Creative Learning by Silcox and Maynard - Revision history

AntPhillips: /* Review */ improved 2nd picture

2017-06-30T08:39:46Z

‎Review: improved 2nd picture

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2017-06-23T21:24:57Z

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2017-06-23T08:32:21Z

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AntPhillips: "Qual" addition/corrections from Beth Guest (interim save)

2017-06-22T16:27:04Z

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AntPhillips: replaced picture which I forgot from the earlier version

2017-06-22T07:26:32Z

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AntPhillips: Review of book replaced by one by Robin + link to book

2017-06-20T17:25:03Z

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 This book came out in 1955 and, with the Murial Pain book ''Creative Education''<ref> See [[Books – Scientology – excluding LRH books]] and scroll down to 1958.</ref> in 1958, it began to give us Scientologists the feeling that we were not a little group ignored by the world.  Also about that period an Archbishop (either orthodox or a small offshoot of Roman Catholicism) started coming to meetings and his title was exploited (in promotion).  These things enabled us to feel that we were going places.
+[[File:Creative Learning - inside.jpg|left|700px]]
 A few years later there was a reverse effect.  About 1965, a Scientologist who was a teacher working in the
-[[File:CreativeLearningTitlePage.jpg|left|700px]]
+East Grinstead area used some Scientology group auditing on a class.  Sounded a bit like session 7 above (mocking up failing in exams etc.).  At any rate the local East Grinstead paper came forward with an article about "Death Lessons", and raised a small fury over how Scientology was indoctrinating innocent young children with brain washing on death (sort of thing). [[User:AntPhillips|Antony A Phillips]] ([[User talk:AntPhillips|talk]]) 11:02, March 16, 2015 (UTC)Antony A Phillips[[User:AntPhillips|Antony A Phillips]]
 East Grinstead area used some Scientology group auditing on a class.  Sounded a bit like session 7 above (mocking up failing in exams etc.).  At any rate the local East Grinstead paper came forward with an article about "Death Lessons", and raised a small fury over how Scientology was indoctrinating innocent young children with brain washing on death (sort of thing). [[User:AntPhillips|Antony A Phillips]] ([[User talk:AntPhillips|talk]]) 11:02, March 16, 2015 (UTC)Antony A Phillips[[User:AntPhillips|Antony A Phillips]]
 == Reference==

@@ Line 7: / Line 7: @@
 Published 1955 by Hubbard Association of Scientologists Int. Price 15 shillings. It doe not contain a bibliography but does have footnotes, about half of which refer to things outside of Scientology (amongst other things, Senator McCarthy<ref>an American senator of the 1950s who was against communists and created a "witchhunt" atmosphere in the USA at that time [https://en.wikipedia.org/wiki/McCarthyism]</ref>).
-[[File:CreativeLearningCover.jpg|left|225px]]
+[[File:CreativeLearning Newfront.JPG|left|225px]]
 Victor Silcox and Lennard J Maynard were two English teachers who were also Scientologists and wrote about their use of Scientology in their classes.

@@ Line 1: / Line 1: @@
 {{Articles
 |Topic=Scientology books
 |Type of Article=Books about Scientology

@@ Line 8: / Line 8: @@
 Published 1955 by Hubbard Association of Scientologists Int. Price 15 shillings. It doe not contain a bibliography but does have footnotes, about half of which refer to things outside of Scientology (amongst other things, Senator McCarthy<ref>an American senator of the 1950s who was against communists and created a "witchhunt" atmosphere in the USA at that time [https://en.wikipedia.org/wiki/McCarthyism]</ref>).
-[[File:CreativeLearningCover.jpg|left|300px]]
+[[File:CreativeLearningCover.jpg|left|225px]]
 Victor Silcox and Lennard J Maynard were two English teachers who were also Scientologists and wrote about their use of Scientology in their classes.
@@ Line 16: / Line 16: @@
 There is a '''foreword'''  (2½ pages) which includes a statement that it is ongoing work. where further changes could be expected. Thanks were given to Dennis O'Connel, a well known London Scientologist at the time, for reading the original manuscript and "correcting much that was wrong". Then there are three sections.
-----
+==Review==
 The following is a review by "Robin" of the book.
@@ Line 125: / Line 125: @@
 but an associated facet of the other's personality."
-Where Ron Hubbard just makes a statement or presents a piece of data and leaves the reader to swallow that piece, misunderstand it or abandon it, Silcox and Maynard provide the logical connexions for a deeper understanding. They do that in a sober, almost humble style resisting any temptation to force things down the readers throat. Never the less there is enough room left for anyone to come up with own conclusions or to be motivated to look into experiences or examples out of ones own life.
+Where Ron Hubbard just makes a statement or presents a piece of data and leaves the reader to swallow that piece, misunderstand it or abandon it, Silcox and Maynard provide the logical connections for a deeper understanding. They do that in a sober, almost humble style resisting any temptation to force things down the reader's throat. Nevertheless there is enough room left for anyone to come up with their own conclusions or to be motivated to look into experiences or examples from one's own life.
 (p56f)
-A sample which may give some insight - and may serve as a teaser - how Silcox and Maynard spice up the text with fine irony:
+Here is a sample which may give some insight - and may serve as a teaser - how Silcox and Maynard spice up the text with fine irony:
-"to consider an imaginary
+"To consider an imaginary
 incident to illustrate, rather crudely, how evaluation can
-take place.<br />
+take place:<br />
 We are visited by a friend whose opinions we value
-and from whom we have sought advice in the past, a
+and from whom we have sought advice in the past; a
 person, that is, who is in a position to evaluate for us.
 His opening remark may be quite conventional: "How
@@ Line 157: / Line 157: @@
 CHAPTER 5. AFFINITY, REALITY, COMMUNICATION<br />
-In that chapter the authors call to our minds:
+In that chapter the authors remind us:
 "Hubbard considered tone to be a reflection of the state
@@ Line 189: / Line 189: @@
 from that adopted by him in his research. Also, it
 should be clearly understood that without a knowledge
-of the matter to be discussed in this chapter our later
+of the matter to be discussed in this chapter, our later
 chapters on Creative Processing would be almost
 totally incomprehensible."
@@ Line 210: / Line 210: @@
 CHAPTER 8. CREATIVE PROCESSING<br />
-Silcox and Maynard have a sober look at Hubbard's work, just like scientists and they do not worship him like some dedicated followers do. They pick out those things that make sense to them and which they found workable. They add their own ideas and draw conclusions which go sometimes beyond what Hubbard had said. However Hubbard would most likely have agreed with them.
+Silcox and Maynard have a sober look at Hubbard's work, just like scientists, and they do not worship him like some dedicated followers do. They pick out those things that make sense to them and which they found workable. They add their own ideas and draw conclusions which go sometimes beyond what Hubbard had said. However Hubbard would most likely have agreed with them.
 (p104)<br />
@@ Line 223: / Line 223: @@
 The above is an interesting assessment. It was apparently not only true in the times when the book was written (1955), but is still true today when this write-up is created (2017) especially by people who are part of the free-zone movement and who are not "old-timers".
-It's a delight to see that Silcox and Maynard exhibit that rare attitude to not buy into any extreme positions and thus put themselves in opposition to others. They do not need to convince the reader because for them everything has a place on a gradient scale. Therefore for them it's never a question of either '''or''', but rather this''' and '''that. They do not fight for any reality. Instead they make it a habit to syntheticize something new from dichotomies without invalidation of one reality. The reader is won by the way they resolve apparent conflicts with logic instead of arguing.
+It's a delight to see that Silcox and Maynard exhibit that rare attitude to not buy into any extreme positions and thus put themselves in opposition to others. They do not need to convince the reader because for them everything has a place on a gradient scale. Therefore for them it's never a question of either '''or''', but rather this''' and '''that. They do not fight for any reality. Instead they make it a habit to synthesise something new from dichotomies without invalidation of one reality. The reader is won by the way they resolve apparent conflicts with logic instead of arguing.
 They say:''
@@ Line 253: / Line 253: @@
 CHAPTER 13. THE TWO FACTORS<br />
 Two kinds of learning ('Theta Learning', 'Stimulus-Response Learning') are discussed and related to Scientology theory in terms of tone scale and mental machinery (automatism and circuits).
-In other words: the difference between intuition ('Theta Thinking') and thinking (figuring) as a search amongst circuits for a suitable response.
+In other words: the difference between intuition ('Theta Thinking') and thinking (figuring) as a search amongst circuits for a suitable response is examined.
 "Interest ''is'' knowing, and knowing ''is'' understanding. You
@@ Line 279: / Line 279: @@
 Summary:
-All in all Silcox and Maynard wrote a book which starts a bit slow paced. Certainly this 220 pages volume is not meant to be scanned through in a couple of hours. It's a work which deservers to be studied and pondered thoroughly. This book is a strongly recommended reading for teachers, therapists, auditors, social workers and alike. Actually it would be of great benefit if anyone on earth would absorb and understand the knowledge presented by Silcox and Maynard. They may have meant to write a book for their teacher colleagues but this book has a much wider scope for application than the field of educating children.
+All in all Silcox and Maynard wrote a book which starts a bit slow paced. Certainly this 220 pages volume is not meant to be scanned through in a couple of hours. It's a work which deservers to be studied and pondered thoroughly. This book is a strongly recommended reading for teachers, therapists, auditors, social workers and alike. Actually it would be of great benefit if anyone on earth would absorb and understand the knowledge presented by Silcox and Maynard. They may have meant to write a book for their teacher colleagues but this book has a much wider scope for application than educating children.
@@ Line 286: / Line 286: @@
 Small side note by Antony
-This book came out in 1955, and with the Murial Pain book ''Creative Education'' in 1958, it began to give us the feeling that we were not a little group ignored by the world.  Also about that period an Archbishop (either orthodox or a small offshoot of Roman Catholic) started coming to meetings, and his title was exploited  (in promotion).  These things enable us to feel that we were going places.
+This book came out in 1955 and, with the Murial Pain book ''Creative Education''<ref> See [[Books – Scientology – excluding LRH books]] and scroll down to 1958.</ref> in 1958, it began to give us Scientologists the feeling that we were not a little group ignored by the world.  Also about that period an Archbishop (either orthodox or a small offshoot of Roman Catholicism) started coming to meetings and his title was exploited (in promotion).  These things enabled us to feel that we were going places.
 A few years later there was a reverse effect.  About 1965, a Scientologist who was a teacher working in the
-[[File:CreativeLearningTitlePage.jpg|left|400px]]
+[[File:CreativeLearningTitlePage.jpg|left|700px]]
 East Grinstead area used some Scientology group auditing on a class.  Sounded a bit like session 7 above (mocking up failing in exams etc.).  At any rate the local East Grinstead paper came forward with an article about "Death Lessons", and raised a small fury over how Scientology was indoctrinating innocent young children with brain washing on death (sort of thing). [[User:AntPhillips|Antony A Phillips]] ([[User talk:AntPhillips|talk]]) 11:02, March 16, 2015 (UTC)Antony A Phillips[[User:AntPhillips|Antony A Phillips]]
 == Reference==
 There is a PDF of the first (and probably only) edition of the book at the following link:   [http://www.antology.info/first-editions.php]. Scroll down to "Creative Learning – A Scientological Experiment in Schools (15.9 MB)" and click on it. It may take a few moments to download in full.
+== Notes==
 {{#seo:

@@ Line 6: / Line 6: @@
 This is an early Scientology book which was not written by L. Ron Hubbard
-Published 1955 by Hubbard Association of Scientologists Int. Price 15 shillings. It doe not contain a bibliography but does have footnotes, about half of which refer to things outside of Scientology (amongst other things, Senator McCarthy).
+Published 1955 by Hubbard Association of Scientologists Int. Price 15 shillings. It doe not contain a bibliography but does have footnotes, about half of which refer to things outside of Scientology (amongst other things, Senator McCarthy<ref>an American senator of the 1950s who was against communists and created a "witchhunt" atmosphere in the USA at that time [https://en.wikipedia.org/wiki/McCarthyism]</ref>).
 [[File:CreativeLearningCover.jpg|left|300px]]
-Victor Silcox and Lennard J Maynard where two English teachers who were also Scientologists and wrote about their use of Scientology in their classes.
+Victor Silcox and Lennard J Maynard were two English teachers who were also Scientologists and wrote about their use of Scientology in their classes.
 The book is 12 cms by 18 cms,  blue hard cover with a yellow dust jacket, 222 pages.
-There is a '''foreword'''  (2½ pages) which includes a statement that it is ongoing work where further changes could be expected, and gave thanks to Dennis O'Connel, a well known London Scientologist at the time for reading the original manuscript and "correcting much that was wrong". Then there are three sections.
+There is a '''foreword'''  (2½ pages) which includes a statement that it is ongoing work. where further changes could be expected. Thanks were given to Dennis O'Connel, a well known London Scientologist at the time, for reading the original manuscript and "correcting much that was wrong". Then there are three sections.
 ----
@@ Line 63: / Line 63: @@
 SESSION FIFTEEN ... 222<br />
-Silcox and Maynard put Dianetics and early Scientology into the context of education from a teacher's viewpoint. But not exclusively. Particularly interesting is their explanation of the mechanics of the Scale of Attitudes (Tone Scale) in interaction between a teacher and the group (class room) and the dilemma ensuing from granting freedom to the pupils while still having to maintain some kind of order and discipline. Further the aberrating role of language and the stimulus-response mechanism is given due attention. Ample use of examples is made. The authors manage to cover Dianetics and Scientology basics like the emotional scale, engrams, secondaries, locks, holders, bouncers, circuits, the time-track, the Dynamics, mechanism of restimulation, the e-meter and many more.
+Silcox and Maynard put Dianetics and early Scientology into education and wrote about it   from a teacher's viewpoint. But not this was not all. Particularly interesting is their explanation of the mechanics of the Scale of Attitudes (Tone Scale) in interaction between a teacher and the group (class room) and the dilemma ensuing from granting freedom to the pupils while still having to maintain some kind of order and discipline. Further, the aberrating role of language and the stimulus-response mechanism is given due attention. Ample use of examples is made. The authors manage to cover Dianetics and Scientology basics like the emotional scale, engrams, secondaries, locks, holders, bouncers, circuits, the time-track, the Dynamics, mechanism of restimulation, the e-meter and many more.
-The commonly used mechanisms of suppressing the recalcitrant members of the class is explained in terms of the tone scale (p43). As well the aberrant effects of low toned individuals in the class room on high toned pupils and the restimulateive effects on the teachers is described.
+The commonly used mechanisms of suppressing the recalcitrant members of the class is explained in terms of the tone scale (p43). As well the aberrant effects of low toned individuals in the class room on high toned pupils, the restimulative effect on the teacher is described.
-The authors set Dr. Hubbards methods and theories in relation to their own experiences as teachers.
+The authors recount Dr. Hubbard's methods and theories in relation to their own experiences as teachers.
-A reference to Richard deMille's book ''Introduction to Scientology'' can be found in chapter 4:
+A reference to Richard deMille's book ''[[Introduction to Scientology]]'' can be found in chapter 4:
 "... Literally, then, the word Scientology means
@@ Line 83: / Line 83: @@
 own treatise ''Scientology 8-8008.''"
-The authors base their views on Hubbards theories. But they often come to surprising conclusions through putting the parts of Dianetic and Scientology together in an original and uncommon way. Thus they create some added value for the reader.
+The authors base their views on Hubbard's theories. But they often come to surprising conclusions by putting the parts of Dianetic and Scientology together in an original and uncommon way. Thus they create some added value for the reader.
 (p49f)
@@ Line 103: / Line 103: @@
 on the organism."
-This is the reverse side of those affirmative conditioning methods aka positive thinking, auto suggestion and others to make ones postulates stick so well known from various self help  books. Silcox's and Maynard's book can be understood as a bridge between Hubbard's works and those of other authors who's writings are in the tradition of e.g. Napoleon Hill. As such the book may be of interest for those who are sceptic if not unfavourable towards Dianetics and Scientology.
+This is the reverse side of those affirmative conditioning methods aka positive thinking, auto suggestion and others to make one's postulates stick, so well known from various self help  books. Silcox's and Maynard's book can be understood as a bridge between Hubbard's works and those of other authors whose writings are in the tradition of e.g. Napoleon Hill<ref>American self-help author[[https://en.wikipedia.org/wiki/Napoleon_Hill]]</ref>. As such the book may be of interest for those who are sceptic, if not unfavourable, towards Dianetics and Scientology.
-We all know that invalidation is a bad thing, don't we? Silcox and Maynard go further than to just make this statement. They describe precisely what happens in a person's mind (reactive and analytical). Their conclusions are remarkably sharp and occasionally go beyond what you can find in Hubbard's writings. Never the less a reader who is not at least superficially acquainted with Scientiology will probably not get the full benefit out of that book. It is not an entry level book. In order to get the most out of the text it should be studied with due care.
+We all know that invalidation is a bad thing, don't we? Silcox and Maynard go further than to just make this statement. They describe precisely what happens in a person's mind (reactive and analytical). Their conclusions are remarkably sharp and occasionally go beyond what you can find in Hubbard's writings. Nevertheless a reader who is not at least superficially acquainted with Scientology will probably not get the full benefit out of that book. It is not an entry level book. In order to get the most out of the text it should be studied with due care.
 (p54)

← Older revision		Revision as of 14:06, July 6, 2015
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← Older revision		Revision as of 12:33, March 16, 2015
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	A few years later there was a reverse effect. About 1965, a Scientologist who was a teacher working in the East Grinstead area used some Scientology group auditing on a class. Sounded a bit like session 7 above (mocking up failing in exams etc.). At any rate the local East Grinstead paper came forward with an article about "Death Lessons", and raised a small fury over how Scientology was indoctrinating innocent young children with brain washing on death (sort of thing). [[User:AntPhillips\|Antony A Phillips]] ([[User talk:AntPhillips\|talk]]) 11:02, March 16, 2015 (UTC)Antony A Phillips[[User:AntPhillips\|Antony A Phillips]] ([[User talk:AntPhillips\|talk]]) 11:02, March 16, 2015 (UTC)		A few years later there was a reverse effect. About 1965, a Scientologist who was a teacher working in the East Grinstead area used some Scientology group auditing on a class. Sounded a bit like session 7 above (mocking up failing in exams etc.). At any rate the local East Grinstead paper came forward with an article about "Death Lessons", and raised a small fury over how Scientology was indoctrinating innocent young children with brain washing on death (sort of thing). [[User:AntPhillips\|Antony A Phillips]] ([[User talk:AntPhillips\|talk]]) 11:02, March 16, 2015 (UTC)Antony A Phillips[[User:AntPhillips\|Antony A Phillips]] ([[User talk:AntPhillips\|talk]]) 11:02, March 16, 2015 (UTC)
		+
		+	{{#seo:
		+	\|title=Creative Learning by Silcox and Maynard
		+	\|titlemode=replace
		+	\|keywords=Scientolipedia,teaching, Scientology in schools, Scientology books,Scientology 1955,
		+	\|description=A short description of a Scientology book, not written by Hubbard, describing the use of short sessions of Scientology in schools.
		+	}}

@@ Line 6: / Line 6: @@
 This is an early Scientology book which was not written by L. Ron Hubbard
-Published 1955 by Hubbard Association of Scientologists Int. Price 15 shillings.
+Published 1955 by Hubbard Association of Scientologists Int. Price 15 shillings. It doe not contain a bibliography but does have footnotes, about half of which refer to things outside of Scientology (amongst other things, Senator McCarthy).
 [[File:CreativeLearningCover.jpg|left|300px]]
-Victor Silcox and Len Maynard where two English teachers who were also Scientologists and wrote about their use of Scientology in their classes.
+Victor Silcox and Lennard J Maynard where two English teachers who were also Scientologists and wrote about their use of Scientology in their classes.
 The book is 12 cms by 18 cms,  blue hard cover with a yellow dust jacket, 222 pages.
-There is a '''foreward'''  (2½ pages) which includes a statement that it is ongoing work where further changes could be expected, and gave thanks to Dennis O'Connel, a well known London Scientologist at the time for reading the original manuscript and "correcting much that was wrong". Then there are three sections.
+There is a '''foreword'''  (2½ pages) which includes a statement that it is ongoing work where further changes could be expected, and gave thanks to Dennis O'Connel, a well known London Scientologist at the time for reading the original manuscript and "correcting much that was wrong". Then there are three sections.
 The '''first section''' has 9 chapters, containing basic Scientology, with the headings: <br />
@@ Line 33: / Line 33: @@
 :*The Two Factors<br />
 :*Freedom and Learning<br />
-:*The Difficult Child.<br />
+:*The Difficult Child.
 '''Section III''' has the patter for fifteen session, numbered from One to Fifteen and states that due to the fact that some time has elapsed since the original experiments were made, they asked L. Ron Hubbard, Jnr., to give a series of sessions involving later techniques, stating with how they should be run, with only one session a day and not more than 20 minutes
+:The '''first session''' has 8 commands repeated of body movements (examples; stand up, move both feet to the left).
+:In the '''session two''' the children are instructed to say "all right" when they have done each command, and the eight repeated commands concerned things like "Find the floor of the room" and "Find your body". <br />
-The '''first session''' has 8 commands repeated of body movements (examples; stand up, move both feet to the left).
+:'''Session three''' concerns having the children stand up and then touch and let go of various object and walls in the room. <br />
-In the '''next one''' the children are instructed to say "all right" when they have done each command, and the eight repeated commands concerned things like "Find the floor of the room" and "Find your body". <br />
+:'''Session four''' has has the teacher say "hello" and the children "alright" for ten minutes and then reversing the roles. <br />
-'''Session three''' concerns having the children stand up and then touch and let go of various object and walls in the room. <br />
+:'''Session five''' was a form of ARC Straightwire.
-'''Session four''' has has the teacher say "hello" and the children "alright" for ten minutes and then reversing the roles. <br />
+:'''Session six''' was to have the children make mock up copies of indicated room objects. <br />
-'''Session five''' was a form of ARC Straightwire. Session six was to have the children make mock up copies of indicated room objects. <br />
+:'''Session seven''' started with asking the children  to imagine (mock up) pictures in different parts of the room, then continued with an exercise of mocking themselves failing all exams then seeing themselves dying because they failed and then seeing their body go to dust and then pulling the dust into themselves. The last five minutes of the 20 minutes was to have them finding real things and pointing to them. <br />
-'''Session seven''' started with asking the children  to imagine (mock up) pictures in different parts of the room, then continued with an exercise of mocking themselves failing all exams then seeing themselves dying because they failed and then seeing their body go to dust and then pulling the dust into themselves. The last five minutes of the 20 minutes was to have them finding real things and pointing to them. <br />
+:'''Session eight''' had 34 commands including combinations of mocking up people feeling happy, doing things with the resulting picture, then similarly mocking up things they liked, ending the 20 minute session by find real things and pointing to them (no doubt much fun in a class of children very aware of what the others pointed to). <br />
-'''Session eight''' had 34 commands including combinations of mocking up people feeling happy, doing things with the resulting picture, then similarly mocking up things they liked, ending the 20 minute session by find real things and pointing to them (no doubt much fun in a class of children very aware of what the others pointed to). <br />
+:'''Session nine''' started with mocking themselves up being happy and doing things with the result, and continued with things like mocking themselves up eating a piece of chocolate, ending with finding things that were real (in the room). <br />
-'''Session nine''' started with mocking themselves up being happy and doing things with the result, and continued with things like mocking themselves up eating a piece of chocolate, ending with finding things that were real (in the room). <br />
+:'''Session ten''' was doing session one for ten minutes and session two for ten minutes. <br />
-'''Session ten''' was doing session one for ten minutes and session two for ten minutes. <br />
+:'''Session eleven''' was fifteen minutes of "Find some places where you are not" and for the remaining five minutes having them "Find some things that are real" with their eyes closed. <br />
-'''Session eleven''' was fifteen minutes of "Find some places where you are not" and for the remaining five minutes having them "Find some things that are real" with their eyes closed. <br />
+:'''Session twelve''', "Now I want you to be -------", "Are you being it?" selecting items from a general list (starting for example with animals, and ending of "Be where you please, and be yourself".  <br />
-'''Session twelve''', "Now I want you to be -------", "Are you being it?" selecting items from a general list (starting for example with animals, and ending of "Be where you please, and be yourself".  <br />
+:'''Session thirteen''' started with five minutes of "Find something you would not mind doing", then "Find something you wouldn't mind someone else doing" for five minutes, the "find something you wouldn't mind doing for someone else" and ended with five minutes of "Find something you wouldn't mind another person doing for you". <br />
-'''Session thirteen''' started with five minutes of "Find something you would not mind doing", then "Find something you wouldn't mind someone else doing" for five minutes, the "find something you wouldn't mind doing for someone else" and ended with five minutes of "Find something you wouldn't mind another person doing for you". <br />
+:For '''session fourteen''' you ran session three again.<br />
-For '''session fourteen''' you ran session three again.<br />
+:'''Session fifteen''' you ran session five again.<br />
 '''Session fifteen''' you ran session five again.<br />
 [[File:CreativeLearningTitlePage.jpg|left|400px]]
@@ Line 61: / Line 60: @@
 This book came out in 1955, and with the Murial Pain book ''Creative Education'' in 1958, it began to give us the feeling that we were not a little group ignored by the world.  Also about that period an Archbishop (either orthodox or a small offshoot of Roman Catholic) started coming to meetings, and his title was exploited  (in promotion).  These things enable us to feel that we were going places.
-A few years later there was a reverse effect.  About 1965, a scientologists who was a teacher working in the Saint Hill area used some Scientology group auditing on a class.  Sounded a bit like session 7 above (mocking up failing in exams etc.).  At end rate the local East Grinstead paper came forward with an article about "Death Lessons", and raised a small fury over how a Scientologist was indoctrinating innocent young children with brain washing on death (sort of thing).    [[User:AntPhillips|Antony A Phillips]] ([[User talk:AntPhillips|talk]]) 19:04, March 15, 2015 (UTC) Antony A Phillips [[User:AntPhillips|Antony A Phillips]] ([[User talk:AntPhillips|talk]]) 19:04, March 15, 2015 (UTC)
+A few years later there was a reverse effect.  About 1965, a Scientologist who was a teacher working in the East Grinstead area used some Scientology group auditing on a class.  Sounded a bit like session 7 above (mocking up failing in exams etc.).  At any rate the local East Grinstead paper came forward with an article about "Death Lessons", and raised a small fury over how Scientology was indoctrinating innocent young children with brain washing on death (sort of thing). [[User:AntPhillips|Antony A Phillips]] ([[User talk:AntPhillips|talk]]) 11:02, March 16, 2015 (UTC)Antony A Phillips[[User:AntPhillips|Antony A Phillips]] ([[User talk:AntPhillips|talk]]) 11:02, March 16, 2015 (UTC)