Vinaire's Blog

Reference: Course on Subject Clearing

The postulates that constitute the being, arrange themselves into a “matrix” type structure. In this “matrix” the postulates are associated with each other such that they are continuous, consistent and harmonious per the principle of Oneness.

This matrix structure makes us aware of the reality that surrounds us. It interprets the incoming sensations and gradually builds up a mental matrix, which contains all the experience of a person. The associations within the mental matrix help us visualize and resolve the situations that we encounter. This is what we call the Mind.

The mind operates as follows.

1. The external reality enters the mind through the sense organs.
2. The sense organs convert the external reality into sensations.
3. The sensations then proceed to the mind’s matrix structure.
4. The matrix structure assimilates and converts the sensations into perceptions.

The is happening throughout our life at every moment that we are alive.

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Assimilation

The mind must assimilate the sensations to convert them into perceptions. This process is postulated to occur as follows.

1. The sensations break down into “perceptual elements” to be assimilated in the mental matrix.
2. The assimilation sets up associations among the perceptual elements so they are continuous, consistent and harmonious as much as possible.
3. The assimilation eliminates duplicate perceptual elements for efficient storage. 
4. These associations then allow the mind to perceive what was received by the sense organs.

Traumatic sensations do not easily break down into perceptual elements. So, they are not assimilated and perceived. They remain as “unassimilated impressions.”

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Memory, Imagination & Consciousness

The perceptual elements, upon assimilation, are identified by their characteristics and the time when they were received. The whole mental matrix forms the EXPERIENCE of the person.

MEMORIES are reconstructed by associating the perceptual elements in the matrix by their TIME STAMPS as and when needed during mental computations. Memories are not stored as “recordings” because that will result in a lot of duplicate storage.

IMAGINATION is generated from the creative associations among the perceptual elements in the matrix. There may be gaps among the associations, but they are bridged over by rational projections. Over time, these rational projections are replaced by actual experience. 

CONSCIOUSNESS depends on the fineness of the perceptual elements. The finer are the perceptual elements the clearer is the perception and deeper is the understanding. These perceptual elements are much finer in humans compared to the animals.

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Unassimilated Impressions (Facsimiles)

Traumatic sensations do not break down easily into perceptual elements after entering the mind. They embed themselves into the mental matrix as UNASSIMILATED IMPRESSIONS. These unassimilated impressions act as “recordings” that insert themselves in the thinking circuits when activated. They lead to conclusions, the reasoning of which cannot be traced back because the content of these impressions is not known.

These unassimilated impressions have been called SAMSKARA in Hinduism, and SANKHARA in Buddhism. More recently, these unassimilated impressions have been called FACSIMILES in Scientology by Hubbard, because they appear as recordings. The content of these samskara, sankhara, or facsimiles cannot be properly perceived because they are not assimilated with the rest of mental matrix. 

These facsimiles are felt as raw sensations of PAIN and ANXIETY. Their effect is to distort the mental matrix. Such distortions show up as anomalies in thinking, in the otherwise smooth operation of the mind.

The effect of facsimiles appears in the person in the form of sickness, aberrated behavior and unwanted conditions.

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Past Life Memories

The facsimiles are carried forward from one generation to the next as part of the DNA programming. It takes them three to four generations to assimilate by themselves.

When they start to assimilate, they appear as “past life memories.”

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Comparison to Earlier Models

The above may be called THE MATRIX MODEL OF THE MIND.

The assimilated mental matrix, which provides rational thinking, may be compared to the CONSCIOUS mind of Freud, and the ANALYTICAL mind of Hubbard. 

The unassimilated impressions (facsimiles), collectively, which distort the operation of the mind, may be compared to the SUBCONSCIOUS mind of Freud, and the REACTIVE mind of Hubbard. 

Here are some ideas associated with the mind

1. The idea of self-awareness and self-determinism applies only to the assimilated portion of the mind.
2. Memories are reconstructed upon demand from perceptual elements in the assimilated mental matrix.
3. The unassimilated impressions are like recordings, or FACSIMILES.
4. Memories do not exist as recordings, or facsimiles.
5. At the core of unassimilated impressions, or facsimiles, are aberrated postulates and misconceptions.
6. Aberrated thinking and behavior are the outcome of the facsimiles.
7. The idea of time track applies only to the content of the facsimiles.

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Summary 

The above describes the MATRIX MODEL OF THE MIND, which was developed through subject clearing. 

The facsimiles generate anomalies in the operation of the mind itself. These are the target of Subject Clearing. The subject clearing is the tool that resolves anomalies.

The assimilation of facsimiles improves a person’s ability to think clearly and perceive things in the environment without distortions. This assimilation of facsimiles also helps repair the body.

With a fully assimilated mind one can then resolve the deeper and larger problems of the universe.

This then helps Man accomplish rapidly the prime purpose of the universe: TO EVOLVE.

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Reference: The Book of Subject Clearing

Subject Clearing is listing the key concepts in a subject and then arranging them in a sequence from broad to narrower. Then you start straightening out that sequence by addressing missing, contradictory or arbitrary concepts. You focus on earlier and earlier parts of that sequence, till you arrive at the original postulates that established the subject.

Clearing a subject can be demonstrated most easily with school subjects. The idea of Subject Clearing started, at first, as a way to handle the weakness in a procedure called Word Clearing.

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Word Clearing

It is a reasonable idea to not go by words you do not understand the meaning of. You clear up the definitions using a good dictionary. This can prevent confusions on the materials. This idea has long existed in the field of study. Growing up as a bilingual in India, I had used English-to-Hindi dictionaries. 

Around 1970, L. Ron Hubbard formalized this process as Word Clearing and made it a necessary part of his Scientology Study Technology. A student applied word clearing to the learning of Scientology materials, which consisted of Hubbard’s theories. The student was not allowed to question these theories. Instead he was pushed to find his “misunderstood word” until he agreed with Hubbard’s ideas. Many a time the student had to suppress his disagreements with the definitions provided by Hubbard, and accept them on their face value.

This highlighted the weakness of the Word Clearing procedure. It could not detect and correct the flaws in the definitions provided.

The word clearing procedure has no way of evaluating the definitions of words for missing, contradictory, or arbitrary data. But it is very workable with subjects that use standard vocabulary with well-established definitions. 

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Self-Learning Project

Most of my life I have been tutoring mathematics because I simply love this subject. During the eighties, I started to use word clearing consciously in my tutoring of math. This produced better results faster. I then wanted to see if I could produce similar results on a larger scale. So, in mid-nineties I started a Math Club in the local library. 

The Math Club ran quite successfully for over a decade. I focused on clarifying the math vocabulary. The students had a lot of fun, and I had wonderful experience. I discovered that the many concepts in mathematics were not taught well. For example, most students did not know the difference between a DIGIT and a NUMBER. So, I came up with definitions that immediately communicated the difference to the students.

A DIGIT is like a letter; whereas, a NUMBER is like a word.

There are many more instances like this. For example, most students do not understand the meaning and logic behind “division by zero.” A number divided by zero is not zero but infinity. But why?

I then put together The Book of Mathematics to answer such questions, and bring clarity to the fundamentals of mathematics. Around 2006, Sal Khan launched the Khan Academy. It provided further materials for learning math in a wonderfully simple way. My attention then shifted to self-learning. The goal became teaching the students to become self-learners.

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High School Dropouts Project

In 2015, I worked with High School dropouts at a facility of the Metropolitan Ministries of Tampa in New Port Richie, Florida. It was an eye-opening experience to get to know the hopes and aspirations of these young students after the disappointments and despair they had gone through. I documented my first encounter with some of them at this link: Troubleshooting Difficulties. My efforts to address their difficulties using word clearing didn’t go too well.

These students were much older than those I had worked with earlier. They had a long trail of misconceptions behind them. They soon became exasperated with any effort to track down their earlier misconceptions. Then I hit upon the idea of doing a series of lectures that introduced the basic math concepts in a logical order. These lectures introduced the basics in the form of well laid out definitions. The first lecture introduced MATHEMATICS with some fun puzzles (see What is Mathematics?). The subsequent lectures cleared up some fundamental vocabulary. 

This lecture series was highly successful. This experience provided me with the following understanding:

1. Students get fired up when you are clarifying the right concepts that they are missing.
2. This happens rapidly when students are presented with concepts in a logical order.
3. This also requires concepts to be explained with great simplicity and total clarity.
4. This provides the fastest way of learning a subject.

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Start of Subject Clearing

That later concepts in a subject usually depend on earlier and broader concepts. This led to the discovery that a subject can be learned rapidly if its concepts are presented in the order from broader and more fundamental to narrower and more specific. This was the the start of subject clearing. This approach applied not only to school subjects, but also to the subjects encountered in life, and to the subject of life itself.

It is found that this approach often leads to the discovery of concepts that need to be clarified better, and even to holes in the subject that are camouflaged by assumptions and arbitrary concepts. Many concepts are defined so ambiguously that they lead to contradictions. One can, thus, develop an optimum sequence of key words with precise and concise definitions to learn a subject.

After a student understands this list of key words he can study the subject rapidly on a self-learning basis. An alphabetically arranged glossary may also be put together, so one can find the keywords and definitions conveniently, .

Over time, as the understanding in the subject improves, the definitions evolve to become more precise. As a subject expands, for example, when we study many religions together, the key words for similar concepts may be indexed together.

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Summary

Subject Clearing is a new method that lends itself to self-learning. It may be used to develop an optimum curriculum for studying a subject. That curriculum may easily by self-studied by students in a large supervised classroom. Students can self-study and learn at their own pace since there are no teachers and lecturers to keep pace with.

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