FreeZone America




Name of Student:

Commencement of Course:

Purpose: To obtain full understanding of the fundamental philosophy of Ron Hubbard's philosophy, and to gain the ability to recognise and apply the data in daily life and in session.

Prerequisites: The "Mini Study Course" (consisting of a thorough checkout on the relevant pages of "More than a Cult" or the VMH).

Length of Course: 3 to 5 days depending on the degree of preparation (see "Note" below).

Course Materials: The course is based on the book "Scientology ­ More than a Cult?" (LK1). Chapters 1 and 2 of the "Pied Pipers" (LK3) should have been read as well as they elaborate on various theory points mentioned in LK1.

The following books by Ron Hubbard should be available to look up source materials as referred to in LK1: the Technical Dictionary, Scn 0­8, Dianetics, History of Man, Science of Survival.

(Note the typographical error under (1) in the bibliography of LK1: "Scn 0­ 8008" should read "Scn 0­8").

Note: This checksheet is divided into three parts: a study/checkout section, a supervisor examination, and a clay demo section at the end. The study section may be done at home with partner­checkouts. The checksheet may also be used as a study guide for studying solo (if one feels confident). Eventually the clay demos will demonstrate the effectiveness of one's study. They must be checked out by the course supervisor. If one has studied at home and before one does the clay demos, one receives a broad general checkout on the definitions of all terms printed in bold letters in L.Kin 1. This is not a repetition of all the checksheet questions already studied but aims to broaden the student's ability to "juggle the terms about" and connect each term with each other flexibly. The course supervisor may (in line with study tech) insist on further reading and extra demos if he considers it necessary. Where "essay" is stated, a formal essay is not required; merely bullet points which can be used as reference in conversation.

A. Overview

1. Read the book "Scn ­ More than a Cult?" to get a broad idea of the subject.

2. As "Cult" refers to the author's opinions and conclusions, it is recommended that one look up source references as one encounters them in the text of LK1 so as to develop one's own ideas with the aid of the original Hubbard texts. They are listed below. The numbers refer to the bibliography of LK1. This can be done at the student's discretion. It is not compulsory, unless one wanted to solo audit after completion of the practical course or become a professional auditor.
p. 11, paragraph three: see "Code of a Scientologist" in [1].
p. 14, paragraph one: "Dianetics", part 1, chapter 5, or in [1].
p. 19, paragraph two: see "a description of Scientology" in [1].
p. 23, paragraph two: Foreword in [5].
p. 24, paragraph one: Foreword in [5].
p. 30, paragraph one: Chapter 6 in [5].
p. 32, paragraph three: Chapter 5 in [5].
p. 33­4 paragraph four/one: Chapter 1 and 3 in [6].
p. 51, paragraph three: "Professional Auditor's Bulletin 2" ­ see Tech Volumes.
p. 51, paragraph three, second quotation: "Creation of Human Ability", chapter 9, under "This is Scientology".
p. 65, paragraph two: "Dianetics" part 3, chapter 1.
p. 65, paragraph three: "Dianetics" part 3, chapter 10.
p. 71, paragraph three: "Fundamentals of Thought", appendix: "The Aims of Scientology".
p. 89­90: Pan­determinism to forget: "The Volunteer Minister's Handbook", chapter K, see Robotism.

B. Study

Applying study tech, now study the whole book thoroughly. The checkout questions suggested here follow the gradient approach of the text. Therefore a supervisor should not demand more than what is covered in the relevant section of the book. Use of demo­kits is required whether directly specified or not.

This section may also be used as a study guide for people studying solo.

I. Part One

1. Explain "The dynamic principle of existence: Survive!" (p.14).
2. Checkout on all bold printed words (p.13­16).
3. Show why one's case is caused by oneself (p.16).
4. Define the words "Dianetics" and "Scientology" (p.13 & 22).
5. Checkout on all technical terms (p.23­33).
6. Demo the quote on p. 32, paragraph 3 ("beings......) (see also summary on p.35).

II. Part Two

Ref: "A Frustration Scale"

1. What is a gradient scale?
2. Demo: Show how charge builds up along the Scale of Frustration.

Ref: "Reach and Withdraw"

3. Demo: Show how the Frustration Scale consists of Reach and Withdraw.
4. Essay: Give five examples of action, and discover whether they really can be reduced to reach/withdraw.
5. Checkout on technical terms.
6. Demo: Show how a ridge is created and how it is restimulated.

Ref: "Game Theory", and "The Emotional Tone Scale"

7. Essay: Give three examples which demonstrate the decline from pan­determinism to oblivion.
8. Study the Emotional Tone Scale and both versions of the Effect Scale in the book "0­8".
9. Essay: Name a game and analyse it with regard to the three components of a game. Explain what would need to occur for the games condition to become a no­games condition.
10. Demo: Show how the relationship between enturbulated and free theta determines one's position on the Emotional Tone Scale. What effect does this have on the flexibility of one's attention?

Ref: "The ARC Triangle" up to "Communication"

11. What are axioms, and what is their significance in a science? (p.94­96).
12. What do "static" and "dynamic" mean in the spiritual sense? (see also p.188).
13. Essay:
a. Using two examples, show how understanding can be increased or decreased using the component parts of ARC.
b. Describe the relationship between theta and ARC.
14. Essay: Place two people you know on the emotional tone scale (both chronic and social levels). Evaluate by observation, giving examples of their use of ARC in relation to the Effect Scale to substantiate your analysis. (identities need not be revealed).
15. Demo: Show the relationship between affinity and mental space.
16. Demo: Show why reality is the result of agreements.
17. Demo: The Axiom of Communication.

Ref: "Confronting"

18. Demonstrate how poor confront leads to mis­duplication.

Ref: "Postulates and Considerations"

19. Checkout on all technical terms.

Ref: "The Cycle of Action"

20. Demo a cycle of action being complete because it was completely executed in real life.
21. Demo a cycle of action which remains incomplete because the individual has not acknowledged its completion to himself. Show how he feels about it.
22. Demo a cycle of action which is complete because the individual declares it complete (even though some uninvolved person would consider it incomplete).
23. Demo how incomplete cycles of action can lead to hectic activity and the feeling of having no time.

Ref: "Goals Problems Masses"

24. Demo the sequence from as­isness to not­isness using an example of your choice.

Ref: "Mental Matter Energy...."

(Note: Do look up the actual Factors in "0­8" as you find them mentioned in the text, to get used to their rather abstract phrasing).

25. Define physical MEST. How are tables, chairs, air, water etc. MEST?
26. Give examples of ridges occuring in nature.
27. Explain what vibrations are and give examples.
28. Define "resonance", "harmony", "consonance", "dissonance". Give examples for both the physical and the mental manifestation of this (refer to Chapter 1 of the "Pied Pipers").
29. Essay: give five examples of be­do­have.
30. Demo: Choose one of the dynamics 1­4, and name the terminals who are essential to you on this dynamic, and who therefore represent the anchorpoints of your space. These may be in the past, in present time, or in the future. Describe how you push your dimension points towards these anchor­points; how you withdraw from them, and thus how your space changes through this action.
31. Demo theta quanta as prerequisites for the perception between two beings and for their communication (common space). (See Factors 1­4 and 11).

Ref: "Mental Universes"

32. Demo how all the three universes play a role in any communication.

Ref: "Restimulation"

33. Using theta quanta, demonstrate how a mental image picture is created, how it is recorded, restimulated and subsequently erased (see also p.88); both above 2.0 on the tone scale and below 2.0 on the tone scale.
34. Demo: Havingness is the ability to have everything as well as nothing.

Ref: "Engrams" up to "Secondaries"

35. Define all technical terms.
36. What does unconsciousness mean with respect to a body and with respect to a thetan?
37. Demo: How an engram and a GPM could be recorded at the same time in an accident.
38. Add to this demo: How, following the incident, a secondary and a lock could be created on two parallel time tracks ­ that of the GE and of the thetan.

Ref: "Valences"

39. Define all technical terms.
40. Give an example of a valence situation and demonstrate the relationships involved.

Ref: "Analytical Mind..."

41. Demonstrate the difference between the static, the thetan, the analytical and the reactive mind, and show their relationship with each other.

Ref: "Key­in..." up to "The Composite Case"

42. Define all technical terms.
43. Demonstrate the composition of a chain of engrams, secondaries and locks.
44. Demo: a key­out, and a release.
45. Demo: an erasure.
46. Demo: a cognition.

Ref: "The Dynamics"

47. Essay: Give three examples for each of the 8 dynamics; what one can be, do and have on them.

Ref: "A Theory of the Bridge...."

48. Demo: According to Factor 28, show what is the basic principle of a bridge.

Ref: "Contemporary Definitions" and "Future Projects"

49. What is the meaning of Clear, OT and Case Completion (p. 170­1).

Ref: "The Rudiments"

50. Define all technical terms; demo to show that the sequence of the rudiments is not accidental but logical.
51. Essay: "Using as­isness as a guiding principle in life".

Ref: "Motivators..."

52. Demo the overt­motivator sequence.
53. Demo a Service Facsimile.
54. Demo how the violation of one's own integrity leads to further overts on other dynamics.

Ref: "Ethics" and "Competence"

55. Essay: "The difference between ethics and morals." Show that under certain circumstances a moral action can be unethical, and reversely that a decision which may appear immoral can nevertheless hold an optimum solution.
56. Define all technical terms.
57. Demo, with reference to the KRC Triangle, the difference between potential and actual worth.
58. Essay: Give an example of the functioning interdependence of ARC and
KRC. Give also examples of an imbalance, with a lack of either ARC or KRC.
59. Why is the KRC triangle the upper one?
60. How to recognise a suppressive person.

Ref: "More Than..." and "Beyond.."

61. Essay: Name several games situations and show why fair games are based on the Two Rights Of A Thetan. Show why this is not so in unfair games, especially in the case of implants.

C. Verbal Examination

Should this checksheet have been studied at home, the supervisor examination mentioned on page 1 would be done at this point. It is done from the viewpoint that the student has studied it all and in principle knows it all. Therefore it isn't a page­by­page checkout but an "educated dialogue" lasting some hours. It ascertains that the clay demos following next won't pose a problem to the student in terms of his general understanding. (It helps to use the "Glossary" in the appendix to LK3!)

D. Clay Demos

1. According to Factors 1­7, clay demo how a static "turns into" a thetan. (See also Axioms 1­4, 25, 44­46). To differentiate between thetan and static, see LK1/p.136 and relevant passages in LK3. (Use clay balls to represent theta quanta/dimension points; to represent the direction of intention and attention use arrows.)

Note: From here on please do all clay demos using theta quanta/dimension points whenever appropriate. Feel free to move them around demo­kit fashion so as to demonstrate various aspects of the question at hand. Particularly in clay demo 1, 2 and 3 will this be necessary in order to avoid making too many clay "frames" for one's clay "comic strip".

2. Demonstrate how the emotional tone scale results from the actions of reaching and withdrawing. Show how the space of the thetan changes. Do a clay demo on this, showing how the emotion levels from 4.0 to 0.5 evolve from each other. Note that these levels can be demonstrated as flows, dispersals and ridges (see the first few pages of the chapter "Affinity, Communication and Reality" in "Scn 8 ­8008".)

3. Demonstrate the communication cycle as in Factor 11, Axiom 28, and the communication formula: a) Show how a thetan perceives another thetan; i.e. includes him in his space (also use dimension points in this example). b) Show how he intends to send a communication to the other and that it should be duplicated and understood. c) Show how he actually carries out the communication. (Make him do this with strong intention). d) Show how it is duplicated by the recipient. e) Show how it is understood by the recipient. f) Using the clay demo, show to which of the three universes the various parts of the demo belong. Also show which parts represent an "actuality" and which ones represent a "reality". Note: The clay demos following now form one huge clay demo resulting in a full demonstration of the composite case. A large space is required for the demo. Show thetan, GE and body separately as required.

4. Clay demo: The Scale of Frustration, starting with the highest point "know", and show how reach turns into withdraw as one moves down the scale.

5. Change the above clay demo so it reflects the sequence from as­isness to not­isness.

6. In your clay demo, make it clear how a GPM is formed out of postulate and counter­postulate.

7. Show how a thetan uses his energy quanta when trying to withdraw from the incident or when trying to resist it, thereby creating a reactive mental image picture. (Show the difference between the real incident and the mental picture).

8. Show the thetan with a destimulated (dormant) GPM.

9. Clay demo the exact procedure of restimulation of the GPM: a. As a secondary. b. As a lock.

10. Add a physical trauma, illness or accident to the existing sequence of events, and show how the GE records the engram.

11. How this engram is later restimulated and dramatised as a secondary.

12. If not shown yet: point out the possible criss­cross restimulation between the engram and the GPM, showing how they add force to each other. (If adding this to your clay demo is too complicated, you may show it to the supervisor by simply pointing it out.)

13. Add to the existing clay demo how the auditee adopts the valence of a person from his past.

14. Add an entity which was created as the result of an implant: How it is created, how it joins with the thetan, how he then goes into its valence and dramatises the implant (see p. 183­185 and 27­30, also LK3/ch.1).

15. Using one of the parts of the composite case on your clay table, show how a second as­isness occurs (that of erasure) and show that this is caused by gradual duplication as in an auditing session (see Ax. 12 ff.).

17. Clay demo "havingness" in both definitions of the word.

18. Explain in view of your complete clay demo the abilities of a "Clear on the first dynamic" and what aspects of the case are audited on the lower, middle, and upper bridge.

E. Attest

I have studied and fully understood the above materials, and I am happy to apply the data in everyday life.

Date: Signature:

Statement (in writing): "How the knowledge I gained from this course relates to me and my life."

Copyright © 1997-2001 FreeZone America, All Rights Reserved.   See our Privacy-Policy