THE CLEAN SLATE SERIES
Clean Slate Handling Learning Drill
0. The Magical Clean Slates
1. The Incredible Effectiveness and Power of the Clean Slate Procedure
2. Clarification of Words
3. Word Perception
4. If You Can’t Define It — You Can’t Have It The Basics of Controlling Your Mind
5. More on Non-Comprehended Terms, Subjects and Misrepresented Symbols
6. Gradients of Learning
7. Clean Slate: The Ultimate Processor Training Tool
9. Upgrading Future Potentiality
10. Power Clean Slate Process (Available on the Power Clean Slate Processors Course)
11. Unpleasant Sensations — How to Handle Them
12. Clean Slate and Ascension Experience
The Following chapter is an excerpt from the book “The Clean Slate Series” to purchase the whole book please click here.
> Through many years of consulting and training it has become painfully evident that the majority of self-improvement workshops, seminars and self-help books are disappointingly ineffectual at making people better.
It is of vital importance that we understand the reason for this.
Nearly all methods of self help use a "Give them more knowledge" positive approach, but omit the holistic area of the individual, who by this time may have lost his dream and is now attempting to solve some imagined wrongness.
This is an attempt to "pile more knowledge on top of the situation or wrongness and we will cover over and bury or so overwhelm the situation that it will cease to exist", or a "do something else and the situation or wrongness will cease to exist" process.
This form of handling assumes the reader or student has their holistic viewpoints and is an empty clean slate, free of any past wrongness, and that the situation or wrongness exists solely from a lack of precise knowledge.
The assumption is that a lecture on "how to," or a series of programs to handle various situations or wrongnesses can supply the answer and that you do not need to handle the in-place dirty slates.
SLATE: n. 1. A fine-grained metamorphic rock that splits into thin, smooth-surfaced layers. 2.a. A piece of this material cut for use as roofing material or a writing surface. b. A writing tablet made of any material similar to slate. 3. A record of past performance or activity.
4. A list of the candidates of a particular political party for various offices.
American Heritage Dictionary
To remove the dirty slates requires very special handling. Failure to handle and remove the dirty slates leaves you in an unchanging, ineffective mind-set that will prevent you from learning and being able to apply in the area you are studying.
METHODS OF "PILE IT ON TOP OF" TECHNIQUES
There are several methods used in pile it on top of layering techniques.
Method One is the lecture.
Here an authoritative person stands up and extols his virtues or forces his reality on the poor listener of how his way is right. The listener may accept or reject them.
Usually the predisposition to accept is overwhelming and the body of listeners leave, temporarily convinced that this person's, or that group's, way of doing things is right. This is assuming that the lecturer presents his case effectively.
Method Two is the media propaganda bombardment. Dominating this method are newspapers and television.
This technique is simply learning through inculcation. Thus, if enough people say the same thing often enough, it will automatically become accepted as the truth.
Method Three is the self help book route. This technique may or may not accompany Method One (the lecture) and often nets the same result.
The author makes lengthy explanations of how he has succeeded at doing something and how the reader can enjoy the same level of success.
As we have all learned on occasion, this is often easier said than done. The reason it is often easier said than done is because the person telling you "how to do it" hasn't had the same life experiences that you've had. In fact, he hasn't had the same life experiences of anyone to whom he is writing or speaking.
All these methods have the common denominator of enforcing their reality and piling layers on top of our own weaknesses.
The pile it on top of approach assumes a person's mind is a clean slate just waiting for someone to write on it and, presto! Instant application and production.
The problem is, the more a person has studied and sought solutions, the dirtier the slates.
The average person's slates are covered with writing, cluttering them with contradictory information, pain, or losses, which now prevent the recording of data or experience. This causes the individual to become dysfunctional. They become immobilized or confused and they can't invest, or they invest in the wrong area.
SOCIETY'S MAJOR ERROR
Pile it on top of is society's major error in training and education.
The use of pile it on top of training and educational techniques creates layers on top of layers on top of layers, which results in inability to apply any of it.
As an example: What would happen if a builder commissioned to build a one hundred story skyscraper operated by the pile it on top of method?
Let us say the building was to occupy a square city block. The land was purchased from several different tenants. Contained in the square city block was a hotel, a department store and several small office buildings.
The builder, using the pile it on top of method, builds over the top of the existing buildings and erects the one hundred story skyscraper. The odds are, the longer the building stays there, the more chance of a major calamity occurring.
This is, to say the least, a poor investment. The building is liable to collapse at any moment.
Many years ago unscrupulous builders did this causing many deaths. That is why every major city has such strict building codes and inspections.
There is a correct way to build the building.
One must establish the holistic view and get it agreed upon by all concerned. Then one must clear away all existing structures, clear the land, drill and do a thorough analysis of the substratum.
This allows the establishment of a strong stable foundation that can support the massive skyscraper against the elements of earthquakes, hurricanes and other disasters. Constructing a building in this manner is called "up to code".
In life, when people invest in building, programming and intending a highly successful career, how many establish their holistic view, get it agreed upon, and clear away the earlier programs?
How many unlayer and erase the old written on slates?
How many build a foundation of basic people and subject skills that will allow the erecting and operating of the several different paradigm identities that are necessary to climb the ladder that leads to success, health, wealth, and happiness?
This gives us our first axiom:
TO BUILD A STRONG, STABLE FOUNDATION IN KNOWLEDGISM YOU MUST CREATE A HOLISTIC VISION OF YOUR DREAM AND THEN ELIMINATE OR CORRECT ANY WEAKNESS BY UNLAYERING AND CLEANING YOUR SLATES OF ANYTHING THAT IS IN THE WAY OF YOUR DREAM OR HOLISTIC VISION.
THE CASE FOR TABULA RASA
TABULA RASA is a Latin term that in English means a clean slate. The term "TABULA RASA" stems from ancient Greece where, in the 4th century B.C., the philosopher Aristotle stated, "The mind is a clean tablet upon which experience writes."
That has proven true, at least in the beginning. Experience, however, has its say. Every experience, whether negative or positive, inscribes on that slate. Unless that slate is periodically cleaned, it eventually becomes so layered and muddied with information and misinformation that a basic law of physics takes hold: "No two things can occupy the same place at the same time."
When two cars attempt to occupy the same space simultaneously you end up with two mangled cars plus the awkward third condition of handling the damage done.
When this takes place in the mind it blocks the positive life-force from flowing through to the body. This nullifies the operation of the ability and productivity paradigm.
If inaccurate knowledge or painful, degrading incidents are inscribed on the slate, then true knowledge and joyful, uplifting events cannot be inscribed on the slate. This causes a fixed low mood level to manifest.
THE OPERATION OF THE ABILITY AND PRODUCTIVITY PARADIGM
In a healthy, holistic, fully functional and able individual, the operation of the ability and productivity paradigm manifests in this sequence: Perception precedes thought; concluded thought (intention), precedes envisioning; envisioning precedes planning; planning precedes implementation, and implementation precedes results.
The greater a person's or group's ability is the more productive they are. The results are more success, health, wealth, and happiness.
Example: Joshua fills out his tax forms. In totaling up his debts he perceives that after years of hard work and tight budgeting he is deeper in debt than ever before.
This starts a holistic thought process. What can he do to earn more? He comes to the conclusion that he must change careers.
He intends to change to a better career.
He forms a vision or model of what a better paying career would look like.
He then utilizes the power of his mind to assist in making the plans of how, when, where, with whom, what form etc. this career change will take on.
He implements that plan and searches for a job that he likes doing and that pays more than his current one.
He now sets up interviews and gets the result of a new job.
As the result matches his vision or model, he has attained his objective, a new higher- paying career.
This is the productivity paradigm of successfully achieving anything. When this paradigm of ability and productivity is altered or blocked you end up with a harmful or incomplete product or result.
Instead of having rewards for your results you are penalized. The ability and productivity paradigm is being short circuited somewhere along the way. The mind has "locked" at some point and cannot get free.
When the mind locks, the body can't act. The end product is a wrong result as explained in the following example.
Joshua's friend, Eileen, found herself in the same position as Joshua.
She also perceived she wasn't able to make ends meet.
She also intended to change to a better paying career.
She formed a vision of doing this and found that to earn more she would have to move into the area of handling people. This created a problem for her for she had a fear of people (a dirty slate). This destroyed the holistic vision as her life-force was fixated on the wrongness. What lay behind this was negative force impingement from an abusive childhood. Still, she pushed forward.
She made a plan of how to move into the new career in spite of her fear of people.
She implemented the plan and landed a better paying job as office manager at nearly double the salary. The only problem was, she couldn't tell people what to do. She put off making decisions that demanded action. She had run into her mind lock of "Not wanting to upset anyone for fear of being punished."
Within three months her senior was forced to demote her to a lesser position. An incorrect result.
Eileen's senior nearly drove himself crazy trying to get her to take charge and put order in the office.
He took her aside and coached her.
He sent her to assertiveness training.
He had her read books.
The problem was that all these solutions were pile it on top of techniques. They were hitting into a fixed pattern of behavior that contained more denial and pain than she had strength and incentive to pursue her career. There were many dirty slates causing havoc in Eileen's life.
Eileen was perceiving past pictures containing negative force in the form of punishment and abuse for mysteriously upsetting her parents.
This is what lay behind the intention "to not upset anyone" and the negative vision of her being "punished if she upset anyone".
The plan she formed was to not do anything that would upset people and she implemented that by doing nothing.
The result was she produced nothing. She began to experience a "crash phenomena".
Often a piece of inaccurate knowledge or a piece of knowledge connected with a painful experience occupies a place in the mind. When an accurate piece of information (such as new and helpful knowledge) tries to enter the mind, it will be working against the basic law of physics.
The new knowledge is blocked by the earlier inaccurate knowledge or pain that is in its place. This causes the person to unknowingly adopt the old habit pattern of behavior and bring about another failure or losing situation.
They cannot conceptualize the holistic vision, but in actuality, they unknowingly create a negative vision and negative mind-set that contradicts their dream.
This often occurs when an individual is subjected to pile it on top of techniques. The information may be good, but the person already has something written or painful on that slate which is contradictory to the information.
That individual, exposed to these new areas, will simply not be able to think in the area. This is exhibited by an inability to apply or implement the knowledge. The person becomes immobile; they cannot act; they cannot make calls; they cannot communicate, they cannot execute.
More often than not, the person will eventually reject the new information entirely, especially when he sees it is not working for him as it should. There are many occasions when the person will attempt to marry (synthesize) the two pieces of knowledge into a workable concept. Either of these methods will produce a mind lock. This causes a degraded mind-set, the source of a loss of ability in an area.
The end products of all these mind-locks and degrading mind-sets are confusion, inaction and an inability to perceive or think in an area with new knowledge or to act with intention, and a destructive, negative vision. Due to the lack of results, the person reverts to old fixed ideas and fixed patterns.
FIXED IDEAS AND FIXED PATTERNS
CREATE FIXED PARADIGMS THAT PREVENT
LEARNING, IMPLEMENTATION AND ACTION
FIXED IDEAS: Examples are: "I'm too old." "I'm too young." "Children should be seen and not heard." "I cannot trust anyone." "I'd better do it myself." "I can't do that."
These all are forms of intentions, precepts, negative visions, or destructive mind-sets. They get their power from earlier dirty slates.
"Know it all" is akin to the fixed idea, completely blocking any inspection or willingness to look or learn in an area. This "know it all" attitude obscures any correct perception.
Fixed ideas, precepts, and limiting mind-sets are what form the walls of the Paradigm Box and keep in place selective perception, blocking the person from assimilating any new knowledge that does not fit within the Paradigm Box.
These fixed ideas, precepts, and limiting mind-sets were formed in an attempt to handle the pain and confusion from the negative force of not comprehending and thus not being able to handle some area of life.
The noncomprehension, the inability to handle some area of life, the pain and confusion, and the overlying fixed ideas, precepts, and mind-sets are all written down on the person's slates.
A person has literally millions of slates. Each slate has space for something to be imaged or written on it. These slates are perceived as mental image pictures.
Example: "Where did you go to school when you were 13?" Immediately one pulls up a slate that contains all the data of "School at 13".
There may be a master slate that concludes: "School at 13 was unhappy and painful. I'd better stay away from schools, teachers, learning and close personal relationships." From that time onward, the person has had difficulties studying and getting along with people.
This shows up in the present as being only able to get low paying, unskilled positions working with things.
Example: Jeremy, age thirteen, was forced to move with his parents when his father, at his company's request, relocated from New York to Houston, Texas.
The first day at his new school, the class bully and several of his classmates began jeering and ridiculing Jeremy with his New York accent. Jeremy lashed out and hit the bully.
The bully blackened both of Jeremy's eyes and bloodied his nose. Jeremy ended up lying in the dirt, weeping and beaten and was sent home for fighting.
His parents were unsympathetic and scolded him. His father yelled at him calling him "a stupid, weak, no-good idiot."
Jeremy decided that school was painful. He couldn't wait to get out. He formed the precept or fixed idea, "I hate school and people."
From that day on, Jeremy's ability to study and enjoy school deteriorated. He became a loner and his mood level toward life dropped considerably.
As the years went by, Jeremy chose to invest in a career that had nothing to do with people.
That painful incident completely tied up Jeremy's life-force particles. When something in the present unconsciously reminded Jeremy of that incident, he would rationalize why he shouldn't do things.
For example, his company asked him to attend night school to become more knowledgeable in his career.
School triggered pain, so Jeremy decided against attending night school. He rationalized his decision saying he was too busy and it cost too much.
As a result of this decision, his interest in his career disappeared and work became painful. His return on investment of time, force, knowledge, and money was minimal.
Jeremy would get nothing out of any type of seminar or training he attended.
He was experiencing pile it on top of techniques.
HOW TO TELL IF YOU HAVE A CLEAN SLATE
As you can see, when learning a new subject it is vital that you have clean slates upon which to write the new knowledge.
So how do you know whether you have a clean slate or not? It is easy, really.
Can you read or hear some information and comprehend it, fit the data into the holistic vision, and then apply the knowledge to achieve your desired objectives?
If you cannot, then you have some slates to clean.
The Clean Slate Handling Learning Drill is the basic technique for unlayering and cleaning your slates.
ALAN C. WALTER
Revised 8 February 1997
Copyright Ó 1986, 1997
ALL RIGHTS RESERVED
The previous chapter is an excerpt from the book “The Clean Slate Series” to purchase the whole book please click here.