Vinaire's Blog

Reference: Grassroots Scientology

NOTE: These processes are obtained from Hubbard’s research in Dianetics and Scientology. For any technical words specific to this research, please consult the Scientology Technical Dictionary.

On these processes you are learning to look directly at what is there. It is improving your level of confront.

A person runs these processes using the Subject Clearing approach. In this approach, neither an auditor nor an E-meter is required. The person simply contemplates over the process command using The 12 Aspects of Mindfulness.

The data immediately following each process explains the understanding that is possible. But one must run the process to actually experience and obtain the understanding the process provides.

The EP (end phenomena) of a process occurs when no new answers to process command are coming up; and the person has a happy feeling that he has honestly covered the whole ground, which the process command pertains to. Of course, he can run that process once again later after running some other processes, if he feels he can get more answers out of it. 

.

Instructions

1. These processes are run by oneself applying The 12 Aspects of Mindfulness instead of depending on the E-meter.
2. In response to the commands of these processes, simply look without thinking. Let the mind present you with the answer. If no answer comes up within a reasonable time, you have reached the EP (end phenomenon) for the moment.
3. These commands tend to be general. The better you understand the command and its scope, the more answers shall come up.
4. The answers that come up, shall depend on the level of your confront. The higher is your confront the deeper shall be the answers that come up. Your confront improves as you do the processing. After completing a grade, if you repeat it again, you may find some new answers coming up.
5. “Repetitive to EP” means you contemplate over the command and acknowledge each answer, until no more answers are coming up.
6. “Run alternately to EP” means that you contemplate over the two commands alternatively, until no more answers are coming up.
7. “Run the bracket in sequence to EP” means that you sequentially contemplate on the commands provided as a bracket, until no more answers are coming up.
8. “To EP” is the abbreviation for the above. When there is a single command you run it repetitively. When there are more than one command, you run them as a group, repetitively.

.

PROCESSES

Process 1: REMEMBER SOMETHING

“Remember something.” …………… Repetitive to EP

With a general command to your mind as above, a memory will come up by itself that has some charge (tension) in it. In other words, your attention is fixed on that memory in some manner. This is called a ‘lock’. It has the form of a “picture” or a “recording”. When you look at that “picture” more closely, you may discover the nature of your fixation. Then you will feel a release of the charge along with some realization. The “picture” is then reduced to an “idea” that can be visualized knowingly in the future. When no “picture” or “recording” comes up by itself, then it means that you have no charged memories left. The memories you have are assimilated into ideas that can be knowingly visualized.

.

Process 2: RECALL A TIME

“Recall a time.” …………… Repetitive to EP

This auditing question brings up a period of a person’s life that has charge on it. There is a narrative with gaps in it. The details in those gaps are not very clear. These details start to become clear as one looks more closely at that entire narrative from beginning to end several times. As the gaps in the narrative get filled charge releases and realizations occur.

.

Process 3: COMM RECALL PROCESS

“Recall a Communication.” …………… Repetitive to EP

This auditing question brings up an instance when a communication occurred. This communication can simply be with the environment as in sensing something. Or, the communication could be with another person that consisted of an exchange of words. This communication still has some charge on it. In other words, there is a feeling of disharmony about it. The person looks at the communication more closely until he discovers the exact disharmony. The charge then releases and there a realization along with relief.

.

Process 4: THE ONLY BASIC AFFINITY PROCESS

“What would you like to confront?” …………… Repetitive to EP
“What would another like to confront?” …………… Repetitive to EP
“What would others like to confront?” …………… Repetitive to EP
“What would you like to confront in yourself?” ……… Repetitive to EP

To confront is to observe what is there, putting aside one’s apprehensions or fears. Usually a person simply has apprehensions about an area whether he faces it or somebody else. So, the auditing questions on this process bring up items, situations, possibilities, etc., that the person feels apprehensive about. As soon as the person recognizes the actual reason or justification for why he has been avoiding something, he can let go of his apprehension or fear. There are realizations along with a feeling of confidence in oneself.

.

Process 5: EXHAUSTION

“Recall Exhaustion.” …………… Repetitive to EP

Exhaustion sets in when one is not able to achieve what one wants to, even after putting out reasonable amount of effort repeatedly. There is an accumulation of small failures over a period of time. By simply putting attention on one’s state of exhaustion and on one’s efforts and their outcomes, one may suddenly realize the reason for the failures. He may now come up with a new strategy, or approach, and feel energized.

.

Process 6: PAST AND FUTURE EXPERIENCE

“What part of your life would you be willing to re-experience?”
“What part of the future would you be willing to experience?” ………… Run alternately to EP

This process is similar to “Process 4” to do with confronting things. This process is bit more personal. The auditing question will bring up parts of a person’s life, or his contemplated future, that he would rather not look at. But by becoming aware of these areas and looking more closely at them, clarity will come about that will bring realizations and relief.

.

Process 7: FORGETTING SIX WAY BRACKET

“Recall (or think of) something you wouldn’t mind”

1. Forgetting yourself.
2. Another person forgetting.
3. Forgetting about another.
4. Another forgetting about you.
5. Other people forgetting.
6. Another person forgetting about another person. …………… Run the bracket to EP

This process may, at first, bring up things that are rather unimportant. But underlying those things, there are instances that are somewhat painful to bring up. Given time and a relaxed atmosphere, the person may draw enough courage to recall painful moments. These are usually moments of loss and upsets, and even accidents. As the person confronts such moments he gets relief and starts to feel better.l better.

.

Process 8: CAUSE ELEMENTARY STRAIGHTWIRE

“What would it be all right for you to make forgotten?” …………… Repetitive to EP
“What would it be all right for another to make forgotten?” …………… Repetitive to EP
“What would it be all right for others to make forgotten?” …………… Repetitive to EP
“What would it be alright for you to make forgotten about yourself?” … Repetitive to EP

In this process a person lets memories come up, and he looks at such memories more closely without flinching or avoiding. It is important not to search your mind under tension. Simply relax and let memories bubble up. This process helps a person let go of long held upsets, losses and painful memories, by realizing why they are held in place.

.

Process 9: DUPLICATION STRAIGHTWIRE

“What would you permit to have happen again?” …………… Repetitive to EP
“What would another permit to have happen again?” …………… Repetitive to EP
“What would others permit to have happen again?” …………… Repetitive to EP
“What would you permit to have happen to yourself again?” …… Repetitive to EP

Charge is removed when the “picture memories” assimilate and become “idea memories” that can be visualized as needed. However, there is a deeper level of assimilation. More subtle charge is removed when the “idea memories” assimilate. One may still visualize such memories but they now become part of broader knowledge.

.

Process 10: KNOW TO MYSTERY RECALL PROCESS

“Recall an Unconsciousness” … to EP
“Recall Waiting” …………… to EP
“Recall a Mystery” …………… to EP
“Recall Sex” …………… to EP
“Recall Eating” …………… to EP
“Recall a Symbol” …………… to EP
“Recall Thinking” …………… to EP
“Recall an Effort” …………… to EP
“Recall an Emotion” …………… to EP
“Recall Looking” …………… to EP
“Recall Knowing about” ……… to EP
“Recall Not-Knowing” ………… to EP
“Recall knowing.” …………… to EP

To understand this process, please study Know-to-Mystery Scale. 

UNCONSCIOUSNESS: Unconsciousness may occur on a gradient. It is weakening of a person’s attention and a clouding of his awareness. A person who is reacting without thinking is unconscious to some degree. Such moments will come up on this process.

WAITING: When a person finds himself waiting for things to happen, he is in a state of ignorance and does not know what to postulate. Such moments will come up on this process.

MYSTERY: The anatomy of mystery is a state of confusion in which prediction becomes impossible. It is better to recognize that there is a mystery instead of trying to figure it out. Such moments of mystery will come up.

SEX: At the level of sex a person thinks that he is not going to survive; and so he believes he will live again in some other generation. Instances will come up when a person’s was fixated on sex as a distraction from facing reality.

EATING: At the level of eating a person thinks he has to stay alive by eating other people’s resources and efforts. This is the dog-eat-dog world. Such a person is completely transactional and he looks at others as objects to be used for his own survival.

SYMBOL: At the level of symbol a person interprets everything literally. He is operating based on fixed ideas, which he manipulates as symbols to figure things out. His sense of reality has become very shallow.  

THINKING: At this level, a person is trying to figure things out all the time. This is the “figure-figure” case. He cannot work or act, so he makes no progress. Many academics and scientists descend to this level and they become hard to get along with.

EFFORT: At the level of effort a person’s “gotta work”, everything has got to be work. He’s got to touch everything and feel everything before he can know anything. He’ll get a mental image picture to get an idea, or to know what’s happening to him. 

EMOTION: At the level of emotion a person determines the reality by his emotional reaction, “Do I like it—do I dislike it? You can act without having to think through each step. Emotion is basically a consideration, but it does represent itself mechanically. 

LOOKING: At the level of looking a person directs his attention to become aware of what is there. It does not involve thinking. To look one must be willing to be there and face things without flinching or avoiding. Accuracy in looking requires the recognition and elimination of anomalies.

KNOWING ABOUT: At this level one is consciously aware of one’s postulates about what is being sensed.

NOT-KNOWING: At this level, one is sensing something but has not made any postulates about it.

KNOWING: At this level one simply knows as this is part of one’s inherent postulates.

.

Process 11: SELF ANALYSIS 
(Reference 1951: Self Analysis, Processing section, page 38 of the pdf)
You may go through these lists pretty rapidly.

List One …………… to EP (see p. 42 of the pdf)
List Two …………… to EP (see p. 44)
List Three:

• Time Sense …………… to EP (see p. 46)
• Sight ………………….… to EP (see p. 46)
• Relative Sizes ……..… to EP (see p. 48)
• Sound …………..……… to EP (see p. 49)
• Olfactory ……………… to EP (see p. 51)
• Touch ………………..… to EP (see p. 54)
• Personal Emotion ……… to EP (see p. 56)
• Organic Sensation ……… to EP (see p. 64)
• Motion Personal ………… to EP (see p. 65)
• Motion External ………… to EP (see p. 66)
• Body Position …………… to EP (see p. 68)

List Four …………… to EP (see p. 69)
List Five …………… to EP (see p. 72)
List Six …………… to EP (see p. 73)
List Seven ………… to EP (see p. 76)
List Eight ………… to EP (see p. 95)
List Nine …………… to EP (see p. 96)
List Ten …………… to EP (see p. 98)
List Eleven ………… to EP (see p. 99)
List Twelve ………… to EP (see p. 101)

Uncomfortable feeling ……. (see p. 103)
End of Session List ………. (see p. 105)

.

Process 12: ARC STRAIGHTWIRE QUADS

“Recall a time that was really real to you.”
“Recall a time you were in good communication with someone.”
“Recall a time you really felt affinity for someone”
“Recall a time you knew you understood someone.” …………… to EP

“Recall a time that was really real for another.”
“Recall a time another was in good communication with you.”
“Recall a time another really felt affinity for you.”
“Recall a time another knew he/she understood you.” …………… to EP

“Recall a time that was really real for others.”
“Recall a time others were in communication with others.”
“Recall a time others really felt affinity for others.”
“Recall a time others knew they understood others.” …………… to EP

“Recall a time you were really real to yourself.”
“Recall a time you were in good communication with yourself.”
“Recall a time you really felt affinity for yourself.”
“Recall a time you knew you understood yourself.” …………… to EP

A moment is really real when it contains consistency with natural laws. You are in good communication whenever you agree per natural laws. You feel wonderful affinity in those moments when there are no disagreements with reality. And, you are certain of understanding when you know you are seeing things as they are.

.

Process 13: HAVINGNESS

“Look around here and find something that is really real to you.”  …………… to EP
“Look around here and find something that would be really real to another.” ………… to EP
“Look around here and find something that would be really real to others.” …………… to EP
“Look around here and find something that you could make really real to yourself.” … to EP

Havingness is the feeling of intimate familiarity with one’s environment and the feeling that one can comfortably reach anything in it.

.

Reference: The Book of Subject Clearing
Reference: Running Hubbard’s Processes with Subject Clearing

When clearing the subject of life, the first target is always the traumas in a person’s life. A trauma is an incident that has a beginning and an end. 

People have different conditions in life that they want to handle. The difficulty that the person is trying to resolve could be a body condition, such as, an auto-immune disease, or a continually recurring illness, painful symptoms, etc. Or, it could be a mental condition such as panic attacks, depression, compulsion, obsession, etc. Or, it can be a combination of such conditions.

All such difficulties seem to be connected to certain traumas in a person’s life. So, the main target for addressing a person’s difficulty is the clearing of the traumatic incidents connected to it.

.

The Traumatic Incident

The incident that affects a person the most are traumas. They contain pain and unconsciousness. Most of the details of such an incident are submerged into his subconsciousness. He is resisting to look at those details because they are very painful. At the core of those painful details is a moment of shock. 

Some traumas are so deep that the person is not even aware that they exist. Birth is such a traumatic incident. Most people have no memory of the moment of their birth, because it is a very painful and traumatic event for both mother and child. The child is squeezed through a narrow birth canal, and then suddenly exposed to a harsh environment as compared to the comfort of the womb.

The birth incident is the source of many auto-immune conditions and other difficulties. Once a person is able to re-experience the birth incident with all its pain, sensations, emotions and feelings, a remarkable change comes about. Many of the unwanted conditions disappear.

But the mind offers the birth incident to run only when it is ready. Therefore, we simply clear the incidents that are available. The birth incident may appear sooner or later. It should not be rushed.

.

Clearing an Incident

A person usually knows the difficulty that he would like to handle. It could either be a physical or a mental condition. Or, it could have elements of both, such as, a psychosomatic illness. To address that difficulty he starts with an incident connected to it, which he may spot right away.

To clear that incident, the person lets his mind replay that incident from the beginning to end until he is fully aware of all its content. This may require several replays. He may use commands such as the following.

“What is the date of the incident? What is its duration?”
“Go to the beginning of the incident and perceive what is there.”
“Move through to the end of the incident.”
“Review what happened.”

The person first locates the time and place of the beginning of the incident. Once he is reasonably certain of the beginning he lets the incident replay in his mind. He does not think, but simply watches and re-experiences the sensations, feelings and emotions contained in that incident. He does that until he reaches the end of the incident. He then reviews what he perceived.

During each replay he checks if the incident could have started earlier, and focuses on the new details emerging during the replay. He replays the incident again and again as long as new details are emerging and the incident is becoming clearer. The difficulty may also lighten up as the awareness increases.

If the difficulty still persists, he looks for an earlier incident connected to this difficulty. When such an incident is found then he starts from the beginning of the earlier incident. He proceeds as he did with the first incident, and replays it till there are no more changes. He looks for earlier and earlier incidents connected to the difficulty.

He may end up with a chain of incidents connected to the difficulty. After he has run each incident individually, he may scan through the whole chain of incidents from beginning to end. He may come up with later incidents also as a part of this chain. The idea is to run the whole chain of incidents that are connected with the difficulty from as early as possible to now. This may lighten up the difficulty considerably.

.

Handling the Difficulty

Running the incidents as above may bring the difficulty to remission, and the person may now strengthen his discipline and remain free of that difficulty. But the root cause of the difficulty still exists and the difficulty can flare up under stressful circumstances.

A deeper remedy would require the handling of identifications (attachments) the person is carrying unconsciously with worldly things. It should be emphasized that the person is not aware of these identifications so he cannot control them with self-discipline.

At the root of these identifications are misconceptions. 

Only after all available incidents connected with the difficulty are cleared up, that one targets the identifications, and then the misconceptions, to handle the root cause of the difficulty.

.

Please see Clearing Subjects.

Once the subject titles are cleared, one is in a better position to answer the question:

“Which subject should I clear in full as a priority?”

To answer this question, we make a list newly of all the subjects we would like to clear fully as a priority. We arrange these subjects in the order we would like to clear them. We then focus on the subject at the top of the list.

.

Oneness

The purpose of subject clearing  is to understand the subject as one whole entity. This wholeness or oneness implies that there is continuity, consistency and harmony among all concepts in that subject.

As this oneness is violated we have anomalies, such as, discontinuity (missing data), inconsistency (contradictory data), and disharmony (arbitrary data). Such anomalies are revealed when the key concepts of a subject are arranged on the gradient from broad to narrow starting from the purpose of the subject. This happens especially when we look at the concepts closely and contemplate on how they can be stated precisely and concisely. We see such anomalies in the subject of physics in which the concepts, such as, space, inertia and gravity are not quite clear and the key theories are yet to be unified.

As the definitions of the key words are studied closely and stated concisely with precision in the systematic manner of subject clearing, the anomalies start to resolve and people gradually become free from their doubts, anxieties, and misunderstandings relating to that subject.

.

Exercise 3: Clearing the Subject

Pick up the subject that you would like to clear the most. Make sure that you have already cleared the title of this subject. To clear the subject of misconceptions, we make a list of all the basic concepts special to that subject.

We write down the key words that represent those concepts. We look up these key words to understand their meanings. We arrange the key words on a list, such that the most fundamental, and broadest, concept appears at the top, followed by concepts that are gradually narrowing in their meaning, and becoming more specific.

We don’t have to complete this list right away. We start clearing the key words starting from the top. More concepts and new key words shall start coming into view as we proceed. We add new key words to the list in the appropriate logical sequence.

To clear a key word, we look up its root meaning and definition. We then use the AI to understand the underlying concept better. As we work through the sequence of key words from broad to narrow, we shall notice concepts that are missing, contradictory, overlapping, or arbitrary.

We research into the missing concepts. We may find these concepts not to be fully developed. It may require further research to develop them fully. Sometimes it may lead to a brand new research. We then add these concepts to the sequential list of the key words at the right location. Many realizations may come about during this process.

When we find contradictions between two adjacent concepts on the list, we work to establish a proper gradient between them. This may require looking closely at their definitions, updating and aligning them. Many realizations may come about as a result.

When the adjacent concepts overlap, we may find parts that are redundant. Sometimes, when the gradient between the two concepts appears forced or inappropriate, we examine the definitions for unverified arbitrary ideas. We then we get rid of such ideas. This may simplify the subject considerably and make it more streamlined.

We may, thus, develop comprehensive definitions for the key words. These definitions are then added to the alphabetical subject glossary. This will ultimately give us a comprehensive glossary that contains concise and precise definitions for that subject.

At first, the focus should be on working out the fundamentals of that subject, until you have defined the postulates that established the subject in the first place. Then come forward looking at subsequent concepts making sure that there is continuity, consistency and harmony among them. Do this until your attention is no longer getting stuck on that subject, and is free to consider other subjects.

.

Summary

The approach of Subject Clearing has resulted in this Book of Mathematics, that focuses on the fundamentals of the subject. Once the fundamentals of mathematics are cleared, a person can continue with the learning of higher mathematics very easily on a self-learning basis.

Subject Clearing is also being used to clarify the fundamentals of physics in The Book of Physics. This is a work in progress.

Subject Clearing is also responsible for the development of the new subject of Postulate Mechanics, which primarily deals with the fundamental concepts underlying the universe.

Where subject clearing is concerned, even the sky is not a limit.

.