lkwdblds
Crusader
Most of you have seen the promo pictures in Scientology magazines or seen film clips of the inside of of a Scientology Courseroom. What you see is a beautiful, extremely neat and well furnished room with a group of extremely well dressed, and well groomed people, usually of all major racial backgrounds so as to be politically correct, with every clean and well scrubbed face beaming with delight as if they were almost in exhillaration as they intently study their materials or hear their recorded lectures. A very well dressed supervisor or two who appear to be extremely knowledgeable and intelligent are in the picture often bent over a student's workplace helping a particular student with great interest and intensity. It almost looks like a courseroom scene out of the movie, "The Stepford Wives".
What set me to thinking about Scientology methods of education are recent experiences I have been having here participating in various discussion forums on ESMB. Here on ESMB, I have a chance to interact with people of all kinds, some with extremely brilliant minds, some who are angry, some who are serious, some of whom are kidding around, some who are business like, some who are vulgar, it really does not matter much but what does matter is that there is a wide variety of viewpoints about various topics of interest and there is also the abilty to interchange ideas, to talk about things, to agree, to disagree, to reach one's own conclusions. . I, for one, am often "blown out of my head" in a positive way and and often am walking around on "Cloud 9" after participating on an ESMB topic and know for certain that I am becoming wiser and attaining some personal and spiritual gain.
CONTRAST LEARNING THROUGH BOARD PARTICIPATION AND CLASSROON STUDIES.
Learning through board participation could also be incorporated into the classroom by the classroom offering seminars and/or study panels built in to its curriculum.
The Board Participation has the followind advantages:
1. THE INDIVIDUAL CHOOSES THE TOPIC HE OR SHE WANTS TO LEARN ABOUT. There was an old book circulating around in the early 60's called "Summerhill" concerning a Summerhill school in England where a student chose what he wanted to study. The theory was that if a student elected what to study, he would do better in the sublject than being forced to study something he had no interest in.
2. THE STUDENT IS ALLOWED TO INTERACT. The student is allowed to present his or her own concepts and dialogue with others. More than one viewpoint is allowed to be presented.
3, NEW IDEAS AND WAYS OF THINKING OR APPROACHING SOLUTIONS CAN ARISE FROM THIS TYPE OF STUDY.
The Classroom (both regular and Scientology classes) offers the following:
1. A standard curriculum, such as multiplication, can be taught in a manner logistically possible and it can be taught uniformly.
2. A variety of topics can be scheduled for teaching in a logical progression.
3. For regular education, different points of view can be presented.
The Scientology classroom is called a Courseroom and has the following additional attributes:
1, There is only one point of view tolerated, that of L.Ron Hubbard. This does not apply only to the subjects which he developed or put together himself but to all subjects in the world or in the entire Universe to be more accurate.
2. The viewpoints of L.Ron Hubbard are permanent and can never be allowed to evolve except if changed by LRH himself who is now deceased .
3. Creative thinking or a new or fresh approach on a topic is not allowed and is immediately stamped out if it arises.
4. Hubbard's study technology is used, consisting of :
4a. Misunderstood Word Technology and Word Clearing Technology
4b. Skipped Gradient Technology
4c. Lack of Mass Technology
Having experienced very thoroughly, all three methods of being educated, I find each one has its advantages and some have serious disadvantages.
The public school system of the classroom is quite effective in teaching things such as reading, writing, arithmetic, spelling, grammar, handwriting and also subjects such as history, literature, basic music and art courses, physics, chemistry, life sciences, phys. ed. and many other branches of education. For some reason, they do not seem to be able to teach subjects having to do with the mind and the psyche very well.
The Message Board interactive type discussion groups have the tremendous advantage of being interactive, allowing all viewpoints to participate and allowing free exchange between viewpoints. This type of educational tool will lead for certain to a freeing up of misconceptions and false data and will obtain the greatest amount of new and fresh thoughts arising. It is hard for false data to be accepted broadly in this forum because there will almost always be someone on the Board to challenge it. The Message Board approach can be adapted to public schools via seminars, panels and study groups being made part of school curriculum for more advanced thinking after the basics have been taught. The Scientology Courseroom will not allow this form of education as it is considered "squirreling"
The Scientology system has 4a., 4b., and 4c. above, which I think have merit and would improve the public school system if they were taught there. I expect that a portion of ESMB members would not agree with me on this. To follow Hubbard in the subjects which he originated is workable but even this has its limits as the subject can never grow or take advantage of new technical and cultural breakthroughs taking place in the world.
It is when going outside a field which he originated that allowing ONLY Hubbard data can lead to extremely dire consequences and not only can it lead there but it has repeatedly done so.
If Hubbard says to clean the windows of a car using water and old newspapers, someone can and has been busted for using Windex and a paper towel instead. Because asbestos was not outlawed in construction by international government building councils until the early 70's, Hubbard's write ups on maintaining ships in the late 60's does not reference asbestos, therefore Scientologists believe the "Wog" world is just paranoid on asbestos and all the scientific tests which revealed that asbestos when breathed causes lung cancer can be totally ignored with impunity.
A very large void in the technologies of Hubbard seems to be absolutely no concern whatsoever about anything changing after he dropped his body and no provision made whatsoever on what to do if some new situation arose after he was dead.
SUMMARY: Public education, message board interaction and Scientology Courserooms all have some good points. Scientology's good points, 4a., 4b., and 4c. can easily be introduced into the public school and message board forms of education. Message board type interaction could be incorporated into the other two systems but Scientology education policy does not allow this. Due to its rigidity, Scientology education must by necessity end up producing clones of L. Ron Hubbard, which in the subjects originated by Hubbard himself may have some workability. In other subjects which he did not develop, the use of his educational system produces unthinking Robots.
The well groomed, beaming with smiles, well scrubbed faces with the professional well dressed supervisors fresh and alert are not very real and are merely posed public relation photographs and film clips. The closest I have seen to this is when doing drilling where a student can make up situations such as spinning an imaginary story when pretending to be a preclear or creating amusing jokes during TR 0 bullbait or answering, "Do birds fly with some amazing play on words such as "Larry Bird flew to the net when he played basketball." THE FACT THAT STUDENTS ARE HAPPIEST AND MOST UPTONE WHEN THEY THEMSELVES ARE CREATING RATHER THAN WHEN THEY ARE DUPLICATING ALREADY CREATED DATA seems to go totally unnoticed and unobserved by Hubbard and Scientology officials. Apparently they do not follow their own "Obnosis Drill" (Observing the Obvious) which they teach as a basic tool of living! Maybe I am being too critical here, somethimes duplicating must occur. It can't all be fun and games.
When a person reads the materials, almost never is anyone in exhillaration although I have experienced it myself and have seen it happen in others on rare occasions when the item being read had a close parallel to something that happened in a person's life. For the most part, people are shifting around, scratching itches and somethimes even fighting off falling asleep. I had tricks to use if I started to doze off, such as getting up for a bathroom break and splashing myself with water on my face from the faucet or I would walk to get a dictionary or check a reference when I did not really nead to just to get some circulation going so as to keep me awake. Those public relations pictures of a Courseroom are not at all accurate.
I would like to hear your comments on education in general and Scientology education in particular as contrasted with other forms of education.
lkwdblds or call me Lakey
What set me to thinking about Scientology methods of education are recent experiences I have been having here participating in various discussion forums on ESMB. Here on ESMB, I have a chance to interact with people of all kinds, some with extremely brilliant minds, some who are angry, some who are serious, some of whom are kidding around, some who are business like, some who are vulgar, it really does not matter much but what does matter is that there is a wide variety of viewpoints about various topics of interest and there is also the abilty to interchange ideas, to talk about things, to agree, to disagree, to reach one's own conclusions. . I, for one, am often "blown out of my head" in a positive way and and often am walking around on "Cloud 9" after participating on an ESMB topic and know for certain that I am becoming wiser and attaining some personal and spiritual gain.
CONTRAST LEARNING THROUGH BOARD PARTICIPATION AND CLASSROON STUDIES.
Learning through board participation could also be incorporated into the classroom by the classroom offering seminars and/or study panels built in to its curriculum.
The Board Participation has the followind advantages:
1. THE INDIVIDUAL CHOOSES THE TOPIC HE OR SHE WANTS TO LEARN ABOUT. There was an old book circulating around in the early 60's called "Summerhill" concerning a Summerhill school in England where a student chose what he wanted to study. The theory was that if a student elected what to study, he would do better in the sublject than being forced to study something he had no interest in.
2. THE STUDENT IS ALLOWED TO INTERACT. The student is allowed to present his or her own concepts and dialogue with others. More than one viewpoint is allowed to be presented.
3, NEW IDEAS AND WAYS OF THINKING OR APPROACHING SOLUTIONS CAN ARISE FROM THIS TYPE OF STUDY.
The Classroom (both regular and Scientology classes) offers the following:
1. A standard curriculum, such as multiplication, can be taught in a manner logistically possible and it can be taught uniformly.
2. A variety of topics can be scheduled for teaching in a logical progression.
3. For regular education, different points of view can be presented.
The Scientology classroom is called a Courseroom and has the following additional attributes:
1, There is only one point of view tolerated, that of L.Ron Hubbard. This does not apply only to the subjects which he developed or put together himself but to all subjects in the world or in the entire Universe to be more accurate.
2. The viewpoints of L.Ron Hubbard are permanent and can never be allowed to evolve except if changed by LRH himself who is now deceased .
3. Creative thinking or a new or fresh approach on a topic is not allowed and is immediately stamped out if it arises.
4. Hubbard's study technology is used, consisting of :
4a. Misunderstood Word Technology and Word Clearing Technology
4b. Skipped Gradient Technology
4c. Lack of Mass Technology
Having experienced very thoroughly, all three methods of being educated, I find each one has its advantages and some have serious disadvantages.
The public school system of the classroom is quite effective in teaching things such as reading, writing, arithmetic, spelling, grammar, handwriting and also subjects such as history, literature, basic music and art courses, physics, chemistry, life sciences, phys. ed. and many other branches of education. For some reason, they do not seem to be able to teach subjects having to do with the mind and the psyche very well.
The Message Board interactive type discussion groups have the tremendous advantage of being interactive, allowing all viewpoints to participate and allowing free exchange between viewpoints. This type of educational tool will lead for certain to a freeing up of misconceptions and false data and will obtain the greatest amount of new and fresh thoughts arising. It is hard for false data to be accepted broadly in this forum because there will almost always be someone on the Board to challenge it. The Message Board approach can be adapted to public schools via seminars, panels and study groups being made part of school curriculum for more advanced thinking after the basics have been taught. The Scientology Courseroom will not allow this form of education as it is considered "squirreling"
The Scientology system has 4a., 4b., and 4c. above, which I think have merit and would improve the public school system if they were taught there. I expect that a portion of ESMB members would not agree with me on this. To follow Hubbard in the subjects which he originated is workable but even this has its limits as the subject can never grow or take advantage of new technical and cultural breakthroughs taking place in the world.
It is when going outside a field which he originated that allowing ONLY Hubbard data can lead to extremely dire consequences and not only can it lead there but it has repeatedly done so.
If Hubbard says to clean the windows of a car using water and old newspapers, someone can and has been busted for using Windex and a paper towel instead. Because asbestos was not outlawed in construction by international government building councils until the early 70's, Hubbard's write ups on maintaining ships in the late 60's does not reference asbestos, therefore Scientologists believe the "Wog" world is just paranoid on asbestos and all the scientific tests which revealed that asbestos when breathed causes lung cancer can be totally ignored with impunity.
A very large void in the technologies of Hubbard seems to be absolutely no concern whatsoever about anything changing after he dropped his body and no provision made whatsoever on what to do if some new situation arose after he was dead.
SUMMARY: Public education, message board interaction and Scientology Courserooms all have some good points. Scientology's good points, 4a., 4b., and 4c. can easily be introduced into the public school and message board forms of education. Message board type interaction could be incorporated into the other two systems but Scientology education policy does not allow this. Due to its rigidity, Scientology education must by necessity end up producing clones of L. Ron Hubbard, which in the subjects originated by Hubbard himself may have some workability. In other subjects which he did not develop, the use of his educational system produces unthinking Robots.
The well groomed, beaming with smiles, well scrubbed faces with the professional well dressed supervisors fresh and alert are not very real and are merely posed public relation photographs and film clips. The closest I have seen to this is when doing drilling where a student can make up situations such as spinning an imaginary story when pretending to be a preclear or creating amusing jokes during TR 0 bullbait or answering, "Do birds fly with some amazing play on words such as "Larry Bird flew to the net when he played basketball." THE FACT THAT STUDENTS ARE HAPPIEST AND MOST UPTONE WHEN THEY THEMSELVES ARE CREATING RATHER THAN WHEN THEY ARE DUPLICATING ALREADY CREATED DATA seems to go totally unnoticed and unobserved by Hubbard and Scientology officials. Apparently they do not follow their own "Obnosis Drill" (Observing the Obvious) which they teach as a basic tool of living! Maybe I am being too critical here, somethimes duplicating must occur. It can't all be fun and games.
When a person reads the materials, almost never is anyone in exhillaration although I have experienced it myself and have seen it happen in others on rare occasions when the item being read had a close parallel to something that happened in a person's life. For the most part, people are shifting around, scratching itches and somethimes even fighting off falling asleep. I had tricks to use if I started to doze off, such as getting up for a bathroom break and splashing myself with water on my face from the faucet or I would walk to get a dictionary or check a reference when I did not really nead to just to get some circulation going so as to keep me awake. Those public relations pictures of a Courseroom are not at all accurate.
I would like to hear your comments on education in general and Scientology education in particular as contrasted with other forms of education.
lkwdblds or call me Lakey
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