What is Study Technology?
Study Technology is the term given to the methods L. Ron Hubbard developed to enable individuals to study effectively. It is a methodology that renders the student better able to use and apply what he or she has learned. The “study tech,” as it is sometimes referred to colloquially, can be applied by anyone to the study of any subject.
L. Ron Hubbard recognized the failings of modern education and training in 1950, many years before educational horror stories began to make headlines. He observed that students were simply unable to learn with comprehension. Sometimes they could repeat, parrot-fashion, what they had been taught, but were unable to apply the subject supposedly “learned” with any facility or understanding.
Mr. Hubbard then researched the subject and isolated the actual barriers to effective learning. He found that the problem was not overwork, crammed study schedules or incompetent teachers. He discovered that the impediment to students’ ability to retain and effectively use data was the absence of a technology of how to study and the unseen presence of actual barriers to study. This realization led to a breakthrough: a precise technology on how to overcome these barriers so that real learning can take place. Before then, nobody had realized that there was a lack of an actual technology of how to study.
Study technology is not a gimmicky “quick-study method” but an exact technology that anyone can use to learn a subject or to acquire a new skill.
It begins by understanding the barriers to study.
The first of these barriers is studying a subject in the absence of its physical mass. For example, if one is studying tractors, the printed page and the spoken word are no substitute for an actual tractor. Lacking a tractor to associate with the written word—or at least a picture of a tractor—severely limits a person’s understanding of tractors.
The next barrier is too steep a gradient in study. If a student is forced to address new material without first understanding the material which precedes and lays the foundation for later study, confusion results and learning breaks down.
For example, suppose a person learning to drive has difficulty coordinating his feet and hands to manually shift the car into another gear while keeping to one lane. The difficulty will be found to lie in some earlier action in shifting gears. Possibly he was not yet comfortable shifting through the gears with the engine off and the car at rest. If this is recognized, the gradient can be cut back and the person brought up to a point where he can easily shift the gears on a motionless car before performing the same action while in motion.
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