ith the publication of Dianetics: The Modern Science of Mental Health in May of 1950, and the many thousand readers soon requesting personal instruction in the techniques of Dianetics, L. Ron Hubbard returned to the matter of educating students in typically thorough fashion.
As noted, his approach drew directly from Dianetics itself – from axioms relating to the way in which we maximally learn, our impediments to learning and, above all, teaching for application. In what amounted to a brief summation of his ideas, he presented the following instructional guidelines to the heads of Dianetics classes, then springing up across the United States.
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