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William Tutman, PhD
As we shall also see, students would eventually benefit from several LRH methods to locate and resolve the misunderstood word – Word Clearing, as he termed it, for it is literally “the subject and action of clearing away the ignorance, misunderstoods and false definitions of words and the barriers to their use.” For the moment, however, let us review his broader treatments of Study Technology as contained in four pivotal LRH works.
The first is the Basic Study Manual intended for any age or academic level beyond junior high, and offering a firm grounding in the detection and resolution of all three barriers to study. Next, is L. Ron Hubbard’s Study Skills for Life, offering the same fundamentals in an easily grasped format for the younger teenager, while the amply illustrated Learning How to Learn is expressly for the child. Finally, and for the definitive understanding of the subject, there is the Student Hat Course as taught in Scientology organizations. The term “hat,” incidentally is drawn from Scientology slang and refers to the traditional notion of a hat as the badge of one’s profession, e.g., a railroad engineer’s cap. Hence the Student Hat provides what amounts to a professional grasp of LRH Study Technology, and thus the skill with which to master any subject.
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And the statement is not to be taken casually. As we have said, these barriers to study are neither arbitrary nor particular to the LRH methods. Rather – and once again – this is the subject of study, and the implementation of LRH solutions has proven nothing less than extraordinary. For example, in controlled tests of British schoolchildren, ages eight to thirteen, a mere ten hours of instruction in LRH methods proved equivalent to 1.3 years of reading gain. (While the control group, not provided with the Study Technology, actually suffered a slight decline of reading levels, most probably owing to misunderstood words.) Not to be outdone are the Los Angeles students who, in the same ten hours of instruction, progressed 1.8 years in reading comprehension levels, and the underprivileged South African students, 91 percent of whom passed the rigorous national examinations with LRH Study Technology while 73 percent of their classmates failed for want of that technology.
One could cite much more, including those students with remarkably bettered IQ scores, instructors reporting significant improvements in classroom behavior and the once illiterate street gangs now devoted to the written word. Yet even considering bottom-line results, we are looking at something of enormous importance. For here is not another “study habits for success” or “tips for straight A’s.” Instead, here is the anatomy of education. Here is “bedrock on the subject of learning a subject,” as LRH himself described Study Technology and, very simply, it ![[End of Text]](img/huty.jpg){kind=small}
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