Gold Meritorious Patron
Hubbard was great on saying one thing that sounds great but actually implementing something completely different.I thought it was mainly the basic premise of a couple of Method 4 W/C HCOBs.
From Hubbard's lecture EDUCATION, 25 October 1956:
Now, it's a sure test of a teacher whether he knows his stuff or not, the number of data which he insists on everyone assimilating without question. If he insists that a great number of data be assimilated without further analysis or question in any way, shape or form, we know this boy doesn't know his business. He's scared. Somehow or another he feels that nobody must be permitted to examine these data. So he's doing something else. He's doing something else.
Now, educationally, it is absolutely necessary for the teacher to preserve the power of choice of the student over the data which he is taught. And if it is not in agreement with the experience of the student, and will not be found to be true in the environment of the student, he permits the student to examine
this and say so, and operate accordingly. Only in this wise would you have anything used or useful.
Aren't there "Power of Choice" drills on the Student Hat checksheet? Maybe that tape isn't on the Student Hat checksheet these days, but it was when I did the course. Or one of them — I did a few.
For the record, I find good bits in Study Tech, but a lot of waffle and some really bad bits too (like all the metered word clearing).
Could you please point me to the LRH reference where any official remedy in Hubbard's Study Tech focuses on the source material as a possible area of error and requires that the student to go outside of the presented material to look at other sources to either validate or invalidate the source material he is having difficulties with?
If you have any LRH material from his study tech that in any way suggests that the student's problem may lie with erroneous source materia, I would truly love to see it.