Sovereign Thinking Primer based on:

Software For Your Brain
by Dr. Michael Hewitt-Gleeson

For Online Interactive Study of Software For The Brain in our Internet Conference Room, register for Basic Course at Ideal Network.

A human being either does OUR OWN brain programming and sovereign thinking, OR defaults to the programming and thoughts generated by others... Each human being either live our own life and dreams, or live vicariously through other people's life and dreams.

Thinking is the true business of life, power is the result. Inspiration is the art of receiving and makes for all that is best in life; our business in life is to understand and command these invisible forces instead of letting them command and rule you. We are at all times dealing with the magical power of thought and consciousness. What results can we expect as long as we remain oblivious to the reasoning power which has been placed within our control? -- So long as we are not Soverein Thinkers, we limit ourselves to superficial conditions, and make of ourselves a beast of burden for those who think; those who recognize their power; those who know that unless we are willing to think we shall have to work, and the less we think the more we shall have to work, and the less we shall get for our work. -- This thinking power, if understood and correctly used, is the greatest labor-saving device ever dreamed of, but if not understood or improperly used, the result will in all probability be disastrous, as we have already seen (if An Ever Better World Basic Courses have been seriously studied); by the help of this thinking power, a person can confidently undertake things that are seemingly impossible, because this power is the secret of all inspiration, all genius. -- Inspiration is the art of imbibing, the art of self-realization; the art of adjusting the individual mind to that of the Universal Mind; the art of attaching the proper mechanism to the source of all power; the art of differentiating the formless into form; the art of becoming a channel for the flow of Infinite Wisdom; the art of visualizing perfection; the art of realizing the omnipresence of Omnipotence. (Re: The Master Key System L20 #4,5, 13, 15, 19)

Learning HOW TO THINK is more important than WHAT to think... When an individual knows HOW to think, then acquiring "what" to think occurs naturally and easily, along with the skills to instantly RECALL learned programming... Understanding basics about how the human brain functions and how the brain is programmed, makes it much easier to ascend into Sovereign Thinking and consistently make choices that produce consciously desired results. The swifter the experiential consequences, the faster the brain training. This occurs because there is a direct connection between cause and effect which stimulates the brain cells to generate clear neuron links between a stimuli and result... Touching something VERY hot, instantly programs the brain to instantly KNOW and RECALL the painful consequences to this experience; thus will program the organism to AVOID that which might cause a repeat of this painful experience. The same recall/repeat mechanism also functions for pleasure sensations.

Much of our experiences and learning from experiences of others, are about achieving skills for using methods of what are termed as Stimulus Response, Scientific Thinking, Reasoning, and accumulating wisdom about life-sustaining pain and pleasure causations.

Stimulus Response is rote brain programming, which while an innate survival mechanism that is easily programmed to induce a pre-determined re-action to a certain stimuli (sound, smell, taste, training to do something in a certain way, etc)... This program is Nature's Path of Least Action System, and is used to predictably control what actions an organism will do; presumably avoid that which has been pre-determined would do harm to the organism. Unfortunately this innate survival mechanism having been designed to be easily programmed without the stimulus being subjected to any safe guards such as reasoning through to other possible consequences, makes it also very easy to be infected with many forms of what is collectively termed as a Brain Virus or Cultural Meme... A virus is something that replicates without care or consciousness as to the well-being of self or others. What are termed as "beliefs" "trends" and "fads", are common results of a Brain Virus or Cultural Meme. These are brain programming software that by-pass the "reasoning mechanism" and thus are easily accepted without evaluation as to what the result (short-term or long-term consequences) could be. - - Advertising relies heavily on this mechanism.

Scientific Thinking is another term used for Sovereign Thinking... Whatever label attached, this means the individual has programmed their brain to control the thinking process in alignment with perpepetual survival and optimum health of THE WHOLE beingness, and for the best results and consequences of all involved.

School Of Thinking
main primer course reveals
HOW To Identify Brain Virus Infection
and achieve Scientific Sovereign Thinking

Many consider this "straight to the point" format
as the best for those
seeking HONESTY about this topic.
Some of us use this first text in our iConference Interaction

Chapters from First Version

Preface and Introduction

Chapter 1 - Brain VIRUS

Chapter 2 - PTV

Chapter 3 - PLATO

Chapter 4 - PTV SOFTWARE

Chapter 5 - Virus SPREAD

Chapter 6 - Authority to Sovereignty

Chapter 7 - TRUTHS

Chapter 8 - ANTIDOTE

Chapter 9 - Software Solutions

Chapter 10 - Brainpower and cognetics

Chapter 11 - Necktop

Chapter 12 - START

Chapter 13 - DO

Chapter 14 - NOTICE

Chapter 15 - THINK


Brain Freebie E-book

Dr. Michael Hewitt-Gleeson,
Melbourne, Australia
September, 1997

I have always thought of Australia as a clever country. We even export cleverness! Australia continues to grow and export some of the world's best scientists. Indeed, the School of Thinking based in Melbourne and also in Cyberia (on the internet), is now the largest school in the world daily exporting thinking lessons to every country on the planet.

There are more scientists alive today than all the scientists who ever lived. In every sphere of knowledge, these scientists are questioning, exploring, experimenting, researching and updating what we once thought to be true.

As a scientist, I was taught that old truths are replaced by new truths as new evidence becomes available. As a human being living in today's world I don't need to be a scientist to realise this obvious fact.

The world is full of daily examples of this phenomenon - the explosion of knowledge, the information revolution, the high-tech advances in cybermedia, the sophistication of the marketplace, productivity increases in the workplace, the changes in geo-political spheres of influence, and sporting records continue to be shattered.

Replacing old truths with new truths is called thinking. To help promote this activity, I started the School of Thinking (SOT) in New York in 1979. SOT lessons have now reached over 50 million people worldwide. In a USAir article, SOT was once described as "the McDonalds of thinking".

I have sometimes been accused by the intellectual elite for "selling thinking to the masses". I take it as a compliment since I cannot think of a better thing to sell. SOT, now the largest school in the world, teaches not what to think but HOW to think - thinking as a skill - and provides daily thinking lessons to anyone, anyplace, anytime.

SOT's mission has always been to get 'thinking' taught to kids at school by placing 'thinking' on the curriculum as a school subject. At first, there was quite a lot of resistance to this proposal. But it did receive wonderful support from some very special people like my mentor, Professor George Gallup (founder of the Gallup Poll at Princeton), who once encouraged me by telling me, "I believe your work in teaching people to think may be the most important thing going on in the world today."

Eventually, after ten years of running around the US from New York to places like Washington, Dallas, San Francisco, Puerto Rico etc etc and back to New York again talking to parents, teachers, legislators, the media, business and others, we met with great success.

In the mid-eighties 'teaching thinking' became a nationwide fad in US education led by media articles in two of America's most influential publications: a cover story I gave to the Readers Digest, and a lead story about our project in the New York Times, "TEACHING TO THINK: A NEW EMPHASIS AT SCHOOLS AND COLLEGES" (Jan 9, 1983).

On returning to Australia in the Bi-centennial year, I launched the School of Thinking (SOT) at a meeting of 700 of Australia's municipal and federal states people in Canberra, 30 May 1988. To commemorate this I presented the Governor-General His Excellency Sir Ninian Stephen AK, GCMB, GCVO, KBE with his own SOT Brainusers Kit and then awarded to the Honourable Robert J L Hawke AK, the Prime Minister of Australia, a former Rhodes Scholar, a special certificate appointing him as 'Australia's Number One Brainuser' to symbolise the vast potential in turning-on the power of Australia's 16 million brains.

Later, on 8 March 1990, in Brisbane, Australia's Number One Brainuser, Prime Minister Hawke, decreed:

"No longer content to be just the lucky country, Australia must now become the clever country."

Since bringing SOT to Australia, I have worked a similar campaign to the one I used in the US, touring Australia giving lectures and working the media to see that Australian kids are taught to think for themselves. The better way to do this is to have "thinking" put on the core curriculum as a school subject. Then kids will learn that knowing HOW to think is every bit as important as knowing what to think.

In 1995, the House of Representatives Standing Committee on Industry, Science and Technology invited the School of Thinking to advise on how Australia can further develop its "innovation culture". Part of our submission to the Parliament said as follows:

"Developing an innovation culture in Australia is the greatest strategic hope for our productive future in this economic region. The biggest obstacle we face in doing this is the cultural lack of value we place on 'thinking and innovation' compared to the value we place on being 'right' and defending our point-of-view.

This is historically due to the importation of our education system from Europe. Since the church designed our European education system in the middle ages, the traditional focus of education has been on teaching children what to think. To date, we have not had an equal balance given to teaching our children how to think. Generally, this has tended to produce a culture which, like other European cultures, feels it is more important to be 'right' than to be a thinker, to experiment, to make mistakes, to discover, to take risks, N to innovate!

The mission of the School of Thinking is also to see that thinking is taught in Australian schools as a core curriculum subject, by 1999.

Today, everyone is talking about the human brain. It's the new frontier. In the increasingly competitive global business theater, world class corporations are realizing that the cleverness of their employees - their brainpower - is the ultimate corporate asset. There is a new trend towards developing, managing and measuring the 'intellectual capital' of the corporate enterprise. As a senior IBM executive said, "Our most valuable corporate assets go home at 5pm and are not even recorded on the balance sheet".

The School of Thinking believes the most successful and secure route to an 'innovation culture' or a 'clever country' is to put thinking as a skill on the core curriculum of the education system.

If a child goes to school for ten or more years and never has a thinking lesson, that child can be forgiven for getting the impression that thinking is not as important as knowing things. They feel that being 'right' and defending one's viewpoint is more important than escaping from one's viewpoint to find an even better one - the cognitive process we call innovation.

On the other hand, if a child receives regular deliberate training in thinking skills, if 'thinking' has a place on the curriculum, then that child sees a value being placed on 'thinking.' That society has shown it values thinking and has positioned itself as having an innovation culture. "


As a result, it has now become government policy to introduce 'teaching thinking' into all schools and teacher colleges in Australia and Territories (see Parliament of the Commonwealth of Australia - Standing Committee Report on Innovation, November 1995).

It is a very hopeful thing that future Australian kids will be taught not just to get the 'right' answers and to defend 'The Truth', but also HOW to find new truths and to think for themselves.

Anyway, enough of the drum-beating and on with the show N

Michael Hewitt-Gleeson,
September, 1997

The purpose of this training is to help us to become skilled thinkers through daily practice, which we do live and interactively in Internet Conference Rooms... for details contact An Ever Better World Internet Academy.... To further explore this subject, consult the Internet site by the author of this book available at How to get these is explained during the daily practice sessions is provided to active participants with the Ideal Network...

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