Study Tape 9 - Training: Duplication

There are two ways to get someone out of apathy; one applies to pcs and the other applies to auditors.

Some early academies had the attitude that they should just get “good” people (whatever that means). Along the same line, the idea might be “if only we could audit these poor students, they might be able to do some auditing themselves”.

This attitude resulted in very bad auditors. “Of course they can’t audit well; it’s because of their case!”

It must not be true that an auditor has a case, otherwise no auditing would get done.

“If he’s slightly warm, and you can see a mist on a mirror held against his mouth, he or she is in shape to audit.”

Some very low-level cases have been driven in to the absorption of data, the regularities of practice, to an actual recognition that what they were doing ended up in a very, very powerful, fine gain for the pc, and that they could do it.

LRH announces that, since this has now happened, “the thing can be boot-strapped”.

The intention of some people, even after auditing, wouldn’t uniformly be for the freedom of man.

A society of some audited and some not would divide up into two or three classes.

There is no such thing as a successful civilisation that is made out of slave masters and slaves.

The speed of the effect created by Scientology is determined by the efficiency and effectiveness of it, not by “the inertia of the masses”.

By doing the job faster, you save many of the cataclysmic effects of what might happen.

What can be seen in the pc in this regard (speed of progress) can also be seen in the civilisation; the pc is the microcosm, the world is the macrocosm.

There are only enough auditors if they also have the ability to train other auditors.

You should devote most of your time to the apt students.

For anyone to assign the length of time it takes for someone to learn something is adventurous. It can’t ever be factual.

For a very bad student, you could use the “duplication of a datum” exercises. This increases learning rate.

As a training mechanism, your first gradient is duplication of the words, without understanding. It doesn't matter what data you use to do this.

The art of getting something done through a committee has never been perfected.

If you don’t want to get something done, appoint a committee, and don’t put anybody on it who has an individual responsibility for any piece of its work.

If you want to cause a committee to hang up, introduce a button that will cause them to take no responsibility, e.g. “do a study”, or “wasn't that last proposed by Bellham?”

The duplication drill will teach someone in this state that the button doesn’t have to keep them from duplicating.

It takes quite some drilling for someone to be able to observe the obvious (“obnosis”).

This happens because when he thinks of something, the significances of it plunge in and he thinks he has to pay more attention to that than to what is going on. He’s “consequence happy” and not really in present time at all. He’s stuck in “trying to comprehend”.

Also, if you state something very non-significant, they get upset as there’s nothing there to attack, and they get terribly disappointed.

Also, a person can get stuck on interest in the datum. Still not just duplicating the datum.

All this is going on on the basis of stimulus-response, and it’s the bank that’s responding. So this drill is another way of digging up a thetan.

Eventually, the thetan just responds. Some say this makes a person into a slave, but that doesn’t happen to be true. He has to be able to do this before he can answer back.

Up to that point, you get people talking back about things that aren’t happening, and that’s very disconcerting.

At the same time as being able to duplicate, the person can cause himself to be duplicated. The better your ability to duplicate, the better you can be duplicated.

It’s better havingness too, because you start to have the things you’re surrounded with.

Understanding comes after duplication. The fellow who can’t simply duplicate is frantically trying to understand.

Every government in the world at the present moment is totally seized with this as a mechanism: they don’t have to understand anything because they can always have it studied.

Democracy does not work in the absence of understanding.

The first step is non-comprehension, non-duplication, confusion.

The second step is merely the ability to duplicate.

The third step is the ability to comprehend, to understand and therefore to observe.

Judgement lies in that field and this is a road to judgement.

Pure duplication, comprehension and judgement are not on the track. They are also avoided in religions and religious philosophies. They are touched on lightly by Plato, Socrates, etc., so this is a new skill.

The greatest overt there is is enforcing a non-comprehension.

“Don’t know” is a button all the way up and down the scale.

You can monitor case gain by the number of withholds gotten off. They weren’t withholds up to that time.

The closest approach made by philosophy to “don’t know” or “not know” is “can’t know” (Kant and Spencer).

Lack of judgement is due to not-knowingness. Knowingness begins with duplication.

There are only two crimes in this universe–”being there” and “communicating”.

One must therefore become comfortable with being there and communicating.

The route to that is duplication of a datum.

A datum is a location that doesn’t have to be pinned down; a cousin to a thetan.

A thetan, chased out of spaces, begins to use ideas for location. They feel comfortable with an idea, and that idea that they feel comfortable about is an identity.

The conclusion is you can learn to have judgement by duplication of data followed by understanding, and it’s any data gives you judgement in general.

Beyond that, you cannot teach judgment and still have it be the person’s own judgement. You can only teach a person data.

A person can be bettered just by teaching them data. One of the highest profile gains was in an ACC that contained only lectures, no processing. Increasing skill in judgement is a different activity than this.

Scientology is not taught so as to develop judgement in the data of Scientology, but the data is true and so it tends to stick.

When you come through being taught the data into a realisation of it for yourself, that is “making it your own data”.

So after understanding, for true data, comes a fourth step, which is the totally self-determined realisation of the existence of the data.

This mixes up other-determinism and self-determinism and therefore has pan-determinism. The person becomes pan-determined over the data and so has reached a high peak of the ability to judge something.

This may not be a perfect route to this end, but it is the first one.

The student has to duplicate Scientology data for checkout, and this increases his ability to duplicate the pc and not Q&A with his originations.

I.e. the insistence on duplicating Scientology data is part of this procedure.

As such, it improves understanding of subjects not related to what you are studying.

Aside: not to understand what the pc says is a misdemeanour of the first water.

If an auditor is having an awful time trying to duplicate a bulletin, you must also assume that he is constantly “trying to understand” (i.e. not simply duplicating) the pc’s originations.

One phenomenon of this inability to simply duplicate is the various misemotional tone levels exhibited by new students as they are made to duplicate the data–resentment, apathy, etc.

Routine and rote are a poor substitute for understanding.

LRH is trying to get auditors to process by realisation, comprehension and the exercise of judgement.