Knowledgism - Alan C Walter - Info needed

Rockycharles

New member
Hello,
Looking for anyone that might have experience with Knowledgism.

It was started by Alan C Walter who worked closely with LRH until he left to start his own operation.

He ran a ranch till his death in 2009 where his predecessors have taken it over.

Our family has a member that’s been in there grips for 5 years & is now in a facility due to mental health issues. They refer to these as ascensions.

The Ranch - Advanced Coaching & Leadership Center | How to be in the Zone

Any infomation would be great.
 
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marra

Well-known member
I don't know anything about it apart from the fact that it was Alan C. Walter not Walker who started it.
 

RogerB

Active member
RockyCharles,

I am the guy who was sought out to write a Bio on Alan Walter by the folks who run the Main Page history of Scientology. Link to Alan's bio : Alan C. Walter

Several points I observe in what you have written . . . I am wondering how literate you are when you write "there" instead of "their" and misuse the word "predecessors " . . . I make these comments not to be unkind, but to be cautious that you are not trying to run a false-flag operation on us. We guys who've had a lifetime dealing with the aftermath of our connection to Scientology have learned to be prudent in these matters.

The subject of "Ascensions" should not be mis-characterised. In Scientology the state of ascending up into a higher state of awareness or ability was referred to being "keyed out" or having a big win blow out. Elite athletes frequently ascend in this manner during either training or competition. People who fall magically in love also feel ascended.

There is a vast amount of well documented data on the phenomena of ascensions in Alan Walter's writings . . . with particular reference to the fact that it can be (and often is) a double edged sword in that, if improperly handled one can go into what is referred to an "Ascension then crash and burn phenomenon."

What happens is that the person rises up (ascends) to a higher level of awareness and spiritual power level . . . but without the then needed subject literacy (education) can misuse or misdirect the newly recovered level of power or awareness such that they then feel they have "caved in," or lost their gains.

This is all very thoroughly written up in Alan's materials .. . . the problem being, too few take the truth of this information to heart, and when their gains are "lost" conceive of wrong answers. Alan did develop procedures for the correct handling of both the ascended state of being and the handling of any crash and burn.

The trouble I keep seeing is that, since Alan's death in November/December 2009, folks are too glib and they fail to honor the truth of what is needed for handling, stabilizing and empowering ascension states. It happens I am somewhat expert in this matter, because, as an old Australian swim champion (1954) I had many elite athlete ascension and also ascensions using Scientology. And I have used Alan's ascension handling technology correctly to stabilize and put under my knowing control my ascended to and recovered spiritual powers, awareness and abilities.

"The Ranch" . . . the guys running the Knowledgism enterprise following Alan's death, are woefully neglectful regards the issue of handling ascension states correctly.

I give you all the info above so you can more properly understand the nature of the experience of you family member . . . the danger he/she is in is in coming to an incorrect conclusion about what has happened . . . and the last place correct answers will be found is in a "mental health issues facility."

I could write lots more on this subject . . . but enough already. I recommend your family member puts attention on the positive powers, abilities experienced in the ascension and works to stabilize them. That is, switch attention from the negatives he/she is being hit with . . . that was the great error of Scientology . . . it's complete focus on what is wrong that has to be gotten rid of versus an address to what is right, valid and positive that can be enhanced and empowered.
 
Last edited:

Rockycharles

New member
RockyCharles,

I am the guy who was sought out to write a Bio on Alan Walter by the folks who run the Main Page history of Scientology. Link to Alan's bio : Alan C. Walter

Several points I observe in what you have written . . . I am wondering how literate you are when you write "there" instead of "their" and misuse the word "predecessors " . . . I make these comments not to be unkind, but to be cautious that you are not trying to run a false-flag operation on us. We guys who've had a lifetime dealing with the aftermath of our connection to Scientology have learned to be prudent in these matters.

The subject of "Ascensions" should not be mis-characterised. In Scientology the state of ascending up into a higher state of awareness or ability was referred to being "keyed out" or having a big win blow out. Elite athletes frequently ascend in this manner during either training or competition. People who fall magically in love also feel ascended.

There is a vast amount of well documented data on the phenomena of ascensions in Alan Walter's writings . . . with particular reference to the fact that it can be (and often is) a double edged sword in that, if improperly handled one can go into what is referred to an "Ascension then crash and burn phenomenon."

What happens is that the person rises up (ascends) to a higher level of awareness and spiritual power level . . . but without the then needed subject literacy (education) can misuse or misdirect the newly recovered level of power or awareness such that they then feel they have "caved in," or lost their gains.

This is all very thoroughly written up in Alan's materials .. . . the problem being, too few take the truth of this information to heart, and when their gains are "lost" conceive of wrong answers. Alan did develop procedures for the correct handling of both the ascended state of being and the handling of any crash and burn.

The trouble I keep seeing is that, since Alan's death in November/December 2009, folks are too glib and they fail to honor the truth of what is needed for handling, stabilizing and empowering ascension states. It happens I am somewhat expert in this matter, because, as an old Australian swim champion (1954) I had many elite athlete ascension and also ascensions using Scientology. And I have used Alan's ascension handling technology correctly to stabilize and put under my knowing control my ascended to and recovered spiritual powers, awareness and abilities.

"The Ranch" . . . the guys running the Knowledgism enterprise following Alan's death, are woefully neglectful regards the issue of handling ascension states correctly.

I give you all the info above so you can more properly understand the nature of the experience of you family member . . . the danger he/she is in is in coming to an incorrect conclusion about what has happened . . . and the last place correct answers will be found is in a "mental health issues facility."

I could write lots more on this subject . . . but enough already. I recommend your family member puts attention on the positive powers, abilities experienced in the ascension and works to stabilize them. That is, switch attention from the negatives he/she is being hit with . . . that was the great error of Scientology . . . it's complete focus on what is wrong that has to be gotten rid of versus an address to what is right, valid and positive that can be enhanced and empowered.
 

Rockycharles

New member
Forgive me for my miss spellings I struggle highly with dyslexia.

In no way am I trying to run a false flag I am truly seeking information.

Thank you for the information Roger it’s greatly appreciated. The ranch improperly handles ascensions did I understand that correctly?
 
Last edited:

The_Fixer

Well-known member
Hello,
Looking for anyone that might have experience with Knowledgism.

It was started by Alan C Walter who worked closely with LRH until he left to start his own operation.

He ran a ranch till his death in 2009 where his predecessors have taken it over.

Our family has a member that’s been in there grips for 5 years & is now in a facility due to mental health issues. They refer to these as ascensions.

The Ranch - Advanced Coaching & Leadership Center | How to be in the Zone

Any infomation would be great.
I would be wary of anything that was, or is, associated with Scientology. What little information I have read (very little) seems to indicate that it is an offshoot of it. Not a part of it but Alan was a former Scientologist who formulated it out of the ashes of his involvement, if I read it correctly.

There are a huge number of cults out there with new ones springing up everywhere,. I am not necessarily stating Knowledgism is one, however since it rose out of one, it should be viewed with suspicion. Many ex cult members jump out of one cult and fall into another unwittingly.

If your family member has developed mental health issues as a result of their involvement, a few alarm bells should be ringing. No therapy or study should result in that outcome and be considered safe in any way, unless the issue was an underlying one to start with.

In any case, if problems were developing, they should have referred the person to more qualified help and not left them hanging out to dry.
 

RogerB

Active member
Rocky wrote:
Thank you for the information Roger it’s greatly appreciated. The ranch improperly handles ascensions did I understand that correctly?

Yep, you got it. The ranch mishandled/failed to handle the ascended to change of state. In my book, How to Learn-How to Tech: Overcoming the Seven Barriers to Comprehension, I cite the reference presented in the Science Section of the New York Times, where they refer to the "apparent change in physical universe perception by elite athletes." For athletes, it's not a problem as that is what they are building their success and wealth on . . . being way different to "the norm."
But when these type events occur to regular folks who are unfamiliar with the phenomena . . . it can be quite unsettling.
 
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mimsey borogrove

Well-known member
H
Rocky wrote:
Thank you for the information Roger it’s greatly appreciated. The ranch improperly handles ascensions did I understand that correctly?

Yep, you got it. The ranch mishandled/failed to handle the ascended to change of state. In my book, How to Learn-How to Tech: Overcoming the Seven Barriers to Comprehension, I cite the reference presented in the Science Section of the New York Times, where the refer to the "apparent change in physical universe perception by elite athletes." For athletes, it's not a problem as that is what they are building their success and wealth on . . . being way different to "the norm."
But when these type events occur to regular folks who are unfamiliar with the phenomena . . . it can be quite unsettling.
Hi Roger - I haven't seen you post here lately, missed your comments. The business about change of perception in athletes is interesting - especially how time slows down. I read an article in Playboy years ago about Jackie Stewart or Jim Clarke - or another one of those F1 drivers and he described how time slowed down while he drove.

Mimsey
 

The_Fixer

Well-known member
H

Hi Roger - I haven't seen you post here lately, missed your comments. The business about change of perception in athletes is interesting - especially how time slows down. I read an article in Playboy years ago about Jackie Stewart or Jim Clarke - or another one of those F1 drivers and he described how time slowed down while he drove.

Mimsey
Two times I vividly remember the phenomenon of time slowing down.

First time was in a car rollover and I wasn't wearing a seatbelt then.
I remember making sure I presented my shoulder to the windscreen to cushion the hit and the car rolling onto its roof and spinning around. It was an eerily slow event for me. No injuries for me, I was the passenger.

Second time was when I was knocked off an extension ladder at full height and landing into a pile of steel purlins underneath.
First thought was (going down headfirst) to bend my elbows so I wouldn't break them and try to slow the action when I landed to minimise injury.
It was a slow conscious train of thoughts.
Got seven stitches above my eyebrow, only injury apart from a few sore muscles for a day or two.

Key things I remember was how slow time passed during these events.
 
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RogerB

Active member
OK, Guys and Gals . . . a little clip or two from the book:

Three-Dimensional Learners



Many students are “three-dimensional” learners, which we discuss in-depth later in this chapter. (A good Internet site devoted to this is: www.3dlearner.com)

Some students like to get the theory and complete instructions on a subject before they attempt to do anything. Others prefer to learn, as above, by doing: they want the minimum of theory and instruction sufficient for them to be able to get into action and learn by doing. These latter type students are the great experimenters who learn by action or doing and figuring it out for themselves.

Michael Faraday, the great nineteenth-century British scientist, is a case in point. With no formal scientific education, he abandoned his apprenticeship as a bookbinder to follow his inquisitive instincts to become a laboratory assistant at the Royal Society working for the chemist Sir Humphry Davy. Faraday learned by doing and by experimentation. It is he who today is credited as being the father of modern electricity. It is he who first liquefied gases, invented the electric motor and discovered electromagnetic induction and a host of other scientific discoveries.

Thomas Edison only had three months formal schooling. He was dismissed from school by his teacher for being “overactive.” Taught to read by his mother, Edison thereafter educated himself by visiting the local library. But his obvious learning method was that of experimentation and doing, as is demonstrated by his career as an inventor.

You might be surprised to learn how many immensely successful, top businessmen were poor students or flunked out of school. A May 13, 2003, article in Fortune Magazine cited the following innovators and leaders as all being dyslexic. Sir Richard Branson (Virgin Records, Virgin Airlines), Charles Schwab, John Chambers (Cisco), Craig McCaw (pioneer of the cell phone industry), Paul Orfalea (Founder of Kinko’s) is a partial list of over a dozen cited. Needless to say their learning style was seriously impeded by the current educational system.

The hallmark of these individuals is that they are all creative, all innovators and all “think outside of the box” of the norm. Being regimented and made to sit still, be quiet and simply absorb by rote what the conventional schooling methods attempted to implant in them suppressed their natural learning method. These types of students either rebel or become despondent in such a system. Their free will and sovereignty is impeded and crushed.

Conventional wisdom has held dyslexia to be a “disability.” In actuality it is not correctly understood.





Dyslexia May Well be the Mark of A Higher Level

Of

Natural Ability



Far from being a disability, dyslexia may well be the mark of a higher level of natural ability not expressed by the “normal” student who is content, or forced, to learn only by rote.

The Fortune Magazine article cites the use of this higher ability by the individuals covered:

Bill Dreyer, an inventor and biologist at Caltech, recalls a dinner party conversation years ago in which he told a colleague how his dyslexic brain works: “I think in 3-D Technicolor pictures instead of words.” “You what?” replied the incredulous colleague. The two argued the rest of the night how that was possible.

Dreyer believes that thinking in 3-D pictures enabled him to develop groundbreaking theories about how antibodies are made, and then to invent one of the first protein-sequencing machines, which helped launch the human genome revolution. “I was able to see the machine in my head and rotate valves and actually see the instrumentation,” he says. “I don’t think of dyslexia as a deficiency. It’s like having CAD (computer-aided design) in your brain. I bet these other guys see business in 3-D too.”

In his office, John Chambers (Cisco) goes from wounded to animated as he heads to the dry-erase board to show that’s exactly what he does. “I can’t explain why, but I just approach problems differently,” he says. “It’s very easy for me to jump from A to Z. I picture a chess game on a multiple-layer dimensional cycle and almost play it out in my mind. But it’s not a chess game. It’s business. I don’t make moves one at a time. I can usually anticipate the potential outcome and where the Y’s in the road will occur.”

The famed scientist-inventor, Nikola Tesla, also had this ability to visualize his inventions holographically as 3-D working models that he could actually operate and, as needed, deconstruct, amend and reconstruct. (Wickipedia.com has a wonderful write-up on Tesla’s spectacular accomplishments for those not familiar with the name at: Nikola Tesla - Wikipedia.)

It is this three-dimensional holographic perception that dyslexics often operate with that can give them difficulty reading two-dimensional imagery on paper.



Living & Learning Holographically


Some students not only operate holographically, as in the examples above, but learn holographically. We commonly find this with elite, champion athletes. They are quite holographic operating in life and in their method of learning. “Book learning” can be a little tiresome and difficult for these types of students. They like to be active and to “get into things.” Learning is a fully experiential process for them, not just a theoretical ivory tower-type affair.

A description of holographic learning, living or operating might be a little difficult to convey to those who are not so inclined; rather like describing the smell of a rose to a person who has never had any sense of smell, or the beauty of a sunset to a person who has been sightless all his or her life. Remember the earlier example of Bill Dreyer describing to an incredulous colleague that his thinking is in “Three-Dimensional Technicolor instead of words.”

For those who are holographic in their living and learning, the “pictures” in their minds are not flat nor particularly separate and apart from them; the images they perceive are fully three-dimensionally holographic, and the person can often be surrounded by the image if they choose. It is as though the image is at one with them, throughout them, or that they are present throughout the image.

Similarly, in life, their perception of the environment is often holographic in that they don’t just see straight ahead where their eyes are looking; they often experience “being at, and with, what they are perceiving in the physical environment.”

I remember hearing a star baseball slugger describing how, when he is “on,” or “in the Zone,” it’s as though he is “with the ball as it is coming in from the pitcher.” You’ll often hear champion sports stars describe these magic moments when they were aware of everything “all around them,” and they “had all the time in the world to act”; “opponents appear to be in slow motion.” Folks often experience these kinds of perception changes on vacation when spanning marvelous, vast spaces or expanded vistas such as mountain ranges.

On inspection, we find this to be very much a natural spiritual perception phenomenon. It is not limited in the same manner as physical eyesight.

Investigation has found this ability to perceive or visualize in three-dimensional holographic terms to be more of a spiritual ability than a “mental” ability. The difficulty with this in our western society is that our culture is not very comfortable recognizing the true nature of our spiritual powers, and the terms of reference used are muddied and not clearly defined.

As Pierre Teilhard de Chardin wrote, “We are not human beings having a spiritual experience. We are spiritual beings having a human experience.”

As parents and educators, we must be alert to the full, true spiritual nature as well as the learning styles of our students, and facilitate them both. Failure to do so will cause immense difficulty and damage to the student.

I am fortunate to have traveled the world and lived in a number of different cultures. This has exposed me to various and different understandings of what life is, who or what we are as living beings, and to the belief systems and practices that go along with those different views of life.

*******

And, on the subject of changing time and spatial aspects of the Physical Universe . . .

Beyond Normal Perception


An article dated November 29, 2005, in the Science Times section of The New York Times, referred to this. The article reported on research carried out at the University of Virginia into the perception characteristics of the best baseball hitters.

The article opened with the comment, “Athletes on a hot streak often describe warps in space-time that Einstein did not anticipate: basketball hoops appearing as wide as hula hoops, tennis balls that seem to move in slow motion, golf outings in which the cups seem as easy to hit as manholes.”

The article went on to say that the research found, “The changes in perception are apparently real . . . ”

Based on my personal experience as an athlete and in dealing with other champion athletes, I can vouch for the existence of these perception capabilities “beyond the norm.”

Another experience students quite often have is that of recovering the knowledge “they already knew.” This is not uncommon, indeed, Plato wrote: “Searching and learning is a process of remembering.” These phenomena were very well known to the ancients.

Socrates wrote, “A mind is a flame to be ignited, not a vessel to be filled.”

This is something Dr. Maria Montessori, the founder of the Montessori educational method and international school system observed. As Dr. Montessori wrote in Education for a New World:

Scientific observation has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment. The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference. Human teachers can only help the great work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and to the rising of a New Man who will not be a victim of events, but will have the clarity of vision to direct and shape the future of human society.

The great Rudolph Steiner, the founder of the international Waldorf Schools system, made these same observations.

*******
For you guys who have had these kinds of ascending changes in capacity, ability or powers . . . for God's sake don't sit there in mystery wondering WTF . . . You can actually run the positive process of getting/delineating exactly what the recovered or ascended to ability, power or awareness is/was . . . and exercise it.

here is a quick series of questions to open it up:
Name or describe the event or ascended to or recovered power/ability, etc.
When was that (exactly)
Where did it occur
Describe it fully and exactly
What mood or feeling did it put you in
Connected to (named ascended to power/ability) what thoughts, beliefs or solutions did you create or develop
Take each thought, belief, solution and ask: did it impede, alter, minimize or strengthen the ascension in any way
How long is the thought, belief or solution intended to exist for?
What are or have been the consequences of the thought, belief, solution.
Run Responsibility on the ability/power recovered so you can own it and have it under your knowing control

It is quite routine for folks experiencing these kinds of ascensions that surprise them, that spiritually, the person backs off from the area/location or experience . . . BIG mistake because that is the moment they lose control of and power over the ascended to state.

The right action is to get in there and OWN IT!!!
 

Type4_PTS

Well-known member
OK, Guys and Gals . . . a little clip or two from the book:

Three-Dimensional Learners



Many students are “three-dimensional” learners, which we discuss in-depth later in this chapter. (A good Internet site devoted to this is: www.3dlearner.com)

Some students like to get the theory and complete instructions on a subject before they attempt to do anything. Others prefer to learn, as above, by doing: they want the minimum of theory and instruction sufficient for them to be able to get into action and learn by doing. These latter type students are the great experimenters who learn by action or doing and figuring it out for themselves.

Michael Faraday, the great nineteenth-century British scientist, is a case in point. With no formal scientific education, he abandoned his apprenticeship as a bookbinder to follow his inquisitive instincts to become a laboratory assistant at the Royal Society working for the chemist Sir Humphry Davy. Faraday learned by doing and by experimentation. It is he who today is credited as being the father of modern electricity. It is he who first liquefied gases, invented the electric motor and discovered electromagnetic induction and a host of other scientific discoveries.

Thomas Edison only had three months formal schooling. He was dismissed from school by his teacher for being “overactive.” Taught to read by his mother, Edison thereafter educated himself by visiting the local library. But his obvious learning method was that of experimentation and doing, as is demonstrated by his career as an inventor.

You might be surprised to learn how many immensely successful, top businessmen were poor students or flunked out of school. A May 13, 2003, article in Fortune Magazine cited the following innovators and leaders as all being dyslexic. Sir Richard Branson (Virgin Records, Virgin Airlines), Charles Schwab, John Chambers (Cisco), Craig McCaw (pioneer of the cell phone industry), Paul Orfalea (Founder of Kinko’s) is a partial list of over a dozen cited. Needless to say their learning style was seriously impeded by the current educational system.

The hallmark of these individuals is that they are all creative, all innovators and all “think outside of the box” of the norm. Being regimented and made to sit still, be quiet and simply absorb by rote what the conventional schooling methods attempted to implant in them suppressed their natural learning method. These types of students either rebel or become despondent in such a system. Their free will and sovereignty is impeded and crushed.

Conventional wisdom has held dyslexia to be a “disability.” In actuality it is not correctly understood.





Dyslexia May Well be the Mark of A Higher Level

Of

Natural Ability



Far from being a disability, dyslexia may well be the mark of a higher level of natural ability not expressed by the “normal” student who is content, or forced, to learn only by rote.

The Fortune Magazine article cites the use of this higher ability by the individuals covered:

Bill Dreyer, an inventor and biologist at Caltech, recalls a dinner party conversation years ago in which he told a colleague how his dyslexic brain works: “I think in 3-D Technicolor pictures instead of words.” “You what?” replied the incredulous colleague. The two argued the rest of the night how that was possible.

Dreyer believes that thinking in 3-D pictures enabled him to develop groundbreaking theories about how antibodies are made, and then to invent one of the first protein-sequencing machines, which helped launch the human genome revolution. “I was able to see the machine in my head and rotate valves and actually see the instrumentation,” he says. “I don’t think of dyslexia as a deficiency. It’s like having CAD (computer-aided design) in your brain. I bet these other guys see business in 3-D too.”

In his office, John Chambers (Cisco) goes from wounded to animated as he heads to the dry-erase board to show that’s exactly what he does. “I can’t explain why, but I just approach problems differently,” he says. “It’s very easy for me to jump from A to Z. I picture a chess game on a multiple-layer dimensional cycle and almost play it out in my mind. But it’s not a chess game. It’s business. I don’t make moves one at a time. I can usually anticipate the potential outcome and where the Y’s in the road will occur.”

The famed scientist-inventor, Nikola Tesla, also had this ability to visualize his inventions holographically as 3-D working models that he could actually operate and, as needed, deconstruct, amend and reconstruct. (Wickipedia.com has a wonderful write-up on Tesla’s spectacular accomplishments for those not familiar with the name at: Nikola Tesla - Wikipedia.)

It is this three-dimensional holographic perception that dyslexics often operate with that can give them difficulty reading two-dimensional imagery on paper.



Living & Learning Holographically


Some students not only operate holographically, as in the examples above, but learn holographically. We commonly find this with elite, champion athletes. They are quite holographic operating in life and in their method of learning. “Book learning” can be a little tiresome and difficult for these types of students. They like to be active and to “get into things.” Learning is a fully experiential process for them, not just a theoretical ivory tower-type affair.

A description of holographic learning, living or operating might be a little difficult to convey to those who are not so inclined; rather like describing the smell of a rose to a person who has never had any sense of smell, or the beauty of a sunset to a person who has been sightless all his or her life. Remember the earlier example of Bill Dreyer describing to an incredulous colleague that his thinking is in “Three-Dimensional Technicolor instead of words.”

For those who are holographic in their living and learning, the “pictures” in their minds are not flat nor particularly separate and apart from them; the images they perceive are fully three-dimensionally holographic, and the person can often be surrounded by the image if they choose. It is as though the image is at one with them, throughout them, or that they are present throughout the image.

Similarly, in life, their perception of the environment is often holographic in that they don’t just see straight ahead where their eyes are looking; they often experience “being at, and with, what they are perceiving in the physical environment.”

I remember hearing a star baseball slugger describing how, when he is “on,” or “in the Zone,” it’s as though he is “with the ball as it is coming in from the pitcher.” You’ll often hear champion sports stars describe these magic moments when they were aware of everything “all around them,” and they “had all the time in the world to act”; “opponents appear to be in slow motion.” Folks often experience these kinds of perception changes on vacation when spanning marvelous, vast spaces or expanded vistas such as mountain ranges.

On inspection, we find this to be very much a natural spiritual perception phenomenon. It is not limited in the same manner as physical eyesight.

Investigation has found this ability to perceive or visualize in three-dimensional holographic terms to be more of a spiritual ability than a “mental” ability. The difficulty with this in our western society is that our culture is not very comfortable recognizing the true nature of our spiritual powers, and the terms of reference used are muddied and not clearly defined.

As Pierre Teilhard de Chardin wrote, “We are not human beings having a spiritual experience. We are spiritual beings having a human experience.”

As parents and educators, we must be alert to the full, true spiritual nature as well as the learning styles of our students, and facilitate them both. Failure to do so will cause immense difficulty and damage to the student.

I am fortunate to have traveled the world and lived in a number of different cultures. This has exposed me to various and different understandings of what life is, who or what we are as living beings, and to the belief systems and practices that go along with those different views of life.

*******

And, on the subject of changing time and spatial aspects of the Physical Universe . . .

Beyond Normal Perception


An article dated November 29, 2005, in the Science Times section of The New York Times, referred to this. The article reported on research carried out at the University of Virginia into the perception characteristics of the best baseball hitters.

The article opened with the comment, “Athletes on a hot streak often describe warps in space-time that Einstein did not anticipate: basketball hoops appearing as wide as hula hoops, tennis balls that seem to move in slow motion, golf outings in which the cups seem as easy to hit as manholes.”

The article went on to say that the research found, “The changes in perception are apparently real . . . ”

Based on my personal experience as an athlete and in dealing with other champion athletes, I can vouch for the existence of these perception capabilities “beyond the norm.”

Another experience students quite often have is that of recovering the knowledge “they already knew.” This is not uncommon, indeed, Plato wrote: “Searching and learning is a process of remembering.” These phenomena were very well known to the ancients.

Socrates wrote, “A mind is a flame to be ignited, not a vessel to be filled.”

This is something Dr. Maria Montessori, the founder of the Montessori educational method and international school system observed. As Dr. Montessori wrote in Education for a New World:

Scientific observation has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment. The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference. Human teachers can only help the great work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and to the rising of a New Man who will not be a victim of events, but will have the clarity of vision to direct and shape the future of human society.

The great Rudolph Steiner, the founder of the international Waldorf Schools system, made these same observations.

*******
For you guys who have had these kinds of ascending changes in capacity, ability or powers . . . for God's sake don't sit there in mystery wondering WTF . . . You can actually run the positive process of getting/delineating exactly what the recovered or ascended to ability, power or awareness is/was . . . and exercise it.

here is a quick series of questions to open it up:
Name or describe the event or ascended to or recovered power/ability, etc.
When was that (exactly)
Where did it occur
Describe it fully and exactly
What mood or feeling did it put you in
Connected to (named ascended to power/ability) what thoughts, beliefs or solutions did you create or develop
Take each thought, belief, solution and ask: did it impede, alter, minimize or strengthen the ascension in any way
How long is the thought, belief or solution intended to exist for?
What are or have been the consequences of the thought, belief, solution.
Run Responsibility on the ability/power recovered so you can own it and have it under your knowing control

It is quite routine for folks experiencing these kinds of ascensions that surprise them, that spiritually, the person backs off from the area/location or experience . . . BIG mistake because that is the moment they lose control of and power over the ascended to state.

The right action is to get in there and OWN IT!!!
A close friend of mine and one of the smartest people I know is dyslexic. He can't spell to save his life but he's a great commercial artist and has done coding for some of the top 10 companies in the world.
 

Reyne Mayer

Pansexual Revolutionary
and the last place correct answers will be found is in a "mental health issues facility."
if the person is actually experiencing something like psychosis or emerging schizophrenia (which can have its onset as late as mid-40s), possibly, and confusingly, in conjunction with a spiritual endeavor, then the best answers are indeed going to be found at a mental health facility. reference the case of Lisa McPherson, who would probably still be alive and quite possibly well if she had actually been taken to such a place.

there are fully-qualified mental health professionals who take more of a holistic view, who could help sort something like that out. i'd recommend looking for someone deeply involved in meditation, who is like to have some first- or at least second-hand experience with those sorts of states. i've taken Buddhist classes with a real psychiatrist (M.D., and i also happened to be friends with their ex-wife) who worked at a major hospital and was often called in on such cases. many Buddhist retreats have someone like that on call, to help make the distinction between a spiritual experience and a mental health crisis.
 
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The_Fixer

Well-known member
if the person is actually experiencing something like psychosis or emerging schizophrenia (which can have its onset as late as mid-40s), possibly, and confusingly, in conjunction with a spiritual endeavor, then the best answers are indeed going to be found at a mental health facility. reference the case of Lisa McPherson, who would probably still be alive and quite possibly well if she had actually been taken to such a place.

there are fully-qualified mental health professionals who take more of a holistic view, who could help sort something like that out. i'd recommend looking for someone deeply involved in meditation, who is like to have some first- or at least second-hand experience with those sorts of states. i've taken Buddhist classes with a real psychiatrist (M.D., and i also happened to be friends with their ex-wife) who worked at a major hospital and was often called in on such cases. many Buddhist retreats have someone like that on call, to help make the distinction between a spiritual experience and a mental health crisis.
Indeed. Horses for courses.
Scientology is one thing that is about creating more damage to the individual than a mental health facility normally would.

However the mental health facilities are not usually a cure all. Most conditions do not get "cured". The general goals in these places is to get the individual to live a life that is as close to normal as possible by management of their condition.

Unlike cults and other offshoot studies, there is consistent study going on to find better ways of doing things in psychology/psychiatry and the field adapts as necessary.
 

RogerB

Active member
This for you other caring souls . . . a PM to Rocky from me. It might be useful to you all . . .

Rockey, thanks for all your care and decency in handling al this . . .

To be honest, Mate, I am only in a position to relate the technical matters related to all this . . . the particular individual case situation of your family member I am not in a position to comment on. I simply do not have the data with which to analyze and form any judgement.

You see, I have no data on or any idea of a) what was his/her condition prior to going to the Ranch? What did he/she go there to address?
b) what assessments and introductory services were performed at the ranch, and,
c) were his/her "Vital Fundamentals" properly put in . . . and
d) what was the basis of his being hooked on the idea of ascensions and where, when did he/she have one, and doing what??

One of the things Alan Walter did comment on a write up, was the notion that individuals can have wonderful ascensions, which, when not properly handled, are lost (which make the person feel awful) and they thereafter become an "ascension addict" trying to recover, recover, recover the wonderful "lost state" . . . we had a lot of that in the Scn cult because they lacked the technology of ascension state recovery . . . and they could only think in terms of "find what's wrong, find what's wrong, find what's wrong"

This technology is not known in the conventional medical/mental health establishment (as a member of the Science and Medical Network, I rub shoulders with these types regularly, and indeed did a presentation to them a couple of weeks ago). They will of course run their tech on the person . . . not the tech for handling Ascensions.

So mate, how did you find this forum . . . I haven't been here months and months (one of my closest friends tipped me off on you call for help. It would help me to know what your personal background and experience is.
 

Reyne Mayer

Pansexual Revolutionary
Indeed. Horses for courses.
Scientology is one thing that is about creating more damage to the individual than a mental health facility normally would.

However the mental health facilities are not usually a cure all. Most conditions do not get "cured". The general goals in these places is to get the individual to live a life that is as close to normal as possible by management of their condition.

Unlike cults and other offshoot studies, there is consistent study going on to find better ways of doing things in psychology/psychiatry and the field adapts as necessary.
yep.

i would say dianetics and scientology are similar the worst of early 20th century mental health quackery. LRH railed against such things, rather rightly -- but then just 'mocked them up' in what he did.

i actually agree in general with LRH's critique when it comes to Freudian Analysis of the period in particular, which was fashionable among the intelligencia and elites that he rubbed elbows with at the time, expensive and catharsis-producing but almost totally ineffective navel-gazing, including pointless re-hashing of early childhood and sexual issues. he was obviously envious of the money they were making for nothing, but did little more than just take over their racket (as the psychiatric profession moved on to more effective modalities).

i also agree about the shortcomings and limitations of mental health as it is, but that's a whole other huge topic.

and indeed the professions and sciences are at least advancing as best they can, while scientology remains mired in the middle of the last century, and more towards the early part of that era to boot.
 

The_Fixer

Well-known member
OK, Guys and Gals . . . a little clip or two from the book:

Three-Dimensional Learners



Many students are “three-dimensional” learners, which we discuss in-depth later in this chapter. (A good Internet site devoted to this is: www.3dlearner.com)

Some students like to get the theory and complete instructions on a subject before they attempt to do anything. Others prefer to learn, as above, by doing: they want the minimum of theory and instruction sufficient for them to be able to get into action and learn by doing. These latter type students are the great experimenters who learn by action or doing and figuring it out for themselves.

Michael Faraday, the great nineteenth-century British scientist, is a case in point. With no formal scientific education, he abandoned his apprenticeship as a bookbinder to follow his inquisitive instincts to become a laboratory assistant at the Royal Society working for the chemist Sir Humphry Davy. Faraday learned by doing and by experimentation. It is he who today is credited as being the father of modern electricity. It is he who first liquefied gases, invented the electric motor and discovered electromagnetic induction and a host of other scientific discoveries.

Thomas Edison only had three months formal schooling. He was dismissed from school by his teacher for being “overactive.” Taught to read by his mother, Edison thereafter educated himself by visiting the local library. But his obvious learning method was that of experimentation and doing, as is demonstrated by his career as an inventor.

You might be surprised to learn how many immensely successful, top businessmen were poor students or flunked out of school. A May 13, 2003, article in Fortune Magazine cited the following innovators and leaders as all being dyslexic. Sir Richard Branson (Virgin Records, Virgin Airlines), Charles Schwab, John Chambers (Cisco), Craig McCaw (pioneer of the cell phone industry), Paul Orfalea (Founder of Kinko’s) is a partial list of over a dozen cited. Needless to say their learning style was seriously impeded by the current educational system.

The hallmark of these individuals is that they are all creative, all innovators and all “think outside of the box” of the norm. Being regimented and made to sit still, be quiet and simply absorb by rote what the conventional schooling methods attempted to implant in them suppressed their natural learning method. These types of students either rebel or become despondent in such a system. Their free will and sovereignty is impeded and crushed.

Conventional wisdom has held dyslexia to be a “disability.” In actuality it is not correctly understood.





Dyslexia May Well be the Mark of A Higher Level

Of

Natural Ability



Far from being a disability, dyslexia may well be the mark of a higher level of natural ability not expressed by the “normal” student who is content, or forced, to learn only by rote.

The Fortune Magazine article cites the use of this higher ability by the individuals covered:

Bill Dreyer, an inventor and biologist at Caltech, recalls a dinner party conversation years ago in which he told a colleague how his dyslexic brain works: “I think in 3-D Technicolor pictures instead of words.” “You what?” replied the incredulous colleague. The two argued the rest of the night how that was possible.

Dreyer believes that thinking in 3-D pictures enabled him to develop groundbreaking theories about how antibodies are made, and then to invent one of the first protein-sequencing machines, which helped launch the human genome revolution. “I was able to see the machine in my head and rotate valves and actually see the instrumentation,” he says. “I don’t think of dyslexia as a deficiency. It’s like having CAD (computer-aided design) in your brain. I bet these other guys see business in 3-D too.”

In his office, John Chambers (Cisco) goes from wounded to animated as he heads to the dry-erase board to show that’s exactly what he does. “I can’t explain why, but I just approach problems differently,” he says. “It’s very easy for me to jump from A to Z. I picture a chess game on a multiple-layer dimensional cycle and almost play it out in my mind. But it’s not a chess game. It’s business. I don’t make moves one at a time. I can usually anticipate the potential outcome and where the Y’s in the road will occur.”

The famed scientist-inventor, Nikola Tesla, also had this ability to visualize his inventions holographically as 3-D working models that he could actually operate and, as needed, deconstruct, amend and reconstruct. (Wickipedia.com has a wonderful write-up on Tesla’s spectacular accomplishments for those not familiar with the name at: Nikola Tesla - Wikipedia.)

It is this three-dimensional holographic perception that dyslexics often operate with that can give them difficulty reading two-dimensional imagery on paper.



Living & Learning Holographically


Some students not only operate holographically, as in the examples above, but learn holographically. We commonly find this with elite, champion athletes. They are quite holographic operating in life and in their method of learning. “Book learning” can be a little tiresome and difficult for these types of students. They like to be active and to “get into things.” Learning is a fully experiential process for them, not just a theoretical ivory tower-type affair.

A description of holographic learning, living or operating might be a little difficult to convey to those who are not so inclined; rather like describing the smell of a rose to a person who has never had any sense of smell, or the beauty of a sunset to a person who has been sightless all his or her life. Remember the earlier example of Bill Dreyer describing to an incredulous colleague that his thinking is in “Three-Dimensional Technicolor instead of words.”

For those who are holographic in their living and learning, the “pictures” in their minds are not flat nor particularly separate and apart from them; the images they perceive are fully three-dimensionally holographic, and the person can often be surrounded by the image if they choose. It is as though the image is at one with them, throughout them, or that they are present throughout the image.

Similarly, in life, their perception of the environment is often holographic in that they don’t just see straight ahead where their eyes are looking; they often experience “being at, and with, what they are perceiving in the physical environment.”

I remember hearing a star baseball slugger describing how, when he is “on,” or “in the Zone,” it’s as though he is “with the ball as it is coming in from the pitcher.” You’ll often hear champion sports stars describe these magic moments when they were aware of everything “all around them,” and they “had all the time in the world to act”; “opponents appear to be in slow motion.” Folks often experience these kinds of perception changes on vacation when spanning marvelous, vast spaces or expanded vistas such as mountain ranges.

On inspection, we find this to be very much a natural spiritual perception phenomenon. It is not limited in the same manner as physical eyesight.

Investigation has found this ability to perceive or visualize in three-dimensional holographic terms to be more of a spiritual ability than a “mental” ability. The difficulty with this in our western society is that our culture is not very comfortable recognizing the true nature of our spiritual powers, and the terms of reference used are muddied and not clearly defined.

As Pierre Teilhard de Chardin wrote, “We are not human beings having a spiritual experience. We are spiritual beings having a human experience.”

As parents and educators, we must be alert to the full, true spiritual nature as well as the learning styles of our students, and facilitate them both. Failure to do so will cause immense difficulty and damage to the student.

I am fortunate to have traveled the world and lived in a number of different cultures. This has exposed me to various and different understandings of what life is, who or what we are as living beings, and to the belief systems and practices that go along with those different views of life.

*******

And, on the subject of changing time and spatial aspects of the Physical Universe . . .

Beyond Normal Perception


An article dated November 29, 2005, in the Science Times section of The New York Times, referred to this. The article reported on research carried out at the University of Virginia into the perception characteristics of the best baseball hitters.

The article opened with the comment, “Athletes on a hot streak often describe warps in space-time that Einstein did not anticipate: basketball hoops appearing as wide as hula hoops, tennis balls that seem to move in slow motion, golf outings in which the cups seem as easy to hit as manholes.”

The article went on to say that the research found, “The changes in perception are apparently real . . . ”

Based on my personal experience as an athlete and in dealing with other champion athletes, I can vouch for the existence of these perception capabilities “beyond the norm.”

Another experience students quite often have is that of recovering the knowledge “they already knew.” This is not uncommon, indeed, Plato wrote: “Searching and learning is a process of remembering.” These phenomena were very well known to the ancients.

Socrates wrote, “A mind is a flame to be ignited, not a vessel to be filled.”

This is something Dr. Maria Montessori, the founder of the Montessori educational method and international school system observed. As Dr. Montessori wrote in Education for a New World:

Scientific observation has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment. The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference. Human teachers can only help the great work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and to the rising of a New Man who will not be a victim of events, but will have the clarity of vision to direct and shape the future of human society.

The great Rudolph Steiner, the founder of the international Waldorf Schools system, made these same observations.

*******
For you guys who have had these kinds of ascending changes in capacity, ability or powers . . . for God's sake don't sit there in mystery wondering WTF . . . You can actually run the positive process of getting/delineating exactly what the recovered or ascended to ability, power or awareness is/was . . . and exercise it.

here is a quick series of questions to open it up:
Name or describe the event or ascended to or recovered power/ability, etc.
When was that (exactly)
Where did it occur
Describe it fully and exactly
What mood or feeling did it put you in
Connected to (named ascended to power/ability) what thoughts, beliefs or solutions did you create or develop
Take each thought, belief, solution and ask: did it impede, alter, minimize or strengthen the ascension in any way
How long is the thought, belief or solution intended to exist for?
What are or have been the consequences of the thought, belief, solution.
Run Responsibility on the ability/power recovered so you can own it and have it under your knowing control

It is quite routine for folks experiencing these kinds of ascensions that surprise them, that spiritually, the person backs off from the area/location or experience . . . BIG mistake because that is the moment they lose control of and power over the ascended to state.

The right action is to get in there and OWN IT!!!
Elon Musk is also another famous dyslexic, along with everybody's friend Tom Cruise..
There is a persistent story touted everywhere that a lack of education can actually enhance your future prospects. This is generally speaking, a myth. Those that do succeed are often backed by a supportive network such as powerful or connected family and parents.

Very, very few ever get there. For those who start, without the connections and networks, most are doomed to failure.

The average age of successful entrepreneurs is 45. There are always outliers, but many sales and business cults use the Gates, Jobs and others to tell us it is all possible when the opposite is generally the reality.

The major factors for success are education, drive, connections and personal networks. Especially today after so many people were badly burned after the entrepreneur boom of the 80s and 90s. They soured the market for everyone that followed them.

But I do agree that the education system aimed at the general masses will almost never create creative thinkers. You need the elite systems to do that and they are fairly brutal within themselves.

This guy says a lot about they way we educate our kids. He stands a bit oddly, as he caught polio as a child.

 

I told you I was trouble

Suspended animation.
Hello,
Looking for anyone that might have experience with Knowledgism.

It was started by Alan C Walter who worked closely with LRH until he left to start his own operation.

He ran a ranch till his death in 2009 where his predecessors have taken it over.

Our family has a member that’s been in there grips for 5 years & is now in a facility due to mental health issues. They refer to these as ascensions.

The Ranch - Advanced Coaching & Leadership Center | How to be in the Zone

Any infomation would be great.
Hi @Rockycharles,

I am very sorry to hear about your family member and hope he/she recovers soon.

If you know anything about scientology you also know about knowledgism because they are basically one and the same.

When Walter left the cofs he apparently sought and received permission from Hubbard the cofs to start his own organisation using scientology "tech", but was not allowed to call it scientology so he called it knowledgism instead.

It was renamed, rejigged and fiddled around with by Alan W and Roger B but a scientologist (or an ex) would recognise it immediately.

We have come a long way since the 50's, 60's and 70's and hopefully people are more aware of cults and smarmy wannabe gurus who seem to believe they have all the answers and want to sell them to the rest of us ... I suggest you avoid them like the plague.

Best wishes going forward.

:tobed:
 
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The_Fixer

Well-known member
Hi @Rockycharles,

I am very sorry to hear about your family member and hope he/she recovers soon.

If you know anything about scientology you also know about knowledgism because they are basically one and the same.

When Walter left the cofs he apparently sought and received permission from Hubbard to start his own organisation using scientology "tech", but was not allowed to call it scientology so he called it knowledgism instead.

It was renamed, rejigged and fiddled around with by Alan W and Roger B but a scientologist (or an ex) would recognise it immediately.

We have come a long way since the 50's, 60's and 70's and hopefully people are more aware of cults and smarmy wannabe gurus who seem to believe they have all the answers and want to sell them to the rest of us ... I suggest you avoid them like the plague.

Best wishes going forward.

:tobed:
Well, still learning something new everyday.....
 

TheSneakster

Well-known member
When Walter left the cofs he apparently sought and received permission from Hubbard to start his own organisation using scientology "tech", but was not allowed to call it scientology so he called it knowledgism instead.

Alan C. Walter left the C of $ after the Mission Holder Disaster (engineered by David "Darth Midget" Miscavige using False Reports) while Ron Hubbard was sequestered, whereabouts unknown. At that time, Darth Midget had total control of the only communication line between International Management and Ron Hubbard. No reports of the dreadful injustices Darth Midget was committing could make it to Hubbard because he was sitting on that comm line blocking them.

So he certainly didn't gain any such permission in writing. Perhaps Walter imagined he was in psychic communication with Hubbard as was also claimed by Bill Robertson.
 

I told you I was trouble

Suspended animation.
Alan C. Walter left the C of $ after the Mission Holder Disaster (engineered by David "Darth Midget" Miscavige using False Reports) while Ron Hubbard was sequestered, whereabouts unknown. At that time, Darth Midget had total control of the only communication line between International Management and Ron Hubbard. No reports of the dreadful injustices Darth Midget was committing could make it to Hubbard because he was sitting on that comm line blocking them.

So he certainly didn't gain any such permission in writing. Perhaps Walter imagined he was in psychic communication with Hubbard as was also claimed by Bill Robertson.
This has been discussed before on the old board ... it isn't new info, and I believe he did gain permission in writing (he would have been a fool if he didn't) but I have altered one word in the above post because you may be correct about the specifics.
 
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