There is no existing textbook or technology on how to study, not even in courses on education (so called).
Tests in Johannesburg showed children’s IQ decreased as they got older due to MUs. This demonstrates the fact that educational technology is out.
The longer you study, the more chance you have of running into words you don’t know and can’t get defined.
It is just misunderstood words that bring about stupidity.
Pro artists are not course graduates.
Writing courses don’t teach writing. They contain a false technology.
There is a subject called writing, but it has not been codified, even by writers.
Art technology is only codified when you start to descend into the graphic arts, i.e. reproduction (= technical application). E.g. retouching photos, engraving.
The photographer could do everything the retoucher does, just with his camera and his lights. The retoucher steps in when the photographer fails.
It appears that in any very technical area, a lot of technology builds up around an area of correction.
If you have a heavy corrective technology, something isn’t being done right in the first place.
E.g., that people are dissatisfied with the condition or appearance of their bodies implies a missing tech of how to build bodies!
Success of psychoanalysis depends upon the comm. cycle of the analyst, not on any tech.
Every time one of Freud’s patients got off an overt, he recovered. Freud overlooked this. It is one of the places LRH discovered the overt.
All of education, as it is practised today is a complicated corrective technology.
The effort is not to relay an idea, it is to keep the fellow at it, getting him through school, exams, etc., or keep him from something (e.g. “misbehaving”).
Imagine the stress experienced by someone who is stuck in the “second paragraph” and, instead of being taken back to the first, is forced by threat of failure to get through the second.
This, repeated consistently, explains why children get dumber the older they get (i.e. the more “education they have had).
This results in a person “short-circuiting” their education to get anything done in the subject. He winds up as an “only one” in that area, denied the information that would have helped him. I.e. non-application of what has been studied.
A decline of IQ could be expected to follow a misunderstood word. The longer you went past one and the more you had to know it, the stupider you could be expected to get.
Miseducation will have a serious effect at national level. E.g. in Russia all the students in one plant left the area after their on-the-job training.
Communism had/has a fondness for changing, not the vocabulary, but the meanings of words as in Orwell’s “1984”.
Roosevelt made “freedom” mean “freedom from” something. That’s not freedom if you’re fighting against something or worrying about it happening.
The leisure class and upper class in England were probably “educated to death”.
Continuation of a culture is entirely dependent upon possessing a technology of study.
The future of the human race hinges on people, and if you don’t make good people you are going to have trouble.
If you teach children thoroughly that they are no part of anything, they will become just that. You might as well hang a sign across the school gates saying “Juvenile Delinquent Factory”.
Not only is educational tech missing from schools, but there’s a pretended technology in its place.
Processing and study tech go together hand-in-glove, as they are both directed at making people brighter.
Education is the route from Scientology Zero to One.
“Why can’t someone at level zero see Scientology” is too complex a question. They can’t see, period. They have been trained into stupidity.
Ron gives a wonderful example of trying to explain a rose garden to a blind man. I think he’s talking about his experiences trying to explain Scientology to others.
You fail to communicate when you fail to realise you’re talking to a blind man.
From past experience, most people do not expect anything to happen, even if they know the “technology”, so they’re not able to give it that little extra push that makes it work.
So they don’t, really, know what knowledge is.
Ron talks about the impending introduction of the sandwich course into British universities.
To get someone into Scientology you could
a) get him into a state where he could learn
b) show him there was something to be studied
c) show him there was a body of information about study
d) show him there was a body of information to study.
Education addresses PTPs for the person; he can handle his problems better when educated in them.
You don’t have to be clever with this, just be obvious. E.g. teach them that they should observe. Take the obvious and expand it.
This point applies broadly to dissemination and lower level teaching of Scientology. Don’t give gratuitous detail; work on the obvious.
In Scientology, you’re not up against the meanness, cussedness, unwillingness, or even ignorance of the society, you’re actually up against its incorrect study technology which makes stultified and ossified individuals.
Study is one of the best methods for bringing someone out of a withdrawal from life.
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