Education by importance is alright as long as you are in terrific ARC with your people. If you are not in terrific ARC with the people you have to get them to relax about the body of data you are teaching before the importance of data shows up.

This method is fantastically simple, with very successful results in raising IQ level and cause over learning, accepting and knowing data. The first step is given in the example below and is the first gradient.

A person can be hung up on the all-importance and everything-ness of a subject. He is so nervous of dire consequences that he will eventually have an accident. People are often thoroughly educated into this attitude. It is all so important it will kill him if he doesn’t know. This inhibits his power of choice and ability to evaluate data. Education today is taught by consequence, not by the fact it is a sensible thing to do. In the world importance essentially means punishment.

Coach: I am going to say three numbers. One, two, three. What did I say?

To teach someone a subject just have him select out the un-importances of the subject. He will start to think everything is important but coax him on with ARC and 8C and he will eventually come up with something un-important, i.e. , You are teaching him how to drive a tractor. He will find the coat of paint on the crank un-important. You acknowledge and ask him to find something else un-important. Keep at this repeating it and repeating it and eventually „all-ness“ will start to disintegrate. He will select down to the most important controls of the tractor and the next thing you know he can drive a tractor! He won’t have a craving to know anxiety and won’t be nervous at all. You are teaching by de-evaluation of importances.

Student: One, two, three.

It is interesting that a person who never selected out the importances of Scientology or any subject, and believes every datum must be memorized, you will find, has a history of being punished within an inch of their lives. There is a direct co-ordination here.

Coach: Good. Do you remember what I said? Do you remember what you said? (used alternatively)

Education is basically, fixing data, unfixing data, and changing existing data, either by making it more fixed or less fixed.

Student: One, two, three.

This technology using importances can undo to a marked extent a very thorough education in some subject and return it to the power of choice of an individual.

Coach: Good.

This is done using variations of the three numbers, checking how the student is doing every now and then until the student is comfortable and relaxed without any physical pain or tension and he can recall without difficulty what you said and what he said. Check before going on if he can remember the First set of numbers you gave him. Then we go up one gradient and have the student reject or accept data at will.

Example:

Coach: All chairs are purple. What did I say?

Student: All chairs are purple.

Coach: Okay, both of us said all chairs are purple?

Student: Yes.

Coach: Are they?

Student: No.

Coach: Alright you could disbelieve something I said and throw it out couldn’t you?

Student: Yes.

This step is done using examples of non-significant data which are totally incorrect. When he has regained his power of choice we go on to the next step, that of teaching and getting across the actual datum you want to teach him.

Coach: Preclears should always be acknowledged. What did I say?

Student: Preclears should always be acknowledged.

Coach: Is this true?

Student: Well I don’t know.

Coach: Alright, now give me a graphic example of that using these two items.

Student: The glass as the preclear says-I’ve had enough, I’m leaving. The coke bottle which is the Auditor must always acknowledge the preclear and says-OK.

Coach: It’s not very workable is it? Alright modify it.

Student: If you want good auditing results acknowledge your preclear.

Coach: If you want good auditing results acknowledge your preclear.

Student: Good!

Coach: Thank you end of session.

So in this way you can teach a person a datum without duress. Let him think about it and argue it out, get him into agreement. There is no rote set of commands. It consists of two-way comm based on the above format, and getting him to demonstrate with objects in the room. This way he will KNOW the datum, not just a bunch of words.