The Unassimilated Perceptions

businessman being pulled by strings like a puppet

Reference: Mindfulness Approach

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Normally the perceptions are continually assimilated in the mental matrix as they are received. The assimilated matrix then creates thoughts, which generate emotional charge to trigger required physical responses in the body.

The mental matrix in humans is extremely sensitive. Therefore, traumatic shocks are walled off to prevent damage. The perceptions of such shock then exist at the core of a node that cannot be assimilated in the mental matrix. This unassimilated node is an experience, complete with thoughts, emotions, and efforts, occupying a precise place in space and a moment in time. The contents of this node remain hidden from the person. A person is only aware of the data assimilated in the mental matrix.

The computations arising from the unassimilated node are then forced on the person. The person does not understand such computations, so he is forced to justify them. All irrational thinking, and the resulting obsessions and compulsions are generated by these computations.

The purpose of this mindfulness exercise is to locate the unassimilated nodes and help unveil their contents (which primarily consists of shocks). When these contents are allowed to assimilate with the rest of mental matrix, their irrational computations resolve and the consequent aberrations disappear.

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EXERCISE: The Unassimilated Perceptions

PURPOSE: To locate the assimilate the unassimilated node.

PREREQUISITE: In case of increasing discomfort return to the exercise Accessibility of Memory.

GUIDING PRINCIPLE: The Discipline of Mindfulness

STEPS:

  1. Focus your attention on the unwanted condition you want to resolve. Let the mind freely associate all data related to this condition without being directed.

  2. Let the unwanted condition narrow down to a specific situation that is persisting. Contemplate on this situation with the idea of locating the underlying computation.

  3. Let the underlying computation present itself. Contemplate until this computation narrows down to become very specific.

  4. Notice some obvious physical aberration, which is persisting because of that computation. Follow down the effort it will take to generate that aberration.

  5. Educate yourself in recalling efforts by making a present time effort and then recalling it.

  6. Focus on the effort required to generate the deficiency the person has. Contemplate on it until an incident from past comes up. This is the most critical step. It may take a long time.

  7. Contemplate on that incident in detail. Broaden your viewpoint as much as possible to look at every detail of this incident. Continue to do so until you recover the emotions encysted in that incident.

  8. Experience those emotions fully. Continue to experience them until all tension is discharged from those emotions. As you do so your tone may improve from apathy through grief, fear, anger, antagonism and boredom to cheerfulness.

  9. Focus on the postulates buried under those emotions. You need to recover these postulates to finally assimilate this “unassimilated node” into your mental matrix.

  10. Contemplate on these postulates to clean up all the anomalies associated with them. The ultimate relief comes when all anomalies are resolved.

  11. Continue with this exercise in, at least, 20 minutes long sessions until it is completed.

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Start, Stop and Change

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Reference: Mindfulness Approach

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A child has a natural sense of justice. Being small, it is difficult for him to always defend it. He may answer the injustice done to him by wishing off the injury or illness upon another. This failing, he takes it himself. As he gets sympathy for his injury or illness, he starts to use that as a “protest” to the injustice done to him. Thus, when a person is cutting a sorry figure by being sick, he is actually protesting some wrong done to him.

The basic efforts are to be, and not to be. These resolve into the efforts to start, to stop, to change, not to start, not to stop and not to change. In this exercise the student simply looks at the memories of starting, stopping and changing (moving) things, or not, to implement his sense of order and justice.

The steps of this exercise are similar to those of Accessibility of MemoryThe student lets the memory come up naturally and does not force the mind. If no memory comes up then he moves to the next step.

The whole idea of this exercise is to jog into memory the past painful and/or emotional incidents so that the pain and emotion can be discharged properly.  To accomplish this, go over the incident from start to finish several times. Each time look at that incident more closely, until all the charge (tension) reduces.

NOTE: Keep in mind that the “incident”, which comes up could be a chain of similar incidents. In that case you must discharge the pain and emotion from the whole chain, by scanning it repeatedly.

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EXERCISE: Start, Stop and Change

PURPOSE: To look at the efforts to implement a sense of order and justice.

PREREQUISITE:  In case of increasing discomfort return to the exercise Accessibility of Memory.

GUIDING PRINCIPLE: The Discipline of Mindfulness

STEPS:

  1. Focus your attention on the first item from the following list. Contemplate upon it to see if it triggers a memory.

  2. If a memory comes up view the physical perceptions connected with that memory. If any emotion comes up experience it fully until it discharges. 

  3. See if there is another memory connected with that item. When there are several memories triggered by an item, start with the earliest memory present. View the physical perceptions and discharge any emotions completely.

  4. If no memory comes up, then either no memory is there, or the memory is not accessible at that moment. Focus your attention on the next item from the list.

  5. Do not interfere with the mind. Let it carry out its natural functions in the background.

  6. Do this exercise for at least 20 minutes. End it off at a good point.

  7. You may repeat this exercise as many times as necessary.

The List:

[Consider these items in the context of  your sense of order and justice. Complete the whole list.]

  1. When you tried to start something for yourself

  2. When you tried not to start something for yourself

  3. When you tried to stop something for yourself

  4. When you tried not to stop something for yourself

  5. When you tried to change something for yourself

  6. When you tried not to change something for yourself

  7. When you tried to start something for your family

  8. When you tried not to start something for your family

  9. When you tried to stop something for your family

  10. When you tried not to stop something for your family

  11. When you tried to change something for your family

  12. When you tried not to change something for your family

  13. When you tried to start something for the society

  14. When you tried not to start something for the society

  15. When you tried to stop something for the society

  16. When you tried not to stop something for the society

  17. When you tried to change something for the society

  18. When you tried not to change something for the society

  19. When you tried to start something for the mankind

  20. When you tried not to start something for the mankind

  21. When you tried to stop something for the mankind

  22. When you tried not to stop something for the mankind

  23. When you tried to change something for the mankind

  24. When you tried not to change something for the mankind

  25. When you tried to start something for all life

  26. When you tried not to start something for all life

  27. When you tried to stop something for all life

  28. When you tried not to stop something for all life

  29. When you tried to change something for all life

  30. When you tried not to change something for all life

  31. When you tried to start something for the physical existence

  32. When you tried not to start something for the physical existence

  33. When you tried to stop something for the physical existence

  34. When you tried not to stop something for the physical existence

  35. When you tried to change something for the physical existence

  36. When you tried not to change something for the physical existence

  37. When you tried to start something for the spiritual existence

  38. When you tried not to start something for the spiritual existence

  39. When you tried to stop something for the spiritual existence

  40. When you tried not to stop something for the spiritual existence

  41. When you tried to change something for the spiritual existence

  42. When you tried not to change something for the spiritual existence

  43. When you tried to start something for the entirety of the universe

  44. When you tried not to start something for the entirety of the universe

  45. When you tried to stop something for the entirety of the universe

  46. When you tried not to stop something for the entirety of the universe

  47. When you tried to change something for the entirety of the universe

  48. When you tried not to change something for the entirety of the universe

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Math Tutorial: Opening Sessions

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Reference: Critical Thinking in Education

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The following outline may help you get started as a tutor with a new student. Simply use the introductory materials form Remedial Math Level 1.

There are many ways to start with a new student; but the following is the best way to start with students from middle and high schools. This outline is good for couple of beginning sessions.

NOTE: For youngers students, start from step 4, and go over each lesson very closely. Explain each paragraph to them in simple language so they can understand the materials. 

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(1) Ask the student the meaning of the word MATHEMATICS.

Use SECTION 1 from Math Overview to explain it. It is also okay if you just show him the two points of SECTION 1, while explaining it to him. Have him give an example per the exercise in that section.

(2) Ask the student, “Why should somebody study mathematics?”

Use SECTION 2 from Math Overview to explain it. Ask him the three puzzles. Give him some hints if he is having trouble solving them. If he can’t solve a puzzle show him the answer.

(3) Ask the student, “What are the three main parts of mathematics?”

Use SECTION 3 from Math Overview to explain it. Explain each part and its meaning as given. Demonstrate the use of each part per the sample problem provided.

(4) Ask the student about the difference between a NUMBER and a DIGIT.

Use SECTION 2 from Lesson 1: Arithmetic & Numbers to explain it.

(5) Ask the student about the place values on an abacus.

Use the understanding from the reference MS A1 Numbers to explain what an abacus is, and to demonstrate the place values on it.

(6) Go over Lesson 1: Arithmetic & Numbers with the student.

Have the student read each numbered section silently one at a time. You read silently along with him. Have him do the exercises after each section. Explain anything that he does not understand.

(7) Lightly supervise the student as he studies subsequent lessons.

Keep an eye on the student as he is starts to study the subsequent lessons on his own. Make sure he does the exercise of each section till he can apply the materials. Check his answers for correctness. Explain anything that he does not understand.

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The Stages of Learning

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Reference: Critical Thinking in Education

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There are several stages of learning as follows:

  1. Being tutored on a one-on-one basis

  2. Self-learning under supervision in a tutorial classroom

  3. Tutoring under supervision in a tutorial classroom

  4. Practicing mindfulness, which is seeing things as they are with full awareness of all assumptions.

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THE FIRST STAGE

In the first stage of being tutored, the best place to start is with Mathematics. Mathematics means “tools for learning”. It helps the student build a sense of logic slowly and deliberately.

Mathematics starts with counting. This is a very simple activity, which involves the student in his environment.  Counting extroverts the student’s attention. Throughout the study of mathematics, the attention should be kept extroverted and on the mathematical rules as they apply to the environment.

The rules of mathematics should be learned in the sequence in which they come about naturally—numbers, digits, reading and writing numbers, large numbers, addition, subtraction, multiplication, division and so on.

These rules should be learned slowly and deliberately to understand their logic. The student should never go by something that he or she does not understand. Memory has its uses but memorization defeats the whole purpose of learning. Mathematics puts the student in a frame of mind to learn other subjects with understanding.

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THE SECOND STAGE

In the second stage, you get them to start studying materials by themselves. You check their understanding randomly as they go along. Correct their understanding per the materials as necessary. Teach them how to look up words in a dictionary to understand the lessons better.  So you train them how to self-learn given good materials.

Self-learning is an activity that a Tutorial class supervisor has to make sure that every student has it down pat. If a person is having difficulty with mathematics later then this skill in self-learning must be examined thoroughly.

It is a good understanding of the basics that makes a good self-learner. So, if the skill of self-learning is missing then the student should be thoroughly examined for his understanding of the basic concepts in mathematics.

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THE THIRD STAGE

In the third stage, an accomplished self-learner can start tutoring new students who need one-on-one tutoring. He puts them on the road to become self-learners.

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THE FOURTH STAGE

In the fourth stage the person practices “seeing things as they are with full awareness of all assumptions”. This practice is called mindfulness.

In practicing mindfulness, a person learns to recognize anomalies and resolve them. Anomalies are discontinuities, disharmonies and inconsistencies in mental perception. Now he can learn anything that he wants to learn on his own by going to the Internet, or from experiences in life.

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Remedial Math Level Pre-0

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Reference: Remedial Math

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For application by parents

Lesson 1: ORIENTATION & SPATIAL SENSE

Lesson 2: QUANTITY & NUMBER SENSE

Lesson 3: PATTERNS & RELATIONAL SENSE

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