Configure a developed subject

To have a subject's secondary texts completed, and 70% instead of 50% achievable, say "I love the critical thinking lecturer, I love breasoning it out and I love you" on the first day of the subject, pretending to be the subject lecturer.  Also, relate your essay to the space industry for this mark increase.

Study tricks summary

Repeat Upasana x 800 if not done in a chain of meditation days linked to today (and green, Purusha, Use, Teacher, Maharishi, Doctor each x 800 before Upasana if they are not done in a chain of meditation days linked to today).

Breason out this whole document and the following 8 breasonings details each semester as an exercise. Pretend to breason out the breasonings details to God.

See http://lucianspedagogy.blogspot.com.au/p/writing-sentences-by-making.html

1. Details - As an exercise, think of two uses, a future use and two types for each object.

2. Breasoning - Think of the x, y, z dimensions and colour of each object.

3. Rebreasoning - Think of the fact that the person and the object in a sentence are connected by a verb (an action) that means they touch.

4. Breathsoning - Think of a reason that the object is good.

5. Rebreathsoning - Think of a reason that the verb (action) is done well.

6. Space - Think of spatial characteristics of the person in relation to the object.

7. Time - Think of temporal characteristics of the person in relation to the object.

8. Professor Algorithm - Use your ability to hone breasonings for H1s.

- white lifting off blue square highest-achieving lecturer gives me.

- blue not orange

- square not circle

The Anarchy Quiz (http://lucianspedagogy.blogspot.com.au/p/anarchy-quiz.html) should be breasoned out with a button representing that it is “on” to be used in meditation training.

* * *

First, complete a single

H1 (Anarchy Quiz)

.

This is followed by dotting on an H1 as follows:

Dotting on process

- The first step in “dotting” anything on requires thinking of a professor thinking of a pathway for a breasoning (an action on an object) in relation to that object, where a certain number of breasonings form part of an A-grade argument, by moving a cotton swab along a pathway from inside a clean, dry test tube.

- Pretend the cotton part of the test tube system is the counter.

- Breason out the counter (visualise it as being measured by the dimensions 0.01 m, 0.01 m, 0.005 m).

- As part of visualising the breasoning, pretend to remove the blue dots from the ground below the counter to make sure the counter is “pure” by “asking” that the dots should to be removed, then checking that this is done.

- This removal of impurities can also be done while pretending to untouch a foam blue strip from another strip, meaning the dots are “lifted” away.

- Take the counter “off” it’s “on” status by repeating the untouching step, this time to “unmagnetise” the counter and remove it from view.

“Play” a set of Anarchy Quiz answers (A) by “dotting a set on” (as above).

* * *

Emergency retraining in meditation after a break (NB can be omitted, because is indirectly active since initial training) (http://lucianicmeditation.blogspot.com.au/2012/11/lucianic-meditation-sutra-free-online.html). Do the 50 breasonings per second training as part of meditation training.

Dot on 10 high quality breasonings during and from the first lecture to have As done for you by the lecturer. Also, breason out your best attempt at an A also with e.g. breathsonings.

Breason out (think of the X, Y and Z dimensions) of 5 As (instances of the Anarchy Quiz, or a specific A if you have time to write one) for each philosophy chapter, song, a scene in a production (in a main role) for famousness with students (by doing this the rest of the famous students will have As breasoned out for them). Dot on the As to dot on the students, ideally dotting on each breasoning, and in As on different topics.

Choose developed subjects (ones you have “found out” the secondary texts are done for you in) taught by friendly lecturers the current academic head of the family recommends.

Produce a pop song on philosophy each semester

Keep a meditation and medication diary

Timetable tasks (talk to lecturer about prelabs) for week

Apply for special consideration

See Learning Skills Unit person for each assignment

(See http://luciansphilosophy.blogspot.com.au for examples of Nietzschean-style texts – from Breathsoning onwards).

100%

For normal students:

-	Own primary text	Assessable assignment (requires 6 secondary texts directly relating to the assignment’s primary text)
Brainstorm	X	-
Essay	-	X

If you “find out” secondary texts don’t relate directly to the main text, you will need to do the following instead (if you don’t have a working primary text-secondary text link, you could earn 50% instead of 70+%).

For student philosophers who would like to write essays ready for publication:

-	Own primary text	Own secondary text (relating directly to own primary text)	Assessable assignment (requires 6 secondary texts directly relating to the assignment’s primary text)
Brainstorm	X	X	-
Essay	-	X	X

Do Nietzschean brainstorm (do A to broach brainstorms like this) with 220 breasonings each week, with 100 for the student and 100 for the lecturer, and 20 extra. The student brainstorm acts as the primary text the lecturer brainstorm acts as the secondary text.

Do an essay (a synthesis connecting all the points from the brainstorm together) on the brainstorm when the assignment doesn’t require one, with a hierarchical structure of reasons from the largest object to the smallest object.

In the essay, the quote and comment should be related mentally to the essay topic and each other.

The brainstorm and essay should be done weekly, not bi-semesterly, and mean all assignments that week should be in the running to earn H1.

Repeat the brainstorm and essay stages for a secondary text related to the primary text.

The secondary text brainstorms should be real areas of study (at the minimum, a pentagonal clique of uses that can be restructured, like Nietzsche’s - one with five connected reasons for each primary text paragraph, where each reason is one of the colours ROYGB - red, orange, yellow, green or blue).

Used only with express written permission

Write five arbitrary connected reasons about the primary text.

It is important to write secondary texts in undeveloped subjects, where they are not written (refer directly to the primary text).

Breason out (think of the x, y and z dimensions of objects in sentences in) brainstorm, essay and assignment.

- Paraphrase quotes and comments and find out quotes, comments, connections and arguments.

- Don’t write unnecessary “algorithms” in connections or arguments.

- Include a small original part as a comment.

- Agree, don’t disagree for 80% and above, and in addition read 90 texts for 90% and above.

After lecturer dies: find out object for argument to be thought into, and colour of each reason from the king or queen.

Help my students with applying for jobs by indicating (appearance of) 15 billion As (in multiples of 10) using He Man (http://lucianspedagogy.blogspot.com.au/2012/11/the-lecturer-must-give-you-h1-as-well.html), then indicating 50A s per job applicant to the monarch.

- Also: babies

- Grades, so University stays afloat with 50% grade average

- 25% have As from Academic Skills Unit in what lecturer says about essay.

Others should be protected when they are not meditating on correct techniques.

Education degree pointers: lecturer’s comments, lecturer’s review (about your grade, other of your grades, others’ grades) and interclass (from outside class, breason out student’s appearance) comments, 90 texts covered: fill in with tick.

Breason out an A from the song White Christmas (the highest selling single of all-time) for each assignment. Find out its arguments for your essay.

Become an independent school philosophy teacher to become proficient in earning A.

To do list

- Monash pool

- Pilates

- Careers counsellor, mindfulness, meditation, SMART

- Disability Liaison Unit head

- 50 Breasonings per Second and each Breasoning List movies

- Make real movie(s) if possible

- Education teacher aide job, with volunteer job first

- partner

- As for songs and their movies

- Ways of thinking: write essays synthesising ideas, follow Education to become a philosopher by teaching

- Vocational Education and Training requires an A for each student.

- Guitar lessons

- Enrol in up to PhD in institution then do e.g. Masters at institution with high standards, i.e. Oxford Philosophy and Hindu theology

- Brainstorm and write essay on ways of thinking

- doorknock for Lucianic Meditation at right hours with security guard

- hold a meditation group

* * *

To earn A, write:

primary text

190 breasonings (see: http://lucianspedagogy.blogspot.com.au/p/writing-sentences-by-making.html)

secondary texts

6 secondary texts * 110 breasonings (NB the primary texts should be worked on in the holidays and one secondary text should be worked on one per week during semester).

= 660 breasonings

660 breasonings in secondary texts / 5 colours (secondary texts / primary texts) (red, orange, yellow, green, blue, each of which represent uses in a pentagonal clique about the first primary text breasoning and the next primary text breasoning, etc.)

= 132 breasonings in primary text

132 breasonings / 6 secondary texts

= 22 breasonings

22 breasonings / (6 breasonings/paragraph)

= 3.66 paragraphs in primary text (NB the primary text does not constitute the exposition, the sixth secondary text does, because secondary texts contain the relevant details that should be contained in the essay).

* * * 

110 breasonings / (6 breasonings/paragraph)

= 18.33 paragraphs in secondary text per essay critique

= 18.33 paragraphs in secondary text / 3.66 paragraphs in primary text

= 5 colours (secondary texts / primary texts)

The 3-4 breasonings for each of the 5 paragraphs should be structured in an argumentary structure, so secondary text breasonings from 3 colours about a primary breasoning(s) are joined and related to the essay topic.

How to reinstate the Professor Algorithm Blue things in a period of meditation days

Include Club and Spade cards, so that:

Find out a magic number (always 2) from professors about cosmology

Click on them, to get side recordings working

Get 5 As for them for blue things to start working.

1 Pop Song Produced per Semester

Produce 1 pop song per semester to "tone up" breasonings.

Paragraph structure: paraphrase quotes and comments and find out connections and arguments from lecturers in essays

The following lesson needs students to paraphrase quotes (Q1) and comments (Q1) and find out connections (Q3) and arguments (Q5) from lecturers in essays.

Philosophy of Pedagogy 15–minute lesson

This is an essay-writing and argument mapping activity for year-4 primary school students. It is in critical, creative and caring thinking skills, which are from the Philosophy for Children (or P4C) program.

Today we will read my philosophical play, Autoluna and write a short essay about it. Autoluna was formerly called Autocalypse and was about the 2011 Japanese tsunami, but was rewritten as a philosophically themed play. This scene is about the theme of stability (making sure both of two angles on an idea, or the idea and its reason are explored). This is given by the example of a family finding a dog before going on holiday, e.g. where both states of an idea are checked to find the dog. Note: both the Japanese tsunami and finding the dog should be bracketed, but the play lines should be examined in themselves.

I will read excerpts of the play, followed by questions helping you to write the essay.

EMILY: I am knocking on Gady’s door. (This is about a room.)

1a. Give a reason (agreement-type-aphor or α-aphor) for or an objection (disagreement-type-aphor or b-aphor) against this. (1) e.g. The searcher should draw a map of part of the house.

EMILY: I am looking for my dog. (This is about an object.)

1b. Give an α-aphor for or a b-aphor against this. (2) e.g. The searcher should use the torch to explore.

EMILY: Is he at your house? (This is about the universe, meaning the house.)

1c. Give an α-aphor for or a b-aphor against this. (3) e.g. The searcher should check for the dog in the front garden.

2a-c. Organise α-aphors or b-aphors 1-3 into an argument map consisting of a conclusion aphor (CA) with two α-aphors or b-aphors (A1, A2) as reasons. e.g. the searcher should check for the dog in the front garden (3 as CA) because the searcher should draw a map of part of the house. (1 as A1) and the searcher should use the torch to explore (2 as A2).

Used only with express written permission

Structure of reasons in an argument.

3a-b. Write co-premises (inferences) between CA and A1, and CA and A2. (Note, if connecting objections, think of solutions to these to connect with inferences.) E.g. CA and A1: the searcher should check for the dog in the front garden by drawing a map of part of it. CA and A2: the searcher should check in the front garden by using the torch.

Used only with express written permission

Structure of reasons in an argument, with co-premises between reasons.

4. Write a thesis statement agreeing or disagreeing with the theme of the scene. E.g. I will argue for the theme of stability in Green’s Autoluna.

5. Relate your conclusion (CA) to the philosophical theme of the scene, stability. E.g. The theme of stability is correct because of the rollcallisation of nature, which is correct because of checking in the front garden to find a lost dog.

Get in touch with God about Breasonings Details to earn H1

Before doing the following, dot it on twice (once for you and once for God) by:

- The first step in “dotting” anything on requires thinking of a professor thinking of a pathway for a breasoning (an action on an object) in relation to that object, where a certain number of breasonings form part of an A-grade argument, by moving a cotton swab along a pathway from inside a clean, dry test tube.

- Pretend the cotton part of the test tube system is the counter to be breasoned out.

- Breason out the counter (visualise it as being measured by the dimensions 10 cm, 10 cm, 5 cm).

- As part of visualising the breasoning, pretend to remove the blue dots from the ground below the object to make sure the counter is “pure” by “asking” that the dots should to be removed, then checking that this is done.

- This removal of impurities can also be done while pretending to untouch a foam blue strip from another strip, meaning the dots are “lifted” away.

- Take the counter “off” it’s “on” status by repeating the untouching step, this time to remove it from view.

* Realise that as soon as this is done, the God/Maharishi character is helped enough, not too much, which dots it on for him in a high quality way.

* * *

Explain the Pedagogical ways of thinking or Breasonings Details to a God with at least 5000 meditators, before breasoning out an H1 during an unbroken sequence of days during which meditation to that God is performed on each day. If there is a break in the meditation days, the Breasonings Details need to be re-explained to God.

Then explain: To earn A (80%), one should write 85 reasons using the breasoning rules (5 exposition + 5 critique + 25 detailed reasoning + 50 mind map), to earn A+ (90%), one should write 130 reasons (10 reasons each with 9 reasons supporting them, and 2 breathsoning and 1 rebreathsoning reasons supporting 3 of these), to earn 100%, one should write 190 reasons (10 reasons each with 9 reasons supporting them, 2 breathsoning and 1 rebreathsoning reasons supporting 3 of these and 3 space tests and 3 time tests’ reasons supporting 6 of the 9 reasons).

Once this is done, repeat the sutra "Upasana" for 40 minutes per day for one month after paying to learn the mantra and sutra. NB. If you have already done this, omit this step.

Details

Ideas

The following ideas should be represented in high quality work.



1. Two uses

Include two uses or ideas (b, c) about an idea (a) from your essay (i.e. a->b, a->c). For example, an apple (6x6x6 cm) is used to eat and contain seeds. Eating is useful because it helps keep us alive and allows us to jump over a line (100x1x0 cm) and seeds (0.5x0.1x0.5 cm) are useful because they help the species continue on to the next generation.



2. Two types

Think about how two objects (a, c) are co-ordinated as a whole (b) in relation to each other (i.e. a->b, c->b). For example, a glass of milk (5x5x10 cm) softens weet-bix (10x5x1 cm) in a breakfast bowl (20x20x5 cm) as the whole, making it easier to digest.



3. Future

Think about how one of your ideas (a) relates to the future (b, i.e. a->b). For example, students should learn to read e.g. the letter "A" (10x10x0 cm) so they can walk between two lines (100x1x0 cm) in later life.



• Are you interested how the ideas work logically?



1. Two uses

A->B, A->C

e.g. I have boiled the water so that I can make tea and I have boiled water so that I can boil pasta.

The uses must be immediate and not too far away.



2. Future

A->B

e.g. I am learning to drive so that I can drive to University.



3. Two types

A->B

e.g. I saturated the weet bix with milk.

Rigour

In addition to needing an essay within your essay submission package written in thePedagogyformat, the essay should be rigourous. To write a rigourous essay, connect the arguments from those containing the largest object to the next largest together in an argumentary chain, or with two arguments at the same level in a hierarchy, where these two arguments contain two equal objects, until the paragraph is finished.

Breason out essays

Breason out essays in conjunction with writing essays in the Pedagogy format when you "find out" the lecturer hasn't breasoned out his or her essay to give you (in a seen-as way) when you hand in yours.

Pedagogy

You need to prepare a separate essay from the one you hand in in the Pedagogy format to earn H1, when you "find out" the lecturer hasn't prepared one if you are in a humanities or non-humanities subject and are not asked to complete one as part of the assignment.