A Workable Answer: Study Technology
Failed attempts to improve education in recent decades raise one important question: With so much attention on improving the quality of education, with billions spent each year to remedy the situation, why has there been so little improvement?
There is an answer. Quite simply, these efforts have been directed at solving the wrong problems.
At the root of educational failures lies a fundamental situation that has been almost universally overlooked: Students have never been taught how to learn.
Students are thrown into their school years and basic subjects without ever first being taught how to go about learning those subjects. As they grow older they are confronted by more and more complex areas of study, still without ever having learned how to learn.
Learning how to learn has been the vital missing ingredient that has hampered all fields of study. It handicaps both children in school and people in life.
Without knowing how to learn what they are studying, a majority of students find education a trying and difficult process. They never master the ability to rapidly learn something with certainty and ease. Others, who apparently have less difficulty studying, find they are unable to apply what they have read.
It is a reality of the modern world that anyone in the work force, whether on the factory floor or in the executive suite, must have an ability to assimilate important information, retain it and then be able to apply it. This process, whether formal or informal, is what is meant by "study."
L. Ron Hubbard recognized the failings of modern education and training in 1950, many years before educational horror stories began to make headlines.
His extensive investigation into the problems of teaching others led to a breakthrough – the first comprehensive understanding of the real barriers to effective learning. From this, Mr. Hubbard developed a precise technology on how to learn any subject – a technology that ensures a person will not only fully grasp what he is studying, but proficiently apply what he has studied in work or in life.
These breakthroughs came to be known as "study technology," and provide the first fully workable approach to teaching people exactly how to learn. Study technology helps anyone learn anything. Used throughout Scientology in all churches, missions and groups, it is also widely used outside the Church in schools and businesses. Study technology opens the door to effective training and makes it possible to raise the general quality of education to new heights.
Study technology is based on laws that underlie all learning. It delineates the barriers which block a person’s ability to grasp information and provides precise methodologies to overcome those barriers.
Study technology has been extensively tested and proven to achieve uniform, consistent results wherever it has been applied. Because it is based on fundamentals common to everyone, it cuts across any economic, cultural or racial lines and can be used by all, regardless of age. It is as effective in the executive suites of multinational corporations as it is in elementary school classrooms.
Outstanding improvements have been made by students of all ages in reading level, comprehension, vocabulary and mathematics when they have been instructed in study technology. A Los Angeles study showed an average gain of 1.8 years in vocabulary and comprehension after only 10 hours of tutoring in study technology. One student gained an almost unbelievable 5 years and 9 months in his test scores after 20 hours of instruction. All teachers involved in this study also reported an overall improvement in their students’ ability to learn, ability to read and, an unexpected gain, in the general behavior of students as a direct result of study technology.
An Arizona study tested students after the beginning of a school year and then six months later. Teachers ran the classroom using study technology throughout the duration of the study. Standard reading tests were administered and showed an average gain of two years in comprehension and vocabulary. This is four times the expected gain, a remarkable achievement considering individual tutoring was not part of the study.
In South Africa one class of underprivileged high-school students was trained in study technology, and at the end of the school year achieved a 91 percent pass rate on the country’s Department of Education examination. A control group, not so trained, had a 27 percent pass rate on the same test.
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