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Reference: Course on Subject Clearing
Reference: Comments on Books
Here is my study of Scientology.
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Please see Course on Subject Clearing
When we are young, we receive considerable “schooling” from our parents and from the school. We never question that data because it is all new to us. We are told that data in an authoritative manner, so we are not encouraged to question it. This amounts to your understanding being suppressed or conditioned. This has unwanted consequences later.
The outpoints that you are looking at here are ALTERED PURPOSE and OMITTED UNDERSTANDING. The truth is: as you understand better, you know what to do better.
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It is important to take any suppression off your understanding. The first step is to make a list of the school subjects that you had trouble with. List them in the order they come to your mind. Then you may rearrange them in the sequence you would like to take them up.
Next, carry out the Viewpoint Expansion exercise with each subject using the following question:
“On learning __(the subject)__(the button)__?”
Use the buttons in the order given on the exercise. You may even cycle through all the buttons many times. Do this until you no longer feel threatened by the subject, or feel aversion towards it. You now feel that you can comfortably confront the subject.
Do this with all the subjects that you ever had trouble with. This could go very fast. You may now feel excited about learning in general.
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Now that you feel excited about learning, make a list of the school subjects which make you feel that some understanding is missing. List them in the order they come to your mind. Then you may rearrange them in the sequence you would like to tackle them.
Take the first subject, and list all the key words as they come to your mind. The key words would represent the main concepts in that subject. For example, the key words of MATHEMATICS may be listed as follows:
Mathematics, digit, number, place value, counting, adding, subtracting, multiplying, dividing, integer, zero, negative numbers, terms, expressions, factoring, and so on.
As you clear the meaning of these key words, arrange them in the order from the earliest in development to the latest. This correct sequence shall provide you with the context in which you may evaluate the concepts underlying these key words. Do this until you no longer have the feeling of not understanding the subject. You may now see clearly what you understand and what you don’t.
Do this with all the subjects toward which you have the feeling of not having understood something. You will now have certainty on what you know, and what you don’t know.
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Now that you have isolated what you know and what you don’t, you may prioritize your study, and plan your education according to your interests.
As you select textbooks and start to study them, make sure you do not go by any paragraph, sentence, or word that you do not understand the meaning of.
Use the tips provided at Word Meanings.
Good luck!
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Reference: Course on Subject Clearing
[NOTE: My acknowledgement goes to L Ron Hubbard. I have freely borrowed from his writings to build up further on them, as usually done in the field of research.]
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Hubbard’s Ideal Scene for Logic does not spring from some basic principle of the Universe. It is rather heuristic as expressed in The Logic of Data Series. In Subject Clearing, The Ideal Scene for Logic is the principle of ONENESS (continuity, consistency and harmony) of reality, as explained in The Ideal Scene of LOGIC.
Thus, the OUTPOINTS are the categories of illogics determined heuristically in Data Series by Hubbard. On the other hand ANOMALIES are the basic illogics as derived from the principle of Oneness of Reality.
The anomaly of DISCONTINUITY appears to contain the outpoints of OMITTED DATA and DROPPED TIME.
The anomaly of INCONSISTENCY appears to contain the outpoints of ALTERED SEQUENCE and ALTERED IMPORTANCE.
The anomaly of DISHARMONY appears to contain the outpoints of FALSEHOOD and WRONG TARGET.
These outpoints are described as follows.
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“This can be an omitted person, terminal, object, energy, space, time, form, sequence, or even an omitted scene. Anything that can be omitted that should be there is an out-point. This is easily the most overlooked out-point as it isn’t there to directly attract attention.”
“In crime it is as bad to omit as it is to commit. Yet no one seems to notice the omissions as actual crimes. In any analysis which fails to discover a WHY one can safely conclude the why is an omission and look for things that should be there and aren’t.”
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“Time that should be noted and isn’t would be an out-point of “dropped time”. It is a special case of an omitted datum. Dropped time has a peculiarly ferocious effect that adds up to utter lunacy. A news bulletin from 1814 and one from 1922 read consecutively without time assigned produces otherwise undetectable madness.”
“In madmen the present is the dropped time, leaving them in the haunted past. Just telling a group of madmen to “come up to present time” will produce a few miraculous “cures”. Time aberrations are so strong that dropped time well qualifies as an out-point.”
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“Sequence means linear (in a line) travel either through space or time or both. Any things, events, object, sizes, in a wrong sequence is an out-point. The number series 3, 7, 1, 2, 4, 6, 5 is an altered sequence, or an incorrect sequence. A cart-before-the-horse out of sequence is an out-point.”
“The basic outness is no sequence at all. This leads into FIXED IDEAS. It also shows up in what is called disassociation, an insanity. Things connected to or similar to each other are not seen as consecutive. Such people also jump about subjectwise without relation to an obvious sequence. Disassociation is the extreme case where things that are related are not seen to be and things that have no relation are conceived to have.”
“One has to think in sequences to have correct sequences. Persons who do not think in sequence do not see altered sequences in their own actions or areas.”
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“An importance shifted from its actual relative importance, up or down, is an out-point. A number of things of different importances can be assigned a monotone of importance. That will also be an out-point. All importances are relative to their actuality.”
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“When you hear two facts that are contrary, one is a falsehood or both are. Propaganda and other activities specialize in falsehoods and provoke great disturbance. Willful or unintentional a falsehood is an out-point. It may be a mistake or a calculated or defensive falsehood and it is still an out-point.”
“Anything that seeks to be what it isn’t is a falsehood and an out-point. Fiction that does not pretend to be anything else is of course not a falsehood.”
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“Mistaken objective is an out-point. An example would be “removing the slums” to make way for modem shops, which kills the tourist industry.”
“Wrong target is commonly mistaken identity. It is also mistaken purposes or goals. Injustice is usually a wrong target out-point. Arrest the drug consumer, award the drug company would be an example.”
“A large sum of aberration is based on wrong targets, wrong sources, wrong causes. Incorrectly tell a patient he has ulcers when he hasn’t and he’s hung with an out-point which impedes recovery.”
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There may be types of outpoints other than those outlined above; but they all fall under the three basic anomalies of discontinuity, inconsistency and disharmony.
To gain some familiarity with these outpoints please see the examples provided in Data Series 2: Logic.
Then make some examples of your own.
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Reference: Course on Subject Clearing
It is much easier to start Subject Clearing by addressing external anomalies. As external anomalies are handled, they pave the way for handling the internal anomalies.
External anomalies relate to the approximations that the mind makes of the external world. These are best resolved by getting actual experience. In the absence of actual experience logical projections may work where the gaps in awareness are small. But, where such gaps are large, even logic fails.
If one is unable to experience some portion of the external world, one may make oneself aware through the experience of others as relayed through books, lectures, videos, etc. This is basically what school and university education is supposed to accomplish. One is learning through the experience of others. But the information that is relayed, could itself become distorted after passing through many relay points.
So, the starting point is strengthening one’s ABILITY TO OBSERVE AND EXPERIENCE with eyes open.
Here are the recommended exercises for this purpose:
Click on the link to access the exercise. Do each exercise repetitively in 20 minutes sessions until you feel you have attained its purpose. It is important that you be relaxed and let the mind present data to you. You do not present any data to the mind in this observation mode. You examine the incoming sensations, information and data without avoiding, resisting, suppressing or denying them. Let the mind associate the data on its own. You simply be an observer.
Good luck!
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Please see The Book of Subject Clearing
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It is obvious that we all have doubts, perplexities and confusions about things. Underlying these confusions are misunderstandings in communication and errors in thinking. We are not always able to trace our doubts and confusions back to such misunderstandings and errors, and fix them. So, we end up covering the failures to grasp by assumptions and speculations. This only makes life more complicated.
These failures exist not only in our use of language in communication, but also in our use of logic in thinking. The development of Subject Clearing now provides a tool, which anybody can use to handle their doubts, perplexities and confusions quite simply and easily.
Subject Clearing proposes a MATRIX MODEL of the mind that replaces the earlier models, such as, the “subconscious mind” of Freud, or the “reactive mind” of Hubbard. This model, for the first time, provides a structure that supports the function of the mind. Furthermore, the concept of ANOMALY, as defined in Subject Clearing, provides a direct approach to resolving doubts, perplexities and confusions.
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Normally, the mind perceives the environment, assesses the conditions, and directs the body to perform activity to resolve any situations and improve conditions. The mind also monitors the various flows within 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.
The body-mind-spirit is actually a single system of life. The body, mind and spirit are best described as the three dimensions of this LIFE SYSTEM. This system operates on thought-electro-mechanical laws. The sense organs embedded in this system receive the sensations from the environment in the form of touch, sight, hearing, taste and smell. These sensations are then processed to accomplish the long-term purpose of the system of EVOLVING.
These SENSATIONS break down into smaller elements, which we may refer to as PERCEPTUAL ELEMENTS. These perceptual elements form a network of associations among themselves, which we may refer to as the MENTAL MATRIX. Each perceptual elements forms a NODE of this matrix. The external environment is PERCEIVED only when this mental matrix is well assimilated. ASSIMILATION means that there is continuity, consistency and harmony among all associations within the matrix.
The sensations enter the life system on a continuous basis. Upon entering, the sensations break down into perceptual elements. All perceptual elements are identified by their characteristics and a time stamp of when they were received. These elements get assimilated in the mental matrix, such that the associations with existing elements are established, and any duplicates are merged together.
The perceptual elements associated with time stamps are perceived as MEMORIES. They may be associated in a different order to form IMAGINATION. There may be gaps among the associations, but they are bridged over by rational projections.
Over time, the rational projections are replaced by associations created by new perceptual elements as they are received; and the multi-dimensional associations of the mental matrix come to reflect the external “universe” with increasing precision. The finer are the perceptual elements, the better is this precision. We know this reflection of the external “universe” in the mental matrix as the CONSCIOUSNESS of the mind.
But there are traumatic sensations that do not break down into perceptual elements after they enter. They embed themselves into the mental matrix as UNASSIMILATED NODES. The content of such nodes cannot be properly perceived because they are not assimilated with other nodes. The unassimilated nodes are “perceived” only as raw sensations of PAIN and ANXIETY. Their effect is to distort the mental matrix. Such distortions show up as anomalies in the thinking process of the mind.
According to this model, the assimilated portions of the mental matrix, which provide rational thinking, may be called the CONSCIOUS or ANALYTICAL mind; and the unassimilated portions, which produce unthinking reactions, may be called the SUBCONSCIOUS or REACTIVE mind.
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The dictionary defines “anomaly” as something irregular, odd, peculiar, or strange condition, situation, quality, etc. It is an incongruity or inconsistency. In Subject Clearing, ANOMALY is defined more precisely as follows:
An anomaly is any violation of the integrity of reality, such as, discontinuity (missing data), inconsistency (contradictory data), or disharmony (arbitrary data).
An anomaly flags the presence of an impression on the mind that is not fully assimilated. The unassimilated impression usually takes the form of pain, anxiety or a fixed idea. It is usually covered up by a justification or an assumption. When one spots the assumption and tracks it down, the impression assimilates, and the anomaly resolves.
The anomalies that we perceive in the “external world” are actually anomalies in how the external world is perceived. They are anomalies in the reflection of the “external world” in the mental matrix. The resolution of such anomalies involves replacing the existing projections within the matrix by obtaining actual experience. The Future of Education outlines how concepts may be organized from the earliest to the latest to locate and resolve anomalies of the “external world.”
The anomalies that we sense in our thinking are actually the distortions in the mental matrix due to the unassimilated impressions These are anomalies in the structure of the mental matrix itself. The resolution of such anomalies depends on the assimilation of the unassimilated impressions. This is the domain of meditation in ancient Yoga, the psychoanalysis in psychology, and the auditing in Scientology. The anomalies in the structure of matrix (internal anomalies) make it difficult for the person to think rationally and resolve the anomalies in perception (external anomalies).
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Subject Clearing helps one resolve both “external” and “internal” anomalies as described above. This, then, improves one’s ability to think clearly and perceive things in the “external world” just as they are without distortions.
Having this ability, one can resolve deeper and larger problems easily, and navigate one’s way successfully through life.
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Related documents:
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