View source for Teaching Formula - Duplication (7ACC 540716)

'''Series:''' 7th Advanced Clinical Course (7ACC)

'''Date:''' 16 July 1954

'''Speaker:''' L. Ron Hubbard

----

← [[Lecture_Index_7ACC|Back to Series]]

Here is a teaching formula which has been developed over these seven Clinical Units and which will be employed in HCA/BScn schools. The manual employed is the Auditor's Handbook, a new publication of the HASI, $2.85.

The Auditor's Handbook has in it Intensive Procedure and a description of processes and the commands of those processes, the Auditor's Code, the Code of Honor and the Code of Scientology of the Scientologist.

And it has in it all those processes which anyone would really care to teach a student. Now, there's one omission in it which was incidental and accidental on its first printing but which is remedied on subsequent printings, and that is the omission of 8-D in its immediate application on present time problems and parts of the body – 8-D, in trying to stop the "Body Recruitment" which keeps people from exteriorizing easily.

Now, the program of training of such HCA/BScn schools is rather elementary. And the reason I am talking to you about this is because any auditor sooner or later is going to have to train somebody, whether as an Instructor in a school or simply in his area.

In view of the fact that certificates can be granted by examination, it is highly probable that a Doctor of Scientology, here and there, will turn out a good auditor and send him in for examination and certification.

Now, the process of training of the past had to do with giving the student a considerable amount of data, a definition of Scientology and various factors and nomenclature in Scientology, and in handing this to the student, attempting thereby to sway his reason in the direction of being reasonable about the use of processes. This has never worked. It has never worked. It's a very difficult way to approach the problem, even though it seems to be a very fine way to approach the problem. It's ethically sound and unworkable.

So therefore, we start a person into training immediately with auditing. We just start him into training with auditing – just like that. And we start him in with the first part of Intensive Procedure which is a Two-way Communication.

Now, it'd be very fine if we, at this stage, could teach him how to talk to his fellow man. It would be very, very fine if we could. But unfortunately, in order to do so, we would have to teach him a great deal of Scientology. So this would defeat itself. So the extent that we teach him a two-way communication is to concentrate his attention on simply one problem: sitting down in a chair with a preclear, usually one of his fellow students, and starting in with an elementary process – a specialized process for training only.

And that process is, "Something you wouldn't mind remembering?" "Something you wouldn't mind forgetting?" And that is the process.

We get him used to the idea of asking a question and receiving an answer. And then, with that, we teach him a communication lag – what you might call the verbal part of a communication lag – and demonstrate to him that there is a physical part of the communication lag, later on.

Having taught him the verbal part of the communication lag, we can then progress further. And he learns that on "Something you wouldn't mind remembering?" "Something you wouldn't mind forgetting?"

Oddly enough, in any group of students you will find several who have a considerable difficulty with these two facts, particularly, "Something you wouldn't mind forgetting." You'll discover people who just plain mustn't ever forget anything. And of course, they forget everything as a result. We have, then, this as the elementary first-step process.

As soon as we are fairly certain that the individual is using this rather well, we go into the immediate next-stage process where communication lag is utilized in its physical form. Having asked him to look over communication lag in its verbal form, we now can observe it in the physical form, In this way we do without, we cast aside and nevermore use an E-Meter.

An E-Meter is a fine research tool and it has perhaps lots and lots of uses, but the whole subject of communication lag can supplant an E-Meter. And those students you are training might have done auditing with an E-Meter. Well, let's just break their dependence upon it in any way, shape or form and get their attention on the preclear more directly and get him to use – get this student to use communication lag in lieu of an E-Meter.

Our next stage, then, is the Opening Procedure of 8-C Part (a) – not Part (b) and (c), but Part (a) of Opening Procedure of 8-C. Now, the oddity is that at this stage, if this is being used well by the student on his fellow students, he will observe – if he is just using Part (a) – he will observe a rather interesting thing. He can bring almost anybody much, much closer into present time with this Part (a). Part (a) is not something that you would simply neglect and sort of lose in the shuffle of (b) and (c). It's taught as a completely separate and distinct part.

And at that moment when the student is capable of using Part (a), we then are content to let him go on to Part (b) until he can use Part (b) thoroughly and then we are content to let him go on to Part (c).

But certainly before we let him go on to (b), he should have some idea of the thing called a physical communication lag. If he doesn't happen to pick up an observation of it-and maybe the student he was processing was pretty good and didn't have a very marked one – he will certainly find it in Part (b) of Opening Procedure.

And so we have to review communication lag on a physical level again after he is running Part (b) ably and well. Then we get to Part (c) of Opening Procedure of 8-C.

Now, the student at this time should be impressed with the fact that he is not now using a training process – Opening Procedure of 8-C. It's not a training process. That's a process for blood. You can take almost anybody who has been in an accident, almost anybody who is upset emotionally and simply direct his attention to various parts of the room. If he were unable to move, he could direct his attention to them right from where he's sitting. But optimum, of course, he should walk around and put his attention on these things and actually touch them and contact them. But we could take somebody who was in very poor shape indeed and get him into pretty good shape just by designating that he should put his hand on the chair. "Now put it on the lamp" and so forth, round and round the room.

That's a fabulous thing and your trainee should recognize it: that that is a process and is today the only allowable process in an HASI Clinic on a psychotic or a neurotic because we have wasted so much time with other processes. And this one works so fast that there's just no sense in using any other process than the Opening Procedure of 8-C until a neurosis is entirely broken or until a psychosis has vanished.

Now, those are strong words, aren't they? But he is immediately doing a process there which will hit any level of case in any kind of condition. Quite interesting. It'll hit any level of case in any kind of condition, so let's, for heaven's sakes, make this student conversant with the Opening Procedure of 8-C. If for the next two months of that course we don't teach him another single thing, we have equipped him with a tool which he will be able to use with competence.

Now, he must be taught at this time that he has to flatten any kind of a communication lag or flatten any sort of a technique he starts. There's two different orders of magnitude. The order of magnitude of a question. He learned this, of course, under Straightwire. In this first exercise we taught him something about this.

Communication lag immediately goes along with the rules governing it – which is to say, if you ask a question and receive a communication lag, then you ask the question again and again and again and again until you have flattened the lag – in other words, till you have a constant lag coming back.

Even if the constant lag were fifteen seconds, it's still fifteen seconds every time he answers. We do that for a few times, then we've flattened the lag.

Now, he must learn how to do that physically. When somebody is walking around the room and deciding when to take his attention off of things and put it on things and so forth – Part (c) of this – you will pick up some interesting communication lags on almost any preclear you process.

He looks around, he takes a little longer to select this one and he selects that one a little faster and there's considerably more time this time as to when he should decide to take his attention off of something or take his hand off of something, rather. You know? You'll notice those lags occurring. Well, as long as those lags occur your student must be impressed with the fact that they must be flattened.

Now, let's get the larger order of magnitude, the process lag. A process produces perception change, but more important than that, it's producing changes in communication lag in general. It's producing then, merely change in the preclear. And as long as we are processing a process, we have to notice the amount of change occurring in the preclear. And we must use the process until there is no further change from that process. And we must never leave a process at the time it is changing. You're still getting changes, why, keep on with that process.

The difference – it must be impressed upon a student at this time – the difference between a good auditor and a bad auditor is that a bad auditor, at the least motion or emotion on the part of a preclear, is liable to be found changing the process.

The preclear wiggled under this one and writhes, so the auditor came off the process. Well, the worst kind of an auditor would be one which simply ran process after process after process after process – fifteen different processes in an hour, flattening none of them. The trouble with that auditor, he doesn't even know the preclear is there and he can't duplicate – even vaguely.

It drives him slightly mad to just run the same process for any length of time.

All right. So, this matter of communication lag has to be beaten out thoroughly with the auditor at this time – the student. And now, having gone into this problem of 8-C, the lecture material which should be given to the student – and up to this time, oddly enough, we gave him maybe the history of Scientology and we maybe gave him an example of the process he was running. We certainly did that. But we didn't give him anything that we would call real data along the line.

And at this time when he's pretty well along with his 8-C, we give to him the Auditor's Code, version 1954, copy of which to be found in the Auditor's Handbook – a completely different Auditor's Code than the first one which came out.

And it contains in it these two provisos: that we run a question flat (more elegantly stated in the Code) and that we run a process flat. And we don't run a process longer than we have run it flat. When we get no further change in the preclear and it's staying constant, we don't then go on for fifteen hours running that same process.

Yeah, you'd be fascinated to have to convince a student of this. But do you know the student who will flinch when he sees some motion or emotion on the part of the preclear will happily and gladly, with great relief, run a process which is producing no change. And by actual test will run it for fifty hours with no change on a preclear if not interfered with by the Instructor. We actually let one run just to find out how long it would take this auditor to get next to himself. And it was fifty hours. And at the end of fifty hours, we tipped him off.

And we found out that what had frightened him was he had discovered a near-convulsion in his ARC Straightwire lessons and he had gotten into a near-convulsion on the part of the preclear, and so after that he decided that we would run it all nice and quiet from here on out. And so he'd just been uselessly burning up his time and a preclear's time.

Now, an auditor at this stage of training – not an auditor yet, a student – certainly should be brought up to a very, very sharp recognition of physical communication lag because the next process up is Opening Procedure by Duplication. And it is very hard to detect the physical change in somebody running Opening Procedure by Duplication because he can set it up machinelike occasionally and so let it run off. It will run off evenly sometimes. And there the auditor has to recognize that this fellow has just sort of set up a machine. But we've accounted for that in Opening Procedure by Duplication by every few minutes – at least every fifteen minutes – we give him the same object twice. We only have to do that a couple of times and after that we will get communication lag. That's an interesting thing, isn't it?

The communication lag is not as consistent in its change in Opening Procedure by Duplication and it has to be more closely detected. It isn't so wild, you see, as that verbal lag he was first studying. It's merely a hesitancy here and a longer pause there and an extra step somewhere else. He's not duplicating yet. He's still throwing in variations, variations, variations.

And so, our student has to be sharpened up on physical communication lag at the moment when we are going to run Opening Procedure by Duplication. Now, you understand up to this rime and all during the time he's running Opening Procedure by Duplication, all he's had is a demonstration of the process. That's all he's had and enough dunnage on the line, such as the history of Scientology. He had no publication assignments, no reading assignments, he's had nothing. He's had no lecture tapes beyond those that would merely exemplify the process and communication lag and the history and the Auditor's Code. Oh, you could make the Auditor's Code into a tremendous amount of lecture material at that time. You could give its history, the earliest codes, how they came to be written, how it was developed, the gradual evolution of codes in general. You could go into a lot of stuff this way.

But he might very well think that he was getting a lot of data. He wouldn't be getting any data at all. The data he's getting, he's learning, right there, on such things as Opening Procedure by 8-C; and earlier, the ARC Straightwire; and now, as we come up to this level, Opening Procedure by Duplication.

And we keep him on that as an auditor for a lot of hours. And we make sure that it gets run on him for a lot of hours. We just make good and sure that it's run on him for a lot of hours.

If we don't run it, his ability to absorb data is markedly less. He gets pretty sharp after he's run this. He doesn't realize, being in a group of other students, how sharp he does get on the matter of picking up data. Before that time you would have had to have told him something about fifteen times and then he would have quoted it wrong.

And you run Opening Procedure by Duplication, he is actually capable of hearing something once and knowing what it was. It's an oddity which takes place. Opening Procedure by Duplication, by the way, mainly shows up in the capability of the auditor. After he's had this run on him and after he's run it for a while – it's very good discipline to run it, too, you know – the auditor in the case is able to receive a communication from the preclear. Well, he becomes a lot better auditor, doesn't he?

All right. Now, after we have gone through this period of teaching him Opening Procedure by Duplication, then we should take up the Auditor's Code once more. And only now should we give him a little theory, such as the Formula of Communication which is what fits right about here – Formula of Communication and its various parts. And we just pound this home, just as such and get it exemplified and explained in various directions.

Our next level requires a more complex process – the Remedying of Havingness. Now that would include teaching him how to find out if things are occupying his same space – you know, the preclear's same space. It would teach him Acceptance Level and also one which isn't in the PABs – Rejection Level. Often meant to write that PAB. It's a missing PAB. Acceptance Level and Rejection Level: what he can mock-up and have fly away from him and the various tricks and so forth which can be used in remedying havingness. He should, by the way, just as a matter of training, if it stands to hand and is easy to give him, give him old SOP 8, Step IV: how you waste things and accept them.

You know, very often somebody starts remedying havingness and he can get five or six items and then he can get no more. And then he can get five or six of another kind of an item and then he can get no more. Actually, if you just make him put up a tremendous pile of these over on the right of these items, he can go right on remedying it with brand-new items.

See, he doesn't touch this big pile. But he sees there's enough of them so, lowly himself, can thereby take some of them, because otherwise they might belong to somebody else. And there's all sorts of foolishness results from this.

But there are various ways, and very many ways, to remedy havingness and he should be taught these various ways of remedying havingness. And only then do we teach him anything about Spotting Spots in Space. We sure teach him how to remedy havingness before we teach him about Spotting Spots in Space.

Otherwise it's like giving somebody a revolver and not showing him where the safety catch is. Because he'd spot spots in space without knowing how to remedy havingness. Some preclear is going to get mighty, mighty sick. Which is why I used a poor, young lady here before you one day and got her all mixed up on "where she was not because of Spotting Spots in Space" – made her nice and sick. Boy, people do get sick on that. All right.

When he is capable of Spotting Spots in Space and Remedying Havingness, he should be at that time conversant with the emergency assist, which can be run by 8-C, Opening Procedure. But the emergency assist run on Spotting Spots and Remedying Havingness is quite beneficial indeed – Spotting Spots, Remedying Havingness as an assist, as cleaning up a specific part of a person's life, as even knocking out universes. Yes, yes, you can knock out universes with that. You can simply say, "Spot a good spot for your mother." "Spot a spot in the room and another spot for your mother." Or "Spot where your mother is." "Spot a spot in the room" – it'll do the same thing. "Spot where your mother is." "Spot a spot in the room."

Now, 8-D, although it was omitted in the first edition of that manual, the Auditor's Handbook, should be taught to him at this place because actually it's a variation of Spotting Spots in Space which doesn't really require very much remedy of havingness. And so it's a valuable process.

Now we go back and show him something about the present time problem aspect and how to resolve that by 8-D. Present time problem is best resolved, by the way, either by Opening Procedure of 8-C or 8-D.

Now we can graduate him into significances. And at this point significances can become very, very significant. Now, we could make a couple of chicken tracks on a piece of paper and hand it to him and get him to get all the significances of these chicken tracks, just as a student, so he would understand significances. Because, listen, if you don't remedy significances on the student, he's always going to look below the surface of the data which you are giving him. And in view of the fact he's always going to look below the surface, he's never going to come to the surface on the data. And it is remedy of significances.

You put significances into something, and you get significances out of something, and you put them into something. But how do you get them out of something? Just by putting them in. How do you run the process? You just ask him, "Well now, what is the significance of this sheet?" as you hand him this piece of paper. "What is the significance of this glass?" "Give me some more significances about it." And he starts to slow down. If you've ever seen communication lag in action, you will see it now.

Do you know that he has to get to a point finally where he's putting the significances in it? And so we remedy this entirely with our student and when we have so remedied it, then we go in for such things as the Theta-MEST Theory, the various ramifications of development. We can talk about the definitions of space, we can talk about universes, orientation-points, we can talk about symbols, we can talk about data, data, data, data. As a matter of fact, we could assign him all the books that have ever been written about psychotherapy, the mind, religion, Rosicrucianism, mysticism and everything else with perfect safety and security.

Yeah, he knows they're not dangerous. And furthermore, he knows what he can do with them or not do with them, as the case may be.

But you've brought him up to this point by that time as a student. You've brought him up to some workability of technique. He has some reality on the workability of the technique.

If he can go all the way through this without a recognition of the workability of this material … just by handling this type of ARC Straightwire – we used it in its crudest form, you see, "Something you wouldn't mind remembering" "Something you wouldn't mind forgetting" – and communication lag and he can see this around him. We've gone through 8-C, he's already seen how this can bring somebody into present time, he's seen people having a rough time with making up their minds when to touch something or even what to select, he's taken a look at this and he's seen it bring them into present time. He's seen things happen in Opening Procedure by Duplication and he has also seen things – strange things, maybe sometimes – happening in Remedying Havingness and Spotting Spots in Space.

And he now has enough reality on Scientology to study it and study it well. If we have brought him forward that far by the end of two months of hard study, we know something. We know that he can now take any other technique or any other variation of any technique and use it successfully. We know that we could ship him off with perfect confidence to some far place in the world and have him sit down and practice Scientology.

What could he do up to that point? All he would possibly know up to this point of significances, all he would possibly know is just what I've gone over with you in this half-hour. And yet we could have confidence that as an auditor he would produce results and people would be happy with him in his area and his community. And so if we produced that much result on somebody in two months of training, right from scratch, somebody who knew nothing about – anything at all about personalities or characters or psychotherapy or Scientology or religion or anything – we just took him from scratch and we ran him up to that point, of course, we say that he would be able to talk the language in which he is being taught. With that proviso, we would have somebody who was really walking on what was characterized and looked for many, many hundreds of years ago as the Tao – "The Way."

This is a path and it does get someplace. And even though there might be still a few brambles on it and there might not be any floodlights on it for this particular auditor, he'll at least be able to navigate it and come out of the woods at the other side every time.

He won't keep getting into the woods and getting loster and loster. In English, it is not possible to become loster. One is simply lost. But in auditing, it's possible to become loster and loster.

This is our procedure of training as laid out and is one of the very, very many things accomplished by the Advanced Clinical Courses which have been run in the last many months. And it is very important to know this – to know that if we push somebody through up to that level, he would be in pretty good shape.

Now, there's some more things on this Clinical Course, but I have covered the very, very important ones.

TEACHING FORMULA: DUPLICATION PAGE 8 7ACC-23 - 16.07.54

[[Category:Lectures]]
[[Category:Lectures 7ACC]]
[[Category:Lectures 1954]]