STUDY PACK	is
student then goes into a non-comprehension (blankness) of things immediately after. This is followed by the student's solution for the blank condition which is to individuate from it— separate self from it. Now being something else than the blank area, the student commits overts against the more general area. These overts, of course, are followed by restraining himself from committing overts. This pulis fiows toward the person and makes the person crave motivators. This is followed by various mental and physical conditions and by various complaints, fault -finding and look-what -you- did- to -me. This justifies a departure, a blow.
But the system of education, frowning on biows as it does, causes the student to really withdraw self from the study subject (whatever he wis studying) and set up in its place a circuit which can receive and give back sentences and phrases.
We now have "the quick student who somehow never applies what he learns."
The specific phenomena then is that a student can study some words and give them back and yet be no participant to the action. The student gets A+ on exams but can't apply the data.
The thoroughly dull student is just stuck in the non-comprehend biankness foliowing some misunderstood word.
The "very bright" student who yet can't use the data isn't there at ali. He has long since ceased to confront the subject matter or the subject.
The cure for either of these conditions of "bright non-comprehension" or "duli" is to find the missing word.
But these conditions can be prevented by not letting the student go beyond the missed word without grasping its meaning.
The "Bright" Ones
Demonstration is the key here. The moment you ask this type of student to demonstrate a rule or theory with his hands or the paper clips on your desk this glibness will shatter.
The reason for this is that in memorizing words or ideas, the student can still hold the position that it has nothing to do with him or her. li is a total circuit action. Therefore, very glib. The moment you