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> TROM III
>
>
>
>
>
>
> ((My comments in double parentheses - Homer))
>
> EXCERPTS FROM TROM
>
> ACT - 72
> 11 August 1994
>
> Copyright (C) 1994 Homer Wilson Smith
> Redistribution rights granted for non commercial purposes.
>
> Page 59...
>
> "Such is the power of the "To Degrade" postulate in the universe
> these days that the basic upset in any person's life is invariably an
> overt attempt to degrade them by others. It is usually in early
> childhood, or even infancy. The incident is SO ABHORRENT to the being
> that he rapidly shuts it out of mind (not-know), and by adolescence it
> is no longer a part of his or her conscious recalls.
>
> Yet the incident continues to have a profound effect upon the being
> for the remainder of that life time, and colors his physical, emotional
> and intellectual approach to everything he does.
>
> By addressing the "To Enhance" goals package in the form of the 8
> classes of overts and motivators, just as given for the "To Know"
> package earlier, any psychotherapist could rapidly 'spring' this basic
> lifetime degradation into view and permit its re-evaluation to present
> time (now) realities. Such an action would be enormously therapeutic to
> the patient, and would result in a betterment of their whole
> personality. Such are some of the applications of this technology in
> the field of psychotherapy. The same results can, of course, be
> achieved by a person running solo on the exercises given in the
> Practical Section."
>
> Page 62...
>
> ((CAPITALIZATION EMPHASIS ADDED))
>
> "We can get over the difficulty of conceiving of a four dimensional
> continuum very easily by dropping one of the spatial dimensions. This
> leaves us with a model containing two spatial dimensions and one time
> dimension. We can conceive of this very easily. Such a model is a
> cylinder closed at one end and open at the other. The two spatial
> dimensions of this tube are its ((circular)) cross section. The time
> dimension is the length of the tube at right angles to the cross
> section. The closed end of the tube is the beginning of the universe.
> The open end is now. As time passes the tube gets longer.
>
> If we now imagine our tube populated with beings who can only
> easily perceive the two spatial dimensions ((they live on the cross
> section)) our model is complete. We, of course, being easily able to
> perceive in three dimensions, can see the whole tube. The beings in the
> tube, by their own creativity and games play make time, and thus
> continuously extend the tube. We outside the tube, by observing them
> and seeing what they are doing, could EASILY PREDICT THE FUTURE OF THE
> TUBE. But if we were to enter the tube and agree to abide by the laws
> of the tube - i.e. to only perceive spatially in two dimensions - we
> too would become a tube dweller, and be limited accordingly.
>
> And this is precisely how a being gets into the real universe. He
> considers ((from outside where he can see the WHOLE THING)) that such a
> game looks like fun, and POPS INTO THE TUBE. After a while, he may well
> wonder how he is ever going to get out again. HE GETS OUT AGAIN BY
> CONTACTING AND REVIEWING HIS DECISIONS TO GO INTO AGREEMENT WITH THE
> LAWS GOVERNING THE TUBE."
>
> From Adore,
>
> "The Way IN is the Way OUT."
>
> For those of you interested in running the "To Enhance" goals
> package, I have written it out in my own words for you.
>
> Here are the 4 games conditions in the goal package.
>
> REMEMBER THE FOLLOWING FROM HERE TO THE END IS MY WORDING AND DOES
> NOT REPLICATE EXACTLY THE WORDING IN TROM.
>
> Being One <- Opposed by -> Being Two
> 1.) To Be Enhanced (SD) <-----> 4.) To Not Enhance (SD)
> 2.) To Be Not Enhanced (SD) <-----> 3.) To Enhance (SD)
> 3.) To Enhance (SD) <-----> 2.) To Be Not Enhanced (SD)
> 4.) To Not Enhance (SD) <-----> 1.) To Be Enhanced (SD)
>
> The 4 Overts are,
>
> 1.O Forcing another being To Enhance
> 2.O Forcing another being To Not Enhance
> 3.O Forcing another being To Be Enhanced
> 4.O Forcing another being To Be Not Enhanced
>
> The 4 Motivators are,
>
> 1.M Forced To Be Not Enhanced
> 2.M Forced To Be Enhanced
> 3.M Forced To Not Enhance
> 4.M Forced To Enhance
>
> "Did you ever fail to enhance a child as a parent?" (DED)
> "Did a parent ever fail to enhance you as a child?" (DEDEX)
> "Did a child ever fail to enhance you as a parent?" (MOTIVATOR)
> "Did you ever fail to enhance a parent as a child?" (OVERT)
>
> It's enough to piss you off, isn't it?
>
> Homer
>
============
> Learning implies Learning with Certainty or Learning without Certainty.
> Learning across a Distance implies Learning by Being an Effect.
> Learning by Being an Effect implies Learning without Certainty.
> Therefore, Learning with Certainty implies Learning,
> but not by Being an Effect, and not across a Distance.
>
> ---
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