A Picture from Old Days

February 21, 2022 – 6:35 PM Categories: General | Comments (2)

Substance, Motion and Static

Reference: Subject: Scientology Fundamentals

Motion occurs in a substance. There is no motion in the absence of substance.

Substance is anything substantial enough to be perceived. The two dimensions of substance are spiritual (theta) and physical (MEST). The absence of substance means—void. 

Examples of motion in the physical dimension are: motion of the planets, motion of light, motion of electrons, etc. Examples of motion in the spiritual dimension are: thoughts racing in the mind, learning of subjects, evolution, etc.

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Motion in Physical Dimension

No physical object is absolutely still. Nor the atoms that make up the objects are absolutely still. The pressure of air, the temperature of solid objects, and the Brownian motion—all provide evidence for the motion of atoms.

Looking deeper, we find that there is motion within an atom too. The electronic region naturally swirls rapidly around the nucleus like a whirlpool. This is because the electronic region is much less dense than the nucleus. It is clearly observable that, as matter de-condenses into energy, its motion increases. The velocity of light is 3 x 1010 times the average velocity of matter (in cm/sec) because the consistency of light is that much less than the average density of matter. Einstein postulated this ratio to be the universal constant ‘c’.

Essentially, motion is tied to the consistency (degree of thickness, firmness, viscosity, etc.) of substance. The greater is the consistency of substance, the slower it moves. Matter gets much more condensed in neutron stars and black holes, where it becomes increasingly static. Probably, black holes are the most static objects in the universe. No wonder we find black holes at the center of the galaxies. 

Motion is an inherent characteristic of physical substance just like consistency. Motion is not independent of the physical substance.

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Motion in Spiritual Dimension

The mind is usually filled with chaotic thoughts. Many try to still the mind. People also change their mind about what they have to do, what they like or dislike, etc. Some may not look at these things as motion because it is a very different type of change.

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Hubbard’s Static

In the philosophy of Scientology, Hubbard says, 

“Scientology is essentially a study of statics and kinetics. If anything, it is more exact than what are called the physical sciences, for it is dealing with a theoretical static and a theoretical kinetic which are at the opposite ends of a spectrum of all motion.”

Hubbard, then, goes on to say,

“Formerly a static was defined only as a motionless object which definition is not adequate, since an object—or a state of rest for an object—is attained only by an equilibrium of forces and all objects have in themselves, if only on a molecular level, motion, and exist in space which is itself an integral portion of motion. Hence, we see we are dealing with a higher-level static.”

Hubbard then says,

“One of the most valuable contributions of Scientology to knowledge is the definition of a true static. A static has no motion; it has no width, length, breadth, depth; it is not held in suspension by an equilibrium of forces; it does not have mass; it does not contain wavelengths; it has no situation in time or space.”

An analysis of Hubbard’s definitions of STATIC tells us,

“Static implies that Theta (spiritual) and MEST (physical) are different dimensions. Theta is the potential, which itself  is static, until it is manifested in MEST and produces motion.”

Hubbard is, essentially, assigning the potential of motion to spiritual realm and calling it “Static.” Can we separate potential of motion from motion? We can, as in the case of a compressed spring, but that is not moving into the spiritual dimension.

Hubbard uses his hypothesis to explain death and out of body experiences. But that seems to be unnecessary per the analysis provided in this document on Scientology Axiom # 1.

An alternative concept provided in The Static Viewpoint seems to be more consistent with reality.

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February 16, 2022 – 11:34 AM Categories: Subject Clearing | Comments (5)

Grade 4 Processes

Right, left, right, wrong Painting by Paul Klonowski | Saatchi Art

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 4 processes follow Grade 3 Processes. The person’s confront is now high enough to handle some of the fixations he could not handle earlier. 

Grade 4 focuses on moving out of fixed conditions and gaining abilities to do new things. The Grade 4 processes zero in on the person’s fixations still remaining and bring them up to awareness with the help of Listing and Nulling. Freeing the person up from his fixations brings a big change in his life.

For example, the process, “In this lifetime what do you use to make others wrong?”, help the person zero down to an item. The person then contemplates on this item with the help of the subsequent commands for this process. The person now has a high enough confront to realize his fixation and get rid of it.

In general, the person runs these processes with 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 Subject Clearing discipline (see The Book of Subject Clearing).

The EP (end phenomena) of any process is simply a sense of having made some progress. With Subject Clearing approach the person may run a process again if he feels that he can gain more from it. But, if the person already has the awareness that a process provides, he need not run that process.

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Listing & Nulling

The person applies the Listing & Nulling process as described under Grade 3 Processes. If he finds “his item” then he uses it on the subsequent commands of the Grade 4 process.

If he does not find a definite item, then he runs the items from the list, starting from the top, through the Grade 4 process commands. He does that until he recognizes his fixation and lets go 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

R2-44 MUST & MUST NOT HAPPEN
The purpose of this process is to address fixations.

“Tell me some things you wouldn’t want to have happen again.”
“Tell me some things you would like to have happen again.” …………… to EP

“Tell me some things another wouldn’t want to have happen again to you.”
“Tell me some things another would want to have happen again to you.” …………… to EP

“Tell me some things you wouldn’t want to have happen again to another.”
“Tell me some things you would want to have happen again to another.” …………… to EP

“Tell me some things others wouldn’t want to have happen again to others.”
“Tell me some things others would want to have happen again to others.” …………… to EP

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JUSTIFICATION PROCESS
Get all possible justifications for an overt, before asking for another overt.

“In this lifetime what overt have you committed?”
“How have you justified it?” …………… to EP

“In this lifetime what overt has another committed?”
“How has he justified it?” …………… to EP

“In this lifetime what overt have others committed?”
“How have they justified it?” …………… to EP

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CERTAINTY PROCESSING
“Tell me something you can prevent from happening.”
“Tell me something you cannot prevent from happening.” …………… to EP

“Tell me something another can prevent from happening.”
“Tell me something another cannot prevent from happening.” …………… to EP

“Tell me something others can prevent from happening.”
“Tell me something others cannot prevent from happening.” …………… to EP

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RISING SCALE PROCESSING
Use the scale of the Chart of Attitudes as given here in the commands that follow the scale.

“Get the idea of (bottom of scale, e.g. dead.)”
“Now change that idea as nearly as you can to (top of scale, e.g. survive).” ……… to EP

Each pair is run to EP.

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EFFORT PROCESSING
Make a list of the disabilities you have in the order you would like to take them up. Take the first disability and run in the commands below:

“Get the (disability) effort.”
“Get the (disability) counter-effort.” …………… to EP

Note: Get the underlying emotion and consideration.
Run rest of the items.

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R2-66 ELECTING CAUSE
“Point out some things which are causing things.”
“Point out some more things which are causing things.”  …………… to EP

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LEVEL IV QUAD
List and null to one item:
“In this lifetime what does another use to make you wrong?”

Put the item into brackets as below and run to EP

  1. “In this lifetime how would ______ make another right?”       
  2. “In this lifetime how would ______ make another wrong?”
  3. “In this lifetime how would ______ help another escape domination?”
  4. “In this lifetime how would ______ help another dominate you?”
  5. “In this lifetime how would ______ aid another’s survival?”
  6. “In this lifetime how would ______ hinder your survival?” …………… to EP

List and null to one item:
“In this lifetime what do you use to make others wrong?”

Put the item into brackets as below and run to EP

  1. “In this lifetime how would ______ make you right?” 
  2. “In this lifetime how would ______ make others wrong?”
  3. “In this lifetime how would ______ help you escape domination?”
  4. “In this lifetime how would ______ help you dominate others?”
  5. “In this lifetime how would ______ aid your survival?”
  6. “In this lifetime how would ______ hinder the survival of others?” …………… to EP

List and null to one item:
“In this lifetime what does another use to make others wrong?”

Put the item into brackets as below and run to EP

  1. “In this lifetime how would ______ make another right?”       
  2. “In this lifetime how would ______ make others wrong?”
  3. “In this lifetime how would ______ help another escape domination?”
  4. “In this lifetime how would ______ help another dominate others?”
  5. “In this lifetime how would ______ aid another’s survival?”
  6. “In this lifetime how would ______ hinder the survival of others?” …………… to EP

List and null to one item:
“In this lifetime what do you use to make yourself wrong?”

Put the item into brackets as below and run to EP

  1. “In this lifetime how would ______ make you right?” 
  2. “In this lifetime how would ______ make something wrong?”
  3. “In this lifetime how would ______ help you escape domination?”
  4. “In this lifetime how would ______ help you dominate?”
  5. “In this lifetime how would ______ aid your survival?”
  6. “In this lifetime how would ______ hinder another’s survival??” …………… to EP

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HAVINGNESS
“Tell me a flow you know something about?” …………… to EP
“Tell me a flow another could get you to know something about?” …………… to EP
“Tell me a flow you could get another to know something about?” …………… to EP
“Tell me a flow others could get others to know something about?” …………… to EP

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February 13, 2022 – 7:49 PM Categories: Subject Clearing | Post a comment

Scientology and Memory

Lars Elling's Poetic Paintings Recall Memories | Poetic paintings, Painting, Painting inspiration

Reference: Course on Subject Clearing

MEMORY

The technique used in running Scientology Grade processes is Straight Memory. Many people have trouble recalling specific moments from their memory of the past. It is, therefore, important to understand the subject of memory.

When one is thinking and computing in the normal course of life, one is using data from one’s memory. Therefore, the purpose of memory is to support the computations of the mind. The better is one memory the more rational are one’s computations. If your thinking is quite rational, then, you can be rest assured that you memory is in good shape.  You do not have to test your memory by recalling individual incidents. You may be simply be recalling very fast in terms of wholesale patterns.

The regular dictionary defines MEMORY as “the mental capacity or faculty of retaining and reviving facts, events, impressions, etc., or of recalling or recognizing previous experiences.” In Dianetics, The Modern Science of Mental Health (DMSMH), Hubbard says, “Anything which, perceived, is filed in the standard memory bank and can be recalled by the analytical mind.” Thus, there are two essential aspects of memory: (a) retaining of experiential data in the mind, and (b) retrieving of that data from the mind. This data is continually retrieved in the background for the purpose of computations (thinking).

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VIVID RECALLS

In Dianetics: The Original Thesis (DTOT), Hubbard says, “In the physio-animal section of the brain, a complete time track and a complete memory record of all perceptions for all moments of the organism’s existence is available.” In DMSMH, he further elaborates, “In a release, the case is not progressed to the point of complete recall. In a clear, full memory exists throughout the lifetime, with the additional bonus that he has photographic recall in color, motion, sound, etc., as well as optimum computational ability.” This seems to assert that (a) memory is recorded in the mind in precise detail, and (b) every moment of one’s whole past is recallable in vivid detail. This emphasis on vivid recall seems to be unnecessary in view of its support role to thinking. But let us take a closer look at memory.

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ENGRAMS AND STANDARD MEMORY

In DMSMH, Hubbard says, “The auditor, with precision methods, recovers data from the earliest ‘unconscious’ moments of the patient’s life, such ‘unconsciousness’ being understood to be caused by shock or pain, not mere unawareness. The patient thus contacts the cellular level engrams. Returned to them and progressed through them by the auditor, the patient re-experiences these moments a few times, when they are then erased and refiled automatically as standard memory. So far as the auditor and the patient can discover, the entire incident has now vanished and does not exist. If they searched carefully in the standard banks they would find it again but refiled as ‘Once aberrative, do not permit as such into computer.’ Late areas of ‘unconsciousness’ are impenetrable until early ones are erased.”

According to the above, engrams exist as literal impressions. They are aberrative because they stand alone and are not assimilated with rest of the experience. It is only upon erasure that these literal impressions are assimilated with standard memory. 

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ASSIMILATION

Assimilation means that literal impressions are broken down into perceptual elements, which are then interconnected with the perceptual elements of the experience (standard memory). In the process of assimilation, all duplicate perceptual elements are eliminated, and we end up with a multi-dimensional matrix of perceptual elements. This is the mental matrix that supports the mental functions of recall and thinking. Each element of this matrix is stamped with a time signature, such that, the original memory can be recreated in recall. But at the same time these elements may be recombined in different orders for thinking purposes.

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MEMORY AS A RECORD

When Hubbard describes memory as “a recording of the physical universe,” he is only partially correct. The literal impressions are a recording of the physical universe but only as they enter our sense channels. At that moment they appear to us as sensations and the content of their recording is not visible to us. Such content become visible only when the impressions are assimilation in the mental matrix. This is when sensations get more precisely defined as perceptions.

Traumatic impressions do not get assimilated and, therefore, never get converted into perceptions. The deep unassimilated impressions are called engrams. Engrams are sensations and not perceptions. Sensations are recordings but perceptions are not. Memories are reconstructions of perceptions from the mental matrix.

Engrams exist as sensations only. A secondary is the emotional aspect of an engram. An Engram is like a huge iceberg, whose tip is visible as locks. With processing the engram gets erased. This erasure is actually the assimilation of engram into the mental matrix. It is only at the point of erasure that one becomes fully aware of the content of the engram. The assimilated data is no longer a recording; but recordings may be recreated using the time signatures.

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STRAIGHT MEMORY

In the Scientology technique of Straight Memory when one is asked to recall something, he gets a reconstructed memory from the mental matrix, plus unassimilated impressions as sensations. The unassimilated impressions are not all visible, but there is a faint sensation of a discontinuity, inconsistency or disharmony. We call this an anomaly.

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 a hidden impression in the form of an assumption. When the assumption, and the underlying impression is discovered it produces a realization that resolves the anomaly.

The relevant part of the Straight Memory is noticing the anomalies in recall and seeing how they add up. The Self Analysis lists encourage the recall of specific moments from our past while remaining in the present time. One soon becomes aware of memory as a reconstruction of the past and gaps (anomalies) in that reconstruction. The following Self Analysis exercise, when done repeatedly, helps resolve some of those anomalies: Visualization Exercise.

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February 13, 2022 – 8:20 AM Categories: Scientology | Comments (5)

Grade 3 Processes

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 3 processes follow Grade 2 Processes. The person is now well on his way to handle deeper fixations and identifications. 

Grade 3 focuses on freedom from the upsets of the past and ability to face the future. The key to overcoming fixation is to have the flexibility in thinking, or to have the ability to change one’s mind. The person looks at the things he can accept or reject, and the things he failed to change. Thus, by looking at change he becomes aware of his fixations and identifications.

For example, the process, “Can you recall a time when you failed to change some energy in this Universe?”, makes a person look at his failures. It makes him look at the condition he was trying to change; and, more specific to that condition, the consideration he was trying to change. As he examines this more closely, it may reveal something about himself that he has been unaware of. This may be quite fruitful in some instances.

In general, the person runs these processes with 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 Subject Clearing discipline (see The Book of Subject Clearing).

The EP (end phenomena) of any process is simply a sense of having made some progress. With Subject Clearing approach the person may run a process again if he feels that he can gain more from it. But, if the person already has the awareness that a process provides, he need not run that process.

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The L&N Process

On Grade 3, Hubbard introduces the process of Listing & Nulling (L & N), which is a very delicate process that uses an E-meter.  In Subject Clearing approach the Listing & Nulling (L & N) process is applied without E-meter as follows. This procedure makes the L&N process very safe:

  1. A listing question is a “Who or What” type question that can have many answers. 
  2. The person answers the question as the answers come to him.
  3. He puts those answers on a list in the order they come to him.
  4. Once this list is complete the person may feel some relief.
  5. He may then rearrange the items on the list in the order they most appeal to him.
  6. If an additional answer comes to him, he adds it to the list, and rearranges the list as necessary.
  7. He then contemplates on each answer starting from the top.
  8. As he does so, he may suddenly recognize the answer that reduces his confusion the most.

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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

R2-50 CHANGING MINDS
“Walk over to this spot.”
“Now decide you have to appear there.”
“Now change your mind and decide you have to disappear there.”
“Now change your mind and decide you have to appear there.” …………… To EP

NOTE: A person is considered exteriorized when he has no fixations. It is easy for an exteriorized person to change mind. But, for a person who is interiorized (has many fixations) this process may not work.

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R2-63 ACCEPT – REJECT
“Find something about yourself which you can accept.” …………… To EP
“Find something about yourself which you can reject.” …………… To EP
“Find something in this room which you can accept.” …………… To EP
“Find something in this room which you can reject.”    …………… To EP
“Find something about this universe which you can accept.” ……… To EP
“Find something about this universe which you can reject.”  ……… To EP

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R2-65 ALTERATION

—PART A: (NOTE: Energy is extremely diluted substance with very high motion)
“Can you recall a time when you failed to change some energy in this Universe?” …… To EP
“Can you recall a time when another failed to change some energy in this Universe?” … To EP
“Can you recall a time when others failed to change some energy in this Universe?” … To EP
“Can you recall a time when you failed to change some energy of your own?” …………… To EP

—PART B: (NOTE: Space defines the extents of energy)
“Can you recall a time when you failed to change some space of another?” … To EP
“Can you recall a time when another failed to change some space of yours?” … To EP
“Can you recall a time when others failed to change some space of others?” … To EP
“Can you recall a time when you failed to change some space of your own?” … To EP

—PART C: (NOTE: This is the part you stress)
“Can you recall a time when you failed to change another’s body?” …………… To EP
“Can you recall a time when another failed to change your body?” …………… To EP
“Can you recall a time when others failed to change other’s bodies?” …………… To EP
“Can you recall a time when you failed to change your own body?” …………… To EP

—PART D: (NOTE: You change a memory by shifting attention)
“Can you recall a time when you failed to change a memory of yours?”  …………… To EP
“Can you recall a time when you failed to change a memory of another?” …………… To EP
“Can you recall a time when others failed to change a memory of others?” …………… To EP
“Can you recall a time when you failed to change a memory of your own?” …………… To EP

—PART E:
“Can you recall a time when another successfully changed something of yours?” ………… To EP
“Can you recall a time when you successfully changed something of another?” …………… To EP
“Can you recall a time when others successfully changed something of others?”  …………… To EP
“Can you recall a time when you successfully changed something of your own?” …………… To EP

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R2-68 INCOMPREHENSIBILITY
“Spot something incomprehensible.” …………… To EP

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HAS IV
You may add “something,” “somebody,” or a charged terminal to these commands.

“Get the idea of changing.”
“Get the idea of not changing.” …………… to EP

“Get the idea of another changing.”
“Get the idea of another not changing.” …………… to EP

“Get the idea of others changing.”
“Get the idea of others not changing.” …………… to EP

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CHANGE, NO CHANGE & FAILED CHANGE

—PART A:
You may us ‘Get the idea’ instead of ‘Think’ in the following commands according to your taste

“Think of a change.”
“Think of a no-change.”
“Think of a failed change.” …………… to EP

—PART B:
“Recall a change.”
“Recall a no-change.”
“Recall a failed change.” …………… to EP

—PART C:
“What change have you avoided?”
“What change have you sought?” …………… to EP

“What change has another avoided?”
“What change has another sought?” …………… to EP

“What change have others avoided?”
“What change have others sought?” …………… to EP

“What change of yourself have you avoided?”
“What change of yourself have you sought?” …………… to EP

“What no-change have you avoided?”
“What no-change have you sought?” …………… to EP

“What no-change has another avoided?”
“What no-change has another sought?” …………… to EP

“What no-change have others avoided?”
“What no-change have others sought?” …………… to EP

“What no-change of yourself have you avoided?”
“What no-change of yourself have you sought?” …………… to EP

“What failed change have you avoided?”
“What failed change have you sought?” …………… to EP

“What failed change has another avoided?”
“What failed change has another sought?” …………… to EP

“What failed change have others avoided?”
“What failed change have others sought?” …………… to EP

“What failure to change yourself have you avoided?”
“What failure to change yourself have you sought?” …………… to EP

—PART D:
15-Way Bracket (something or somebody)

  1. “How have you changed something?”
  2. “How has something tried to change you?”
  3. “How has something changed another?”
  4. “How has another changed something?”
  5. “How has something changed?”
  6. “What have you not changed?”
  7. “What has not changed you?”
  8. “What has not changed something?”
  9. “What has something not changed?”
  10. “What has not changed self?”
  11. “What have you failed to change?”
  12. “What has failed to change you?”
  13. “What has something failed to change?”
  14. “What has failed to change something?”
  15. “What has failed to change self?” …………… to EP

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R3H

  1. Locate a change in life by L&N to the most likely item: “What change has another caused in your life?”
  2. Get some data on this item so you know what the change was.
  3. Examine this change for break in Affinity, Reality, Communication or Understanding.
  4. Examine it further for Curious about, Desired, Enforced, Inhibited, No, or Refused. …………… to EP
  1. Locate a change in life by L&N to the most likely item: “What change have you caused in another’s life?”
  2. Get some data on this item so you know what the change was.
  3. Examine this change for break in Affinity, Reality, Communication or Understanding.
  4. Examine it further for Curious about, Desired, Enforced, Inhibited, No, or Refused. …………… to EP
  1.  Locate a change in life by L&N to the most likely item: “What change have others caused in others lives?”
  2. Get some data on this item so you know what the change was.
  3. Examine this change for break in Affinity, Reality, Communication or Understanding.
  4. Examine it further for Curious about, Desired, Enforced, Inhibited, No, or Refused. …………… to EP
  1. Locate a change in life by L&N to the most likely item: “What change have you caused in your own life?”
  2. Get some data on this item so you know what the change was.
  3. Examine this change for break in Affinity, Reality, Communication or Understanding.
  4. Examine it further for Curious about, Desired, Enforced, Inhibited, No, or Refused. …………… to EP

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HAVINGNESS
“What could another make unknown to you about that (room object)?” …………… to EP
“What could you make unknown to another about that (room object)?” …………… to EP
“What about that (room object) could someone make unknown to others?” ………… to EP
“What about that (room object) could you make unknown to yourself?” …………… to EP

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February 5, 2022 – 10:29 AM Categories: Subject Clearing | Comments (1)