One educator who has used and taught the Applied Scholastics programs wrote, “When I was in China I presented the Applied Scholastics study and learning programs to 72 middle school teachers of English at the Beijing Foreign Studies University. These were both experienced teachers and college students, especially selected to learn new and innovative ways to be more effective teachers.

“When working with these youth, I want them to fully understand and realize that the study problems they have are the result of having hit a barrier to learning. It is not because they are learning disabled or have a chemical imbalance in their brain.” —Educator

“One of the college students asked to speak to me after class. He revealed to me that he had never wanted to be a teacher, he had been ordered to become one. At the time he had very little choice and had to do what he was told. He then said, ‘I must thank you. I never really wanted to teach, but after learning [Study Tech] methods and ideas, I find for the first time I really want to be a teacher. I know I can really help my students.’

“His words were also reflected in the faces and comments of my other students. The Applied Scholastics approach had ‘magically’ helped to rekindle and in some cases kindle, their enthusiasm for teaching.”

The response to the Applied Scholastics approach and successes in the United States is evidenced by this story of an educator bringing the programs to the inner-city of Boston:

“I have been helping to establish the delivery of Applied Scholastics programs to inner city youth in Boston. When working with these youth, I want them to fully understand and realize that the study problems they have are the result of having hit a barrier to learning. It is not because they are learning disabled or have a chemical imbalance in their brain.”

“I was working with students in Boston’s inner-city area known as Roxbury. At one meeting I was talking to the group about how learning problems are basically caused by encountering one of the barriers to learning we had been studying.

“I discussed a student I was working with at another center who always had trouble telling time. I explained that I handled this lifelong problem for him by finding and helping him overcome the barrier he had encountered. A 15 year old in the group called out, ‘I have trouble telling time too.’ In just 10 minutes we isolated the source of her problem. And she was able to know, with certainty, she could tell time for the first time in her life. She fully realized that she was not dumb but had just hit a barrier to learning.

“Her understanding was reflected in the comment she made to me. ‘You know what I hate is when my mother calls herself stupid when she goes into a store and cannot read the signs (English is her mother’s second language). She is not stupid, she just keeps hitting barriers.’”

With the knowledge of the barriers to learning that L. Ron Hubbard’s Study Technology supplies, not only are people around the world becoming more able, but their hope for the future is becoming much brighter.

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