EDUCATION FOSTERING REASON AND SELF DETERMINISM IN STUDENTS An educational program which begins with the child s parents progresses through kindergarten and grade school through high school and into college and preserves at every step the individuality the native ambitions intelligence abilities and dynamics of the individual is the best bastion against not only mediocrity but any and all enemies of humankind L Ron Hubbard Based on the works of L Ron Hubbard Education FOSTERING REASON AND SELF DETERMINISM IN STUDENTS BASED ON THE WORKS OF L RON HUBBARD APPLIED SCHOLASTICS INTERNATIONAL
Based on the works of L Ron Hubbard Education FOSTERING REASON AND SELF DETERMINISM IN STUDENTS HERON BOOKS P U B L I S H I N G
Applied Scholastics International 11755 Riverview Dr St Louis MO 63138 USA appliedscholastics org HERON BOOKS P U B L I S H I N G Heron Books Inc 20950 SW Rock Creek Road Sheridan OR 97378 USA heronbooks com First Edition 2020 L Ron Hubbard Library All Rights Reserved ISBN 978 0 89739 162 7 This publication is part of the works of L Ron Hubbard It is presented to the reader as part of the record of his personal research into life and the application of same by others and should be construed only as a written report of such research and not as a statement of claims made by the author or organization Any verbal representations made to the contrary are not authorized No part of this publication may be produced without the permission of the copyright owner Any unauthorized copying translation duplication or distribution in whole or in part by any means including electronic copying storage or transmission is a violation of applicable laws The Way to Happiness is a trademark owned by L Ron Hubbard Library in the USA and in other countries trademark registrations issued and other registrations pending and is used with its permission Applied Scholastics International is a non profit educational organization and does not discriminate on the basis of race color religion sex disability age nationality or ethnic origin in administering student admissions or any of its policies programs or activities APPLIED SCHOLASTICS and the Applied Scholastics open book design are trademarks and service marks owned by Association for Better Living and Education International and are used with its permission Printed in the USA 8 October 2020
To help one progress chapter by chapter with increasing understanding confidence and ability to use the information two free learning guides have been created to accompany this book The first is designed for more independent study while the second requires access to a courseroom and trained supervisor Education Fostering Reason and Self Determinism in Students for independent study Education Fostering Reason and Self Determinism in Students Get your free learning guides at heronbooks com apsbooks learningguides
And this I believe that the free exploring mind of the individual human is the most valuable thing in the world And this I would fight for the freedom of the mind to take any direction it wishes undirected John Steinbeck East of Eden
Introduction This book represents a comprehensive collection of L Ron Hubbard s observations and insights on education learning and children In combination with the materials on study technology these writings form the philosophical underpinnings of a new approach to education one that fosters reason and selfdeterminism in students The text was prepared from essays articles lectures and other excerpts spanning the late 1930s to the early 1980s Dates for the early lectures and essays comprising Part One are provided to help with context In a 1971 lecture Hubbard said Some people go all of their lives looking for the mystery of the pattern of the pyramids and others go looking for the Mayan civilization and how it built things I go looking for the knowledge people have lost as a primary expeditionary action It was in such a spirit that this compilation was done We hope our expeditionary efforts help bring you and your students great success and that you in turn join us in ensuring that this knowledge is not lost With that we present Education Fostering Reason and Self Determinism in Students Editors vii
Table of Contents PART ONE SENIOR DATA EARLY LECTURES AND ESSAYS 1 SELF DETERMINISM AND THE ABILITY TO REASON 3 Introduction 3 Teaching Students to Reason 4 Self Determinism Defined 5 Self Determinism and Reason 5 Adapting the Environment Versus Adapting to It 6 Interruption of Self Determinism 7 Emotional Tone of Education 8 Conclusion 9 2 WHAT S WRONG WITH MODERN EDUCATION 11 Introduction 11 Altitude Instruction 12 Fixed Data and Push Button Reasoning 12 A Lifetime of Altitude Instruction 14 Precautions for the Student 15 Precautions for the Teacher 16 The Examination System 17 Adjusting to the Environment of Work 19 Environment and Data Weight 19 Better Not More 20 Conclusion 20 ix
3 SOLUTIONS 23 Willingness to Learn 23 Exercising the Mind The Importance of Goals 23 Teaching the Student to Think With and Use the Information 24 Comparison to the Real World 25 Defining the Purpose of the Subject 26 Teaching with Parity 26 Safeguarding the Student s Right to Think 27 Introducing the Idea of an Educational Ethic 27 Don t Penalize Students Help Them 28 Summary 28 4 EDUCATIONAL AXIOMS 31 Data Evaluation 31 Authoritarianism Arbitrary vs Natural Law 31 Goals and Principles of Education 32 Conclusion 33 5 MORE FUNDAMENTALS ON KNOWLEDGE AND LEARNING The Value of Knowledge 35 Axioms on Knowledge 36 Mimicry 38 Starting with the Purpose of a Subject 38 Taking Into Account the Real World of the Student 39 Confining a Child 40 Excessively Leading a Child 40 Self Determinism and Efficiency 40 Overselling the Child on Learning 41 Conclusion 41 x 35
6 CAUSATION AND KNOWLEDGE 43 Knowledge Cause and Effect 43 Create and Receive 44 Know and Not Know 46 Conclusion 46 7 TEACHING AN EDUCATIONAL ETHIC 49 PART TWO BASIC PRINCIPLES 8 INTEGRITY 55 Personal Integrity 55 Studying with Integrity 56 9 ARC TRIANGLE 57 Introduction 57 Affinity 57 Reality 58 Communication 59 The Interrelationship 59 Understanding 61 A R C 61 10 DYNAMICS AND THE INDIVIDUAL 63 Individuality and Intelligence 63 The Eight Dynamics 63 Individuality and the Dynamics 65 A Cautionary Note 65 xi
11 GAMES 12 IMAGINATION 67 69 A Higher Form of Reasoning 69 Imagination and Children 70 Mathematics and the Use of Imagination 70 The Discipline of Imagination 71 The Creation and Control of Ideas 71 Freedom to Be 72 13 VALIDATION 73 Recognizing Rightness 73 Right and Wrong 73 Being Right 74 It s What You Validate That Counts 75 Acknowledging the Good Points in Children 76 Invalidation 77 Wins 77 Interest 77 14 CONTROL EXCHANGE AND DISCIPLINE Good Control and Bad Control 79 Rewards and Penalties 80 Exchange 80 Allowing Children to Work 82 Discipline 84 xii 79
15 WILLINGNESS 87 Forcing a Child to Learn 87 Allowing Children to Pursue Interests 87 Consulting a Child s Willingness 88 Willingness and Control 88 Willingness to Write 89 Willingness to Demonstrate Ability 90 16 LOOK LEARN PRACTICE 93 Competence 93 Look 94 Learn 95 Practice 98 PART THREE OBSERVATIONS COMMENTS AND ADVICE 17 ON INTERACTING WITH STUDENTS 103 Try to Treat Others as You Would Want Them to Treat You 103 Deportment 107 Handling Communication 107 The Personal Touch 108 Dependency versus Self Determinism 108 Making Education Pleasant Unhurried and Casual 109 The Discovery of the Missing Datum 109 This Is a Steam Radiator 110 Qualifying Data 111 xiii
18 COMMENTS ON TEACHING DIFFERENT SUBJECTS 113 Handwriting 113 Reading 113 Arithmetic 114 Research 114 Geography 116 Ethnology 116 History 116 A Viewpoint on the Teaching of History 117 Foreign Language 117 Student Contribution in Art and Literature Studies 118 19 OBSERVATIONS AND ADVICE 119 Three Objectives 119 Thorough Command of the Elementary 119 Lifelong Learning 119 Quantitative Approach 120 Extroversion and Learning 120 Exercise 121 Movies and Television 121 20PARENTS AND CHILDREN Love and Help Children 123 Honor and Help Your Parents 125 A Child s Affinity for His or Her Parents 125 The Big Goal 126 Mimicry and Manners 127 The Child s Will 127 The Troublesome Child 128 xiv 123
Spoiling the Child 129 Hobbies and the Development of Self Discipline 130 A Child s Pride 132 Value of a Sane Home Environment 133 Giving a Child Wins 134 Interruptions 135 Purpose of Play 136 Feed Them and Put Them to Bed 136 21 FOR PARENTS 137 The Child s Point of View 137 The Child s Self Determinism 137 The Child s Possessions 138 Trying to Mold Train or Control the Child 139 Contribution 139 Data and Security 140 22SCALES 143 Emotional Tone Scale 143 A Scale from Help to Havingness 144 A Scale of Determinism or Responsibility 144 Ethics Tech Admin 144 APPENDIX 147 Axioms on Education and Knowledge 149 Index 151 xv
PART ONE Senior Data Early Lectures and Essays 1
1 Self Determinism and the Ability to Reason 1951 INTRODUCTION By their very nature basic principles every time they are examined tend to become more basic Critical exploration uncovers simple underlying fundamentals Yet in spite of this fact the tendency of the greater number of people is to complicate a subject in relaying it Rarely does one try to advance knowledge by making it simple The usual fate of a new postulate1 is building it up into something so complicated it would confuse even the original creator of the postulate Original thinkers of the stature of Newton for example presented their ideas very simply Newton stated that there are three laws of motion inertia interaction and acceleration In relaying these laws some struggling scientists feel that if everybody understands the information as well as they their prestige is thereby lowered Many individuals are upset evidently by going backwards in a subject toward simplicity and insist on going forwards toward incomprehensible complexity and confusion This reaching back for earlier simplicities is however the direction that any seeker after truth must take The moment earlier simplicity is reached complex data falls apart and becomes simple Unfortunately when people have been taught scholastically by authoritarian teaching methods a mass of facts forced down the student s throat on threat of failing they find themselves confused when a new fundamental appears because they have to reevaluate everything they know about the subject It took years to accumulate memorize and study the ideas they ve acquired and just as it is difficult to coax people to give up some of their possessions so it is very 1 postulate a proposition or idea assumed as true for the purposes of further reasoning Also to assume something to be true real or necessary especially as a basis for reasoning put something forth 3
SELF DETERMINISM AND THE ABILITY TO REASON trying to them to be asked to give up some of their facts and ideas Robbing a person of money is no more difficult than robbing a person of such a collection of ideas and facts A complicated mass of doctrine has made students who have learned it feel important They have not tried to resolve problems with the newfound knowledge but have assumed that they know all that is necessary to be known about the subject A new simplicity is an attack upon this self assuredness They will resist Thus it is that progress in the field of physics or chemistry is met usually not with acclaim but with suspicion What is acceptable to people is something within their frame of reference fitting a majority of their facts Something which puts new facts into the field and removes old facts is usually combated In approaching the principles presented here one should decide what one is trying to do with a student and evaluate all theory in this light The information is not tender and fragile it does not have to be approached with the awe and reverence which is demanded in some fields All the information here both theory and technique should be submitted to these tests Does it help teachers teach Does it help students learn TEACHING STUDENTS TO REASON So we begin with a simplicity which is the statement that education can lie along two lines The first is to give students data The second is to teach students to reason with the data they have Much modern education hardly recognizes the second method developing the ability to reason in the student When we ask why a person needs reason we find that reason is the ability to extrapolate new data from the existing data Knowing all there is to know about a subject is not enough The individual must have the ability to know as the necessity arises the things that are not known by extrapolating them from the data that is known There is a difference between memorizing and reasoning Knowledge is more than data it is also the ability to draw conclusions 4
SELF DETERMINISM AND THE ABILITY TO REASON It takes brilliant reasoning power to be happy in this world If all children were taught to reason as they learned a few facts they would have what nature intended them to have a better castle for their defense SELF DETERMINISM DEFINED In order to discuss reason we first need to define the word self determinism Self determinism refers to one s ability to direct oneself A self determined person can reason things out and make good decisions about what to do rather than just react When one is self determined one is not merely a puppet dancing on the strings of the environment one can control oneself or when appropriate choose to accept control from another As a note when we say control we simply mean willingness and ability to start change and stop one s activities body and environment However you are stating a greater truth when you say that control is predictable change because start and stop are necessary to change You might say the thinking or philosophic definition of control would be predictable change We all strive to be as self determined as possible Self determinism is sometimes confused with refusal to cooperate or willfulness in non survival directions There is a difference between self determinism and what we might call selfish determination where an individual acts only in terms of his or her own irrational desires with no broader view As self determinism increases an individual increasingly uses the data available to think about the effects of an action on self and others reasoning and directing self rationally toward beneficial goals SELF DETERMINISM AND REASON Reason the ability to extrapolate goes hand in glove with self determinism As soon as individuals feel that they have a right to reason to extrapolate from data they will do so As this right to reason is inhibited self determinism is inhibited in direct ratio As self determinism is inhibited not only do they feel they have 5
SELF DETERMINISM AND THE ABILITY TO REASON no right to move where they wish or do what they wish but they feel that they cannot use the data they observe To increase a person s self determinism is to increase the person s ability to reason They are almost the same thing A student whose self determinism has markedly improved but who has not learned all the information of his or her schooling is a worthy result A student who has learned all the information but experienced a reduction in selfdeterminism is an unworthy result ADAPTING THE ENVIRONMENT VERSUS ADAPTING TO IT It is unfortunate that many schools of thought propagate the theory that the purpose of human life is to adapt and that the person who does not is maladaptive2 Human life does not seem to know that it is supposed to adapt to the environment it keeps trying to adapt the environment to itself The quickest way to estimate the survival potential of an individual is by that individual s relationship with the environment Are they adapting it or adapting to it In order to survive an organism must be more than an object it must have the force of life in it It must be a causative agent Individuals who can reason can change their environment If they cannot reason they cannot change their environment The better individuals can reason the better they can improve their survival potential in their own environment If one wanted to control human beings like animals or objects one would only need to convince them that they have no need to use reason that they only have to adjust to their environment The essential difference between an object and a successful organism is the ability to reason the ability to keep the environment under control and adjust the environment to self 2 maladaptive showing inadequate adjustment to the situation or environment 6
SELF DETERMINISM AND THE ABILITY TO REASON INTERRUPTION OF SELF DETERMINISM Any education which is done on an authoritarian basis is an effort to control and dominate the student It may succeed in something but not in increasing the ability of the student to reason How would one go about destroying the ability to reason It would be by prohibiting students from reaching their own conclusions It would be by inhibiting them from acting upon their own data and causing them to act upon arbitrary data which is forced upon them The result is confusion and indecision a condition in which the student can be taken control of and directed by another person for that person s own ends The less self determined people are the more they can be controlled against their rational will by others in their vicinity In training a dog a person extends his or her own influence over the dog and the dog becomes merely an extension of the person The dog accepts its subordinate and dependent position its dog s life A cat or a human being will not accept such a position A cat is an independent hunter and must make its own decisions If children are trained in such a way that much of their selfdeterminism is interrupted they will not be successful human beings They will not even be acceptable to the people who were so careful to train them into this apathy Human beings cannot be trained successfully like dogs no matter how many authoritarians there are in the world who think they can be or should be A human being who is trained in an authoritarian manner will either succumb or retaliate The trainer will have either a case of complete apathy to deal with or an angry rebel or worse yet a covertly hostile rebel Human beings have to be reached with reason To make people irrational it is only necessary then to interrupt their reasoning process and force arbitrary conclusions on them They are then owned and must be moved and motivated by their owner to survive If not so moved and motivated once their ability to reason has been interrupted they will not survive Parents who train their child this way are training the child not to survive 7
SELF DETERMINISM AND THE ABILITY TO REASON EMOTIONAL TONE OF EDUCATION It will be of interest to the educator that education has its own position on the emotional tone scale3 and will therefore raise and lower an individual in emotional tone Education designed to inhibit and restrain to create conformity in the individual to the social order 4 has the unfortunate effect of reducing the individual in emotional tone This would be authoritarian education and would be from antagonism down Education which invites and stimulates reason and seeks to accelerate the individual toward a successful and happy level of existence and has enough faith in individuals to assume the good usage of the education raises the individual in emotional tone One can by reviewing the education of any individual discover much supportive evidence for this since it will be found that those subjects in which the individual is able will be those which were taught by methods above the tone of antagonism And those subjects in which the individual is poor lacking accuracy or self determinism and failing in the ability to reason with them were taught by methods which would be found from antagonism down on the tone scale As a society declines it more and more resorts to authoritarian teaching and attempts increasingly to impress upon individuals that they must adjust to their environment and that they cannot adjust their environment to them The educational process becomes one of semihypnotically receiving doughy masses of data and regurgitating them upon examination papers Reason and selfdeterminism are all but forbidden 3 emotional tone scale also tone scale a scale of emotional tones levels ranging from the highest to the lowest These are in part enthusiasm cheerfulness conservatism contented boredom antagonism anger fear grief apathy This scale can be found in chapter 22 4 social order the institutions customs and social structures of a given society particularly in the sense of protecting and preserving a way of life 8
SELF DETERMINISM AND THE ABILITY TO REASON CONCLUSION Successful living depends basically upon a person s ability to reason A person s best weapon is knowledge Any new discovery or simplification is valid and useful directly in ratio to its enlargement of one s ability to reason with the knowledge one has For this increases the person s self determinism And that is the goal 9
3 Solutions WILLINGNESS TO LEARN The self determinism of the individual must above all things be left as intact as possible The student should not be asked to work or study because somebody else decrees it The moment exterior force is applied the student combats that force and is distracted from the principal purpose in education of learning If the individual is unwilling to follow a vital course of study the error does not lie with the individual A child or an adult is thirsty for knowledge A person will drink knowledge at great gulps The unwillingness stems from a a failure to observe the necessity or use of the course or b mental blocks against studying that thing or that course The moment the necessity of the learning is realized the student will pour in wattage on the subject In a very young child little can be done about the mental blocks but much can be done in changing the method of address to the subject so that it does not cause a reaction i e if a child will not set the table try lay out the plates EXERCISING THE MIND THE IMPORTANCE OF GOALS All training must have first a goal Unless the student understands the purpose thoroughly and the intended use of the information the data is unaligned and therefore relatively useless True an individual reevaluates data when a new purpose is at hand and will align data after it was received But the delivery of data without first giving the purpose fails because the recipient of the information having no assigned use for it is much less interested in it than he or she would be and so does not compute with it only records it Thus the process is one of memory and the mind is not exercised into deriving new data from the information it receives 23
SOLUTIONS The actual training of an individual is an automatic process so long as purpose and use precede information The individual s mind is busied in weighting values and doing computations to derive new data and when it fails by one method of computation it will learn or discover another one to make up the lack As with muscles from the youngest infancy to death the mind must be active and it is active so long as it has goals An individual uses his or her mind to accomplish something in the desire to enjoy it and then contemplates the accomplishment for a breath of space and unless there is an immediate new goal becomes dissatisfied Happiness can be considered the act of accomplishing over not unknowable obstacles new goals Happiness is not the goal It is the act of reaching toward and progressing toward the goal It lies in the briefest instant in contemplating the accomplished It lies for a brief time in contemplating what is to be accomplished before beginning upon it but the main body of it lies in the field of active endeavor Whether one is teaching someone to eat with a fork or training someone in calculus the principles are the same There must be a good reason first before the person will use the fork and the person must understand that reason There must be an equally good reason and use for calculus as calculus not a grade or degree before the person can be expected to derive much from it TEACHING THE STUDENT TO THINK WITH AND USE THE INFORMATION How in education itself would we go about relaying information Here we ve got a complete problem of communication from beginning to end It is not possible to relay to people data which they are going to use on any other level than a parity of levels You want data to get to people in such a way that they can get at it again and if necessary reevaluate it In other words you don t want data that would be hung up on the order of You ve got to believe this and this is the way it is and it is this way because it is this way and you re never going to be able to change your mind about it being this way and it s going to be this way from here on out 24
SOLUTIONS If a person was being educated in the field of engineering for instance and was unable to reevaluate all of this information then fifteen years from now this person would be lucky to hold on with these young whippersnappers coming in who have more data newer data So our problem then is to teach people to derive from the information we re teaching them the future information they will need to give them information in a state where it can be reevaluated at any time and to keep uninhibited their individual purposes and interests with regard to that information so that they can think with and use it COMPARISON TO THE REAL WORLD Which leads us to another factor The education which a person is receiving must have been consistently compared step by step to the known world You can t step into an abstract in education and never compare it to things which can be actually sensed measured or experienced In other words education would not best be conducted in a school where the real world was very far away indeed An engineering education would probably best be conducted by engineers in the process of engineering If you want to teach a person to build bridges it would be all very well that he or she has the basic fundamentals of those textbooks they contain a lot of fine information But let s also see him or her out there walking around with people who build bridges I one time encountered somebody teaching calculus in this abstract purposeless fashion It didn t say in the textbook what you used calculus for The instructor didn t say what calculus was or what it was for and I noticed that everybody in this class it was my calculus class by the way was just studying away and they were differentiating1 and they were integrating and boy they were having a fine time I sat back and wasted about two weeks I was trying to figure out what you did with calculus before I let myself open to a barrage of calculus 1 differentiating integrating terms used in calculus which measures motion change differentiating and accumulation integrating 25
SOLUTIONS I asked the instructor two or three times and he looked embarrassed and looked away hurriedly It suddenly came to me that he didn t know too well either He was a mathematician but he had never been through engineering so he didn t know how an engineer used calculus I finally found a little book by a fellow named Thompson 2 and it started out with an example of what you did with calculus I looked this and other things over for a while and then was perfectly willing to get down and study calculus DEFINING THE PURPOSE OF THE SUBJECT The defined purpose then becomes a very important factor in education What is this information going to do for me in my business of survival What sector does it cover How important is it And the individual has a right to look it all over and when done be able to say That doesn t look important to me and after that leave it alone Because there is no reason to try to force pieces of information into heads that are not going to do anything with them And if they don t know what it s for they re not going to do anything with it TEACHING WITH PARITY How should students be taught so they can absorb information and learn data for their own use They should be taught on a parity basis where parity refers to two or more people or things being on an equal level In other words this is between friends something like that between acquaintances fellows teammates where the teacher is not some great authority to be worshiped or feared and does not talk down to students but is essentially on an equal level with the student where the student feels comfortable approaching the teacher questioning the data and so on 2 Thompson Silvanus Phillips Thompson 1851 1916 author of Calculus Made Easy 26
SOLUTIONS SAFEGUARDING THE STUDENT S RIGHT TO THINK The one thing that must be completely safeguarded in the human being in the process of education is that he or she must be permitted to think People can be taught the basic fundamentals of any subject And they can be taught to derive further information they may need on the subject And they should also be taught that they have a right to use this information to think about it figure out new things about it and execute with relationship to it If those things are safeguarded you could then and only then call the person well educated INTRODUCING THE IDEA OF AN EDUCATIONAL ETHIC3 So we get another point in education which is very important In the process of education those things which are not known exactly must be labeled as such If it s an inexactly known subject let s teach it as an inexactly known subject i e let s tell the student we re teaching it as such That would be educational honesty and it is something which should be part of the educational ethic And all of these points being stressed here as desirable would form when amalgamated an educational ethic It could be considered astonishing how lacking our culture is in any agreed upon educational ethic along these lines After all what is the responsibility of the teacher and the institution to the person who is being educated The kingpin around an institution is the person who is being educated not the person who is doing the educating 3 ethic framework system or set of principles concerning right and wrong especially as accepted by an individual or a particular group code of conduct 27
SOLUTIONS DON T PENALIZE STUDENTS HELP THEM Reduction of altitude would include the idea that people don t feel they have to take data just because somebody said so They take data if it makes sense to them when they compare it to the real world if it makes their thinking clearer if it makes things better for them But nothing should be forced off on the student nothing Furthermore if there are some misunderstandings help students clear them up Students should not be penalized for misunderstandings In other words don t give them trouble because they have the wrong answer try to help them so they can get a right answer That s a big difference That s a complete reversal on the examination system isn t it SUMMARY The story of the growth of knowledge is the story of individuals not the story of societies Individuals make societies societies only modify and moderate or warp individuals All education is the education of individuals not the education of the masses Pertinent to this last in the days since Jefferson the theory has grown largely held that philosophers and conquerors came into being as products of an age and a society and if one had not occupied their boots another would have done so An examination of history disproves utterly such a tenet Humankind goes on from the milestone of one individual to the milestone of the next Human history is the track along which men and women here and there have been strong or brilliant and have changed the complexion of the road This tenet has colored all modern education which then found an excuse to assembly line individuals making them conform like so many dolls Actually this piece of error raising up a false standard of groupism has through the policies of education spoiled perhaps thousands of individuals who would have been of considerable worth to the society The paintings plays compositions 28
SOLUTIONS of music cathedrals and states which might have been had not bad education stepped in the way are a real and not imaginary loss to humankind Aristotle was a great man but scholasticism has bled our minds and drained our energies through the collapse of the Roman Empire through the Dark Ages through the American university and to the H bomb An educational system which slaughters genuine capability has a wide effect Social leveling to the arithmetic mean and to the mediocre sets up the sheep society as the model and sheep can be stampeded because they are easily frightened and are not particularly rational Only highly rational individuals who are the product of excellent individual educations can stay a stampede An educational program which begins with the child s parents progresses through kindergarten and grade school through high school and into college and preserves at every step the individuality the native ambitions intelligence abilities and dynamics4 of the individual is the best bastion against not only mediocrity but any and all enemies of humankind 4 See chapter 10 section The Eight Dynamics 29
Index A ability those subjects in which the individual is able will be those which were taught by methods above the tone of antagonism 8 to increase somebody s ability increase their willingness to demonstrate their ability 90 accordion lessons A Child s Pride 132 Acknowledging the Good Points in Children 76 Adults have rights 141 good stable adult 142 Affinity 57 altitude instruction teaching A Lifetime of Altitude Instruction described 14 hypnotic suggestion is an intensified form of altitude teaching 12 one should take precautions against having altitude teaching thrown at one in such a way as to form fixed data 15 Reduction of altitude would include the idea that people don t feel they have to take data just because somebody said so 28 rostrum pomposity and manifestoes grades examinations mass teaching all tricks of altitude whereby the data forced in becomes fixed unevaluated data 16 teaching of an academic character has a tendency to be altitude instruction 12 Teach it with minimal altitude prestige 50 Where we have altitude teaching somebody is a great authority 18 anger To get angry with a child who is angry is rather unfair 127 anxiety created around examination 18 arbitrary See Axioms on Education and Knowledge arbitrary law defined 31 Arbitrary vs Natural Law 31 destroying the ability to reason by causing one to act upon arbitrary data which is forced upon them 7 It is a goal of education to sort the arbitrary from the natural 32 To make people irrational it is only necessary to interrupt their reasoning process and force arbitrary conclusions on them 7 ARC and control if your ARC is good with children you can get them to do all sorts of things 88 151
INDEX ARC Triangle 57 arithmetic A good and swift command of arithmetic should be considered a necessity 114 art True art always elicits a contribution from those who view or hear or experience it 118 arts learning consult the child s willingness 89 athletics 120 authoritarian authoritarianism See Emotional Tone of Education A human being who is trained in an authoritarian manner will either succumb or retaliate 7 Any education which is done on an authoritarian basis is an effort to control and dominate the student 7 Arbitrary vs Natural Law 31 authoritarian teaching is a mass of facts forced down the student s throat on threat of failing 3 defined as the introduction of arbitrary law where no natural law is known 32 The child with the high dynamic further will rebel against authoritarianism instinctively seeking to be self determined 65 authority Do not allow the authority of any one person or school of thought to create a foregone conclusion within your sphere of knowledge 56 152 axioms Axioms on Education and Knowledge 149 Axioms on Knowledge 36 Educational Axioms 31 B bad boy being allowed to fuss around in the lab 87 badly educated length of time in school is no criteria 20 barriers game is composed of freedom barriers and purposes 67 bastion best bastion against not only mediocrity but any and all enemies of humankind 29 Blackfoot Indians conniving to get cheerful obedient children 76 C calculus must be a good reason and use to learn 24 teaching in an abstract purposeless fashion 25 trouble with because of weak command of elementary arithmetic 119
EDUCATION FOSTERING REASON AND SELF DETERMINISM IN STUDENTS An educational program which begins with the child s parents progresses through kindergarten and grade school through high school and into college and preserves at every step the individuality the native ambitions intelligence abilities and dynamics of the individual is the best bastion against not only mediocrity but any and all enemies of humankind L Ron Hubbard Based on the works of L Ron Hubbard Education FOSTERING REASON AND SELF DETERMINISM IN STUDENTS BASED ON THE WORKS OF L RON HUBBARD APPLIED SCHOLASTICS INTERNATIONAL
