Category Archives: Subject Clearing

Mind: The Tool for Resolving Anomalies

Reference: Course on Subject Clearing


The Matrix Model

Subject Clearing proposes a MATRIX MODEL for the mind that replaces the earlier models, such as, the “subconscious mind” of Freud, and the “reactive mind” of Hubbard. This model proposes, for the first time, a structure that parallels the primary function of the mind: the resolution of anomalies. 


Basic Functions of the Mind

Normally, the mind perceives the environment, assesses the conditions, and directs the body to perform activity to resolve situations and improve conditions. The mind also monitors the various flows within the body to maintain it in good condition. The mind continually operates to remove any doubts, perplexities and confusions within itself, so it can operate with clarity.


Context of the Mind

The body-mind-spirit is actually a single system of life whose purpose is to evolve. The body is the solid appendage that interacts directly with the environment. The mind receives the input from the environment, and processes it into various instructions for the body. The body follows those instructions to resolve anomalies in the environment. The spirit is the “center of awareness’ of the whole system that is intent on evolving.


Operational Structure of the Mind

The mind receives the input from the environment through the senses of touch, sight, hearing, taste and smell. The generated SENSATIONS are then broken down into PERCEPTUAL ELEMENTS so they can be assimilated in the “mental matrix.”

The MENTAL MATRIX is the core of the mind. It is a network of associations of perceptual elements ever received by the mind. Each perceptual elements forms a NODE in this matrix. The newly received perceptual elements are added to this network. 

The ASSIMILATION takes place in the manner of associations being formed among the existing and newly received elements, such that there is continuity, consistency and harmony among all associations within the matrix.. It is only after this assimilation that the organism is able to perceive the input.

The mind receives the input on a continuous basis. The perceptual elements are identified by their characteristics and a TIME STAMP of when they were received. Upon assimilation any duplicate perceptual elements are merged together.

MEMORIES are reconstructed as and when needed during mental computations, by associating the perceptual elements in the matrix by their time stamps. Memories are not stored as “recordings” because that will amount to a lot of storage.

The whole mental matrix forms the EXPERIENCE of the organism. IMAGINATION is generated from the creative associations among the perceptual elements in the matrix.

There may be gaps among the associations, but they are bridged over by rational projections. Over time, these rational projections are replaced by actual experience. 

The multi-dimensional associations of the mental matrix then come to reflect the “universe” with increasing precision. The UNIVERSE refers to all matter, all energy, all space, all time, and all thought. In other words, the universe includes everything physical, metaphysical, real, imaginary, postulated or speculated. Nothing is excluded from the universe. It is the whole existence treated as ONE. 

The finer are the perceptual elements, the better is this precision in perceiving this universe. This is what we conceive as the CONSCIOUSNESS of the mind.


Limitations of the Mind

Traumatic sensations do not break down easily into perceptual elements after entering into the mind. They embed themselves into the mental matrix as UNASSIMILATED IMPRESSIONS. The content of such impressions cannot be properly perceived because they are not assimilated with the rest of perceptual elements in the matrix. 

The unassimilated impressions are “perceived” as raw sensations of PAIN and ANXIETY. Their effect is to distort the mental matrix. Such distortions show up as anomalies in the otherwise smooth operation of the mind.

In terms of earlier models of Freud and Hubbard, the assimilated mental matrix, which provides rational thinking, may be called the CONSCIOUS or the ANALYTICAL mind; and the unassimilated impressions, collectively, which distort the operation of the mind, may be referred to as the SUBCONSCIOUS or the REACTIVE mind.



The mind is the tool that resolves anomalies. Traumatic experience, however, generates anomalies in the operation of the mind itself. Subject Clearing has assisted in developing this MATRIX MODEL OF THE MIND, so that the source of such anomalies could easily be identified and resolved.

The resolution of such anomalies, then, improves one’s ability to think clearly and perceive things in the universe just as they are without distortions.

Having this ability, one can resolve deeper and larger problems of the universe easily.

This then helps Man accomplish rapidly the prime purpose of the universe: TO EVOLVE.


Introduction to Subject Clearing

Reference: Course on Subject Clearing

Subject Clearing is a methodology to bring clarity to the mind on a subject. It not only clarifies one’s confusion on the subject but it also helps detect unnecessary assumptions and distortions present in the subject and clears them up.


Fundamental Postulates

Normally, there are always some basic postulates on which the subject is built. But the rest of subject must proceed from these postulates in a continuous, consistent and harmonious manner. If there are any gaps then some knowledge is missing. Those gaps needs to be filled by discovering the missing knowledge. Sometimes, such an effort may require questioning the very postulates on which the subject rests.

Fundamental progress has occurred whenever the basic postulates have been improved upon. An obvious example is Einstein’s improvement of Newton’s postulates that revolutionized the subject of Physics.



Many gaps in knowledge have existed when means of observations have not been available. Such gaps are then covered up by assumptions. Rapid progress has taken place when better means of observation has been available. The invention of Telescope has helped us understand the solar system we live in. The invention of Microscope has helped us understand the source of diseases that have afflicted mankind. 

But the tool which made such inventions possible has been the mind of man. Behind these inventions are mathematics and scientific theories, which are fantastic inventions of the mind on their own right. 


The Mind

The mind has amazing abilities that have yet to be explored fully. On average, the mind is operating far below its potential. The reason for this has been explored to some degree but we still need better theories that can be applied to improve the mind’s potential in all cases. Hopefully, Subject Clearing may allow us to approach “the subject of the mind” in productive ways to come up with viable solutions.

Subject Clearing is essentially a project of the mind to handle itself.


Anomalies: Assumptions & Distortions

Reference: Course on Subject Clearing

When studying a subject one should be able to detect the hidden assumptions and distortions present in it. This is especially necessary when one is studying the fundamentals of a subject. Such distortions can be very pervasive. They may even enter the definitions of words provided in dictionaries. One should be able to detect such assumptions and distortions and clear them up.

In Subject Clearing, we refer to these as ANOMALIES. The anomalies stand out because of their inconsistency with reality. Since one’s perception of reality itself may be corrupted by anomalies, it is important to define what reality is.



The integrity of reality underlies the very concept of universe. The word UNIVERSE is derived from a Latin root, which means “entire, all, literally, turned into one.” Therefore, the reality of the universe is the continuous, consistent and harmonious aspect that can be seen as ONE. When applying the scientific method, it is the consistency of observations that one is seeking. Any inconsistency alerts one to something amiss. 

We define reality as that continuous, consistent and harmonious aspect of the universe which is perceived as ONE.



The dictionary defines “anomaly” as something irregular, odd, peculiar, or strange condition, situation, quality, etc. It is an incongruity or inconsistency. A violation of the integrity of reality would be an anomaly.

Since reality has the quality of continuity, consistency and harmony, we may provide a formal definition for ANOMALY as follows.

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

An anomaly flags the presence of a hidden impression on the mind, which is generally expressed in the form of an assumption. A fixed assumption or idea then leads to a distortion of what one views. When the hidden impression on the mind is discovered, it collapses the assumption and its resultant fixed ideas. As the consequence, there are realizations, which resolve the anomaly.


Other Definitions

In his Data Series, Hubbard defines anomalies in the form of the following outpoints. Outpoint is generated when one,

  1. Omits a fact.
  2. Changes sequence of events.
  3. Drops out time.
  4. Adds a falsehood.
  5. Alters importance. 

In other words, for Hubbard reality has the following properties.

  1. All relevant facts are known.
  2. Events are in actual sequence.
  3. Time is properly noted.
  4. The data is true or valid.
  5. Relative importances amongst the data are recognized.

Hubbard doesn’t go as far as recognizing the ONENESS of reality, but his Data Series is a brilliant piece of work.


The Key words and their Definitions

Arranging key words in logical sequence may reveal anomalies. Incomplete definitions of the key words may also reveal anomalies. They may at first appear as something puzzling. But closer examination may reveal the exact anomaly.

A claim made in a subject without further explanation is a postulate. A postulate, at best, is an educated assumption. Every subject starts with a postulate. That is normal. But when there is a postulate in the middle of a subject, it is more likely an assumption that is hiding some gap in knowledge. When the gaps in knowledge becomes clear, then real progress also becomes possible.



There are likely to be many contributors to a subject. For example, many different cultures have contributed to the broad subject of religious knowledge. Religions were the earliest attempts at understanding this universe. We find many gaps in knowledge among otherwise deep and astute observations.

When we look at religion as one subject we may find many similar concepts referred to by different words in different cultures. When we seek consistency among these concepts we may develop a deeper understanding of the universe.

It is the resolution of anomalies that leads to deeper knowledge.


Purpose of Study

The true purpose of study is to resolve anomalies as you come across them. The anomalies that you come across are either in the materials you study, or in your own thinking. The resolution of anomalies develops a clarity of mind and the ability to think fast on your feet.


Selecting the Subject to Clear

Reference: Course on Subject Clearing

Subject clearing starts with selecting a subject to clear. In school we study many subjects. Some of them are really important for our career path. Similarly, there are life skills important for our success. This gives us a list of subjects to clear.

One should clear these subjects in the order that they are taking up one’s attention.

You probably know the subject you would like to study. But you may find that your attention is stuck back in subjects that you had trouble with in the past. It is advisable to recover all that attention first before you devoting your time to studying the subject of your interest. You want to clear up those subjects only to the point that your attention is no longer stuck on them. 


Make a Complete List

Your first step is to make a list of all the subjects that you struggled with. Broadly, the basic subjects are language, grammar and mathematics, but these may be broken down into specific subjects that you remember.

Keep listing the subject until you feel that the list is complete. You will feel much better at this point because you know that all your earlier confusion is confined to this list of subjects.


Arrange the List in Order

Arrange this list in the order you would like to clear up these subjects.

Now look up the derivation of the subject titles one by one in the order listed. Make sure you settle with the root meaning of each subject title. For example, the root meaning of the title ARITHMETIC is “skill with numbers.” You do this until you understand the basic purpose of having each subject.

Now rearrange this list in the order these subjects are important to you.


Clear up the Basic Postulate

Take up each subject one by one in the order listed, and determine the most basic idea that subject is based on. For example, the subject of arithmetic is based on the idea of counting and measuring. You do this until you understand the basic postulate underlying each subject.

Now rearrange this list in the order you attention goes to these subjects.


Clear up the Basic Key Words

Take up each subject one by one in the order listed, and do the following.

  1. Make a list of key words for the subject that you remember. Do this until the list is complete.
  2. Arrange the key words in a logical order that makes sense to you.
  3. Clear up the meaning of each word starting from its derivation.

Repeat these steps for a subject until your attention is fully handled on that subject before you move on to the next subject.

Complete the whole list of subjects this way.


Handle Stuck Attention

Start all over once again with the list of subjects you struggled with. Strike out the subjects you no longer have attention on. Add new subjects that you now have attention on. You may now broaden you list of subjects to subjects other than school subjects.

Repeat the procedure above.



By following the procedure above, you may, ultimately, end up with subject(s) that you are really interested in learning in detail. Here you may even get into researching these subjects. We shall get into that aspect later. 

You may find that as the mind starts to clear up its persisting confusions and questions, the mental and physical health also starts to improve—sometimes miraculously.


The Core of Subject Clearing

Reference: Course on Subject Clearing

The Core

The core of Subject Clearing is the following idea:

The fastest and guaranteed method to discover and resolve the earliest holes in the understanding of a subject is to follow the logic of that subject.

The first logical step is an understanding of why a subject is there. This may be grasped from the title of that subject. For example, ARITHMETIC is the title of a subject. The root meaning of the word “arithmetic” is: “skill with numbers.” So, the subject of arithmetic is there to help one develop skill with numbers.

The next logical step is to understand the postulate on which that subject is based. The subject of ARITHMETIC is based on the postulate is that all things can be counted or measured. Therefore, arithmetic starts with COUNTING and NUMBERS.

Counting naturally develops into the skill of ADDITION. The opposite of addition is SUBTRACTION. These are the first two skills to master.

Repeated addition develops into the skill of MULTIPLICATION. The opposite of multiplication is DIVISION. These are the next two skills to master.

Repeated multiplication develops into POWER displayed through the use of exponents. The opposite of power is LOGARITHM with a certain base. Use of these are additional skills.

This sequence of skills provides us with a dimension in which the subject of arithmetic has logically developed.


Development of a Subject and Key words

The logical development of a subject is encased in the key concepts of that subject. These concepts are expressed through words that form the terminology of that subject. We may call them KEY WORDS. Such key words may be arranged according to the logical development of the subject.

Some of the key words of the subject of Arithmetic are capitalized above. These key words may be arranged in a logical order as follows:


The key words above provide only one dimension of the subject of Arithmetic. Another dimension could be presented as follows:


The understanding of later concepts depends on the understanding of earlier concepts. The earlier is a key word in the logical development of a subject that is not understood or misunderstood, the deeper is the hole it creates. It has the most disastrous consequences when misapplied.

If the key words of a subject available in a logical order with correct definitions, then one can rapidly recognize the holes one has in the understanding of that subject, and make rapid progress in understanding it fully. 

Subject clearing is the clearing of one’s holes in the understanding of a subject by studying its key words in a logical order.

One should always clear up the basics of a subject first before trying to understand the later details.


Missing Key words and Definitions

We, at first, encounter subjects that are formally introduced to us in schools. It may be easy to figure out the logical order of their key words. But there are many other subjects that we encounter later, such as those associated with job skills, like doctor, engineer, lawyer, etc. There are also many life skills, like communicating, problem solving, mindfulness, etc., which are very important subjects to understand.

The above approach of subject clearing applies to any subject you can think of. Many subjects, however, are riddled with assumptions and false data. They have either missing key words, or missing correct definitions for those key words. To understand these subject, one would also have to figure out the missing key words and correct definitions. 

Subject Clearing also detects and handles holes in the subject itself, but more on that later.

For now we shall focus on schooling.