handling the Mind

All you have to know to handle the mind is the following:

(1) On the surface, the aberrations come from traumatic experiences; but, as you go deeper into the mind, the aberrations ultimately arise from anomalies among the postulates that define one’s very make-up.

(2) The anomalies appear as corrupted desire, intention or purpose, which are common to many experiences of ordinary life. They group the somatics of many experiences together; so, you cannot really run them as a single incident as in Dianetics.

(3) Such composite “incidents” appear as dream-like symbolizations, similar to those in myths and space opera of science fiction. Scientology attempts to address them on its OT Levels.

(4) The composite incidents are structured as “unassimilated impressions” in the mental matrix. Such impression are transmitted to a person through DNA from his ancestors. These impressions are continually modified by the person’s experiences during life—both ordinary and traumatic.

(5) These “unassimilated impressions” can best be resolved by following the trail of FIXED ATTENTION. The trail leads to the anomalies to be resolved in the proper sequence.

(6) The Course in Subject Clearing shall assist you with the know-how to handle these anomalies.


TROM: Understanding Level 5

Reference: Course on Subject Clearing
Reference: TROM: The Full Package

NOTE: This is a Subject Clearing Version of TROM

TROM lays out the goal package for an effect, such as, “love,” as follows:

  1. To Make known [love]
  2. To Make not-known [love]
  3. To Know [love]
  4. To Not-know [love]

The goal package becomes much clearer if we change the wordings as follows:

  1. To manifest [love]
  2. To hide [love]
  3. To know [love]
  4. To forget [love]

(1) – (3) and (2) -(4) are complementary.
(1) – (4) and (2) – (3) are contradictory.

Game starts with the effect brought into play with (1) To manifest [love]. 


Postulate Failure

A person may go through progressive postulate failure round the four legs of the basic game as follows:

Leg 1… manifest an effect

  1. Forcing to know. (overt)…… Infliction
  2. Prevented from manifesting (Motivator) …… Rejection

Leg 2… hide that effect

  1. Preventing from knowing. (overt)…… Deprivation
  2. Forced to manifest (motivator)…… Revelation

Leg 3 … know that effect

  1. Forcing to manifest. (overt)……. Revelation
  2. Prevented from knowing. (motivator)…… Deprivation

Leg 4 … forget that effect

  1. Preventing from manifesting. (overt)…… Rejection
  2. Forced to know. (motivator)……. Infliction

Leg 1 commits the overt of Infliction, and suffers the motivator of rejection. Leg 2) commits the overt of Deprivation, and suffers the motivator of Revelation. Leg 3) commits the overt of Revelation, and suffers the motivator of Deprivation. Leg 4) commits the overt of Rejection, and suffers the motivator of Infliction.

According to the graphic on the top:

From (1) to (2) and from (3) to (4) one goes through a reversal of flow.
From (2) to (3) and from (4) to (1) one goes through a shift in valence. 

After these failures no further game with the original effect is any longer playable. He must shift to another effect.



Personality of a person stuck on Leg 1:
Must manifest an effect. Outflowing. Extrovert. Persuasive. Creative. Often prone to jealousy. Overts by infliction, and very upset by rejection. He got into this leg by being overwhelmed by somebody who must manifest an effect, whose valence he now occupies.

Personality of a person stuck on Leg 2:
Must hide that effect. Restrained outflow. Retiring. Devious. Secretive. Obsessed by ‘privacy’. Tends to collect mass and wealth by the simple expedient of not being able to outflow it. Overts by deprivation, and very worried by the thought of their secret wheeler-dealings being revealed. He got into this leg by being overwhelmed by somebody who must hide that effect while being in Leg 1; he now dramatizes the must hide that effect PD postulate of his overwhelmer.

Personality of a person stuck on Leg 3:
Must know that effect. Inflow. Nosey. Curious. Inclined to he highly sensual. Demands open comm lines. Hates secrets, and loves exposing them. Good solver of puzzles. Overts by revelation, and just hates being deprived of things. He got into this leg by being overwhelmed by somebody who must know that effect, whose valence he now occupies.

Personality of a person stuck on Leg 4:
Must forget that effect. Restrained inflow. Rejection. Compulsively makes nothing out of things. Destructive. Overts by rejection, and dreads having anything inflicted upon him. Contrary to popular opinion he did not get this way by having things forced upon him. He got into this leg by being overwhelmed by somebody who must forget that effect while being in Leg3; he now dramatizes the must forget that effect PD postulate of his overwhelmer. He’s been overwhelmed by deprivation.



Mind is a repository of postulates in conflict. We resolve these conflicts by progressively getting the person:

  1. To create and exercise complementary and conflicting postulates
  2. To create and experience overt and motivator overwhelms
  3. To play games, and generally bring back these four basic postulates under his own determinism both as SD and PD

To remove the command power of any effect from the mind it is only necessary to discharge these various overts and motivators where they appear on the time track.


TROM: How to Run

Reference: Course on Subject Clearing
Reference: TROM: The Full Package

NOTE: This is a Subject Clearing Version of TROM

TROM (The Resolution of Mind) is a system derived from Scientology that simplifies the handling of the mind. It was put together by Dennis Stephens in the late seventies. The main feature of this system is that it can be applied to oneself without requiring the assistance of an auditor or E-meter. 

The TROM routine consists of 5 levels. The first one is not always necessary except in a few cases, when a person requires his attention to be stabilized in the present time. Only then, one requires the assistance of an experienced auditor. But the other levels, one can do entirely on one’s own. On these levels, one is basically handling one’s postulates that happen to be in conflict. 

It should understood that a person, basically, is a system of postulates; and, he is handling conflicts within himself.

The key word here is POSTULATE, and it is defined as follows:

A postulate is a self-created truth based on which further reasoning is done. The purpose of postulate is to give form to the unknowable to fill the gaps in the knowable. The postulate may develop into a system of postulates and theories. Everything that we know is based on this system of postulates. To be valid, a postulate must be consistent with all other postulates. 


Five Levels of TROM

The five levels of TROM are described below. Before you start running these exercises make sure you have completed the section”The Fundamentals” from the Course on Subject Clearing



TROM Level One is the only level that requires another person to run CCH processes on you. These are exercises devoted to improving the reality of the present time. The CCH processes may be found at Grade 1 Exercises. An average person is in pretty good contact with the reality of present time. He may not need this level. 



This is a simple exercise that one should familiarize oneself. Application of this exercise brings relief whenever the going gets rough in your solo work on the subsequent levels. The purpose of this exercise is to replace the old mass (importance) with mass of your own creation.


a) Bring something into existence. 
b) Have another bring something into existence.

Alternate commands: 

a) Create something. 
b) Have another create something.

The simplest creation is just getting an idea. Next level of creation is the visualization of something. The ultimate level of creation is postulating.

Third alternative: 

a) Create an importance. 
b) Have another create an importance.

A simple version is “RI by perception”:

Grasp a solid object with your hands and feel its solidity, temperature, and texture.

All the above commands are done repetitively, one command at a time. The gain is to see things as they are in present time.



These are exercises devoted to the discovery of the past. One compares a past scene to the present to evaluate it properly. It helps one get rid of past repressions and inhibitions by becoming fully aware of them. Compare the “objects” first and then “persons” and “places.”


a) Select a past scene. 
b) Select an object from this scene.
c) Find an object in pt (one you can see with your eyes) that is different from the past object.
d) How is it different?

Repeat c) and d) (Its permissible to use the same pt object over and over again if you wish) until no more change; then:

e) Find an object in pt (one you can see with your eyes) that is similar to the object in the past scene.
f) How is it similar?

Repeat e) and f) until no more change, then repeat c) and d). Continue until both c) and d), and e) and f) produce no more change.

g) Select a new past object, either from the same past scene or a different one.

Repeat c) and d), then e) and f) with this new past object until no more change.

Continue the exercise, using more and more significant past objects, until no more change occurs with any past object you care to select. Now do the exercise with past persons. Select them one at a time, and complete the exercise with each person. Continue until no more change occurs with any past person you care to select. Repeat the exercise with “places.” Whenever you start feeling heavy on this level, use the “RI” exercise.



On this level you learn to “timebreak.” Timebreaking is the simultaneous viewing of ‘then’ and ‘now’. Here you view past and present scene as if they are together in the same moment of time. One can then get a true evaluation of their relative importance.

Every so often you’ll come across a scene that just will not Timebreak. Not to worry. Just roll up your sleeves and drop back to Level Two regarding it and start finding some differences and similarities between the scene and present time. There’s something in that scene more than what meets the casual gaze. Suddenly it will flip out easily. Run a bit of RI at this point. 


a) Select a past scene. Become simultaneously aware of the scene and pt around you. 
b) Don’t try and Timebreak all of the scene at once. Take it a bit at a time. 
c) Continue to do this until the past scent ‘fades’ – i.e.. begins to ‘fall away’ in intensity compared to present time.
b) Select a new past scene, and repeat a) b) and c).

The nice thing here is that one is staying in the present time, and not diving into the past as in Dianetics. Thus, there is no liability of getting stuck in the past. Use RI exercise liberally when needed.



These exercises are devoted to the discovery and timebreaking of overwhelm (upset). Each leg of the goal ‘To Know’ has its own overt and motivator, giving us a total of 8 classes in all.

1) Forced to know.
2) Preventing from being known.
3) Prevented from knowing.
4) Forcing to be known.
5) Forced to be known.
6) Preventing from knowing
7) Prevented from being known.
8) Forcing to know.

We work through this list using command such as,

  1. Get the idea of being forced to know.
  2. Get the idea of preventing (something or somebody) from being known.
  3. Get the idea of being prevented from knowing.
  4. Get the idea of forcing (something or somebody) to be known.
  5. Get the idea of being forced to be known.
  6. Get the idea of preventing (something or somebody) from knowing.
  7. Get the idea of being prevented from being known.
  8. Get the idea of forcing (something or somebody) to know.

To remove the command power of any effect from the mind it is only necessary to discharge these various overts and motivators. We work through this list, from 1) to 8), round and round, timebreaking everything that shows up as we go, such as, guilt feelings, blame, shame, and regret. When nothing more is showing up then run RI after completing a command. This level helps one get into a state of total peace and relaxation even while engaged in the activities of life.

The completion of Level Four signals that the student is ready to work with pure postulates. 



The difference between Level 4 and Level 5 is that Level 4 is more mass oriented which the postulates wrap themselves up in; whereas, Level 5 is pure postulate oriented.

At Level 5, each row of the The Postulate Failure Cycle Chart (see above) forms an exercise. As you do more of Level 4, you start to appreciate the organization provided by this chart to go into the mind more deeply at the pure postulate level.

A pure postulate is like a mathematical relationship. When these relationships are applied to a subject like Physics, they acquire mass. Similarly, pure postulates acquire mass when they are applied to life situations. So, at Level 5, one is dealing with very basic postulates of this universe.

The most basic goal in this universe is “To know.” It is found at the core of all dynamics. One knows by postulating.

Postulating is bringing something into existence. Thus, something is manifested. Once manifested it is known. You can not-know something by altering it. When you alter, you manifest something different on top of what you had manifested earlier. So, the earlier manifestation is hidden under the new manifestation. So, we not-know the earlier manifestation. We only know the new manifestation. This is very solidly the case when there is a shift in valence.

So, there are many, many layers of this alter-is, much like the layers of an onion. This is what life does: “alter-is upon alter-is upon alter-is.”

Auditing (or sorting out of the postulates) is reversing this alter-is. It is like peeling back the layers of the onion one by one. It is discovering the previous layers one at a time. Here we have: “as-is upon as-is upon as-is.”

So, “as-is” is the reverse of “alter-is.” You as-is one layer at a time. In TROM, the layers of alter-is are the 16 rows of the chart above. Row 1A is the top layer of the onion. As you peel it off, you get Row 1B as the next layer. By peeling these layers you get to layer 8B. Below 8B you have another harmonic of layer 1A and so it continues.


Running Level 5

How do you “as-is” a layer of this onion? Remember that these layers are made up of an “alter-is” of your postulate. Here we shall look at what happens when we “as-is” a layer.

On the above chart, “Self” and “Other” are just two different viewpoints. Furthermore, the direction of flow is prescribed from “Origin” to “Receipt.”

A layer contains these viewpoints and the flows between them. A viewpoint is like a magnet with two poles called SD and PD. SD is a self-determined postulate. PD is a pan-determined postulate. SD and PD are complementary postulates.

We consider the four most basic postulates (and their complementary postulates) as follows:

Postulate …………………………………… Complementary
Must be known …………………………… (Must know)
Mustn’t be known ……………………….. (Mustn’t know)
Must know ………………………………… (Must be known)
Mustn’t know …………………………….. (Mustn’t be known)

You may identify with the viewpoint called “Self” and mock up another viewpoint called “Other”. You may also mock up two flows as follows:
(1) “Self” as origin and “Other” as receipt.
(2) “Self” as receipt and “Other” as origin.

The PD of the “Origin” is up against the SD of the “Receipt”. The chart only shows the SDs. It doesn’t list the PDs but you can figure them out as the complementary postulates of SDs.

The game is between the PD of the “Origin” and SD of the “Receipt”. An overwhelm (alter-is) occurs when one of these postulates takes over the other postulate completely. The following are the possible overwhelm (alter-is) situations:

(1) You (self) are at origin and your PD takes over the other’s SD. You have committed an overt.
(2) You (self) are at origin and your PD is taken over by the other’s SD. You now have a motivator.
(3) You (self) are at receipt and other’s PD takes over your SD. You now have a motivator.
(4) You (self) are at receipt and your SD takes over the other’s PD. You have committed an overt.

These four situations are mirrored when the postulate and its complementary postulate change places.

When neither takes over then we have an ongoing game, and there are 8 possible games. So, at Level 5 we look at these ongoing games as well.

Thus, the 16 possible compulsive game situations consist of 4 overt overwhelms, 4 motivator overwhelms, 4 origin of games, and 4 receipt of games. Life goes from 8B to 1A, where all four basic postulates regarding an effect may enter into failure both as SD and PD. After these failures, the person must move back to 8B with a different effect to have a game.

We reverse the above cycle of life by processing from 1A towards 8B round and round.

Layer 1A is about “forced to know” same as on Level 4. But here we understand how it came about from layer 1B. From 1B to 1A your SD was taken over by other’s PD. As you become aware of this overwhelm, you revert back to the status of 1B.

At 1B, you are at receipt while playing this game. Then you realize that you have played the same game from origin as in 2A. Your PD was then successful in overcoming other’s SD as in 2B. As you become aware of this overt you realize that you were not in your own valence. So, you flip back into an earlier valence as in 3A, where your SD was overwhelmed in the same way. So, you go on peeling the layers of the onion quite rapidly.

The moment you understand the failures of goal package “to know” as a whole, and how those failures got locked into each other, all the stuck points blow, and you feel complete freedom on the goal “to know.”

In Running Level 5, use RI generously. The key to the resolution of the mind lies in the discovery and creation of complementary postulates. Study “The Tape by Dennis” (the next Section).


The Tape by Dennis

“[The best way to follow this is when you have the postulate failure cycle chart in front of you]

“I will go through the chart as if I’m the subject and I’m running Level 5. I’m starting at Level 1A and the goal-package I’m using is the basic To Know goal package. Before I start as given in the manual I’d timebreak all the day’s activities and also I would make sure the Levels 1,2,3, and 4 have been run to no more change. I wouldn’t, of course, attempt Level 5 until those first 4 levels have been run to no more change and also I’ve timebroken the day’s activities.

“Ok, here goes. Level lA. The first thing we need is a little bit of space around us. Now, it doesn’t matter which space you use, you can use the space of the present time universe around you or you can use the space of any past moment in time. It doesn’t matter. You are not limited in any form whatsoever. You just need some space in which to work. It doesn’t have to be present time physical universe space, it can be past physical universe time space. You just need some space there to work.

“So, we are at Level lA and the first thing you would do is put up the postulate, the Other’s postulate “Must be Known”. The postulate is “Must be Known” and that is in the class of not- self. Now, it doesn’t matter where you put the postulate. Most people find it easier to put the postulate into a mass. Even a created mass of your own choice or into a wall, a part of the physical universe, a fence, a passing car. It doesn’t matter where you put it.

“The important thing is that it is a “Must be Known” postulate and it’s in the class of not-self. That is important. You must be certain that it’s in the other’s, the class of other’s to which I will refer for more precision as the class of not-self. So you put up that postulate “Must be Known” in the class of not-self. You yourself then create the postulate “Must Know”. If you go over the column 1 on the chart you see that the level here is “Forced to Know. It’s you being forced to know. Get that? Doesn’t matter what it is, you don’t have to specify as we are just working with the postulates. So you would put up “Must be Known” over tht way in the class of not-self and then get yourself there.

“Don’t see yourself over that way doing this. You get yourself right where you are, right where you are with the “Must Know” postulate. There’s a little danger there that you could say, Oh well, get me over that way. Oh no, that’s wrong. You get right where you are – with the “Must know” postulate. Then you simply timebreak out anything that shows up, any sensations that show up. Your whole situation is of cameo, as a scenario, as a scene, and you timebreak out anything that happens. Anything that shows up, you time break it. Time break it out until it’s gone away and then you put the postulates back up again.

“You put the postulates back up and more scenes show up from the past, you timebreak those back out, have a good look at them, timebreak them out of existence and put the postulates back up again. And you keep on doing this until you can put the postulates up at level 1A with no more change occuring and you can quite happily put up the postulate “Must be Known” in the class of not-self over that way while you’re sitting there with “Must Know”. And you got the idea that you’re being Forced to Know. That’s quite OK. Nothing is happening and it’s all quietened down. Right, now you’re ready to move on. You started to get bored with that level. You’ve done all you can with that level, it’s now time to move on. So we now more from 1A to level 1B.

“Now that is signified by you changing your postulate from “Must Know” to “Mustn’t know”. You’re still at receipt point, but you’re changing your postulate from “Must Know” to “Mustn’t know”. The postulate “Must be known” is still out there in the class of not-self. But now it’s a game. We now have a games condition. We now have the opposition. We now have an opposition situation. We have “Must be Known” in the class of not-self and “Mustn’t Know” in the class of self and they are opposing postulates and that is a games situation. So, you just now hold that. Just hold that situation and timebreak out everything that shows up. Everything that shows up there.

“And you continue with it until there’s no more change. You’ve timebroken out everything you quite happily have that situation there where you have “Must be known” over there in the class of not-self and “Mustn’t know” in the class of self and you can hold that situation. And there’s nothing else, it’s all quietened down. There’s nothing else happening. And you’re getting bored with it, so it’s time to move on. So you now move on from 1B to 2A.

“Now this involves a definite change, you’re going from origin now to receipt. That is a bigger change that happens there between 1B and 2A. When we go from 1B to 2A you start off by still feeling yourself at receipt point. You start off by saying, well, I’m in “Mustn’t know” across to the other person, to the “Must be Known” there. In other words, instead of him being the originator and you being at the receipt at level 2A you’re the originator “Mustn’t know” and you drive him into the receipt of “Must be Known”. In other words, you’re beginning to get at him. So you’re beginning to get at the opponent. So it’s you with “Mustn’t know” and him still holding his postulate of “Must be known”, but instead of him being at the origin point he’s now at the receipt point.

“But it’s still a game. Then again you would do all the necessary timebreaking, the handling of all that shows up, clean everything up until you’re quite bored with that Level, the whole Level 2A. Then you would go to Level 2B where now you are going to actually overwhelm the opponent. You still stay in your “Mustn’t know” postulate, you’re originating your “Mustn’t know” postulate at level 2B and now you drive him, you actually force him, you drive him by the sheer power of the postulate, you drive him from “Must be Known” into “Mustn’t be known”. In other words, you make him comply with your postulate. So he’s driven from “Must be known” he held at level 2A he now goes to “Mustn’t know” at the origin and the opponent with “mustn’t be known” at receipt point there.

“So now we’ve gone through a whole little cycle, haven’t we. We’ve gone through a whole little cycle. We had the complementary postulates at level 1A with “Must be known” and “Must know”. We’ve gone through two game cycles and now we’ve gone back to complementary postulates again. But notice that the postulates have changed. We are now at 2B. At 2B we have “Mustn’t Know” – “Mustn’t be known” and we are back with complementary postulates again. But now you are at the origin point and the “Mustn’t be Known” is at the receipt point.

“Basically the difficulty is a lack of understanding that you’re dealing purely with postulates. You’re not dealing with effects here on the chart, you’re dealing with postulates. That’s all you are putting up, it’s postulates. You’re not putting up effects, you’re not putting up sensations, or you’re not creating people, you’re not mocking up people, you are not mocking up walls, or floors, or situations. You’re simply mocking up postulates. What we’re working with are just postulates. That’s the whole level of level 5, it’s postulates. That is all we are working with at level 5, it’s postulates. We don’t work with anything else, we timebreak out anything else that shows up. We only work with postulates at Level 5.

“It is an incredible thing to work with. At first it seems very strange and so forth, very odd and peculiar to be just working with postulates. But after one gets used to it, when you get into level 5 you get to a point eventually where you wouldn’t dream of working with anything else but postulates because you get the fastest results working with postulates and you always work with just postulates. You simply timebreak out everything else that shows up. Any incidents that show up, or sensations, or emotions or whatever shows up. You simply timebreak them out. So at level 5 you are working purely with postulates. Once you grasp that you have got it. You have got it. You can work then on level 5 and realize what you’re doing.”



A person can end a compulsive game only by adopting a complementary postulate voluntarily. He achieves Nirvana when he can adopt complementary postulates with the whole universe. Therefore, at this level, we only have to return to the person his freedom of choice in the playing of games and the job is done.

A large part of your work will be exercises in developing your PD postulates, and becoming aware of the PD postulates of others.

An easier gradient for Level 5 is SUBJECT CLEARING that helps you first recover those postulates that are underlying the subjects that concerns you the most.


Body Thetan

Reference: Subject: Scientology Fundamentals

The definition of BODY THETAN gets its force from the definition of THETAN.  Per the HISTORY OF MAN, a thetan is a viewpoint associated with a whole track entity. Therefore, a BODY THETAN also represents a viewpoint associated with an entity, such as, the dramatic personnel in an engram. These “dramatic personnel” are dramatized intimately by the body. This may explain the insertion of “body” in “body thetan.”



Hubbard defines BODY THETAN as follows. Let’s look at each definition carefully.

“BT 1. by BODY THETAN is meant a thetan who is stuck to another thetan or body but is not in control. BTs stick to pictures, other BTs and clusters. A BT can go into a valence of anything – BTs can be being anything at all.”

A BT is modifying the expression of the thetan through the body is some way. 

“BT 2. Body thetans are just thetans. When you get rid of one he goes off and possibly squares around, picks up a body or admires daisies. He is in fact a sort of cleared being. He cannot fail to eventually, if not at once, regain many abilities. Many have been asleep for the last 75 million years.” 

A BT is more like a dormant ancient circuit.

“BT 3. Huge amounts of charge have already been removed from the case and the body thetans by Clearing and OT 1 and OT 2 to say nothing of engrams and lower grades.” 

BTs are deeper and more generalized impressions than engrams.

“BT 4. The pc cognites he is not running his own incident but a body thetan. This requires only TR 4 as it is only an origin.”

BTs are earlier identities different from the current identity of the person.

“BT 5.  BTs are sometimes not very bright and perceive poorly.”

BTs as identities are, sometimes, not very bright.

“BT 6.  If a Pre-OT can put his attention on a BT and blow it off, without even working too hard at it, BTs, with their attention must be sort of blindly in-drawn.”

BTs as identities must be shy and introspective.



It appears that BTs are identities that were assumed sometime or the other by the person. They are like memes. They influence the person under the radar. They could be simple or complex. They could be active or dormant. 

In a session one assumes that BTs are there and addresses them telepathically. One seems to get some kind of a response both telepathically and on the e-meter. It is like experiencing what one expects. So one may be looking at one’s own expectation—hidden or otherwise. There is definitely some, almost imperceptible, reaction in the body, which is picked up by the e-meter.

The idea of BT helps break the engram down, so it is easier to run through straight memory. These are fixed viewpoints embedded in a person’s psyche. They need to be approached in a very relaxed manner.

Mystery gets attached to BTs because they are part of confidential materials of Scientology, but one may simply look at areas of pains and sensations in the body more closely and sense the associated intentions or viewpoints. Obviously, you want to differentiate yourself from such intentions that are now influencing you adversely.

Body Thetans have the harmonics of “you reap what you sow” or “karma.”


Grade 7: Clearing Course

Reference: Running Scientology Processes with Subject Clearing

On this course, Hubbard provides a prepared structure of GPMs to run. He came up with this structure from his research, must probably by auditing himself. Hubbard assumes that this basic structure of reactive bank is the same for every person. 

The first pair of items to be audited on Clearing Course is: TO BE NOBODY……TO BE EVERYBODY. This is presented as Item 1, Part 1, Run 1. In other words, this pair of items is presented as the ultimate core of the reactive mind.

It is important to understand what Hubbard is doing here. Hubbard is assuming that beginning of the reactive mind starts with some imperceptible identity that the thetan has assumed. 


The Thetan and The Dynamics

A thetan is a first dynamic entity. From the viewpoint of evolution, the first dynamic is preceded by seven other dynamics. The universe started with the Eighth Dynamic (the God dynamic). But Hubbard assumes that the universe is the product of agreement among thetans (the first dynamic). In other words, Hubbard assumes that humanlike “beingnesses” are the Cause of this universe. 

Hubbard’s conception of Eight Dynamics is a genius concept, but, unfortunately, he sequences them in an inverted fashion because of his human-centric fixation. 

The Eight Dynamics


The Eighth Dynamic impulse

The Eighth Dynamic impulse is TO EVOLVE, according to which the other dynamics flow. The “thought form” that this impulse takes, at first, is not a human beingness; but whatever that form is, it ultimately evolves into a human beingness (or thetan).

Therefore, a whole chain of beingesses exists prior to the evolved beingness of the thetan. The intelligence of thetan is a much later phenomenon that was preceded by much trial and error by the impulse to evolve.

Hubbard’s first mention of thetan occurs in the book HISTORY OF MAN, published in 1952. It is essentially an account of the Fifth Dynamic. The Fifth Dynamic is a combination of Seventh and Sixth Dynamics. The Seventh Dynamic is “the impulse to evolve” and not thetans. The Sixth Dynamic is “the basic substance” that evolves and not the evolved form of matter, energy, space and time that we perceive today.


Earlier Similar

So, there is much earlier similar that exists prior to Thetan and MEST.

The Clearing Course talks about a mysterious blue light that appears in the mind and causes anaten (analytical attenuation). Most likely this light represents earlier similar items that are missing.

The Clearing Course, therefore, starts at a much later point and not from the bottom of the reactive bank. Not to recognize this is a fundamental error on Hubbard’s part. 

The first pair of items in the reactive bank is most likely to be of the order of TO BE……TO NOT BE.



[NOTE: I don’t recommend this Grade Level to be run at all as it proceeds from unwarranted assumptions. This Grade is run “blindly” entirely on E-meter.]

The action on the Clearing Course is to keep spotting the light, or calling the same item, again and again until no more reads occur on the E-meter. You don’t have to see the light to spot it or see the thetan or see the object or objects.  You only need to spot the place where you are with the idea of what should be there. GPM Line Plot is not used.


Grade 7 Glossary

Anything in the bank that occurs several times will not erase unless it’s the earliest time it occurred.  This is known as the basic on the “chain”.  A number of similar things, early to late in different points of time, make a chain.

You are not seeking RELEASE from the bank at this level.  You are erasing.  Therefore “the bank has blown” is nonsense – one has blown from the bank, so get back in it and run it. Total erasure is the aim.

This is the pair of items that represents the ultimate core of the reactive bank. Apparently, this is the impulse to evolve.

Pain only occurs when you have left something charged behind you (earlier).

PART B (is nouns)
Be careful of first one because it is used in the sense of a noun.  Don’t run it otherwise than as a pure noun.

The five parts are Parts A, B, C, D, & E as detailed in the section on The Clearing Course Platen. The PARTS go as they do in the first run.  (7s, THEN Basic End Words, THEN Confusion GPM, THEN Objects – hollow, THEN Objects – solid.) 

You’ll go Release a lot of times.  Ignore it.  We are erasing in R6.  Release can be ignored because the R6 bank is vanishing.  Not true of lower grades.

The items are flattened by repeater technique.  Just repeat them until they no longer read.  Get your own reaction off.  Repeat again.  Repeat to no read.  Beware of session suppress and invalidate.

If you start getting pain or sickness, you got into a later run or you bypassed some charge and must rerun the earlier area you just did.  Something is still alive.  If in doubt, rerun the lot from the start of the part.  Erase thoroughly.  But if it is a later run, get back into the correct one.

This row of five parts is called a RUN.  See the section on The Pattern of the Bank. There are four runs.

Sickness is part of the somatic.  It runs out.

A thetan is a certain configuration of the impulses that exist. It is a “mental form” opposed to a physical form. The expression “thetan in the item” means the “viewpoint” or “identity” at the moment of the item. One then has to get the earliest moment of one’s own beingness in the bank and spot it.


The Pattern of the Bank

The apparent pattern of the bank is as follows (see the section on Clearing Course Platen below):

Part A – The 7s                       (earliest)
Part B – The Basic End Words
Part C – The Confusion GPM           (Run 1)
Part D – The Objects – hollow
Part E – The Objects – solid
Part A – The 7s
Part B – The Basic End Words
Part C – The Confusion GPM           (Run 2)
Part D – The Objects – hollow
Part E – The Objects – solid
Part A – The 7s
Part B – The Basic End Words
Part C – The Confusion GPM           (Run 3)
Part D – The Objects – hollow
Part E – The Objects – solid
Part A – The 7s
Part B – The Basic End Words
Part C – The Confusion GPM           (Run 4)
Part D – The Objects – hollow
Part E – The Objects – solid


The Clearing Course Platen

This data is provided for the sake of describing this Grade. This Grade is not used with Subject Clearing approach.

Part A: The 7s

LIGHT (front left)


LIGHT (front left)


LIGHT (front left)


LIGHT (front left)


LIGHT (front left)


LIGHT (front left)


LIGHT (front left)


LIGHT (front left)


LIGHT (front left)


Part B: The Basic End Words

The Basic End Words are:

  1. THE NOW
  11. THE LIFE




Part C: The Confusion GPM 

Use the above end word in the blanks below.

LIGHT (front left)


Parts D: The Hollow Objects


  1. 1 hollow [object] going away
  2. 2 hollow [objects] going away
  3. 3 hollow [objects] going away
  4. 4 hollow [objects] going away
  5. 1 hollow [object] coming in
  6. 2 hollow [objects] coming in
  7. 3 hollow [objects] coming in
  8. 4 hollow [objects] coming in

For each set of eight items (preceded by LIGHT), the following hollow objects are used:

  1. Triangle
  2. Circle
  3. Square
  4. Oval
  5. Tetrahedron (three sides and base)
  6. Sphere
  7. Cube
  8. Egg
  9. Prism
  10. Cylinder
  11. Rectahedron (long box)
  12. Flat cylinder 
  13. Pyramid (four sides and base)
  14. Coil
  15. Diamond Box
  16. Oval coil


Parts E: The Solid Objects


  1. 1 solid [object] going away
  2. 2 solid [objects] going away
  3. 3 solid [objects] going away
  4. 4 solid [objects] going away
  5. 1 solid [object] coming in
  6. 2 solid [objects] coming in
  7. 3 solid [objects] coming in
  8. 4 solid [objects] coming in

For each set of eight items (preceded by LIGHT), the following solid objects are used:

  1. Circle
  2. Square
  3. Oval
  4. Tetrahedron
  5. Sphere
  6. Cube
  7. Egg
  8. Prism
  9. Cylinder
  10. Rectahedron (long box)
  11. Flat cylinder
  12. Pyramid (four sides and base)
  13. Coil
  14. Diamond Box
  15. Oval coil