Laws of Study

8/3/2019 Laws of Study

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THE LAWS OF STUDY

LAW 1

While studying, be very, very certain you

NEVER GO PAST A WORD YOU DO NOT FULLY UNDERSTAND

The only reason a person gives up a study or becomes confused or unable to learn is that

he or she has gone past a word or phrase that was not understood.

If the material becomes confusing or you can't seem to grasp it, there will be a word just

earlier that you have not understood. Don't go any further, but go back to BEFORE you

got into trouble, find the misunderstood word and get it defined.

EXERCISE

1. Find something you do not understood or have difficulties with in studying.

2. Locate what the misunderstood word(s) was.

3. Look it up in a _good_ dictionary.

4. Use the word in your own sentences (sentences you make up or devise yourself) or in

your own examples.

5. Keep making sentences or examples until you are totally certain that you can USE thatword with real ease and freely whenever and in whatever you like.

6. Write back to me and tell me what happened.



1st term is "MASS". In regards to study "mass" means the actual object

studied, or a representation of it such as pictures of it or drawings or other

representation of it.

2nd term is "DOINGNESS" In regards to study "doingness" means all the

actions related to a subject or a technology. For example the doingness of

studying Music would be singing or playing a musical instrument.

SECOND LAW OF STUDY

Education in the absence of the mass in which the subject or technology that it is studied

will be involved in, is very hard on the student.

It actually makes him feel squashed. Makes him feel bent, sort of spiny, sort of dead, bored, exasperated.

If he is studying the doingness of something in which the mass is absent this will be the

result.

Photographs help and motion pictures would do pretty good as they are a sort of promise

or hope of the mass but the printed page and the spoken word are not a substitute for a

tractor if he's studying about tractors.

You have to understand this data in its purity-and that is that educating a person in a

mass that they don't have and which isn't available produces physiological reactions. Thatis what I am trying to teach you.

It's just a fact.

You're trying to teach this fellow all about tractors and you're not giving him any

tractors-well he's going to wind up with a face that feels squashed, with headaches and

with his stomach feeling funny. He's going to feel dizzy from time to time and very oftenhis eyes are going to hurt.

It's a physiological datum that has to do the field of the mind.

You could therefore expect the greatest incidence of suicide or illness in that field of

education most devoted to studying absent masses.

This one of studying the something without its mass ever being around produces the

most distinctly recognizable reactions.





Try starting with demonstrating easy concepts or things and move on to more complex

ones as you progress in your studies. Take up your demonstration kit and explain with it

to someone some abstract mathematical concepts like addition, subtraction,multiplication, division etc. I can promise to you that if you are able to demonstrate

higher mathematical meanings like algebra, calculus, derivatives etc. IN CLAY, you will

most probably soon become a renown mathematic genius.

Whenever you have the indications of an absent mass -- USE A DEMONSTRATION

UNTILL YOU FEEL YOU UNDERSTAND WHAT YOU STUDY.



3rd LAW OF STUDY

APPROACHE THINGS GRADUALLY

I will better explain this Law by introducing some new terms and first a term called

"Gradient".

GRADIENT, DEFINITION

1. a gradual approach to something, taken step by step, level by level, each step or level

being, of itself, easily surmountable—so that, finally, quite complicated and difficultactivities or high states of being can be achieved with relative ease. 2. a steepening or an

increasing from the slight to the heavy. 3. the essence of a gradient is just being able to do

a little bit more and a little bit more and a little bit more until you finally make the grade.

Now there is also another definition called a "Gradient Scale"

GRADIENT SCALE, DEFINITION

1. the term can apply to anything, and means a scale of condition graduated from zero toinfinity. Absolutes are considered to be unobtainable. 2.Terms like good and bad, alive

and dead, right and wrong are used only in conjunction with gradient scales. On the scale

of right and wrong, everything above zero or center would be more and more right,approaching an infinite rightness, and everything below zero or center would be more and

more wrong, approaching an infinite wrongness. The gradient scale is a way of thinking

about the universe which approximates the actual conditions of the universe more closelythan any other existing logical method.

(Study these two definitions above very well before going any further.)

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Now regarding study, and the 3rd Law of Study we are considering here, which has to domost with the application of the things one is studying and with learning how to do

various things and doing things in general there is another series of physiological

phenomena that exist which is based on the fact of too steep a study gradient.

That’s another source of physiological study reaction because of too steep a gradient.

It is a sort of a confusion or a reelingness that goes with this one.

Let us say you are teaching a person how to ride a motorbike. If you were to start fromthe very start perhaps you would start him/er perhaps with a tricycle, then with bicycle

then try a light motorbike and then a heavier one, and so on. Whenever the person had

trouble with any of these vehicles, that, would be too steep a gradient that one should



correct by cutting back the gradient into something simpler - by returning the person to

simpler vehicle than the one the person was on at the moment of difficulty.

For example, if at any moment the person had difficulty with balancing the motorbike,

that would be a too steep a gradient problem that one should handle. In this case you

should cut back the gradient and return to exercising with a bicycle for a while until the person was certain enough that balancing the vehicle was no longer a problem for

him/her. Then one would proceed to a more complex vehicle - and so on.

So when difficulties in doing or applying things arise the problem is: You’ve hit too steep

a gradient.

There was too much of a jump because he didn’t understand what he was doing and he

jumped to the next thing and that was too steep and he went too fast and he will assign allof his difficulties to this new thing.

Now see the difference here – because gradients sounds terribly like the missing

definitions of these

study hang-ups, definitions – but remember that they are quite distinctly different.

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Laws of Study