6608C18 SHSpec-76 Study and Intention

     The name of the source becomes identified with the product.  Like
Kleenex, the name Dharma became identified with the product rather than with
the source of the product, so that today, you can't find a correct definition
of Dharma anywhere.  The word, "Dharma" does not have its original meaning
preserved.  According to dictionaries, it means:

     1.  Supreme law.

     2.  The Caste system of India.

     3.  Fate.

     4.  Love.

     5.  The Way (in Buddhism).

2500 years ago, Gautama Siddhartha said that the Age of Love was to begin in
the West in 2500 years.  We started the Age of Love by making clears.  They
talk about love a lot.  We are no longer in the Age of Reason, thank God!

     A student should be aware of his intention in studying.  Faulty source
may be important in study.  A student tends to assume that the source that he
is studying from has some validity, but this isn't necessarily the case.  In
fact, it frequently isn't the case.

     Difficult exams in universities don't correlate with excellence of
graduates, because, for one thing, study is an area that attracts
suppressives, like the areas of government or healing.  For instance, in
navigation, the method used is what is tested in exams.  But the fact that you
can navigate is all the sea cares about.  Textbooks on navigation are often so
complex that you have to know all about the subject before you can understand
the bock.  Many textbooks on the sea are full of nothing but disaster, in
great detail.  Coast pilots are particularly full of warnings and disasters.
You could write any subject up to make it a suppressive subject, [by making it
seem too dangerous to practice.] On the other hand, you can not give any
cautions about the subject, like leaving out the fact that a wrongly-done S
and D that gets the wrong suppressive will make the PC sick, because it
restimulates [and bypasses] the right one.  The mind has been made too
dangerous to study.

     The writers of textbooks need a knowledge of study materials.

     "As you study, what do you intend to do with what you are studying?" For
what purpose are you studying? Until you clarify that point, you can't study
intelligently.  The trouble with university education is that students study
to pass exams, not to use the materials in practice.  That is scholastic or
academic study, which isn't worth much.  This is why you get failures in
practice after certification.  If someone studies just for examinations, he
doesn't have to know the exact meanings of the words.  Thus we get very
educated dumbbells.

     Some subjects are taught suppressively and are therefore ethics
subjects.  Where a subject is very suppressive, it can be studied for
examination, needing only to be memorized and spat back, but it can't be
applied, because there was nothing there to be understood.  Study gone wild
leads to suicides.  [Cf. French universities at exam time.]  People who are
very successful in life are frequently the drop-outs, who realize that
university texts are not arranged to let you apply anything.  Not a single
philosopher except Mills stayed in school.  A subject that is written up with
a slant or curve is relatively inapplicable too.  Economics is a good
example.  Economics hardly exists in its simple purity anymore.  Similarly,
psychoanalysis has no relation to Freud anymore.  Scientology is studied along
the same lines that it was researched on.  It has no curve to it.  If anything
is inapplicable, you will soon run into it.