Category Archives: Subject Clearing

Subject: Logic

Reference: Course on Subject Clearing

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LOGIC

  1. SCN 8-8008: Logic
  2. The Prelogics
  3. The Logics
  4. The Data Series
  5. The Logic of Data Series

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Reality and Anomaly

Reference: Course on Subject Clearing

Earlier, in an overview, the following was stated:

We do not know what the exact form of a complete universe may look like. So, we postulate a ONENESS as expressed by the word UNIVERSE (entire, all, literally, turned into one). That means, the reality of the universe is a unity. This translates as the universe being continuous, consistent and harmonious. ~Mind and the Universe

The mental matrix is a copy of the universe. According to the postulate above, the mental matrix is continuous, consistent and harmonious in all its dimensions. Since the mental matrix forms our reality,

The ideal scene of reality is that it is continuous, consistent and harmonious. 

Any discontinuity, inconsistency or disharmony shall point to an anomaly within the mental matrix and in our reality. The dictionary defines “anomaly” as something irregular, odd, peculiar, or strange condition, situation, quality, etc. It is an incongruity or inconsistency. In Subject Clearing, ANOMALY is defined more precisely as follows:

An anomaly is any violation of the integrity of reality, such as, discontinuity (missing data), inconsistency (contradictory data), or disharmony (arbitrary data).

The anomalies that we notice in the “external world” are actually anomalies in how we perceive the external world. These anomalies are resolved when we look at the situation more closely and obtain the actual experience.

Science uses the scientific method, consisting of observation and experimentation, to resolve anomalies in the “external world”.

The anomalies that we notice in ourselves, are actually anomalies in the mental matrix. Such anomalies make it difficult for the person to think rationally and resolve the anomalies in perception (external anomalies). These anomalies are resolved when we recognize the past impressions not fully assimilated in our mental matrix.

The resolution of anomalies in the mental matrix is the domain of meditation in ancient Yoga, the psychoanalysis in psychology, and the auditing in Scientology. 

In general, an anomaly flags the presence of an impression on the mental matrix that is not fully assimilated. The unassimilated impression usually takes the form of  a fixed idea, anxiety or pain. It is usually covered up by a justification or an assumption. When one spots the assumption and tracks it down, the impression assimilates, and the anomaly resolves. 

Subject clearing is about discovering anomalies in the subject we are interested in and resolving them through various methods that allow us to inspect them more closely. 

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Troubleshooting Difficulties

Reference: Course on Subject Clearing

In 2015, I worked with High School dropouts at a facility of the Metropolitan Ministries of Tampa in New Port Richie, Florida. Here are my notes from February, 25 and 26. 2015.

(Notes 2/25/2015)

Student 1 – Young man… he is proud to have taught himself basic arithmetic… wants to learn about measurement… did very poorly on assessment for GED requirements… was very upset at the results of assessment and somewhat lost his motivation… very impulsive in answering questions… mostly guesswork… computation skill needs to be built up… tried to explain the problems he got wrong… he pretty much closed up… need to find the right approach.

Student 2 – Young girl… she comes regularly and wants desperately to learn… she is practically illiterate in both English and Math… Found her to be struggling on fractions… Work with her on the numbering system using abacus… got her interest but it was a big struggle for her… She is motivated because she wants to pass GED… She was back on fractions the next day… wanted to know how to round up fractions… tried to explain but she got overwhelmed… checked what was before fraction… she was interested in learning division… made some progress with her on doing division by setting it up as a fraction and simplifying it… she now understands exact and inexact division… she understands how exact division leads to factors… she is having a rough time understanding how inexact division leads to mixed numbers… basically, she is having a hard time grasping the concept of fraction even when pizza examples are used… but she is not giving up… I admire her for that. The right approach here is to continue working with her on fractions until she gets it. She looks happier.

Student 3 – Young women and mother… she is very much into fitness… she wants to pass her GED to get a job or start a business in Fitness… she is practically illiterate in math… could not determine where her trouble was with math… Work with her on the numbering system using abacus… she responded to abacus but it was hard to say if she was interested and getting it… went over 2 hours with her… she appeared overwhelmed… she comes infrequently… she hasn’t returned since last session… after this experience, I decided to limit session with a person to maximum one hour… the approach may be to give her an assessment test and then take it from there.

Student 4 – Older Spanish lady… she is illiterate in English and Math but very motivated to learn… she comes regularly to the center… worked with her on the numbering system and then on writing checks… she was very happy and excited… next time she wanted help with writing English words with correct spelling… she can read English but writes hesitatingly with upper and lower case letters mixed and incorrect spellings… Show her how she can use dictionary on Internet to find correct words and spelling… Show here the upper and lower case of English alphabets… Explain to her when Upper case is used… Have her read a paragraph from a children’s book and explain the meaning of words she did not understand… then dictated that paragraph to her so that she could write by listening… Explain to her what a sentence is… After dictating each sentence have her check what she wrote against the sentence in the book… get her to spot the errors in her writing and to correct them… she was very happy. It is easy to work with this student because she tells you exactly what she wants to learn, and then she is very interested.

Student 5 – Polite young girl struggling with learning but upbeat and interested… she is practically illiterate in math… Used abacus to clarify the numbering system… Showed her how multiplication is repeated addition… Showed her how abacus could be used for repeated addition… Help her generate a multiplication table for numbers up to 13… She wanted to know how to write a check… Showed her what a signature is… Help her create her signature… Showed her how to write a check… She was happy.

Student 6 – Young man… quite alert but frustrated about the test he was taking… have him stop the test to discuss the questions he got wrong so far… he listened to the logic given for correct answers quite attentively… he wanted to know about areas and volumes… explain to him what a unit is… he understood and liked the explanation… showed him how the unit for area must be a like a square tile, and the unit for volume must be a cubic block… explained to him the logic underlying the formulas for area and perimeter of a rectangle… he was excited about this new understanding and very pleased.

(Notes 2/26/2015)

Student 6 – He wasn’t planning to come today, but he turned up. Start him on Short Form Division… practice some short form division… you can divide only as fast as you can multiply… multiplication is repeated addition… show him abacus and demonstrate place values on it… show that the numbers are written the same way as they appear on abacus… show the structure of large numbers… have him write the multiplication table from 1 to 20… Use repeated addition on abacus… He did very well. He was very happy.

Student 7 – Young women… she will be joining the course to learn to be a chef… She is quite motivated… Problem with multiplication, division, fractions, percents, and Algebra… Start with multiplication… show multiplication as repeated addition… have her start writing multiplication table… explain ones and tens on abacus, and show her how to add on abacus… finish table up to 13… explain all the place values on abacus… practice reading and writing large numbers… She was quite happy.

Student 8 – He was one of the students I met on the first day, but I didn’t get the opportunity to work with him until now… He has some welding experience… He wants to pass GED… Wants to learn geometric formulas for areas and volumes… Go over the basic concepts of Plane Geometry, Solid Geometry, point, line, surface, area, block, volume… He wanted to know the area of octagon… to teach this, first teach him the Pythagorean Theorem… practice the use of this theorem… He had great fun with it… he was quite happy.

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SUMMARY

My success in working with the people who come to the MM has been mixed. So far, this research has taught me the following:

  1. Keep the session very simple and do not go beyond an hour with a person.
  2. Every person is different, and the approach toward a person must be customized.
  3. Of course, their basics are missing, but the area of difficulty must not be assumed. 
  4. Spotting the right entrance point to their difficulty would elicit their interest and cooperation.
  5. It may take time with some people to spot the right entrance point. In difficult cases, an assessment test might help.
  6. GED assessment test may be too difficult and demotivating for some. A battery of assessment tests from simple to difficult is needed.
  7. All successful approaches to determine entrance point of a person needs to be documented.
  8. The immediate goal should be to get the person more interested in learning. 

Subsequent documents provide the current Subject Clearing approach to handling the difficulties of school dropouts.

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Perceptual Elements and Memory

Reference: Course on Subject Clearing

The mind is a matrix made up of elements derived from the sensations of the environment. As these elements are de-condensed into finer elements, the consciousness deepens. In humans, the mental matrix is made of much finer elements as compared to the mental matrix in animals. We are evolving towards still finer perceptual elements.

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Memory 

The sensations are being received continually from the environment. They seem to contain a sense of when they are received compared to other sensations. This time sense continue to prevail as sensations de-condense into perceptual elements to be assimilated in the mental matrix. Activation of perceptual elements by their time stamps is what constitutes a MEMORY. The memory may be recalled in the form of a still picture, or a running video.

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Storage of Data

The earlier models of the mind proposed by Freud and Hubbard imply that perceptions from the environment are recorded “as-is” in the mind. However, in the  matrix model, the sensations received from the environment are de-condensed into perceptual elements, which are then assimilated within the mental matrix. Perceptions and memories are created from the activation of perceptual elements in the dimension of time.

Assimilation means duplicate perceptual elements are merged making the storage more efficient. For example, if a person eats the same breakfast day after day, then a basic pattern of the breakfast may be stored with slight variations along the time dimension. In general, a perceptual element may be utilized many times in different patterns. Thus, the “matrix” model provides a more efficient way of storing perceptions in the mind. Memory is clear and precise when its pattern is made up of refined and well-assimilated elements. It would be difficult to recall a memory if it contains “unassimilated nodes”.

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Dimensions in the Mind

The TIME STAMP is one of the unique properties by which a perceptual element may be identified and indexed in the mental matrix; but there are many other properties. Each property may be identified as a scale or dimension. An example of such a property is COLOR. There is whole scale of color on which near infinite color values may exist. One of these values may be unique to a perceptual element. Thus, we may talk about the dimension of color used to index perceptual elements in the matrix.

There can be a near infinite number of such property dimensions in which a perceptual element may be indexed in the mental matrix. Many of these dimensions we may know. Others are yet to be discovered.

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Thoughts, Imagination and Creativity

When the mind activates perceptual elements in the dimension of time, we have memory. Similarly, the mind may activate perceptual elements in other property dimensions, singularly or in combination. Thus we have THOUGHTS.  When thoughts are accompanied by postulates and projections, we have IMAGINATION. When we apply the discipline of continuity, consistency and harmony to imagination, we have CREATIVITY.

There is no limit to creativity.

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Introduction to Subject Clearing

Reference: Course on Subject Clearing

Subject Clearing

Subject Clearing is the continuation of the research done in the Subject of Education. The focus of subject clearing is on SELF-LEARNING.

A child starts life with self-learning. He explores, mimics and learns through his own efforts, driven by curiosity and desire to solve anomalies*. But that drive is lost by the time he reaches High School.

This loss of the drive to self-learn results in loss of human resource. The task before Subject Clearing is to provide methods to restore that curiosity for exploration, and dreaming of creative solutions.

*An anomaly is any violation of the integrity of reality, such as, discontinuity (missing data), inconsistency (contradictory data), or disharmony (arbitrary data).

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Subjects

It is obvious that we all have doubts, perplexities and confusions about things. The main idea of subject clearing is to categorize such doubts, perplexities and confusions under broad subjects, and then clear up those subjects starting from their fundamentals. 

A subject could be any area of knowledge from what you learn in schools to what you learn from experience in life. So, the subject could be mathematics and chemistry, or it could be the ability to communicate and solve problems. Once such areas of confusion are isolated, one can focus on them and understand them systematically.

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Motivation

The motivation to think independently is killed when a child is pushed too many times past things that he does not understand. He, therefore, fails in many of his endeavors. Those failures are very discouraging, and the person becomes demotivated.

Subject clearing provides a way out of this situation. It proposes a MATRIX MODEL of the mind that replaces the earlier models, such as, the “subconscious mind” of Freud, or the “reactive mind” of Hubbard. For the first time, this model provides a structure that supports the function of the mind.

Furthermore, Subject Clearing proposes a precise definition of ANOMALY that provides a direct approach to resolving doubts, perplexities and confusions.

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