Category Archives: Subject Clearing

Understanding Subjects

June 10, 2024 – 8:56 AM

Reference: The Book of Subject Clearing

Life is a huge subject that needs to be cleared of all its troubles. Of course, that is the ultimate target of Subject Clearing. That target needs to be approached on a gradient.

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Definitions

Definition of SUBJECT:
A subject can be a person or a thing that is being discussed, described, or dealt with. A subject can also be a branch of knowledge studied or taught in a school, college, or university.

Definition of CLEARING:
To clear is to become free from doubt, anxiety, misunderstanding, etc.

Definition of SUBJECT CLEARING:
Subject clearing is the process of removing doubt, anxiety, misunderstanding, or misconceptions in a subject, such that it is no longer demanding your attention.

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Exercise 1: Understand Subjects

We may divide all subjects into the following categories:

(1) Subjects you learned as part of growing up
Here you are learning to sense and express yourself. So the basic subjects are Observation and Talking. Later you learn to Read and Write. You also learn about right and wrong. These are the subjects of Ethics and Discipline. There are the curiosities, desires, satisfactions and disappointments of childhood. We may call that the subjects of General Knowledge and Experience.

(2) Subjects you learned in school
Here formal learning starts in Language and Arithmetic. You learn to express your thoughts and ideas with clarity. You also learn subjects like History, Geography, Geometry, Algebra and Science. There are optional subjects like Arts, Music, Dancing, Theater, etc.

(3) Subjects you learned in college
Here the learning becomes more advanced. You may learn science subjects like Physics, Chemistry, Biology and Higher mathematics. Alternatively, you may learn social subjects like Sociology, Political Science, Psychology, etc.

(4) Subjects you learned for a profession
In this category are subjects, such as, Engineering, Medicine, Business, Law, Politics, Psychology, etc. There are also vocational subjects that teach the skills to become an Electrician, Plumber, Air Conditioning, Construction, etc.

(5) Subjects you learned in life
These are the subject that you deal with in life, such as, Finances, Health, Relationships, Spirituality, etc.

Go to Listing Subjects for the next exercise.

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By vinaire | Comments (8)

Grade 0 Processes

June 1, 2024 – 2:29 PM

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.

Grade 0 processes are the next after ARC Straight wire Processes. Please make sure that you have completed the prerequisite.

The processes on Grade 0 help a person overcome obstacles to being and communicating. You feel that you are more yourself and can communicate naturally.

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. 

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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.

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PROCESSES

Grade 0 Process 1: R2-31 BEINGNESS PROCESSING

“Look around the room and discover some object which you don’t mind being present.”
Then “Locate something else you don’t mind being present.” …………… to flat or to EP

“Now see this (room object you are comfortable about) here?”
Then “All right, what else wouldn’t you mind this (room object) being?” … to flat or to EP

Note: Repeat the last with other objects you are comfortable with.   …… to flat or to EP

“Now what wouldn’t you mind your body being?”
Then “And now what else wouldn’t you mind your body being?” …………to flat or to EP

“Now let’s find something you wouldn’t mind being.”
Then “What else wouldn’t you mind being?” …………… to flat or to EP

This process helps one understand what it is “to be”. An object can be many different things depending on its relationships and states. Similarly, your body, and even you, can be many different things depending on the relationships, and the states. You can be a son, a brother or a father; or you can be a daughter, a sister, or a mother. You can be well or sick. You can be the role you play in some organization or in the society. You can be some other person. This process helps a person realize if he or she is fixated on a beingness. When one becomes aware of a fixation he becomes free of it.

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Grade 0 Process 2: AXIOM 51 COMM PROCESSING
Make a list of terminals (such as, mother, father, sibling, relative, friend, etc.). Arrange the items on that list in some logical order; for example, in the order that your attention get drawn towards them. Then run the following commands on the item at the top of the list.

“What wouldn’t you mind _____ communicating with?” …………… to EP
“What wouldn’t _____ mind you communicating with?” …………… to EP
“What wouldn’t _____ mind others communicating with?” …………… to EP
“If you were a _____ what wouldn’t you mind yourself communicating with?” … to EP

You may run these commands on another item, depending on your interest. When you run these commands you become more aware of the beingness of that item.

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Grade 0 Process 3: PAB 54 COMM PROCESS

“Think a thought” …………… to EP

Part of the ”Think a thought” process is to have you place the thought in various locations after you have thought it. Have your shoe think a thought, have a rug think a thought. This gets you into the practice of placing the thought somewhere. Thus, thoughts are less likely to appear suddenly and magically out of your mental machinery.

“Tell me a thought you would be willing to receive.” …………… to EP
“Tell me a thought you would be willing to receive from another.” …………… to EP
“Tell me a thought others would be willing to receive from others.” ………… to EP
“Tell me a thought another would be willing to receive from yourself.” ………to EP

An original thought is a postulate whose source is unknowable. A routine thought arises from the association of other thoughts. Associations that are continuous, consistent and harmonious are liked and embraced. Associations that are discontinuous, inconsistent and disharmonious are disliked and resisted. 

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Grade 0 Process 4: AN OBVIOUS BASIC PROCESS

“Think about matter” …………… to EP
“Think about energy” …………… to EP
“Think about space” …………… to EP
“Think about time” …………… to EP
“Think about a thetan” ………… to EP

This is essentially clearing up some basic definitions through meditation and contemplation:

MATTER
Matter is the substance with highest consistency, which is called mass. However, matter does contain radiation and thought as part of its structure.

SUBSTANCE
Substance is that which is substantial enough to be sensed and perceived. We may divide the substance of this universe into three categories: (1) thought, (2) radiation, and (3) matter. Thought is extremely light and has least consistency. Radiation has a little more consistency. Matter has extremely high consistency. Consistency means “a degree of density, firmness, viscosity, etc.” We have increasing consistency from thought to radiation to matter. Matter and radiation are considered to be substances that are physical. Thought is considered to be a substance that is metaphysical, or spiritual.

ENERGY
Energy is the measure of substance (mass or consistency) along with its inherent motion. Matter has energy. Radiation has anergy. Thought has energy. Usually, energy is confused with radiation, such as light.

SPACE
Space refers to the extension of substance. There is no space in the absence of substance. The “empty space” is empty of matter only; but it defines the extension of radiation and thought. The “space” studied in geometry is actually the abstraction of matter-space.

TIME
Time refers to the duration of substance. Matter has near infinite duration. Any duration, which is less than infinite, appears as motion. In the absence of substance there is neither duration, nor motion nor time.

THETAN
Thetan is Scientology’s interpretation of ‘self’. It claims the self to be independent of body and eternal. But self represents the awareness of a person of himself.

SELF
The life organism has a sense of its coordination from a single control point. This is the self, the “I”, or the being. The self has the ability to observe, postulate and reason. It has the potential to become aware of the entire universe.

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Grade 0 Process 5: AN AFFINITY PROCESS

“Recall a time you communicated to another.” …………… to EP
“Recall a time another communicated to you.” …………… to EP
“Recall a time others communicated to others.” …………… to EP
“Recall a time you caused yourself to communicate.” …… to EP

Life is all about communication. Real communication is very important. It may not even use any words. It could be just a quick glance, a touch, a smile, or an expression. Words dilute that communication. When words are used, their meaning has to be understood. Meaning could lie not only in some literal sense, but also in how words are spoken. A few words can convey a lot of meaning with the emotion underlying them. A lot of words may be used just as a distraction, or they may convey a confused state of mind. In communication, each sentence, or even each word, is important. This is spirituality.

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Grade 0 Process 6: IN SEQUENCE

“Recall your communication with another.”
“Recall your no-communication with another.” …………… to EP

“Recall another’s communication with you.”
“Recall another’s no-communication with you.” …………… to EP

“Recall another’s communication with others.”
“Recall another’s no-communication with others.” …………… to EP

“Recall a communication of yours to yourself.”
“Recall a no-communication of yours to yourself.” …………… to EP

There are different levels of communication. When you are out walking you are acknowledging the presence of other people, buildings, road signs, etc. That is one level of communication. When you are talking with a friend at a deep personal level, that is another level of communication. A no-communication means that a natural communication did not happen because it was prevented for some reason.

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Grade 0 Process 7: UNIVERSE PROCESSING
Run the items: The universe, a body, a mind, an individual.

“From where could _____ communicate to you?” …………… to EP
“From where could you communicate to _____?” …………… to EP 
“From where could _____ communicate to others?” …………… to EP
“If you were a _____ from where could you communicate?” … to EP

One is communicating simply by becoming aware. From there communication becomes increasingly complex with exchange of awareness, considerations and information. Here are the definitions of the items that are used on this process. 

UNIVERSE
The universe is all that is knowable, and which actually exists. It is made of physical, as well as, spiritual substance. The word UNIVERSE literally means “combined into one.” This tells us that the universe is integrated in all its aspects, such that it can be considered a single entity.

BODY
The body is the most visible part of a life organism. It is a very complex form made of matter, radiation and thought. It has inherent motion of a very complex nature that makes it appear intelligently self-animated.

MIND
The purpose of the mind is to be aware and to observe, spot and resolve anomalies. The anomalies may be found in the environment, or in the operation of the mind itself. The mind computes and directs the actions of the body. 

INDIVIDUAL
An individual is a life organism that has the sense of being coordinated from a single control point, and which considers itself to be separate and unique. 

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Grade 0 Process 8: LOCATIONAL BODY COMM
Make a list of body parts that interest you. Then run the following commands on the list items, one at time, in the sequence of your interest.

“From where could a _____ communicate to you?” …………… to EP
“From where could you communicate to a _____ ?” …………… to EP
“From where could a _____ communicate to others?” …………… to EP
“If you were a _____ from where could you communicate?” …… to EP

The items of this list of body parts may be arranged from top to bottom in terms of greater to lesser interest. The body part from the top is then selected to run through this process. Once that body part has been run, then the list should be reconstructed from scratch, because the level of interest could have shifted. When running a body part on this process, the whole spectrum of communication should be considered—from simple awareness to exchange of deep ideas. Considerations coming out from this process can be hilarious.

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Grade 0 Process 9: A CLEARING PROCEDURE
Consider this list: Male bodies, Female bodies, Bodies, Matter, Energy, Space, Time. Then run the following commands on the list items, one at time, in the sequence of your interest.

“From where could you communicate to _____ ?” …………… to EP
“From where could _____ communicate to you?” …………… to EP
“From where could _____ communicate to others?” …………… to EP
“If you were _____  from where could you communicate?” …… to EP

This process is, in some ways, similar to the later process of OT1. You are basically clearing up your misconceptions at a visceral level on these items. One needs to confront these items by visualizing them deeply again and again in different contexts. Also, look at the definitions provided under Grade 0 Process 4: AN OBVIOUS BASIC PROCESS (see above).

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Grade 0 Process 10: PROCESS S-2

“From where could you communicate to a victim?” …………… to EP
“From where could a victim communicate to you?” …………… to EP
“From where could a victim communicate to another or others?” … to EP
“If you were a victim from where could you communicate?” ………… to EP

A victim, fundamentally, is one who suffers harm due to circumstances beyond their control, whether in religious, legal, or everyday contexts. Communication is anything from simple awareness to exchange of deep ideas

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Grade 0 Process 11: R2-60 THE HIDDEN COMMUNICATION

“Spot some communications another has hidden from you.” ………… to EP
“Spot some communications you have hidden from another.” ………… to EP
“Spot some communications another has hidden from others.” ……… to EP
“Spot some communications you have hidden from yourself.” ………… to EP

“Spot some communications another has protected from you.” ………… to EP
“Spot some communications you have protected from another.” ……… to EP
“Spot some communications another has protected from others.” …… to EP
“Spot some communications you have protected from yourself.” ……… to EP

“Spot some communications of yours, another has owned.” …………… to EP
“Spot some communications of another, you have owned.” …………… to EP
“Spot some communications of another, others have owned.” ………… to EP
“Spot some communications you have owned.” …………… to EP

“Spot some communications of yours another has inhibited.” …………… to EP
“Spot some communications of another you have inhibited.” …………… to EP
“Spot some communications of another others have inhibited.” ……… to EP
“Spot some communications of yours you have inhibited.” …………… to EP

“Spot some communications another has enforced on you.” …………… to EP
“Spot some communications you nave enforced on another.” …………… to EP
“Spot some communications another has enforced on others.” …………… to EP
“Spot some communications of yours you have enforced on yourself.” … to EP

“Spot some communications another has desired from you.” …………… to EP
“Spot some communications you have desired from another.” …………… to EP
“Spot some communications others have desired from others.” …………… to EP
“Spot some communications of yours you have desired for yourself.” …… to EP

“Spot some hidden knowingness” …………… to EP
“Spot some protected knowingness” ……… to EP
“Spot some owned knowingness” …………… to EP
“Spot some inhibited knowingness” ………… to EP
“Spot some enforced knowingness” ………… to EP
“Spot some desired knowingness” …………… to EP
“Spot some knowingness people could be curious about” … to EP

Something is hidden because it is sensed but not assimilated. There is missing information, contradictions, or arbitrariness. Something protected will be “shielded from danger.” Something owned will be “controlled.” Something inhibited will be “restrained.” Something enforced will be ‘imposed.” Something desired will mean “fixed attention” of some sort.

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Grade 0 Process 12: R2-60 KNOW TO MYSTERY PROCESS (Original version)
Note: The revised version provided below is easier to do.

“Spot some mysteries” …………… to EP
“Spot some hidden sex” …………… to EP 
“Spot some hidden eating” …………… to EP 
“Spot some hidden symbols” ……… to EP 
“Spot some hidden thinking” ………… to EP
“Spot some hidden efforts” …………… to EP 
“Spot some hidden emotions” ……… to EP 
“Spot some hidden looking” ………… to EP
“Spot some hidden knowing” ……… to EP

“Spot some protected mysteries” …… to EP
“Spot some protected sex” …………… to EP 
“Spot some protected eating” ………… to EP 
“Spot some protected symbols” ……… to EP 
“Spot some protected thinking” ……… to EP
“Spot some protected efforts” ………… to EP 
“Spot some protected emotions” …… to EP 
“Spot some protected looking” ………… to EP
“Spot some protected knowing” ……… to EP

“Spot some owned mysteries” ……… to EP
“Spot some owned sex” …………… to EP 
“Spot some owned eating” …………… to EP 
“Spot some owned symbols” …………… to EP 
“Spot some owned thinking” …………… to EP
“Spot some owned efforts” …………… to EP 
“Spot some owned emotions” ………… to EP 
“Spot some owned looking” …………… EP
“Spot some owned knowing” ………… to EP

“Spot some inhibited mysteries” ………… to EP
“Spot some inhibited sex” …………… to EP 
“Spot some inhibited eating” …………… to EP 
“Spot some inhibited symbols” …………… to EP 
“Spot some inhibited thinking” …………… to EP
“Spot some inhibited efforts” …………… to EP 
“Spot some inhibited emotions” …………… to EP 
“Spot some inhibited looking” …………… to EP
“Spot some inhibited knowing” …………… to EP

“Spot some enforced mysteries” ……… to EP
“Spot some enforced sex” …………… to EP 
“Spot some enforced eating” …………… to EP 
“Spot some enforced symbols” ………… to EP 
“Spot some enforced thinking” ………… to EP
“Spot some enforced efforts” …………… to EP 
“Spot some enforced emotions” ……… to EP 
“Spot some enforced looking” ………… to EP
“Spot some enforced knowing” ………… to EP

“Spot some desired mysteries” ……… to EP
“Spot some desired sex” …………… to EP 
“Spot some desired eating” …………… to EP 
“Spot some desired symbols” ………… to EP 
“Spot some desired thinking” ………… to EP
“Spot some desired efforts” …………… to EP 
“Spot some desired emotions” ……… to EP 
“Spot some desired looking” ………… to EP
“Spot some desired knowing” ………… to EP

“Spot some curious mysteries” ……… to EP
“Spot some curious sex” …………… to EP 
“Spot some curious eating” …………… to EP 
“Spot some curious symbols” ……… to EP 
“Spot some curious thinking” ………… to EP
“Spot some curious efforts” ………… to EP 
“Spot some curious emotions” ……… to EP 
“Spot some curious looking” ………… to EP
“Spot some curious knowing” ……… to EP

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Grade 0 Process 12: R2-60 KNOW TO MYSTERY PROCESS (Revised version)
NOTE: This version of R2-60 changes the order of the commands from the original to make the flow of thoughts easier.

“Spot some mysteries” …………… to EP
“Spot some protected mysteries” …… to EP
“Spot some owned mysteries” ……… to EP
“Spot some inhibited mysteries” ………… to EP
“Spot some enforced mysteries” ……… to EP
“Spot some desired mysteries” ……… to EP
“Spot some curious mysteries” ……… to EP

“Spot some hidden sex” …………… to EP
“Spot some protected sex” …… to EP
“Spot some owned sex” ……… to EP
“Spot some inhibited sex” ………… to EP
“Spot some enforced sex” ……… to EP
“Spot some desired sex” ……… to EP
“Spot some curious sex” ……… to EP

“Spot some hidden eating” …………… to EP
“Spot some protected eating” …… to EP
“Spot some owned eating” ……… to EP
“Spot some inhibited eating” ………… to EP
“Spot some enforced eating” ……… to EP
“Spot some desired eating” ……… to EP
“Spot some curious eating” ……… to EP

“Spot some hidden symbols” …………… to EP
“Spot some protected symbols” …… to EP
“Spot some owned symbols” ……… to EP
“Spot some inhibited symbols” ………… to EP
“Spot some enforced symbols” ……… to EP
“Spot some desired symbols” ……… to EP
“Spot some curious symbols” ……… to EP

“Spot some hidden thinking” …………… to EP
“Spot some protected thinking” …… to EP
“Spot some owned thinking” ……… to EP
“Spot some inhibited thinking” ………… to EP
“Spot some enforced thinking” ……… to EP
“Spot some desired thinking” ……… to EP
“Spot some curious thinking” ……… to EP

“Spot some hidden efforts” …………… to EP
“Spot some protected efforts” …… to EP
“Spot some owned efforts” ……… to EP
“Spot some inhibited efforts” ………… to EP
“Spot some enforced efforts” ……… to EP
“Spot some desired efforts” ……… to EP
“Spot some curious efforts” ……… to EP

“Spot some hidden emotions” …………… to EP
“Spot some protected emotions” …… to EP
“Spot some owned emotions” ……… to EP
“Spot some inhibited emotions” ………… to EP
“Spot some enforced emotions” ……… to EP
“Spot some desired emotions” ……… to EP
“Spot some curious emotions” ……… to EP

“Spot some hidden looking” …………… to EP
“Spot some protected looking” …… to EP
“Spot some owned looking” ……… to EP
“Spot some inhibited looking” ………… to EP
“Spot some enforced looking” ……… to EP
“Spot some desired looking” ……… to EP
“Spot some curious looking” ……… to EP

“Spot some hidden knowing” …………… to EP
“Spot some protected knowing” …… to EP
“Spot some owned knowing” ……… to EP
“Spot some inhibited knowing” ………… to EP
“Spot some enforced knowing” ……… to EP
“Spot some desired knowing” ……… to EP
“Spot some curious knowing” ……… to EP

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

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Grade 0 Process 13: EXPANDED CDEI COMM PROCESS
Make a list of terminals that your attention get drawn towards. Then run the following commands on the list items, one at time, in the sequence of your interest.

“From where could you communicate to a hidden _____ ?” …………… to EP
“From where could a hidden _____ communicate to you?” …………… to EP 
“From where could a hidden _____ communicate to others?” …………… to EP
“If you were a hidden _____ from where could you communicate?” …… to EP

“From where could you communicate to a protected _____ ?” …………… to EP
“From where could a protected  _____ communicate to you?” …………… to EP 
“From where could a protected _____ communicate to others?” …………… to EP
“If you were a protected _____ from where could you communicate?” …… to EP

“From where could you communicate to an owned _____ ?” …………… to EP
“From where could an owned  _____ communicate to you?” …………… to EP 
“From where could an owned _____ communicate to others?” …………… to EP
“If you were an owned _____ from where could you communicate?” …… to EP

“From where could you communicate to a false _____ ?” …………… to EP
“From where could a false  _____ communicate to you?” …………… to EP 
“From where could a false _____ communicate to others?” …………… to EP
“If you were a false _____ from where could you communicate?” …… to EP

“From where could you communicate to a no _____ ?” …………… to EP
“From where could a no  _____ communicate to you?” …………… to EP 
“From where could a no _____ communicate to others?” …………… to EP
“If you were a no _____ from where could you communicate?” …… to EP

“From where could you communicate to an unwanted _____ ?” …………… to EP
“From where could an unwanted  _____ communicate to you?” …………… to EP 
“From where could an unwanted _____ communicate to others?” …………… to EP
“If you were an unwanted _____ from where could you communicate?” …… to EP

“From where could you communicate to a necessary _____ ?” …………… to EP
“From where could a necessary _____ communicate to you?” …………… to EP 
“From where could a necessary _____ communicate to others?” …………… to EP
“If you were a necessary _____ from where could you communicate?” …… to EP

“From where could you communicate to a desirable _____ ?” …………… to EP
“From where could a desirable _____ communicate to you?” …………… to EP 
“From where could a desirable _____ communicate to others?” …………… to EP
“If you were a desirable _____ from where could you communicate?” …… to EP

“From where could you communicate to an interesting _____ ?” …………… to EP
“From where could an interesting  _____ communicate to you?” …………… to EP 
“From where could an interesting _____ communicate to others?” …………… to EP
“If you were an interesting _____ from where could you communicate?” …… to EP

“From where could you communicate to an unknown _____ ?” …………… to EP
“From where could an unknown  _____ communicate to you?” …………… to EP 
“From where could an unknown _____ communicate to others?” …………… to EP
“If you were an unknown _____ from where could you communicate?” …… to EP

“From where could you communicate to a known _____ ?” …………… to EP
“From where could a known _____ communicate to you?” …………… to EP 
“From where could a known _____ communicate to others?” …………… to EP
“If you were a known _____ from where could you communicate?” …… to EP

A person can be hidden deep within himself. What he wants to communicate can be much altered by the time he expresses it through his mental machinery. He is not doing that intentionally as he has little control over that mental machinery. This mental machinery may make the person believe that it is there to protect him. It then owns the person. It presents a false picture of the person. It even nullifies the person. It may even make the person feel that he is unwanted. One must look beyond the mental machinery and recognize in the other person what is necessary, desirable, interesting and worth knowing.

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Grade 0 Process 14: LOCATIONAL COMM PROCESS

“From where could you communicate to another?” …………… to EP
“From where could another communicate to you?” …………… to EP
“From where could another communicate to others?” ………… to EP
“From where could you communicate?”…………… to EP

OR,

“Find a place from which you could communicate to another.” …………… to EP
“Find a place from which another could communicate to you.” …………… EP
“Find a place from which another could communicate to others.” ……… to EP
“Find a place from which could you communicate?” …………… to EP

OR,

“Recall a place from which you have communicated to another.” ………… to EP
“Recall a place from which another has communicated to you.” …………… to EP
“Recall a place from which another has communicated to others.” ……… to EP
“Recall a place from which you have communicated?” …………… to EP

A location is a point on a dimension. The dimension can be a one-dimensional distance. Or, a position on a two-dimensional surface. Or, a point in the three-dimensional universe. But there can be spiritual dimensions too, such as, a position in terms of a viewpoint (frame of reference of looking). Basically there are physical and spiritual dimensions, and you can choose a position on these dimensions.

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Grade 0 Process 15: REMEDY OF COMM SCARCITY

“What wouldn’t you mind another communicating with?” …………… to EP
“What wouldn’t another mind you communicating with?” …………… to EP
“What wouldn’t another mind others communicating with?” ……… to EP
“What wouldn’t another mind yourself communicating with?”……… to EP

We are actually communicating with anything we sense. We are communicating with the Sun, the moon and the stars. We are communicating with the subjects we are interested in. We are communicating with books, authors, illustrators, etc. Of course, we are communicating with people in our lives.

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Grade 0 Process 16: GRADE ZERO QUADS

—ROUTINE 0-0
“What are you willing to talk to me about?”
“What would you like to tell me about that?” …………… to EP

“What are you willing for me to talk to you about?”
“What would you like me to tell you about that?” …………… to EP

“What are you willing for me to talk to others about?”
“What would you like me to tell others about that?” ………… to EP

“What are you willing to tell about yourself?”
“What would you like to say about that?” …………… to EP

One may come across subjects that are taboo in the society. It may be interesting to examine why they are taboo. One may also come across subjects that are difficult to explain. When you risen above emotions and reactions, you can talk about anything. Therefore, Any unwillingness to talk about a subject need to be closely examined for the underlying reason.

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—Routine 0-A
Make a list of people or things you can’t generally talk to easily (parents, cops, officials, god, etc.)! Using any one of the listed items apply the following commands.

“If you could talk to ____ what would you talk about?”
“Alright, if you were talking to ____ about that, what would you say exactly?” ………… to EP

“If _______ could talk to you what would he talk about?”
“Alright, if ___ were talking to you about that, what would ___  say exactly?” …………… to EP

(Auditor chooses 2 people who would have difficulty talking to each other)

“If __1_ could talk to __2_ what would __1_ talk about?”
“Alright, if __1_ was talking to __2_ about that what would __1_ say exactly?” …………… to EP

“If you could talk to yourself what would you talk about?”
“If you were talking to yourself about that what would you say exactly?” …………… to EP

One should first establish good understanding with the other person and then talk about only those things that are real to the other person. He should talk about any anomaly with the purpose of resolving it and not to prove anything. If he violates this operating basis, it would be a reaction that would act as a red flag that he must examine.

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—Routine 0-B
Make a list of subjects or things you can’t generally talk about easily (embarrassing experiences, etc.). Using any one of the listed items apply the following commands.

“What are you willing to tell another about _____?”
“Who else could you say those things to?” …………… to EP

“What are you willing to have another tell you about _____?”
“Who else could say those things to you?” …………… to EP

“What are you willing to have someone tell others about_____ ?”
“Who else could another say those things to others?”  …………… to EP

“What are you willing to tell yourself say about_____?” …………… to EP

Things that are embarrassing to talk about are the anomalies a person has observed in himself or herself. These are essentially reactions, which the person could not control and which resulted in some kind of harm. The anomalies that a person sees in others could also be his own anomalies. The whole idea is to bring these embarrassing reactions up and look at them more closely instead of suppressing them. This is something one can do in Mindfulness meditation. The whole EP of Grade 0 seems to be the willingness and ability to confront one’s own anomalies.

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—Routine 0-C
Talk to anybody about any subject.

“Who are you willing to talk about what?”
“What would you like to say to that person?” …………… to EP

“Who would you let talk to you about what?”
“What would that person may say to you?” …………… to EP

“Who would you let talk to others about what?”
“What would that person may say to others?” …………… to EP

“What are you willing to talk to yourself about?”
“What would you like to say about that?” …………… to EP

A person should have willingness to talk on any subject, but when it comes to actually talking, other factors come into play that must be taken into account. Here the other person’s reality is very important, and also that person’s havingness and one’s relationship with that person. One needs to be ethical and take these factors into account.

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Grade 0 Process 17: HAVINGNESS

“What solid could you have another understand?” …………… to EP
“What solid could another have you understand?” …………… to EP
“What solid could others have others understand?” …………… to EP
“What solid could you have yourself understand?” …………… to EP

Solids are those things that are well established in reality. Solids have very long durations. One can go back to them again and again and find them to be there. Solids are not only physical, but they can be ideas also. The idea of God is very solid. All stable data are solid.

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By vinaire | Comments (21)

A Course in Miracles

May 5, 2024 – 2:27 PM

Here are my comments on the points in its Preface that summarize this Course.

Preface to ACIM – A Course in Miracles Original Edition

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ACIM Preface 17
Nothing real can be threatened. Nothing unreal exists. Herein lies the peace of God.

(1) Real = that which confirms the oneness of the Universe
(2) Unreal = that which violates the oneness of the Universe. All anomalies are unreal.
(3) Peace of God = the certainty of the oneness of the Universe

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ACIM Preface 18
“This is how A Course in Miracles begins. It makes a fundamental distinction between the real and the unreal; between knowledge and perception. Knowledge is truth, under one law, the law of love or God. Truth is unalterable, eternal and unambiguous. It can be unrecognized, but it cannot be changed. It applies to everything that God created, and only what He created is real. It is beyond learning because it is beyond time and process. It has no opposite; no beginning and no end. It merely is.”

(1) Knowledge = the assimilated experience
(2) Perception = the sensory data streamed into one’s consciousness
(3) Truth = that which is continuous, consistent and harmonious within a given context. Truth is relative to the context.
(4) Law of Love of God = The Principle of Oneness
(5) God’s Creation = the is-ness of things
(6) God = The principle of IS-NESS and ONENESS
(7) Time = the streaming of data when the whole Universe is not being viewed at once.
(8) Process = A series of steps that take time to execute.

Truth is unalterable, eternal and unambiguous only when the whole Universe is being viewed at once without streaming of data.

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ACIM Preface 19
“The world of perception, on the other hand, is the world of time, of change, of beginnings and endings. It is based on interpretation, not on facts. It is the world of birth and death, founded on the belief in scarcity, loss, separation and death. It is learned rather than given, selective in its perceptual emphases, unstable in its functioning, and inaccurate in its interpretations.”

(1) Perception = the sensory data streamed into one’s consciousness
(2) Time = the streaming of data when the whole Universe is not being viewed at once.
(3) Facts = what you see when the whole Universe is being viewed at once.
(4) Interpretation = what you see when the whole Universe is not being viewed at once.

Explanation:

(1) Perception is streaming of data of the universe to an individual self that has not yet comprehended the whole universe.
(2) There is streaming of data because the individual self is not viewing the whole universe at once.
(3) This is so because the individual self  is identifying with some small part of the universe.
(4) Time is the change and the cycles with beginning and end, which comes about because of the streaming of data.
(5) The fact is the oneness of the universe when perceived in its wholeness.
(6) Anomalies of birth, scarcity, loss, separation and death come about because streaming of data has replaced the whole view of the universe.
(7) The individual self needs to stop identifying itself with some small part of the universe, to stop being subjected to the streaming of data. 
(8) The solution is for the individual self to step back from any identification.

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ACIM Preface 20
“From knowledge and perception respectively, two distinct thought systems arise which are opposite in every respect. In the realm of knowledge no thoughts exist apart from God, because God and His Creation share one Will. The world of perception, however, is made by the belief in opposites and separate wills, in perpetual conflict with each other and with God. What perception sees and hears appears to be real because it permits into awareness only what conforms to the wishes of the perceiver. This leads to a world of illusions, a world which needs constant defence precisely because it is not real.”

(1) Knowledge = the assimilated experience
(2) Perception = the sensory data streamed into one’s consciousness
(3) God = The principle of IS-NESS and ONENESS
(4) Anomalies exist in perceptual data 
(5) Unawareness of the principle of IS-NESS and ONENESS makes these anomalies appear very real.
(6) This unawareness generates a world of illusions (called maya in Hinduism).

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ACIM Preface 21
“When you have been caught in the world of perception you are caught in a dream. You cannot escape without help, because everything your senses show merely witnesses to the reality of the dream. God has provided the Answer, the only Way out, the true Helper. It is the function of His Voice, His Holy Spirit, to mediate between the two worlds. He can do this because, while on the one hand He knows the truth, on the other He also recognises our illusions, but without believing in them. It is the Holy Spirit’s goal to help us escape from the dream world by teaching us how to reverse our thinking and unlearn our mistakes. Forgiveness is the Holy Spirit’s great learning aid in bringing this thought reversal about. However, the Course has its own definition of what forgiveness really is just as it defines the world in its own way.”

(1) Perception = the sensory data streamed into one’s consciousness consisting of anomalies
(2) God = The principle of IS-NESS and ONENESS
(3) Meditate = See things as they are; resolve anomalies
(4) Forgiveness = letting go of identification and its fixations

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ACIM Preface 22
“The world we see merely reflects our own internal frame of reference the dominant ideas, wishes and emotions in our minds. Projection makes perception. We look inside first, decide the kind of world we want to see and then project that world outside, making it the truth as we see it. We make it true by our interpretations of what it is we are seeing. If we are using perception to justify our own mistakes our anger, our impulses to attack, our lack of love in whatever form it may take we will see a world of evil, destruction, malice, envy and despair. All this we must learn to forgive, not because we are being good and charitable, but because what we are seeing is not true. We have distorted the world by our twisted defenses, and are therefore seeing what is not there. As we learn to recognize our perceptual errors, we also learn to look past them or forgive. At the same time we are forgiving ourselves, looking past our distorted self-concepts to the Self that God created in us and as us.”

(1) World = the data streaming in, which is filtered by one’s identification (fixations)
(2) Perception = the sensory data streamed into one’s consciousness consisting of anomalies
(3) Identification = Giving self an identity that consists of misconceptions, fixed ideas, assumptions, biases.
(4) Forgiveness = letting go of identification and its fixations
(5) God = The principle of IS-NESS and ONENESS
(6) Individual self = self resulting from identification
(7) Self = the totality of awareness

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ACIM Preface 23
“Sin is defined as lack of love. Since love is all there is, sin in the sight of the Holy Spirit is a mistake to be corrected, rather than an evil to be punished. Our sense of inadequacy, weakness and incompletion comes from the strong investment in the scarcity principle that governs the whole world of illusions. From that point of view, we seek in others what we feel is wanting in ourselves. We love another in order to get something ourselves. That, in fact, is what passes for love in the dream world. There can be no greater mistake than that, for love is incapable of asking for anything.”

(1) Love = having a feeling of oneness
(2) Sin = any action that takes away the feeling of oneness by violating it
(3) Holy Spirit  = The faculty of seeing things as they are
(4) Evil = An anomaly that is too complex to be resolved easily
(5) Scarcity principle = a higher value is placed on an object that is scarce

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ACIM Preface 24
“Only minds can really join, and whom God has joined no man can put asunder. It is, however, only at the level of Christ Mind that true union is possible, and has, in fact, never been lost. The little ‘I’ seeks to enhance itself by external approval, external possessions and external love. The Self that God created needs nothing. It is forever complete, safe, loved and loving. It seeks to share rather than to get; to extend rather than project. It has no needs and wants to join with others out of their mutual awareness of abundance.”

(1) Mind = the seat of awareness through assimilation of sensations
(2) God = the principle of IS-NESS and ONENESS
(3) Man = the human body-mind-spirit system
(4) Christ Mind = the mind free of all anomalies, which sees things as they are
(5) The little ‘I’ = the individual self
(6) Individual self = self resulting from identification
(7) Self = the totality of awareness

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ACIM Preface 25
“The special relationships of the world are destructive, selfish and childishly egocentric. Yet, if given to the Holy Spirit, these relationships can become the holiest things on earth… the miracles that point the way to the return to Heaven. The world uses its special relationships as a final weapon of exclusion and a demonstration of separateness. The Holy Spirit transforms them into perfect lessons in forgiveness and in awakening from the dream. Each one is an opportunity to let perceptions be healed and errors corrected. Each one is another chance to forgive oneself by forgiving the other. And each one becomes still another invitation to the Holy Spirit and to the remembrance of God.”

(1) Holy Spirit  = the faculty of seeing things as they are
(2) Perception = the sensory data streamed into one’s consciousness
(3) Forgiveness = letting go of identification and its fixations
(4) God = the principle of IS-NESS and ONENESS

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ACIM Preface 26
“Perception is a function of the body, and therefore represents a limit on awareness. Perception sees through the body’s eyes and hears through the body’s ears. It evokes the limited responses which the body makes. The body appears to be largely self-motivated and independent, yet it actually responds only to the intentions of the mind. If the mind wants to use it for attack in any form, it becomes prey to sickness, age and decay. If the mind accepts the Holy Spirit’s purpose for it instead, it becomes a useful way of communicating with others, invulnerable as long as it is needed, and to be gently laid by when its use is over. Of itself it is neutral, as is everything in the world of perception. Whether it is used for the goals of the ego or the Holy Spirit depends entirely on what the mind wants.”

(1) Perception = the sensory data streamed into one’s consciousness
(2) Mind = the seat of awareness through assimilation of sensations
(3) Holy Spirit  = Self = The totality of awareness = the faculty of seeing things as they are
(4) Ego = the Individual self = self resulting from identification

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ACIM Preface 27
“The opposite of seeing through the body’s eyes is the vision of Christ, which reflects strength rather than weakness, unity rather than separation, and love rather than fear. The opposite of hearing through the body’s ears is communication through the Voice for God, the Holy Spirit, which abides in each of us. His voice seems distant and difficult to hear because the ego, which speaks for the little, separated self, seems to be much louder. This is actually reversed. The Holy Spirit speaks with unmistakable clarity and overwhelming appeal. No one who does not choose to identify with the body could possibly be deaf to His messages of release and hope, nor could he fail to accept joyously the vision of Christ in glad exchange for his miserable picture of himself.”

(1) Vision of Christ = seeing with the viewpoint of oneness.
(2) God = the principle of IS-NESS and ONENESS
(3) Holy Spirit  = Self = The totality of awareness = the faculty of seeing things as they are
(4) Ego = the Individual self = self resulting from identification

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ACIM Preface 28
“Christ’s vision is the Holy Spirit’s gift, God’s alternative to the illusion of separation and to the belief in the reality of sin, guilt and death. It is the one correction for all errors of perception; the reconciliation of the seeming opposites on which this world is based. Its kindly light shows all things from another point of view, reflecting the thought system that arises from knowledge and making return to God not only possible but inevitable. What was regarded as injustices done to one by someone else now becomes a call for help and for union. Sin, sickness and attack are seen as misperceptions calling for remedy through gentleness and love. Defenses are laid down because where there is no attack there is no need for them. Our bothers’ needs become our own, because they are taking the journey with us as we go to God. Without us they would lose their way. Without them we could never find our own.”

(1) Vision of Christ = seeing with the viewpoint of oneness.
(2) Holy Spirit  = Self = The totality of awareness = the faculty of seeing things as they are
(3) God = the principle of IS-NESS and ONENESS

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ACIM Preface 29
“Forgiveness is unknown in Heaven, where the need for it would be inconceivable. However, in this world, forgiveness is a necessary correction for all the mistakes that we have made. To offer forgiveness is the only way for us to have it, for it reflects the law of Heaven that giving and receiving are the same. Heaven is the natural state of all the Sons of God as He created them. Such is their reality forever. It has not changed because it has been forgotten.”

(1) Forgiveness = letting go of identification and its fixations
(2) Heaven = The bliss of being one with everything. 

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ACIM Preface 30
“Forgiveness is the means by which we will remember. Through forgiveness the thinking of the world is reversed. The forgiven world becomes the gate of Heaven, because by its mercy we can at last forgive ourselves. Holding no-one prisoner to guilt, we become free. Acknowledging Christ in all our brothers, we recognize His Presence in ourselves. Forgetting all our misperceptions, and with nothing from the past to hold us back, we can remember God. Beyond this, learning cannot go. When we are ready, God Himself will take the final step in our return to Him.”

(1) Forgiveness = letting go of identification and its fixations
(2) Heaven = The bliss of being one with everything. 
(3) Christ Mind = the mind free of all anomalies, which sees things as they are
(4) God = the principle of IS-NESS and ONENESS

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ACIM Preface 31
“This ACIM Course aims at the correction of the fundamental error. All terms are potentially controversial, If you seek clarification you will find it.”

The fundamental error is an unconscious identification with some part of this universe, and becoming oblivious to the principle of Oneness.

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By vinaire | Comments (0)

Implants and “Oneness”

April 16, 2024 – 7:54 AM

Hubbard wrote in SCN 8-8008: Identity versus Individuality:

“One of the control mechanisms which has been used on thetans is that when they rise in potential they are led to believe themselves one with the universe. This is distinctly untrue. Thetans are individuals. They do not as they rise up the scale, merge with other individualities. They have the power of becoming anything they wish while still retaining their own individuality. They are first and foremost themselves. There is evidently no Nirvana. It is the feeling that one will merge and lose his own individuality that restrains the thetan from attempting to remedy his lot. His merging with the rest of the universe would be his becoming matter. This is the ultimate in cohesiveness and the ultimate in affinity, and is at the lowest point of the tone-scale. One declines into a brotherhood with the universe. When he goes up scale, he becomes more and more an individual capable of creating and maintaining his own universe. In this wise (leading people to believe they had no individuality above that of MEST) the MEST universe cut out all competition.”

Thus, Hubbard believed that oneness is an implant. In his mind, oneness conflicted with his idea of individuality. To him, accepting oneness amounted to discrediting individuality.

But oneness does not equate to sameness. A table and a chair are both made of matter, but that does not mean that they are the same thing. Energy consists of a whole spectrum of electromagnetic radiation, but that does not mean that all electromagnetic radiation is the same. An individual is a part of mankind, but that does not mean all individuals are the same.

So, why is Hubbard so ticked about oneness of the universe?

All that Hubbard is ticked about is thought condensing into energy and matter. To him thetan is a form of thought; and, the universe is a form of energy and matter. And the two should not be regarded as the same. Well, that is alright. But does oneness means that everything the same?

No, it doesn’t. Oneness comes from the elimination of discontinuities, inconsistencies and disharmonies. It results in clarity rather than sameness. You see thought as thought, energy as energy, and matter as matter. All three are forms of substance that make up this universe.

And under these major categories, you see a chair as chair, light as light, and a particular idea as that particular idea. You come to see things as they are.

And this is the oneness of the universe because it is all connected by the clarity of knowingness.

The universe is the knowable part of the dichotomy, “Unknowable-knowable.” And that is all it means. All things knowable are part of this universe. If the Cause is knowable, it is a part of the knowable universe.

So, Hubbard had a misunderstanding about oneness of the universe as it is viewed in Buddhism. He invalidated Buddhism because of his own deep misconception. A deep misconception is the result of an implant. So, we are looking here at an implant of Hubbard.

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More on Oneness

The universe is sensed as a spectrum of substance (thought, energy and matter). By interacting among each other, thought, energy and matter acquire forms and meaning. These forms and meanings appear as patterns within thought, energy and matter.

The basic patterns may be referred to as the laws of nature. These laws must be consistent among themselves to provide a complete picture of the universe. This consistency extends from continuity at one end to harmony at the other. Together, the continuity, consistency and harmony of these patterns represent the principle of oneness. 

In his Theta-MEST theory, Hubbard postulated theta (thought) to be separate from MEST (energy and matter). According to his theory, theta impinged on MEST and then separated gathering the laws of MEST. There existed a tension between theta and MEST, without which the universe could not exist. Therefore, a merger or oneness between theta and MEST was unthinkable to Hubbard. Hubbard’s fear of losing his individuality expressed itself through his own flawed postulate that theta is separate and independent of the physical universe.

In truth, thought is a part of the spectrum of substance, just like energy and matter are. The integration of thought, energy and matter has resulted in this knowable universe. Spiritual and physical elements are not separate, but they form two aspects of this universe. Anomalies arise during the course of interactions among thought, energy and matter. But as these anomalies are resolved, evolution occurs.

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By vinaire | Comments (3)

The Attention

April 3, 2024 – 6:55 AM

Reference: Subject Clearing Beingness

Attention helps us become aware of things. It is a natural attraction toward anomalies, which, when resolved, leads to better awareness.

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Definition of ATTENTION

Attention has to do with the natural tendency toward oneness. When left to itself, attention flows towards the area which needs clarification. Such an area could be missing information. It may consist of contradictions. Or, it may have disharmony. Such conditions are called anomalies. Once an anomaly is resolved, the attention moves to another anomaly. 

Attention is said to be the “concentration of awareness” because awareness has to do with giving meaning to things. In other words, attention is the natural focus on things that require better definition for further clarification. Free attention is a powerful indicator of anomalies that needs to be resolved first.

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Misconceptions

Attention is not just looking at something attractive. Beyond that attraction, there is always some anomaly waiting to be resolved.

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By vinaire | Comments (0)