Day 2: Joint Analysis of Attempts and Supplemental Information

Saturday, 2pm The entire first half of the Saturday lesson should be spent analyzing the attempts made by each attendee (depending on the group size). The aim is to tally results, point out mistakes, and teach the students to find their own mistakes. Some adjustments to the students’ implementation of the techniques and clarifications regarding them will be in order.

Joint Analysis Put the group members into pairs (preferably of mixed gender) and have them sit on chairs in front the group one pair at a time. Make one member of each pair the "teacher" and have him ask his partner about her attempts, find all the mistakes and shortcomings in them, and answer any questions that she may have. If the "teacher" can’t find a mistake or answer a question, ask the person sharing her own experience to do so. If she is unable to do so, ask the group to help her out. If the group is also unable to help, then as a last resort (and only then) point out the mistake or answer her question yourself. Such an approach forces people to think, which will subsequently improve the quality of their attempts. As soon as the "pupil" has shared her experience, she and the "teacher" switch roles. If the group is so large that it’s not possible for everyone to be interviewed, ask for volunteers come up front to be interviewed instead.

Get them to go into technique-related details when describing their attempts. This will allow you to more clearly see their mistakes, which are usually simply due to them ignoring critical steps in the procedure.

Typical Mistakes 90% of mistakes are repeat mistakes. They are also well-known mistakes. All that you have to do is point the following mistakes out and get your seminar participants to do the same:

– Making an attempt while falling back asleep after a 6am awakening instead of falling asleep with an affirmed desire

– While falling back asleep after a 6am awakening: forgetting to affirm the desire to take advantage of subsequent awakenings

– Not making an attempt upon awakening due to movement or the feeling of having awakened too abruptly

– Lack of assertiveness or self-confidence, lack of a "no-matter-what" attitude, or lack of putting one’s all into a technique to make it work

– Forgetting to separate upon awakening

– Unnecessarily switching from a technique that is working

– Dragging out a technique that isn’t working instead of switching from it after 5 seconds

– Failure to even attempt to separate when a technique is working or putting off doing so for too long

– Excessive thought during an attempt, which means that you aren’t concentrating

– Forgetting or ignoring one’s plan of action after separation

– Not performing a minimum of 4 cycles of techniques when nothing is working

– Performing an attempt for longer than a minute instead of calmly going back to sleep with the desire to take advantage of the next awakening

– Upon becoming conscious while dreaming: attempting to return to the body and ignoring the plan of action

– Lack of an interesting plan of action and/or lack of motivation

– Excessive analysis of the situation and one’s actions, instead of focusing on them

Typical Problems When making attempts, students will encounter several problems that were not discussed during the first lesson so as to avoid information overload. Going over such issues can substantially improve the success rate by day three (Sunday).

Inability to fall back asleep after a 6am awakening. Solution: shorten the first interval of sleep from 6 to 4½ or 5 hours; be active and stay awake for a shorter period of time after waking up with an alarm clock.

No awakenings occur after 6am. Solution: extend the first interval of sleep from 6 to 7 or 7½ hours; be more active and stay awake longer after waking up with an alarm clock, and motive yourself and do a better job affirming your desire when falling back asleep.

The techniques don’t work and you become completely awake. Solution: put your all into the techniques – try to throw all your sensations into them and don’t perform the techniques just "for the sake of appearances"; instead of performing the techniques with aggressiveness and forcefulness, relax and even perform them as if you were falling asleep to them, which will in any case get them to work; less analysis and more concentration on your actions, and more confidence that everything is going to work right there and then.

Falling asleep to techniques Solution: more assertiveness and energy; more focus on actions; switch more frequently from techniques that don’t work; try to separate earlier upon the first signs that a technique is working, and sleep longer before awakenings accompanied by attempts.

Techniques work, but poorly. Solution: instead of assertiveness and forcefulness, relax and even perform the techniques as if you were falling asleep to them; divert to passive techniques like observing images and then return to the poorly working technique, and focus more on the sensations you get and "immersing" yourself in them.

Unable to separate when a technique is working Solution: simply get up using your perceived body without thinking about the ins and outs of it; separate starting off from the sensations you’re getting from the techniques; imagine yourself already separated and in the middle of the room – the sensations of doing so will spill over into your imagination; immediately use translocation techniques and concentrate on where you want to go.

Partial separation Solution: separate all the way no matter what, as if you were crawling out of yourself. Meanwhile, success at freeing yourself from your body is directly proportional to how hard you push and how much of a fight you put up.

Unrecognized success (no body in your bed, like in a dream) Solution: you cannot determine if you are in out-of-body experience by checking whether or not your body is in your bed – it doesn’t necessarily have to be there after separation; out-of-body experience is when there’s consciousness and awareness that you are outside of your physical body – that’s why there’s no sense in paying any attention to inconsistencies in your environment.

Weak sensations, being only half aware, and staying in out-of-body experience only briefly Solution: deepen and maintain out-of-body experience, which is just what you’ll discuss with the students on Saturday.

Tallying Results To let everyone see the results so far, briefly survey the group at the end of the module by asking questions and counting the number of hands that go up. You should record the answers in a logbook of statistics. If you want, you can also write them on the whiteboard for everyone to see. Questions:

– Who realized that they were dreaming right in the middle of a dream last night or this morning?

– Who woke up and was immediately able to separate without using techniques?

– Who was able to separate by rotating?

– Who was able to enter out-of-body experience by observing images?

– Who was able to enter out-of-body experience using the swimmer technique?

– Who was able to enter out-of-body experience using the visualizing-the-hands technique?

– Who had some other techniques work for them?

– Who had something happen to them, but didn’t understand what it was? (ask follow-up questions)

– Who completed at least one task on the plan of action?

– Who didn’t make even a single attempt?

You should aim to have at least one in three students get results on the first night and/or following morning – counting only those who made attempts. Sometimes more than half the group is able to get results immediately after the first session.

Saturday, 4pm After tallying the results, announce the program for the second half of the session (deepening out-of-body experience, maintaining it, and obtaining information) and send the group off for a twenty-minute break.

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