Vinaire's Blog

Please refer to Subject Clearing Mind.

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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. 

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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.

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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.

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Operational Structure of the Mind

The mind receives the input from the environment through the senses of touch, sight, hearing, taste and smell. This input, therefore, generates SENSATIONS. These sensations are then broken down into PERCEPTUAL ELEMENTS. These perceptual elements are then assimilated in the “mental matrix.”

The MENTAL MATRIX is the core of the mind. It is a network of associations of perceptual elements. Each perceptual element is a NODE of this matrix. The perceptual elements from newly received input are added to this network. 

The ASSIMILATION takes place in the manner of associations being formed among the newly received and the existing perceptual elements. The assimilation requires 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 from the environment.

The mind receives the input continually, and the resulting assimilation and the final perception is also continuous. The perceptual elements are identified by their characteristics and the time when they were received. Upon assimilation any duplicate perceptual elements are merged together. The rest are arranged such that the associations are continuous, consistent and harmonious as much as possible.

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 result in a lot of duplicate 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. This consciousness is much greater in humans than in animals and other organisms.

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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. These unassimilated impressions are like “recordings.” The content of such recordings 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.

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Summary

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 can 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. The repair of the mind then also helps repair the body.

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.

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Please see Resolving Anomalies.

The Introduction to Subject Clearing states:

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

And according to Clearing a Subject the goal of Subject Clearing is the resolution of anomalies present in a subject.

It is obvious that when something does not make sense then there is an anomaly. 

If that anomaly is a discontinuity (missing data) then you study everything you can find on that topic until you find the missing data. If that doesn’t work then you design some experiments to obtain that data.

If that anomaly is an inconsistency (contradictory data), then isolate the contradiction, and see if there can be a gradient between the two contradictory data. Determine the datum that would resolve the conflict.

If that anomaly is a disharmony (arbitrary data), then one would immediately know the datum that must be rejected. Then one would have to find a reasonable datum to replace that arbitrary datum.

The resolution of anomaly should reestablish the continuity, consistency and harmony of Oneness.

Oneness does not imply sameness. Oneness means that all that is known is continuous, consistent and harmonious. This principle of oneness underlies the very concept of the universe. It also underlies the Scientific method. This principle gives us the ideal scene for logic, because its violation gives us anomalies. 

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Other Definitions

In his Data Series, Hubbard defines anomalies in the form of outpoints as follows:

1. Omit a fact.
2. Change sequence of events.
3. Drop out time.
4. Add a falsehood.
5. Alter 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 to acknowledge the PRINCIPLE OF ONENESS, but his Data Series is a brilliant piece of work. All outpoints are anomalies. They must be followed up and resolved.

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Looking for Anomalies

The most important area for looking for anomalies are the definitions of the key words in a subject. As one studies, one must note down the data that defines a key word. As you add new data to that definition, you note any anomaly and resolve it. Your task is to express the definition in the clearest form possible.

The next important area for looking for anomalies is when you arrange the key words in a logical sequence. This sequence may reveal anomalies, which, otherwise, may get overlooked. Resolution of anomaly at this level may require finding missing concepts, or discarding arbitrary concepts.

You trace back the concepts of a subject to the postulate on which that subject is based. As stated in the Introduction to Subject Clearing,

A postulate is a self-created truth that gives form to the unknowable, and attempts to make it knowable. Based on postulates further reasoning follows. To be valid postulates and reasoning must adhere to the principle of oneness.

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.

There are likely to be many contributors to a subject. For example, many different cultures have contributed to the broad subject of religion. We find different key words expressing the same or overlapping concepts. We may also find many gaps in knowledge among otherwise deep and astute observations.

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

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.

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Reference: The Book of Subject Clearing

Suppose we have selected the subject of mathematics to subject clear. We shall first clear the subject title MATHEMATICS. We find that the word MATHEMATICS comes from a Greek word, máthēma, which has the concept of “learning” or “knowing”. “Knowing” is very different from memorizing. You get the sense of “knowing” when you learn to ride a bike. See What is Mathematics?

Then we take up the key words of mathematics, starting with those related to the broadest concepts. Mathematics consist of arithmetic, algebra, geometry, etc. Therefore, the next word we take up is ARITHMETIC. We look up its derivation. It literally means “number skill.” In Arithmetic we learn about numbers and how to add, subtract, multiply and divide them. We also take up the words ALGEBRA and GEOMETRY. See Mathematics Overview.

We then dive into the subject of Arithmetic listing its key concepts/words from broad to narrow. The word NUMBER is followed by the key concepts: COUNTING, DIGIT, THE RULE OF ABACUS, PLACE VALUE, GROUPING OF DIGITS, READING & WRITING NUMBERS. See Counting and Abacus, The Concept of Numbers. And so it continues.

By arranging these concepts in a logical order, we discover where the concepts needs to be further detailed and developed.

From all this study, we start to generate a basic curricula. See The Book of Mathematics.

All this subject clearing helps us discover the following principle:

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

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Summary

The core idea of Subject Clearing is as follows:

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.

The next logical step is to understand the postulate on which that subject is based. Here we isolate the broadest concept, and continue with the next broadest, and so on.

Thus, we find that the purpose of ARITHMETIC is to develop skill with numbers; and the subject of MATHEMATICS is based on the postulate that all things can be counted or measured.

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