Hello Dale,

Here is a rather quick explanation of nested loops from my own perspective.

Before I go into a demonstrated example of how I use the idea of nested loops, I want to first offer some of the reasons behind nesting loops -- WHY I use them. . .

. . . And I also want you to be able to learn how to use nested loops as well. First, I will list several of the reasons for using nested loops, then, I will offer a limited description of each of the reasons I do use them, then, I will tie it all together by doing it for you.

Keep in mind--this is the way *I* do it, others may do it a bit differently. The context I will be referring to while writing this is training a group of people.

HERE ARE SOME OF THE REASONS FOR NESTING LOOPS

• 1. Chaining states of consciousness.
• 2. Preventing premature closure.
• 3. Imbedding information. (Very often I will open a set of loops that are about ten deep, and I will imbed an eleventh story inside of the ten loops).
• 4. Packaging the information being taught.

QUICK DESCRIPTION

• 1. CHAINING STATES OF CONSCIOUSNESS - Let's assume that we are faced with group of individual personalities who each have their own mind-set. What I want to do is to begin loosening up this mind set as I begin a process of chaining of states. So that when they try to think about where they were when they came into the room they automatically wind up in the new state I have installed, which is designed toward leading them in a new direction.
• 2. PREVENTING PREMATURE CLOSURE - If any member of the group were to close too soon on what was being taught, that person could be running the risk of not getting all of the pieces. By opening up one loop after the other I am making sure they don't have an opportunity to close prematurely. A good example of premature closure is anyone who states that they "know" NLP.
• 3. EMBEDDING INFORMATION - Because I am opening up one loop after the other, the conscious mind will not be able to keep up. This allows me to embed the information and the processes I am teaching at some other than conscious level, where it needs to be so that the behaviors they learn function automatically.
• 4. PACKAGING THE INFORMATION - Most skills that people engage in are best reproduced in the order they are best used. In driving a car it is best to start it first, then put in gear, then go. The same is true for the physical activity called NLP/DHE. When I am done with each of the small pieces I am teaching, I go on to the next. When I have completed a set of small pieces I want to be able to tie them together in the order they will be used. I don't want the student to have to think about what goes first, second or third. I want the process to appear automatic, like tying shoe laces. By going back and closing the loops I have opened I am also tying the pieces together. So that the order of the steps they were taught are embedded at some other than conscious level.

HERE IS A QUICK EXAMPLE OF PROCESS IN ACTION
which was transcribed from an audio tape of a training I had presented about a year ago. I did not edit it, I copied it in as is. The most important parts are missing, voice tone, non-verbal expression, anchoring the states that were elicited as I opened to loops, etc.

TRANSCRIPT BEGINS
When I first began teaching NLP, I wasn't quite prepared for the rate at which human beings can learn. It wasn't that often that I had had the opportunity to. It's as if I had had my eyes closed and I was in some kind of trance. All of these hypnotists wanting to put people into trance. . .I have spent a life time getting them out of the ones they were already in!! People ask me, "Does hypnosis work" and I say, "Only too well!"

I remember once being deep in thought, I was preparing myself for a test for my first class FCC ticket. My preparation, I will admit, was a bit late. Here I was in the federal building in Miami, ten minutes from test time, riding in the elevator, going over in my head -- Did I study enough for this test? Do I know the information well enough? The last time I was here I passed the first test, or was it the first time I was here I passed the last test. I had all of this noise in my head when the elevator door opened, I stepped out, onto the wrong floor. . . talk about amnesia! . . .everything went quiet.

Some things I forget, some I remember, but if I can only remember to forget to remember. . . WHAT was I wanting to forget. Oh! I know, my very first sexual experience. You think lightning strikes quickly! It was over before it started, yet it has stayed with me for life. Now, when I think about it, I run it in slow motion as I make it bigger than life, not only does it feel better, but it lasts longer as well. And when I think about all of the shitty experiences I had had. . . those I run by quickly. . . in REVERSE!!! Kinda takes the sting right out of them.

You know they say that some people are learning disabled, yet every time they bring me one of these people. . . Can you imagine. . . it's just not true! There are no learning disabilities! Only teachers who can't teach! I know, I used to be one of them. . .

I remember when I was living on the streets, I hadn't yet learned what couldn't be done. It is a certain kind of stupidity that I have always possessed. Whenever I hear the words, "IT CAN'T BE DONE" it doesn't register in my mind, in fact I do the opposite! It's kinda like that Chuck Yeager guy, the one who broke the sound barrier. As if it really existed in the first place! They said to him if you break what is not there you and your aircraft will disintegrate. How the hell did they know that? He did it anyway! It's like that with everything else, people get a little bit of information and they begin forming generalizations, far too quickly. Try in vain. . . It is not just about not being able to it's. . . there is a difference between. . . it's in line with. . . . if I were to give an example of....

But before I go into that I want all of you to prepare to separate into three. . . different groups of ten different people. . . for the purpose of coming together to try on a new experience. . . And I know that there ARE some NEW experiences. . . that in the past. . . when THAT kind of OPPORTUNITY came along. . . you jumped at it! Those of you who don't know what kind of experiences I am talking about here have to stay late!! Now, the only thing that is different here is that you are going to learn how to use your own neurology in a way that works FOR you. . . through time. . . in time. . . and between time. And you can be as confused as you need to be in the processes that follow. . . because, like walking, this is a physical activity in which you are about to engage. . . so never mind getting the details, yet!. . . your body can do it for you!!

An exercise that chains learning to out and out exhilarating fun!!
One that first overlaps representational systems, then aligns them, through time, in time, and between time.
One that chains closure on a subject to wanton curiosity.

Comment: I will now close some of the loops I had opened while I open up a few for the next set of exercises.

You see, and I say. . . here, that when you learn to synchronize your representational systems like this, the feeling about what you are about to do, which is to absorb what it is you are going to be doing over the next three days. . . Somebody asked me the other day to first think about three things I am totally convinced of, then after I had done so, to tell him what they were. It didn't take me very long to come up with only three things I was totally convinced of. The first one was that there isn't anything that can't be done, it's just a matter of finding a way to do it. That is of course if it's worth doing in the first place, only after considering fully the total direction that I am wanting to be moving toward. . . now and in the future. . . the consequences this single choice will have on the total meaning of my life. There are better things than wanting something, getting what you wanted, and finding out it wasn't what you wanted in the first place! This is usually a result of not thinking through what you want in all of your rep-systems, in the different ways that you can perceive time, and in all of the different classes of context in which you occupy of on a daily basis.

The second thing that I was totally convinced of is that human beings can learn how to do anything, and it is even amazing at what they can learn to enjoy doing. They brought me this kid who was labeled cross-hemisphere and learning disabled. They said he wasn't able to learn how to spell because of this. He said to me, "They always talk at me, never do they realize that I have some pretty good ways of doing things that work, they always think I should be just like them." I taught him how to spell as well as any gifted child could spell in about fifteen minutes. I also taught him how to hypnotize his teachers so that they could come to his world model and be able to communicate with him in a way that he wanted to be communicated with. Then I added to his world model something more than just being able to spell. . . I added hope. . . and a reason to want to be able to continue using what I had taught him!

The third thing that I came up with that I was totally convinced of was, and still is, "I can change anything about my behavior at any time and can so that it fits me like a glove." I realized a long time ago that the idea of failure is built around two things, the notion of time and the meaning of preparation. I can't even count all the times when I had asked someone to go inside and try on a set of process, and they did. . . for about two seconds, and said to me it won't work! When I look back at all of the tests I had taken in school, all of the different things I had learned to do, I always set in my mind an open end to the process of learning. As far as I am concerned there is no end to learning anything. There may be a certain level of skill that one might call mastery in any domain, but to me that is only a beginning, when I am finally beginning to understand what I can do with the skills I have acquired.

The funny thing is that when I presented my first NLP training I was amazed at how quickly human beings could learn. For me, that hasn't changed one bit. In every training I have presented since, when I look back through them, I can remember being surprised at the end of each one. It seems to me that the rate at which people in my trainings could learn was always greater than I had thought they could learn. And after each training, my idea of how quickly people could learn also became greater. What a great loop to be part of. . . and to think about how surprised I will be after this training. . . when I look back and consider the rate at which all of you. . .

END OF TRANSCRIPT

There are some loops that I have left open, while others I have closed. I will not be closing some of them until the end of the training when I am ready to create a conscious amnesia for the events of the last three days. You would be surprised at how well this works! People leave my trainings wondering WHAT they have learned and HOW and WHERE what they have learned will surface. The reports I receive from my former students is that they are constantly surprising themselves in their own behavior. They are always finding themselves doing things easier, with a greater degree of skill and great deal more FUN. Whenever someone wants to know what it is I do in my trainings I have them talk to some of my former students, their opinion is the one that matters to me here, not my own!