!!MebTwo Guaranteed Ways to Profoundly Improve Your Intelligence

8/8/2019 !!MebTwo Guaranteed Ways to Profoundly Improve Your Intelligence

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Two GUA RANT EED W ays to ProfoundlyIm prove Your Int elligence

by W in W enger

Part One - Int roduct ion

Par t Two - Can and Should Int elligence Be Increased?

Par t Thr ee - Awareness and At t ent ion-Span: A Br eat htaking Discovery

Par t Four - Image-Streaming

Note: This book is being published at this site with full authorization from the author. Please be advised ofthe copyright notice at the end of each page.

I. Intr oduction

Double your $7.95 back, if you truly do either of these procedures and do not experience the benefitscited. These benefits include:

1. For accumulating 20 hours of held-breath underwater swimming within 3 weeks from start to finish--10 or more points I.Q. gain; better span of attention; better span of awareness; better awareness of theinterrelatedness of things and of ideas and/or perceptions; finding yourself way better at winningarguments or disputes! (20 or so seconds to 3 minutes at a time underwater, stretching the time a littleeach dip but remaining well within the bounds of comfort and safety - be sure someone with you there isaware of what you are doing. By the procedure we describe herein, you must be truly underwater, not

just dipping your face in or just holding your breath, because the brain-circulation enhancement induced bythe marine diving response - common to all mammals - is unexpectedly powerful in this combination ofeffects.)

The other procedure--

2. Accumulate at least 30 hours, 5-20 minutes at a time, of true Image Streaming as directed herein, andyou will gain at least 20 points "I.Q." Your language skills will jump noticeably, contributing to 100 pointsor greater gain overall in such standardized tests as the G.R.E. (assuming you aren't already close to the

test's ceiling -- see below). Your gain in more numinous aspects will be even more striking. This must be -or rapidly become - t rue Image Streaming as described herein, using a tape recorder or a live personlistening.

At this time we do not know whether the gains from following both procedures together would be merelyadditive, or whether they will be positively synergistic. Pending formal measurement studies, ourexpectation is the latter. At least we know that either program by itself will, by itself, provide the benefitscited for it, apparently permanently.

Of course we realize that the dollar-value refund on this booklet means little to you compared with thevalue of your time, effort and attention in pursuing either of these procedures. There is no way we couldrefund those greater values. Happily, no refund will be needed - instead, you will find yourself soon able toaccomplish far more of what you've been doing, far better, faster and further. Your investment in time,effort and attention will be quickly repaid many times over and then go on as a "dividend income" for therest of your life.



Quibbles and Qualifiers:

A-ha, you knew there must be a catch to this! --Only, there truly isn't, only some common sense.

Of course, to qualify for refund you would need to demonstrate by some well-recognized standardizedtest that there was no gain resulting comparable to those cited. We would hope, in fact, that you wouldhave more positive reasons for tracking your progress by test, if only curiosity. Making that part of thingseasier for you is the likelihood that most of you already have , as your before test, an I.Q.-related scoreof some sort already on record - in which case, all you would need to do is to arrange for a different ornew form of the same instrument for your after measurement.

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For that matter, you could simply go ahead and pursue one or both the procedures in this quickbook fortheir own sake, and not bother with tests and refund issues, just go for the benefits. For those of youreading this, however, who care to pursue such matters of proof and test, here are these quibbles andqualifiers (or common-sense provisions):

A. Whatever test you use to measure your benefits from this must be good at measuring in the upperranges, and have either a high ceiling or no ceiling. If you already are at or above the ceiling on the test,whatever improvements you make in fact would not be reflected ion the score, obviously.

B. The test you use should be in 2 different forms, one for the "before" and a different one for the "after,"to minimize test gains which are attributable to practice instead of to the effects you are seeking to

measure.C. The "after" test should be performed at least 60 days, preferably 90 days, after completion of yourprocess intervention. Your intelligence gains appear to be permanent, but take some while to work theireffects through the habituated ways in which your brain and mind think, perceive and work. A test forintelligence immediately after the intervention would show little if any gain, though some of the other gainsdo show up more immediately.

Next question: are you intelligent enough already to appreciate the value of more intelligence? --Especiallysince so many people "know," including many qualified professionals, that you cannot increase or improvehuman intelligence - that you are stuck with the level of intelligence - or lack of it

- that you were born with???

II.Can and Should Int elligence Be Incr eased?

Independently conducted state university tests, running since 1989, demonstrate that with the secondprocedure, Image Streaming, per hour of easy entertaining practice one gains 8/10ths of a point "I.Q."With 25 hours' such practice, 20 points are gained, as are considerable classroom-related academic skills, abetter balance of types of mental functioning according to the Kolb inventory, and even more striking inthe more numinous but as yet unmeasured aspects of intelligence, creativity and experience. Whereparticipants have participated to 50 hours, 40 points "I.Q." gain appear and we have not yet found anypoint where the benefits might start tailing off.



The purest form of the procedure being measured, at Southwest State University, Department ofChemistry & Physics, Marshall, MN 56258, is the second, Image-Streaming procedure given you hereexactly. The best evidence is that which you can directly determine for yourself.

Short of that is the obvious commonsensical observation that if one improves the physical health, physicalwell-being and operating conditions of the physical brain, seat of our intelligence - as is the case with thefirst, held-breath underwater swimming procedure which so profoundly improves circulation to the brain,together with supply of food energy and nutrition and the flushing away of toxic wastes and fatigue poisons- improvements in intelligence-related functions obviously should and do follow. The operating conditionsare further affected by the issue of span of attention paced by span of breathing, and.... well, I'm gettingahead of myself here. That's for Chapter III next.

Also, short of that, there is the most universally known and widely respected natural law of behavior andpsychology, a natural law much the same way that the law of gravity is a law of physics. Even aside fromthe special uses we make of this Law of Effect - that "you get more of what you reinforce" - it is clear thatevery presently expressed brain function has antecedent functions upon which it is dependent: these inturn also have antecedents. Wherever the brain is performing less than optimally, one may go back alongthe chain to where the departure from optimum occurred, reworking those subroutines of the brain to

better support the higher functions. One entire book of such procedures, at mostly the sensori-motorlevel, we published way back in 1974 and still carry, still correct and uncontroverted in every detail, in its1985 edition.

The specialized use we've made of the Law of Effect is with regard to perception, particularly sensoryfeedback, and with regard to the Theory of Pole-Bridging in the Brain which was supported nicely by theresults of the tests at Southwest State. With regard to perception: whenever you respond in some way toyour own perception and not to someone else's second-hand knowledge such as you get wall-to-wall inthe classroom, you: (1) reinforce that particular perception. (2) reinforce the trait or behavior of beingperceptive. If the perceptions you are responding to are initially subtle, meaning that they arise in regionsof your brain normally some distance from and offline from your focused verbal left temporal conscious

mind, reinforcing those perceptions (3) reinforces more onto line with your conscious mind, thosepreviously offline regions of the brain together with their resources and intelligence.

More generally, the theory of Pole-Bridging (and keep in mind the Law of Effect): our external senses -such as sight, touch, sound, etc. - are much more immediate than our internal senses, such as gut feelings,larger understandings, vision and mental images, etc. (That is why sports are more appealing to most thanare the finer arts and intellectual pursuits, regardless of the relative value of either.) One corollary oraspect of the Law of Effect is: that the more immediate the reinforcement (or sensory feedback), otherthings equal, the more powerfully that shapes behavior or traits.

Inevitably, therefore: if the output functions of widely separate regions of the brain are expressed in acombination external action, the immediacy of sensory feedback from that external expression/actionbuilds a more and more immediate relationship between those formerly unrelated brain regions, causingthem to become more and more accessible to each other.

In thus bridging between regions of the brain remote from each other, to make the resources of each andthe intelligence of each more intra-accessible: there is a second aspect which impacts even more stronglyon apparent intelligence of the whole brain or whole person. That is the issue of phase r elationshipsbetween such widely separate regions of the brain.

This phase relationship, or lag in time between when one part of the brain lights up on a given stimulus and

when other parts then do so, appears to be crucial.All of the brain does, sooner or later, light up on any major stimulus, but how the rest of the brainhandles that stimulus appears to be set by the instructions which the first brain parts wrote into thatstimulus as it is passed along.




If a fairly long time lapses before other, later parts of the brain become involved, the first part has time tocomplete its work and write "close-out" instructions into the stimulus as it is passed along: "Here's how itwas done, folks!" If, however, the phase relationship is so close that subsequent parts of the brain start tointeract on that stimulus before the first part can finish, these iterate back and forth reverberating on thatstimulus, and begin doing so with a far more involved, sophisticated set of handling instructions beingwritten into that stimulus for handling by the rest of the brain: "Well, this is what we've done so far and itsresults, and we're checking this thing now, but there's this and that and that you should pick up on and youmight also want to look into thus-&-so..." The person with good tight phase relationships between thevarious regions of his brain, characteristically will do more to that stimulus, see more in that stimulus,perceive more relationships to that stimulus. In other words, even with the same brain equipment, theperson with good tight phase relationships between the regions of his brain will characteristically see,perceive, think, react in more intelligent ways . If you choose not to call this a higher level of intelligence,the burden of proof and definition is on you !

Let's look for a moment at where the belief was built, that intelligence can not be improved. All the textsupon which our educators, psychologists and geneticists depend in their training, used to build that casesquarely upon Sir Cyril Burt's purported study of identical twins which had been separated at birth andraised in differing environments. In case you missed it, more and more questions about the internalevidence arose in those studies until Burt himself finally admitted that not only had he made up the studiesout of his own head, but had also made up the names of his colleagues published as co-authors in thosestudies!

--And most of those texts, today, no longer cite Burt's "studies" by name, only saying instead, "studiesshow that...."

Such is the power of the stake of having people irrevocably dependent upon (your) professional services,no matter what. --And you're not responsible for doing anything if there's really nothing can be done.....

(Also, we have to remember that though the systematically skeptical sciences may be the best thing wehave going on this planet at the present time, that both the sciences and the professions are human socialgroups first, and what they are "supposed" to be a long second. --All the more so to the extent that theirhigh-minded members are unconscious of their own in-group territorialistic instincts. We all have thoseinstinctive behaviors: any species which did not, so exhausted its times of plenty as to become extinct

when conditions varied. --But in this and several other related instances, most of humanity is now sufferingbecause this territoriality plays unalloyed amidst those people and institutions to whom we have entrustedthe care and developments of our minds and of our children's minds.)

Gentle Reader:

--Is it other than reasonable and desirable to become abler to identify and readily solve a variety ofproblems? --That such skills can be trained or practiced and nurtured (or, in keeping with the Law ofEffect, reinforced)?

--Is it other than reasonable or desirable to become abler to cope successfully with a wide variety ofstimuli and situations? Nor reasonable that such a skill can be trained, practiced and/or reinforced?

--...to be abler to understand, both in words and beyond words? --Is it not reasonable that such skills canbe trained, practiced, reinforced?



--...to become abler to think and perceive, in enough detail and enough scope andenough variety and enough richness and enough depth to involve a large conceptual and verbal vocabularyin support of these processes? --And will not both experiences and vocabulary-building affect such skills?

--Is it not good, and reasonable, to become abler when need be to respond to theunexpected quickly and effectively? --Do not only a host of trainable skills, but readily changedphysiological conditions, greatly affect such speed and accuracy of response? (W hy else do we train upresponse patterns and physical condition in competitive sports? But - ah, we forgot: giftedness is worthsomething to society only in athletics. It's so much more valuable to society for one to be able to throw afootball well than to write a new symphony or a new formula. --though train with Image Streaming et.al.and you may well also become abler to throw that football!-- But still, it is an everyday experience, familiareverywhere, to train such response skills and speed, even if it's only done in sports!)

Ah, but put such factors together and call them "intelligence," and suddenly you and everyone has a wholemythology and catechism running through your heads, with the contents of that myth and cant usuallyhaving little to do with the reality.

Besides Burt's purported "studies," professional texts still often cite two other bases for the belief that

intelligence cannot be meaningfully improved. One of these bases is the speed of response to stimuli, notonly on timed tests but as measured cross-culturally. All such measures, though, depend upon easilychangeable visual functions which have been routinely trained and re-trained since the 1930s, most notablyby developmental (or behavioral) optometrists! See also the above references to sports.

The other basis is the tendency of the highly intelligent to practice some form of what psychologists call"mental rehearsal." Yet hundreds of programs today effectively teach forms of "mental rehearsal," overtlyas in "Inner Tennis" or by inducing it as in Suggestopedia, for example.

Aside from all the many practical aspects and benefits of increasing your intelligence: sometime, with acolor-blind friend by your side, gaze together at an absolutely gorgeous sunset. Ask your color-blind friend

whether and why s/he'd like to see in color. If you tape-recorded the resultant discussion, transcribed it,and substituted the word "intelligence" for "color," most of that discussion would still bear...

--And now, let's go directly for one of these two procedures which can put so much rich "color" into yourevery experience....

II IAW ARENESS AN D AT TENTION -SPAN:

A BREATHTAKING DISCOVERYAt this moment , as you start to read this you are holding your breath.

Gotcha!? ?

As you breathed, you moved your attention to this next sentence. OR, you moved attention to otherthings and then breathed again before moving it to this next sentence.

Gotcha yet?

Not because this brief is so breath-taking (well, maybe), but because your breath paces and punctuatesyour attention and awareness. W henever you start to give attention to any awareness of stimulus, youhold your breath! W hen you breathe again, that is part of a pattern where you are releasing your attention

from the one focus of awareness and moving it on to wherever it will alight next.You can override this pattern and hold your attention (and not just merely fixate your eyes! ?did you?Gotcha again! ) on one thing through several breaths, but it takes an effort. Normally, you don't go aroundmaking that effort, and neither do others.



Your breath is pace-maker for your attention, just as your child's breath is pace-maker for his or herattention. Not all instances of hyperactivity and short attention-span are caused by being short of breath,nor all reading problems. Being short of breath, an easily corrected condition, is virtually guaranteed tocause these, however.

This breath pace-making effect is not an absolute. You can override this pace-making effect with someeffort. For example, hold in m ind (not just your eyes at one point! ? gotcha!) the thought, " ?Holding inmind this one thought while breathing several times."

As you can see, you can override the interrupter effect, and keep one focus of attention in mind throughseveral normal breaths (though some readers may have needed several tries before being able to do so).Also when driving a car theremay have been occasions ?but watch closely what your mind is actually doing virtually the whole time youare driving with your attention ostensibly on the road!

But it does take an effort to override the interrupter effect and even with the effort you just made, withthe beginning of one of your next breaths you did find that your attention had moved on. ?And normally,neither you nor your child nor anyone else goes around making that effort. Normally, there is nothing to

prevent your breath from playing its absolute role as the pacemaker for your awareness span.You can easily t est the effects of your breathing on your awareness another way, by going out for a run(or any fairly aerobic activity) which leaves you panting, short of breath. Until your breathing sett lesdown , how hard or easy is it for you to give your sustained attention to anything, or to do any detailedwork?

Even at the start of a sustained physical effort such as lifting a heavy load, you hold your breath! Doinganything, even physical, which requires concentrated attention, you repeatedly hold your breath, whiletrying to fix your toaster or car engine. Some people, whose concentrated effort outruns their breathingspan, even become dizzy from this effect.

Check this phenomenon out by watching your own responses, then check it out on innocents around you.Fun . . . . but there is also a very serious side to this.

Normally, there is nothing to prevent your breath from playing its absolute role as the pacemaker for yourattention and awareness span. So t he norm al span of your breat h is cri t ical t o how well yourmental faculties can function. This effect is so strong, in fact, it can change the course of national orworld affairs!

A Breat htaking Impact On A m erican Foreign Policy

For example: Former Secretary of State George Schultz, despite his high intelligence was remarkablyineffective in office under President Reagan his first few years. Why? ?Look at recordings of his TVinterviews from those early years. He was always very short of breath, and often had to pant before hecould even finish a sentence. Schultz could not muster and defend his position during Cabinet meetings.?Nor did Schultz have the awareness span needed, despite his unquestioned intelligence, to formulate anysort of coherent foreign policy.

You have noticed that even some of your brightest fr iends and colleagues seem unable to make full use oftheir intelligence. You know from other things that they arebright, yet they commit gaffes and oversights, or simply fail too often to see the obvious. Why? Why are

some impatient with the very detail work which would enable them to succeed in their effor ts? Why areso many of even the brightest, uncomfortable at reading? Well, try this one on for size:?

The Im pact O f Your Breat hing On Your Language Skills



If your breathing breaks your attention sooner than you can finish reading a sentence, it is hard for you toextract sense and meaning from that sentence, even if it is an easy in content as this sentence is, becausebefore the thought it expresses to you is complete, your attention has veered away with your next breathand broken off the communication from page to you and it takes you considerable extra effort to veerback and pick back up the old focus of attention and hold that attention on this very simple sentence forlong enough for the entire thought expressed in this sentence to take form in your mind!

If your breath-span is shorter than many of the sentences you read, you can see why your reading is introuble. This may be handicapping your reading in the technical journals which you need to keep abreast ofyour field and career.

Smoking may be hazardous to your intellect, not just to your life and physical health!

And when you look at some of our pitifully thin-chested younger generation who have even far lessreading comprehension . . . . .

An Easy Cure For The Problem

This difficulty, at least, is easily cured! Any aerobic activity running, aerobic dance, sprint swimming, certainbreathing exercises ?will increase lung capacity and bring wider ranges within the span of awareness andattention. The one activity which elicits the most response from the body, in terms of quickly developinggreater lung capacity, is: held-breath underwater swimming.

This should be well underwater across the bottom of the pool, because we find a distinct difference inresponse elicited between people who do this and people who simply swim head-down across the surface.It appears that to actually be underwater, elicits a significantly different physiological response, significantlyfurther aiding breath development and other effects cited below.

Any pool ?during winter months, now in this country there are even indoor pools in almost everycommunity, most often at community centers, Y's and colleges. In warmer months, no lack of pools. Westrongly recommend a concentrated three-week period in which, each day, you spend an hour's total timeat the bottom of the pool, stretching the time you can remain underwater on one breath. Let the lifeguardknow what you're doing, so s/he doesn't panic.

This wr it er got int o t r ouble of another sort after one summer he spent in summer school to makeup serious academic deficiencies, an opposite difficulty which might also be a problem for some of yourbrighter students and friends and colleagues. Most afternoons that summer, he spent at the university'spool and spent a lot of that time underwater. That was the summer everything transformed for him, andhe did not know until long after why it was that his world transformed. The trouble? ?As a writer and as aspeaker, his sentences became longer than most people were comfortable reading or listening to! He hadto and has to constantly work at bringing them shorter.


Is that a problem for you or for some of your acquaintances? Check to see ?our prediction is that whoeverhas this problem also has or recently had greater than conventional lung power, whether from swimmingor from other things long since.

Another problem which many gifted students and adults have experienced as a result of a greater-than-conventional awareness span ?This writer from that time on made his peers and teachers uncomfortable



by almost always instantly seizing on the point they were trying to build to in their arguments, long beforethey got to that point. (Heck hath no fury like some anticipated teachers . . . . . )

Forewarned is forearmed. The writer had gotten himself up to 4-1/2 minutes at a time underwater.Working up to two to three minutes at a span should suffice for most people. If your breath span becomesmuch longer than that, understand its probable effect on your sentence structure and on your span ofawareness ?and on your further high intelligence! so you can deliberately begin re-shortening thosesentences and avoid the difficulty which this writer unknowingly encountered.

The effect on Int elligence

Why did we say "intelligence?" Another effect of held-breath underwater swimming is upon the Carot idarteries which supply the brain.

Held-breath underwater swimming builds up carbon dioxide in the bloodstream which, in turn, expandsthe Carotid arteries feeding circulation to the brain.* The recommended hour per day over three weeks,perm anent ly expands those Carotids and the circulation to your brain. This not only improves your"wind," you see, this held-breath underwater swimming improves the physical condition of your brain and

is an easy way to increase int elligence , even your own already-high intelligence.That CO2/Carotid-expansion relationship is a safety system which was bred into all of us, from a timewhen our ancestors lived under much more rigorous conditions than we do. Any of our ancestors fromsuch times who did not have the ability, did not live long enough to become our ancestors. We still havethat Carotid-expansion t rait, a fact t hat every m edical doct or in t his countr y has had t om emor ize while coming through medical school.

Every doctor had to memorize that fact, that the Carotid arteries expand in relation to carbon dioxide inthe bloodstream. Yet organized medical science has always looked in directions far more expensive (anddisastrous, as per the examples of hyperbaric oxygen! ?and of certain expensive drugs with unhappy side-

effects), in its efforts to treat various forms not only of mental and cerebral deficiency and brain damagebut even cerebro- vascular deficiencies!

Is the fact that there is much more money to be made from expensive equipment and drugs, whethereffective or not, the controlling motivation in medicine? Make your own test of the matt er . Ask yourown doctor about the fact of Carotid/CO2 expansion, confirm this to your own satisfaction. Then makeyour own reading about the motivations of your doctor (and/or of the people who keep him or herinformed of developments) ?as to whether these motivations are predominantly medical, professional,humanistic, scientific, personal or mercenary ?by assessing his or her response to the idea of using thatCarotid expansion response as an enrichment or even as a treatment.

What has made carbon dioxide enrichment a successful brain therapy in those relatively rare instanceswhen it has been thus applied, especially to brain-damaged children, is this: whether by underwaterswimming, baggie breathing, certain special breathing exercises, or by whatever means . . . .

. . . . . If carbon dioxide levels are made quite high quite often over a period of several weeks, the Carotidsdon't keep on closing back up. They stretch and accommodate to become permanently broader , supplyforever not only more oxygen to the brain but more nutrition and food energy and, most important, morecleansing away of toxins and fatigue poisons. That is why we strongly recommend the hour per day, three-week intensive period of underwater swimming.

This improved circulation to the brain means a physical healthier, more intelligent brain, improving all areasof life and not just the intellectual.

A t echnical not e ?what actually reaches your brain cells is mediated by another circulatory system, yourcerebrospinal fluid. A blood-brain membranous barrier prevents blood and its impurities from reaching



your brain cells directly. An enriched blood circulation does, however, constitute for your brain a steeperosmotic slope, giving your cerebrospinal fluid system more to work with, and still means a physicallyhealthier, more intelligent brain.

A caut ionary not e ?any cerebro-vascular or stroke patient attempting to use held-breath underwaterswimming or other CO2 enrichment method as a way to restore mental functions, must do so onlyunder very close supervision of his/her doctor . Even there, though, some nutritionists believe thatsome of the focused foods may also help support the brain circulatory system through such transitionalstress ?including Vitamins E, C, bioflavenoids such as found in the skins of grapes, or anges and most otherfruits, and cholesterol-dissolving lecithin, restoring and supporting the circulatory system toward andduring the several weeks of intensive practice of held-breath underwater swimming.

Special Note ?for years we had been observing this effect, that people who held-breath swim actuallyunderwater do far better for their efforts than does anyone else ?including even those who swim acrossthe top of the water face down for purposes of building the CO2 effect. As of this 1991 rewriting of thispaper, it turns out that our observations were correct indeed. There is an addit ional effect from held-breath swimming actually underwater. Marine biologists call this additional effect the diving response . Allmammals including humans manifest this diving response. When one is actually underwater, even more

circulation is shunted into the internal organs, including into the brain, than just with the CO2 Carotidartery expansion!

So now there are three major reasons to practice held-breath underwater swimming:

(1) improve awareness and attention span by improving breathing span;

(2) improve intelligence by improving the physical condition of the brain expanding circulation to the brainthrough using CO2 to expand the Carotid arteries;

(3) likewise improve intelligence by improving brain health through greater circulation during the diving

response! For the full range of these benefits, then, you really do need to go actually underwater. Withinthis combination of effects, this mammalian diving response effect appears to be unexpectedly strong,making a huge difference in outcomes between those who actually go underwater and those who do not,in pursuit of these various effects.

How t o Overcome Fear of the W ater

Almost any aerobic-type activity should have some benefit. Apparently for reasons of system arousal, held-breath underwater swimming appears to be far superior in its benefits to brain, breath and perception.Many people in obvious need of such benefits may, however, be prevented by fear of the water. If theycould overcome that fear and practice held-breath underwater swimming, they could broaden theirawareness span, increase their intelligence, and enjoy generally healthier brains. Overcoming such fear isalso valuable for safety reasons: adults have been known to disorient and drown in two feet of water!

To overcome fear of water, hold concretely onto the typical rung stairs, or concrete inset spaces servingas stairs, which go down the side or ends of the typical swimming pool. Grasping by hand is biogeneticallyour most familiar response, one of our most primal. By contrast: in most learning-to-swim programs, theunfamiliar patterns of muscle movement associated with trying to learn to swim are not the kind ofreassurance your body may want when in a totally unfamiliar environment.

Grasp those rungs, and use those rungs to practice pulling and pushing yourself up and down through the

force you exert on those rungs with that familiar grasp. Practice holding yourself under, for longer andlonger times, and then pulling back up. When you find that, through holding yourself under by means ofthose rungs, the underwater world has become familiar and interesting to you, you've become curiousabout other areas of the bottom of the pool, and you are able to stay under for 2?3 minutes at a time



?with these things happening, you will also find that your fear of water (or your child's, if that is what isbeing worked on) is long gone and safety secured in an area once at real risk.

Fur t her benefit s

An hour's total time under water, 2?3 minutes at a time, per day, over 2?3 intensive weeks should add aneventual 5?10 points "I.Q." to your intelligence and an immediate increase to the richness and span of yourawareness. With your attention-span improved because of a deeper breathing-span, you will generatemore experience of several items-at-a-time being contained within one span of awareness - that, in turn,should considerably improve your sense of relationships, between those items, and generally. That makes aprofound difference in the quality of one's thinking and perceiving! How profound? --It's difficult toappreciate until you've gone through it, since we don't have test instruments to measure it, but you willnotice a profound improvement!

Your personal power as an individual may also improve remarkably, able to press your points, hang inthere longer than others can attack your points, and to easily sustain efforts which other people aren't upto making. There is even a cosmetic benefit!-?

An hour's total time under water per day over 2?3 intensive weeks should add an inch per week to yourchest circumference, making you physically more attractive!

The intelligence gains will be over a long period of time, as the effects of improved circulation work theirway into the patterns and contents of your brain's responses. The other effects will be immediate. All citedeffects should prove to be permanent.

The full benefit is gotten only with a schedule of CO2-enrichment at least as intensive as the hour per dayfor 2?3 weeks we've recommended, forcing the Carotids into a permanent accommodation for a largerflow of circulation. A less intensive schedule may have some benefits, but allows the Carotids to re-equilibrate instead of stretching.

Schools often seem reluctant to accept any program likely to increase their students' intelligence. The past40 or so years, they even appear to have gone consistently in the opposite direction. Could this relate tothe fact that (at every level below graduate school, that is) no one gets more pay if Junior learns better,but if Junior learns wor se, much more money and power are allocated into the system for compensatoryinstruction? (In one of this writer's workshops, recently, were no fewer than 6 teachers from variousschools which had just been abruptly disqualified from further Federal assistance because they had madethe mistake of improving what they were doing!)

It is also true that if the underwater swimming were widely adopted at a school, the need for expensiveremedial programs would sharply decrease and with it, possibly the school budget accordingly. Thedecrease in human suffering does not show up on the accountant's page.

You can, if you like, assess the motivations of your school or school system at its power top, by suggestingheld-breath underwater swimming or any other program which clearly would reduce the need forexpensive remediation. Then, evaluate the responses of your school or school system. See if yourrespondents offer legitimate reasons for not doing this, or instead gives you a series of excuses andsituations over which the respondent claims to have no control.

By this little test, determine to your own satisfaction whether the motivation of your school or schoolsystem is to help your child learn, and to help children generally learn and learn better, or whether it is a

money-grabbing machine which will relentlessly pursue dollars even if doing so means harm to ourchildren.

But as an underwater swimming safety program that is politically and administratively feasible: Perhapsyou can talk your school into including in its phys-ed program a 6-week unit in held-breath underwater



swimming, as a safety program to ensure that all children can remain safely oriented in water even if theyshould fall into deep water somewhere by accident. So long as your school (or its top administrators, whoare unlikely to be reading this article) does not know that such a measure will also make its students a lotbrighter, there is a chance that it will take the desired action.

Meanwhile, you don't have to wait upon the infinite wisdom of the authorities before helping eitheryourself or your own child. Virtually every area of this country now has swimming pools and areas. Almostevery substantial community has at least one indoor pool for wintertime besides. Even many schools havethese, ironic though that be ?as do some community centers, and most YMCAs and athletic clubs.

Just go into one of these everywhere-available swimming places and start practicing at staying under andmoving around on pool bottom for longer and longer periods of time, an hour per day every day for 3?4weeks. Play underwater retrieval games with your child, underwater tag or whatever to keep him/her (andyou) entertained, until you can comfortably sustain a breath span of 2-1/2 to 3-1/2 minutes. (Most peoplecan go to 4 to 4-1/2 minutes within 3?4 weeks, but then might find themselves "too bright" for theirsurroundings.)

One more sweetener is the fact that this underwater swimming activity also makes you (and/or your child)

look good , adding about an inch per week for awhile to chest circumference, and toning up generalbearing.

For those who are unable or disinclined to go swimming, this writer has published details of other CO2enrichment procedures, including certain breathing exercises, which can accomplish some of the sameresults. ("Sip-breathing," for example, is a procedure which allows you to conserve your supply of CO2half-again to twice as long as you could from simply holding your breath, to force a much richer expansionof the Carotids. Held-breath underwater swimming, though, is much the stronger procedure for CO2enrichment and, further, engages that marine diving response to further expand circulation to the brain.Thus we strongly recommend it, to open up some truly breathtaking possibilities for you and yours.

Lastly, not only intelligence and awareness-span, and water safety, and good looks benefit from this self-training. The ability to sust ain any kind of effor t at whatever activity, clearly are a function of your"wind." Not all of life is a breeze, and some things do require sustained effort. In many regards, then,through held-breath underwater swimming, you (and/or your child) can become not only brighter andbetter looking, but a much more potent and effective person.

Not everyone is bright enough to appreciate the desirability of becoming brighter. For that reason weexpect that it will be mostly those who are already intelligent who will pursue such practices as held-breath underwater swimming to improve intelligence ("the rich get richer . . . . . "), rather than those whoappear to most need that. Still, the apparent value of such practices appears to stretch across all ranges ofintelligence ?high, low or ordinary. Now if the reader were to be ranked in intelligence by how s/heresponded to this information and invitation to improve intelligence . . . . . . ? Starting, perhaps, by verifyingwith a doctor the CO2/Carotid expansion effect? ?Then looking up the nearest suitable pool . . . . .

---------------------------------------This, then, was the first procedure to increase intelligence: held-breath underwater swimming. Foraccumulating 20 hours of held-breath underwater swimming within 3 weeks from start to finish-- you willexperience:

* the previously-promised 10 or more points I.Q. gain;* better span of attention; better span of awareness;

* better awareness of the interrelatedness of things and of ideas and/or perceptions;* finding yourself way better at winning arguments or disputes!

(20 or so seconds to 3 minutes at a time underwater, stretching the time a little each dip but remainingwell within the bounds of comfort and safety - be sure someone with you there is aware of what you are



doing. By the above procedure, you must be truly underwater, not just dipping your face in or just holdingyour breath, because the brain-circulation enhancement induced by the marine diving response - commonto all mammals - is unexpectedly powerful in this combination of effects.)

--And now to look at the other, second, and apparently even more "I.Q."-boosting procedure, Image-Streaming. This is the procedure which independently conducted state university tests demonstrate, perhour of practice, 8/10 of a point "I.Q." improvement.

IV.Image-Streaming

It 's no surprise to any serious researcher, this past century and more, that for every awareness we haveconsciously, we experience hundreds of awarenesses unconsciously. --Nor that every such awareness andexperience, whether received consciously or unconsciously, is still with us in memory. --Even if we "can'tremember" the answer to that question on the test! It's not our memory that's at fault, it's our recallprocess: everything still is in our actual memory. That makes up a pretty fair data-base. In fact, more than

just that data-base:

We each have huge masses of information, experience, data, understanding, intelligence in every sense ofthat word, throughout our brain but not directly linked into immediate verbal consciousness.

Much of this is found in those regions of the brain whose working language is not words but sensoryimages. This imagery region is immediately responsive to context and to question - if we LET ourselvessee what's being reflexively shown to us from those further brain-reaches, via sensory images.

Even while you are asking a question, part of you is already showing you, in images, your best available,ingenious, most creative answer or understanding. Look at what's being shown you whatever it is andregardless of whether at first blush it seems to fit the context - in fact, aim to be surpr ised by itscontents. Socratic-method like, develop that image further by describing it in detail.

--Remember our prime "natural law" of behavior and psychology, that you get more of what youreinforce? That when you describe your own perceptions, you (1) reinforce the particular perceptionbeing described, and (2) reinforce the behavior of being perceptive....

--And that third thing reinforced if the perception described is at first subtle, therefore arising in regions ofthe brain hitherto offline or barely online with where we are verbally conscious from? --Reinforcing thoseoffline regions of the brain, together with their resources and intelligence, more and more ON to line withour focused verbal left-temporal conscious minds?

Certainly our own internal visual and other sensory mental images qualify as initially "subtle." If we can pickup on them and describe them in detail, we reinforce the corresponding broad regions of our brain moreand more onto line with our conscious mind. Even if these images were not fully charged and loaded withmeaning and understandings and answers, to pick up on them and describe them would reinforce moreand more of our offline intelligence onto line where we can make more immediate use of it, and where itsongoing resonance enriches and deeply colors our ongoing experience day by day.

This, precisely, is the procedure tested by Southwest State University since 1989 and found to generate 20points "I.Q." gain for 25 hours of easy, entertaining practice. Perform the same Image-Streaming below,and you will experience similar gains.

While our combination of effects is new, most of its component elements are quite ancient in scientific andhistorical terms, for example Socratic Method dating back at least 2200 years. Socratic method viewedbroadly: not so much the argument and fierce questioning, but what those tactics elicited: the personexamining and searching through his perceptions, inner and outer, and responding from there, describingin detail what he discovered there.



As just cited on the three factors which get reinforced by one's describing from his own perceptions, thecentury-old "First Law" of psychology largely accounts for why the various forms of Socratic Method areso effective.

Combine Socratic Method as we have here, with the also historically potent system of Einsteinian "DeepThought Experiments," and this gives rise in turn to Post-Einsteinian Discovery Technique far beyond mostsystems or sets of effects which have gone before. Einsteinian Method is to let one's visual mental imageryrun loose, while observing it as closely as possible to see what you can discover from it. The original deepthought method was easy to fall asleep on instead of staying on task: Einstein would hold a rock in eachhand so if he nodded off, the falling rock would recall him to task. Describing instead, while observingthese images, t o a listener, not only keeps one awake and on task, but actually develops further the imagesand perceptions being described - all in keeping with behavior's prime law of reinforcement.

This new combination, of systems of technique whose power has long been historically demonstrated,opens many paths to your own high heritage of resources.

By some researcher accounts, most of the major discoveries of the past two centuries were made bymeans of visual thinking. Examples: Kekule's doze-dream, about intertwined snakes swallowing their own

tails in his fireplace, taught him the structure of the benzene ring, basis of all organic chemistry. EliasHowe's nightmare of cannibals attacking, whose spears happened to have holes in their heads, gave him hisa-ha! for the sewing machine he had been laboring for so long to invent. Niccola Tesla's in-head visualpredictions gave us our electric power system and a major part of the electronics industry and way of life.Einstein's "train ride on a beam of light" taught him--and us--his theories of relativity which remade thewhole of physics and helped remake the whole of science.

Albert Einstein himself did not invent, but extensively practiced and popularized the method, now knownas the Einsteinian technique of "Deep Thought" or "Thought Experiments," of setting a visualizationrunning and observing it closely to see what one can discover from it. By removing conscious direction ofall or part of the imagery so that its message could come cleanly from the unengaged larger resources of

our brain, and concurrently describing those free-playing images t o a live listener or to a tape recorder,we have now found ourselves with a hugely productive investigative technique which, in addition andremarkably, is well within everyone's easy reach to use effectively.

XXIV t imes XXXVII = ???

History records the effects of another comparable improvement in one type of thinking method. FromRenaissance European times the West has found it not only convenient but absolutely essential to itspursuit of mathematics and arithmetic operations, to switch from Roman numerals to the Arabic numeralswe use today, and adopt with that the concept and number zero. (Until then it was a major feat of highgenius just to be able to multiply, say, XXIV times XXXVII!) This difference is comparable to the greaterconvenience and ease which our revised Einsteinian visual thinking system is providing in all areas of lifeand work, not only math.

Here we will give you enough of the procedure - and a little more besides - to enable you to enjoy theeffects promised you at the start of this quickbook, including the 20 points "I.Q." gain and other benefitsfor 25 hours of easy, entertaining practice.

This concurrent describing from one's own perception, of subtle imagery, evokes as we noted the threeaspects cited of behavior's prime law, that you get more of what you reinforce. That first aspect, ofreinforcing the particular perception, is also known as the "Principle of Description:" to describe anything

in detail while you are examining it--especially to describe it aloud, to a listener , whether a live listeneror to the potential listener represented by a tape recorder. Describe in detail what you are perceiving andyou discover more and more and more about what you are describing. The very floor you are on at thismoment, familiar as that may be to you--if you were on the phone with a friend who was trying to sketchthat floor from your description of it for whatever reason, as you described one feature another would



come into your attention for you to describe and as you described that yet other aspects would emergefor you--wouldn't you soon know far more about that floor, as simple and as concrete as that is, than youever wanted to know about it?

We cannot emphasize enough that for this procedure to work, requires that you be describing aloud t o alive listener or to the potential listener represented by a tape recorder. This elicits a different level of"performance" from you and, from hearing your own performance in the context of a listener, gives youalso a different level of the feedback reinforcing you and your experience. Without a listener and externalfocus, the procedure does lit tle or nothing for you! With a listener, it's all the difference in the world!

This "principle of description" is the operating instruction for how to realize Walt Whitman's dictum, thatif you observe closely enough even an ordinary blade of grass (or as William Blake stated, even an ordinarygrain of sand), you will discover the entire universe there. Anything you describe in close detail tolistener or recorder while you are observing it closely, you discover more and more and more about.

How t o br ing AN Y perception conscious or more conscious:

--By describing it aloud, t o someone or to a tape recorder, in as much detail as you can, while you are

examining it. That is the Principle of Descript ion : Anything you describe in rich detail t o a live orpotential listener while examining it , you discover more and more and more about. (The Whitman/BlakeEffect, as discussed above, ignited most often in a sustained rapid flow of describing.)

This is true even for the most concrete objects of perception, for which you might think that lit tle subtletyor subliminality might pertain. --Such as your already long-familiar chair you may now be sitting in. Testthat if you like, by phoning an acquaintance whose patience you're willing to stretch, and describing tohim/her your chair or your floor in as rich a detail as you can, and see if you don't discover far more aboutyour floor or chair than you ever imagined!

Sustain that rapid flow of describing, keep on finding fresh things to say about that object of perception

which somehow describe it, and you will soon engage the Whitman/Blake Effect, discovering a universe ofassociated perceptions and realizations beyond anything you had until now imagined.

Modern physics has found this universe to be (1) holographic, (2) comprised necessarily of fractiles, a lagorgeously infinite Mandelbrot Sets. As a result: when description, feedback and perception all intermodulateand so engage these dynamics, you can literally discover all that, and more, just by closely observinganything, even your own thumbnail! W hitman's dictum about an ordinary blade of grass was more thanmetaphor: it is literal, provided that you describe in enough detail to your listener while you are lookingvery closely....

We will r efer to this expansion-of-perception effect, of describing one's own perception, this Principle ofDescription, as the "Whitman/Blake Effect."

The second aspect from the law of reinforcement is even greater. As significant as the effect on theparticular perception is the effect of such describing on the behavior of perceiving, and on the perceiverhimself. A method popular in Europe for training ordinary people into being sophisticated, sensitivewinetasters or perfume testers, is: to provide that person a sample, and he is to describe rapid-fireeverything that comes into mind, for some minutes. Then another sample, and again describing rapid-firefor some minutes everything that comes to mind or awareness. Then a third sample....

Three days of t his activity, sustained, and that ordinary person has developed the sensit ivities of a

professional perfume tester or wine taster!Historically, Socratic-like practice of describing from one's own perceptions, as distinct from didacticteaching, was so oft en accompanied by such huge leaps of perception, understanding and growth that all itsmost noted practitioners became convinced that all knowledge and understanding are already within each



learner and need merely be "drawn forth." This "Socratic miracle" phenomenon happened so often thatthe "drawing-forth" theory behind its practice gave rise to the name of "education" itself became namedafter that concept--"educare" meaning, "to draw forth."

Thanks to the above-cited. holographic interference-pattern physics, fractile systems theory and othermodern understandings in natural physical law: we are no longer required to make certain transpersonal,metaphysical assumptions about the learner to account for these "Socratic Miracle Leaps," or Maslovian"Peak Learning Experiences," "numinous eternities," "transcendental moments of illumination," etc. Perhapsthose assumptions are true but even without them, the natural laws of physics dictate that whendescription of even the most ordinary perceptions is pursued in this detailed, sustained, intermodulativemanner, a deepened and enlarged insight which seems almost to be "the whole universe" becomesapparent to the describer. Whether in fact all knowledge and understanding are within each learner, wenow know clearly t hat such knowledge and understanding are (at least also) accessible through closelydetailed describing-while-examining of even the most ordinary objects in one's own perception!

Interestingly enough, during those 2200 Socratic years: from a population base of but a few thousandcitizens most of whom soldiered or sold olives or politicked or followed other interests and pursuits,classical Greece produced more cultural giants and geniuses than has all of Earth's 5-1/2 billion people

during this past half-century, where we are no longer on Socratic education but on didactic teaching, withthe results which we see all around us. Likewise, from a population base of but a few hundred thousandcitizens allowed access to culture-related ways of living, Renaissance Europe radically outproduced our 5-1/2 billion in geniuses and cultural giants.

In our combinat ion of Socrat ic and Einst einian Discovery Met hods: the Einsteinian "thoughtexperiment" defines the context, frame or focus within which you've oriented your perceptions (andimagery). Modern Socratic Method simply has you describing aloud, t o live listener or to potential listenera la tape recorder, in detail, everything you can observe in that context while you are observing it--andagain, afterward, in different settings and contexts (which provide different feedbacks), until you've madefull sense of what you've observed.

Im port ance of context : Context "sets the computer menu" through which and determining how youcurrently process information. For example, look around your office for a minute with the eyes of acompetitor or rival, see what it is that you notice. Now look around your office with the eyes of a taxassessor, see what it is now that catches your attention. Now with the eyes of a client.... A subordinate....the eyes of the U.S. President..... The subtler and/or further ranging the information set with which you aredealing, as compared to the easy concrete specifics of what's visible around your office, the moresusceptible by far is your handling of it t o various contexts--an area almost wholly overlooked thus far bymost areas of both creative problem solving method and learning method, among other fields.

Problem-Solving by means of Post-Einsteinian Discovery Technique, this combination of methods: notethat the problems which we have left around us are the ones which did not solve based upon what weknow about them. There, what we "know" has become the problem by standing between us and thefresh perceptions needed. The various systems of creative problem solving now in world use succeedmainly to the extent that they somehow move us beyond what we "know" and into those freshperceptions. The sooner and stronger you move into perception on some issue, the better your chancesof finding good answer.

Einsteinian or post-Einsteinian type imagery is a great way to move immediately into perception in thecontext of the problem or issue.

Another aspect very relevant to our Image-Streaming procedure: often our imagery or image-generatingdeeper minds appear to be generating their answers instantly, almost before we've even becomeconsciously aware that we've contacted a question, issue, problem or opportunity context. W hy thatseems to be so instantaneous?--Most of the conscious part of our thought and perception take place in theparts of our brain which use verbal language, and so is paced by the speed of the language we customarily



use, one word at a time. Electroprobe measurements show the right cerebral cortex to operate some tenthousand times more rapidly than does the verbal conscious part of the left--and the underlying limbicbrain, which runs the whole affair, operates some ten thousand times more rapidly than does even theright cortex! No wonder these "unconscious" responses sort out at "computer speed," to the ploddingverbal conscious seeming to be instantaneous!

We have taken this combination of methods also back into "education" itself, finding this modern versionof Socratic technique to achieve everything that traditional Socratic miracles did and then some, and that itstrengthens virtually every aspect of learning. Our recent book Beyond Teaching And Learningexplores this area in some detail and enables its readers to proceed Socratically through whatever skill orintellectual topic area(s) they wish to learn in, regardless of the teaching methods used by schools at hand.The recent huge loss of employment of scientists and technicians following end of the Cold W ar, and thepopularly reported fact that the average adult American will change career 3-1/2 to 4-1/2 times during hisworking life, may render this literally "educative" application to be very interesting, both personally andprofessionally, to some readers of this present brief.

How old are these findings? Too new, perhaps, for our schools and institutions to make use of, most ofthe specific findings we've cited about the brain are anywhere from 20 years to a full century old.

Einsteinian technique, in its traditional forms at least, is centuries old and indissolubly intertwined with thescientific, technological and intellectual progress of the Western world the past several centuries. SocraticMethod goes back, as we noted, some 2200 years. All of this work revolves around Psychology's FirstLaw," 150 years or so old in our scientific understanding, familiarly stated as, "You get more of what youreinforce."

Gett ing t o t he procedure it self:

A hour or so's practice of Image Streaming, distributed over 3 to 5 sessions of a few minutes each, willbring you aware enough of this ongoing process to see for yourself that at any instant, and on occasion ofany question or problem, your subtler faculties are presenting your mind's eye with a unique image or set

of im ages relevant t o that stimulus.

The most generally useful, marginally conscious perceptions we now know how to elicit and work with isthe form of visual thinking we call Image Streaming. These marginally conscious perceptions can be madeto relate to and lead on into an astonishingly wide range of previously unconscious perceptions serving ahost of goals and purposes, both practical and developmental.


How T o W ork W it h Your On-Going Image Str eam :

All I have to do is to describe how Image Streaming is done, and virtually half of you who read this will beable, that easily, to perform it.

The bulk of these next instructions will be for that other half of the readership, the ones who need a littlehelp initially befor e they can experience Image Streaming. As matters stand, though--

--For that other half, the half that needs a little help first, we will then present below some of the back-upprocedures from which you can train yourself, or train each other if working with a friend, or even trainentire groups at a time, how to Image Stream.



At any given moment, there are images in your mind's eye. Half of you reading this can already seethem. Just close eyes and report out loud whatever it is you happen to see there - a tree branch, a slicedorange, a child's tricycle, whatever happens to be there now, not whatever you decide to see there.

For some of you reading this, visual imagery is so commonplace that it seems extraordinary that there beanyone who doesn't readily, consciously, continuously experience it. As many of you reading this find itfully as extraordinary that anyone actually would "get pictures" and see things! Yet not only the ability toinwardly see, but to develop that inward seeing a la Einstein and beyond to become your very mostimmediately valuable information processing tool, is now within ready reach of every single individual whonow is reading this.

If it is not already, this can almost immediately be your ability--to receive unexpected, surprise visual andother sensory mental images, carrying information to your conscious mind from the higher, subtler, morecomprehensive reaches of your brain and mind. --Not just images you decide consciously to see, such asan oak tree, or a river, or "success," or a big check coming in the mail.

The most fundamental form of visual thinking is receptive, not directed from your conscious mind butinstead an expression of some of those "sidebands" reflecting, regardless of whatever is on your conscious

mind, your highest available insights in relation to what is going on for you or in answer to some majorissue or problem.

For example, even as I write this I can pause a moment, close eyes, and see, this time: a silver-colored one-engine propeller-driven airplane climbing in what looks like is going to be a loop-the-loop maneuver. I'mlooking down on this silver plane from above; below it I see a patchwork of plowed farmfield andwoodland. Those woods have "softened" with that early spring look just before their foliage starts toemerge.

I'm seeing this silver plane glinting with sunlight, about two hundred feet below me and the woods andfields about four hundred feet below that airplane. My point of view seems to be moving parallel with that

plane and we're both climbing at a steep angle. I've a glimpse of the sky, sort of milky blue....

Whatever the significance of those images, it 's not what I decided to see or "made up" for the occasion.It's simply what happened to be there in my mind's eye when I looked in at that moment in writing thismanuscript. Half of you now reading this can already see your own images, different images whatever thesemay be, in your own mind's eye. For that already-fortunate half of you, here is your experiment:

Simply close eyes, and see what's there now in the way of imagery, waiting for you to notice it. Please trythat now!

How t o Im age-St ream :

What you need is an external focus to describe your images TO . A tape recorder with blank tape, or asimple Dictaphone like every office used to have, provides you a potential listener for that all-essentialfocus. Call in a friend, or phone to call up a friend and keep him or her on the line, and you have, evenbetter, a live listener to serve as that external focus.

Of that half of you who did get an image, some found a strong, clear, definite image or set of images, whileothers just got a glimpse, a faint impression which you might think was hardly worth describing, or weren'tcertain whether you were just making up the idea rather than seeing an image--

--Yet whatever you got, the key is to examine and describe it aloud, in as rich detail as possible even ifyou feel at first as if you are "forcing" it and "making up" some of it to fill your description to your externalfocus listener. More, though, and more, will come as you describe - be aler t to this happening, anddescribe the new impressions when they come. Your images will become r ich and vivid and even theirmeanings - as Image Stream contents are often symbolic or metaphoric - will start to become apparent.



THAT is Image Streaming. Each full-flow Image Streaming session should run from 10 to 30 minutes.Examine whatever images happen to be playing in your mind's eye at the time, while describing them inrich detail to a live or potential listener (person or tape recorder). Even minimum, trivial-seemingimpressions or whatever: describe them in such richly textured detail as to force anyone listening toexperience and see what you are describing. 10 to 20 minutes at a time, practice several hours of ImageStreaming and you will have mastered the basic skills needed to make other forms of visual thinking workfor you. --And you will also have experienced some of the otherbenefits of Image Streaming as well, including improved intellectual performance and creativity.

Even if your imagery is already clear and vivid, you will be astonished at how much more so it quicklybecomes when you describe it in this way, while continuing to examine it. This improvement is evenstronger if--

1. You describe in as sensory-textured detail as possible. The major part of your brain that we want tobring on line, works with sensory images even in profoundly intellectual matters. Explanation takes youaway from that sensory immediacy. Instead of saying, "I'm at the beach" or "This is Virginia Beach," detailinstead the warmth of sand under your toes, the sound of surf, the smell of salt, the wheeling of the gullsabove you in the almost-white sky, black and white of the gulls on that paler white far above you....

2. Describe as rapidly as you can, to get more and more detail in. Describe faster than you can stop to judge whether or not something is worth mentioning, just go ahead and flow it through (and see whatcomes with it). This is a kind of "brain-storm" only with description instead of ideas or answers, and has asimilar rule to brainstorming's "if it occurs to you, express it!" Really rapid-flow describing exerts almost aVenturi force or suction pulling other perceptions into focus.

3. All this is done most easily with eyes shut, so that your inner visual circuits aren't distracted away fromthese initially subtler signals, and so they can operate at full sensitivity. In other words, please keep eyesclosed during such processing, in order to see more freely.

W hat If You DIDN 'T Get Pictures?

Please pursue whichever of the back-up procedures below which work for you, until you are able to dopure Image Streaming. Most of the following are forcing techniques, to get a flow of something startedwhich, by describing it while you are examining it, will bring other perceptions on line until you findyourself working with actual and consciously undirected images. Once you achieve this, then please do logseveral hours of Image Streaming, 10 to 30 minutes at a time.

--What we call the "Ten/Ten Test"--if, after at least 10 minutes per day of Image Streaming for at least tendays, you don't find your li fe posit ively and mir aculously t ransform ed, t hen ignore everythingwe've said and do som ething else inst ead. But if you do find Socratic and other m ir acleshappening in your life, please do continue the pract ice of Im age St ream ing: no m att er howgood things become, they can become even bett er for you! --Fair t est ?

Special Segm ent Insert : For Those W ho Did Not At Fir st " Get Pix:"

Here, however, following below is a series of back-up procedures, any one of which is pretty likely to helpyou to get pictures started . Once you do get any kind of impression at all started, "describe the Dickensout of it," as if you were still looking at it even if it was but a fleeting glimpse or impression - and you willfind more coming. --And more coming. -- And more coming!

If you did get pictures, these back-up procedures would only slow you down from getting your ImageStreaming accomplished (unless you are planning to teach it, in which case you'll want to be familiar withall the back-up techniques). It'd be better to go ahead and begin experiencing and practicing.



For years it was cited as "a scientific fact" that one American in three is unable to "get pictures," tovisualize. In our experience, not one person out of thousands has been able to get through the following"back-up" procedures with out getting pictures in his or her mind's eye and thus begin to harvest thebenefits of visual thinking. (And: oh, yes--this writer was one of those who "absolutely can't visualize" until,by dint of methods much harder to use than those here, he finally became able to "get pictures in hismind's eye" and start thinking visually. He found visual thinking so very, very useful, that he began teachingit to others -- initially by methods similar to the ones he had been taught by, only these didn't work for alot of people. Consulting his own visual thinking for guidance how to enable this person or that one tobegin getting visual imagery, one method after another literally taught itself to this writer. One of the firstremains one of the strongest, the "Helper Technique" version of Image Streaming.

1. Helper Technique for beginning Image St reaming: For this technique you definitely do need alive partner, following these next instructions with you.

Normally, it's preferred that you simply close eyes and begin noticing--and describing--whatever imageshappen to be there. Imagery is going on there all the time, an ongoing commentary on everything. Forsome of us, though, that natural, ongoing process is far enough unconscious that this "Helper Technique"may be needed--

--Though that imagery goes on all the time, some images come through a little more strongly than doothers, and while this is happening, you automatically make little responses which are visible to outsideobservers. These little responses are "attention cues" because you make these responses when you startto give attention to some stimulus. A partner observing these cues can, whenever they happen, gently ask,"W hat was in your awareness just then?"--until the one who was asked, realizes s/he was seeing something

just then, and thus begin the flow of description from that point.

Here are ways to make two of these attention cues highly visible and obvious enough that an untrainedobserver can spot them and appropriately ask you that question--

A. When you start to give attention to something, you hold your breath. If your partner is instructed tobreathe slowly, smoot hly, rewardingly, and cont inuously , with no pauses between breathing in andbreathing out, then the attention-cue pause in breathing becomes highly visible by contrast, and anoccasion for asking that partner, "What was in your awareness just then?"

B. If partner keeps eyes closed and the observer notices them moving around under the lids, what is it thatthey are looking at? Eye movement under the closed lids is what is significant here, not eyelid flutter.When you spot that eye movement, ask partner, "What was in your awareness just then?" When in doubtas to either cue, go ahead and ask the question.

--Meanwhile, if t he one who is to Image Stream not ices any images happening, go ahead and startdescribing them anyway, instead of waiting for your partner to ask you what was in your awareness justthen.

Once anything at all is spotted, the would-be Image Streamer is to describe the dickens out of it in asmuch detail as possible, even forcing some made-up detail if need be, to get the flow started. (Spotter asksno more questions unless flow falters, in order not to slow the flow or interrupt it.) More, much moreimagery will come and, after awhile, the Image Streamer can truly begin enjoying functioning as an accuratereporter of increasingly meaningful and intriguing internal event perceptions.

This spotting and identifying of attention cues is the preferred way to get Image Streaming started if you

weren't able to simply look in and self-start as above. However, with so many other back-up techniquesavailable: if 10 minutes' try of such closed-eyes breathing and cue reinforcing does not bring about thesought-for perceptions and experience of "pix," switch to one of the following alternative methods.



In each of these procedures hereafter, we will refer to the person seeking to see images as the ImageStreamer, and the listening partner as Listener. Once both of you get images going you can both play bothroles simultaneously, one of you describing until you have to pause for breath, the other then rushing inwith some description of his/her own images and vice versa, to get a lot of viewing and describing into theavailable time. Some of the following, including # 2, "After-Image" next below, can be done by just theImage Streamer working alone with a tape recorder.

2. After-Image is another way to get inner visual impressions going, as basis for that descriptive flowwhich leads to further visual mental awarenesses. Stare at a bright light (but nowhere nearly as bright asthe sun!--20-40 watts is more than bright enough) for a half minute, or another part of the room orwindows which have strong light/dark contrast. After that, especially when you close eyes, you should havemomentary after-images, left-over prints of that light on the retina at back of the eye. You may experienceseeing a gloating blob of light or color, perhaps a line or so. Describe that in some detail and continuedescribing it as that afterimage begins to change color and shape.

Unreinforced after-images last only a few seconds. Reinforced by attention and description, your after-image can last long minutes--we've found experimentally some which lasted 4 hours! If yours fades outafter a few moments, recharge on the light again and resume describing.

At some point in that process of examining and describing your after-images, you may notice experiencingsome other kinds of image, whether just trace impressions or a momentary eye, face, landscape, vase orwhatever. It's those other kinds of image which we're hoping to get to and describe in this experience, soplease notice when this happens, and switch to describing that new image - in present tense, as if youwere still looking at it even if it were only a momentary glimpse that you caught. With sufficiently forcefuland detailed sustained flow of description, more images will come.

Again: if 10-20 minutes's sustained effort with After-Image did not lead you to more interesting images, tryanother procedure. The same for any of these procedures. No one has "run the gauntlet" of these severalvarious procedures with out getting pictures in their mind's eye with which to begin visual thinking. Once

you have a procedure productive for you, practice the imagery-and-describing as such. After gettingstarted, do not try out all the other back-up procedures since that would slow down your more essentialpractice, unless you plan to teach visual thinking to others and so wish to familiarize yourself with all thetechniques for getting people started into imagery. What matters is the Image Streaming it self, not howyou got it started.

3. W ort h Describing --you may have been getting blobs of color, lines, patterns, other visual impressionsand not reporting them because you thought they were too trivial to mention. --Or impressions in othersensory channels--sounds, tingles, impressions of pressure or movement. These are still inner phenomenaworth reporting and if you report them rapidly and detailedly enough and sustain that flow of description,you will find this leading to other impressions some of which clearly will not seem so trivial to you.

If, after 10-20 minutes of reporting blobs of color, this has not led to any other kind of imagery that you'venoticed, you can, with eyes kept closed:

A. Deliberately look beyond the color as beyond a colored screen, just a few feet further distant, andsee..... (whatever impression: resume describing from there). Or,

B. Breathe as if to "breathe in" the nearest of the colors, clearing thereby the way to see otherimpressions.....

4. Phosphenes --gently rub your own closed eyes like a sleepy child, and describe the light-and-color blipswhich result from that changing slight pressure. Go in with describing from there.....

The next two procedures become deeply enough introspective that it's easy to nod off--the reasonEinstein kept a rock in either hand--so for these two we strongly recommend using a live partner as



listener and "spott er." Another reason for using a live partner with either or both of these is that we willbe using again those "attention cues" from "the Helper Technique"-----The instructions for these next twoprocedures are worded for the use of your listener/spotter partner to follow in working with you as theintended Image Streamer.

5. St ream From Memor y --have your image-seeking partner, still with closed eyes, remember a realscene, especially a very beautiful landscape or object or even a dream. Or have him/her make up abeautiful garden or park. Even if these are just made-up story words at first and not a perceivedexperience, have your image-seeking partner begin describing that scene to you in as rich detail as possiblewhile keeping eyes closed. Have your image-seeking partner like a reporter, sending that description toyou from amidst that scene as if it is going on right now instead of being a memory of back when. Whileyour partner is describing this memory, watch his or her closed eyes closely: when you see them moveunder the lids, seize that occasion to ask your partner what s/he saw just then..... It's noticing those imagesthat's our key to pick up on and switch the describing to, whether they are memories or new fresh images.--Especially when images show up that don't fit the "story" or scene being described.....

Keep encouraging description until it is flowing, even if it has to be from word-memories or make-believeand not pictures, until images are in fact flowing. Once description is flowing, "get out of the way of the

flow" by not interrupting with questions or with any encouragement more involved than a lightly positive"um-hm" The flow of description will bring flow of pictures, sooner or later, if that description is in richlytextured detail, sustained without interruption or lapse or much repetition, and if the describer keeps eyesclosed to see more freely.

6. "Door" --much the same as with # 5 just above, except instead of a garden, park, or rememberedbeautiful scene, have your partner imagine being in front of a closed door . Have your partner describe thatdoor, and the feel of that door as if s/he had just put a hand on it. Then have your partner suddenly flingopen that door to catch by surprise whatever's there to see on the other side of it, and ask his or her firstimpressions of what was there or "what might have been there." Get your partner to describing thatimpression, even if it were hardly there, as if it were still there, see what else comes into view.

If nothing at all came, repeat the door procedure but with colorful, textured window curtains, or with jumping around the end of a high wall, with the idea that something unexpected but valuable or useful willlikely be in view on the other side if partner opens that view suddenly enough. The more unexpected thecontents of the imagery, the better your chances that the image is coming from further ranges of the brainand not just the conscious treadmill portion (which is likely to deal up pictures of what you alreadyconsciously know about the context or present situation). The more surprising the imagery contents, thebetter your chances of getting sensitive, comprehensively based fresh perceptions and insights.

Both you and your partner please note: after you have become conscious of your imagery and have somepractice in observing and describing it , you can also use such doors, curtains, corners, etc. as a way to findingenious possible answers and solutions to questions and problems. In contact with this side of the visualbarrier, pose your question. Then, suddenly, look into the "answer space" beyond and describe your firstimpression of what's there, with the expectation of being surprised. If your answer is metaphoric and hardto understand, as sometimes happens, find second and third such "answer-spaces" but program to beshown exactly the same answer to the same question, though shown to you in a wholly different way orpicture. What's the same when everything is different, becomes key to the meaning: inductive inference.Take any answer, however clear or certain-meaning, with a grain of salt, verify it as you would ideas andanswers from any other source.

Key to the above, the following, or any other "back-up" procedure to ensure visual imagery happening, is:

once you find any kind of impression at all, "describe the Dickens out of it" as if it were still in view, untilmore appears. Keep finding fresh things to say about it which describe it, even if it's long gone, until moreappears. The ideal discovery state, and the ideal personal growth state, is the process of rapidly describingin rich, accurate detail the flow of visual mental images which are undirected except for theirintermodulations with your rich treasure-trove of beyond-consciousness understandings and perceptions.



The abilit y t o Im age St ream is natural , the difficulty some initially have is learned, artificial. Children just don't have any difficulty seeing their inner images. The very highest incidence of people having difficulty"getting pix" this writer has thus far met have been people who train other people in imagery or invarious forms of meditation! Yet none , even of these, is able to go through all 6 of the above back-upprocedures and all of those following below, with out "getting pix" and starting to get the benefits of visualthinking.

It almost doesn't matter how you get the rapid flow of detailed, sensory-rich textured description going.Once you do have it going, to report accurately actual ongoing inner phenomena is so much morerewarding than is "just making up a story" that, over time, this reinforcive effect in the practice of ImageStreaming will train anyone to be a highly efficient, sensitive, accurate observer, not only of his innerimagery but in all senses, interior and exterior. It's getting the richly textured flow of describing started ,and keeping it going without interruption, pause or much repetition, that's important: the rest will naturallytake care of itself. Here are some more ways to get that initial flow going :

7. Music --Listen to some richly textured music with your eyes closed (and tape recorder ready torecord)--preferably classical music, French Impressionistic music or progressive jazz, with "enough musicper unit of music" to attract and involve your more sensitive faculties. Not ice when you have an image or

images and begin describing, persist in that describing. (A very old idea indeed - remember Walt Disney'sFantasia ?) If you've really had a problem visualizing, up until now, a live partner could be invaluable at thispoint, not only as your live listener but to spot your attention-cues when some especially strong imagestarts to catch your attention: eye movements under the lids, or breathing pause, or shifts in face andneck and shoulder muscles...

8. Background sounds --Pick up a record or tape of background sounds, at one of the "New Age"-typerecord shops or bookstores or health food stores. Listen to these background sounds with eyes closed.Detailedly describe, to tape or to live listener (who can also act as your Spotter alerting you when you areresponding with attention-cues--"what were you seeing just then ?") what images these sounds evoke foryou (which may or may not be the images those sounds logically should evoke for you--go with what

actually comes up). Let the sounds end but keep on describing, noticing when other images emerge anddescribing these in turn, since this use of evocative sounds is a form of directed imagery and you wish togo on to the undirected form - i.e., Image Streaming.

9. House blindfolded --Go around your house blindfolded feeling different objects. Describe at length theappearance of each item you feel. Or, get someone to set up a grab-bag for you, of many highly diverseobjects, each object for you to feel, to describe the feeling of, and regardless of whether you successfullyidentify what it is, to describe the appearance of. See if at some point in working through your grab bagthis way, eyes closed or blindfolded, you don't notice other images also coming.....

(This is also a mildly effective creative problem-solving technique. If you've been working to solve aproblem and haven't yet gotten your a-ha! to resolve it, you can turn to perception by asking yourself,'How would a blind man experience this problem differently than I? How would he 'see' it differently thanI'm seeing it now?' --or deaf person? Or any other sense handicapped? Or dwarf? Or 6'10" basketballcenter? Anything to change the way you are looking at the problem and to get you from your stuck"knowledge" and your neuronal habituation into perception ...)

10. Air sculpt ing --with eyes closed (and other people not about!), begin "sculpting" from thin air (or evenfrom clay) some object d'art. Keeping eyes closed, then "hold your sculpture in your hand" and describe itsappearance in detail. See if other images don't also begin to emerge for you.

11. Passenger --when riding as a passenger in train, bus or car, describe in detail with your eyes keptclosed what you think is the appearance of the landscape or street scenes you are riding through. See ifafter some of this you don't notice other images also happening.



--Each of these, you see, are calling on other resources to help you visualize your way through thesesituations. How many times have you had to feel your way through the dark to some goal, even though inyour own house--such as going to the bathroom without waking anyone else. What about all thosefictional stories about being kidnapped and the victim figuring out where he was while blindfolded in theescape car?

Another item of the same type, setting up a situational, multi-sensory demand upon your imaging facultiesto bring their response above conscious threshhold:

12. Eat Blindfolded --describe the appearance, in detail, of what you're eating and see if more picturesdon't also come.

13. Arrange 4-5 different delicious aromas from your spice rack. Set them before you, unstoppered. Shufflethem around with eyes closed and with eyes kept closed, try to identify them. See if any of the aromastrigger further visual images. If they trigger only memories instead, describe a scene from one of thosememories in as vivid detail as you can, with eyes kept closed, and see if other images don't develop whichcan then also be described....

Another type of method, again the goal being that of providing some visual stimulus from which to beginthe rapid flow of describing to pull onto line other, subtler free imagery also to describe...

14. At night wit h all lights out , just inside your bathroom, eyes open, orient toward the lights, turnthem on and immediately close eyes! You should find some rather elaborate after-images or even a sceneof some sort--describe the Dickens out of it and see what else comes.....

Variant: flicking the bathroom lights on and off several quick times with eyes open, then closing eyes andproceeding as above. See how your afterimagery comes out with the lights finally out; and with the lightsfinally on.

15. Obtain a simple stroboscope ( IF you are not epileptic!). Set the stroboscopic light to somewherebetween 4 and 12 beats per second. Look into that stroboscopic light with eyes kept closed--describe asbest you can the evoked colors and patterns for awhile and be alert to other images also happening.

IF no other kind of image happens after 10-15 minutes of this, start describing some imagined orremembered scene in detail, while continuing to look into the strobe light with closed eyes and be alert tosuch imagery as may develop for you.... If nothing additional still comes, try again with the strobe set todifferent frequencies, whatever frequency makes the greatest color and pattern display to your closedeyes....

Another type of method--

16. Read a good, fully ent ert aining novel , or at least a story long enough to get really into. Then withtape set up and eyes closed, "word-paint" some scenes from the story besides those descr ibed by t heauthor . See if more also then unfolds. Or, remember a very favorite story or novel and do likewise withthat. Again, see if you can pick up on noticing other images also happening as you get well into the rapiddescriptive flow, so that you can move from directed to undirected free association imagery.

The key in any event is (1) to get anything at all started from which to describe; (2) to describe so rapidly,run so fast, that to keep up the flow you have to reach beyond what you've consciously calculated, so thatyou can (3) force your loud-conscious mind to accept for processing fresh inputs from your subtler

resources--from beyond where it's already got everything all paved over.You can make work out of this, or each of these and other options can be a fresh, enjoyable newexploration bringing you new experiences and opening toward new skills. Because we perceive more withpleasure than we do when not experiencing pleasure, we suggest that if you need any of these resources



to get your Image Streaming going, make that ploy as enjoyable an exploration as you can. To do soimproves the chances that your senses and mind will open to fresh new perception, which is your purpose.

------------Other " St ar t -Up" Procedures for Anyone's Use: Guided Pat hs Int o Unguided ImageStreams :

Favorites of many people are the 8 following procedures. Each provides a special guided imagerydevice which then can open for you into some especially enjoyable un guided free-flow Image Streams. Somuch so, even if you are already normally able to simply "look in" and "get pix" with which to startdescribing to tape recorder or listener, you may want to occasionally vary your entry into the ImageStream with one or another of the following guided starts--one of this author's personal favorites is thisnext procedure....

17. Tree and Cloud --Imagine, and describe, walking in a meadow. Find yourself going uphill in thismeadow toward a single immense tree at the very top of the hill. Engage all your senses in theexperiencing of warm breeze, sunshine on your neck, face and shoulders, smells of the meadow, the pull ofwalking up a gradual slope for a long time, the variety of wildflowers, the sounds of the grasses, the sounds

of your own steps in those grasses, and of your breathing.... To rest up from climbing that long hill, liedown in the soft moss at base of the tree--look up the tree's immense trunk, between its branches lowand high, near and far, at the sky. See the clouds moving across the sky, as you look at them up the trunkand from between the branches. See how the movement of the clouds makes you feel like the tree ismoving instead. Experience how the movement of the clouds across the sky makes you feel as if it's thetree, the hill and you who are moving instead of the clouds.... Let that movement, let that experience, takeyou wherever, describing as you go.....

18. W indblown Leaf --Be a leaf, or a fluff of dandelion, blowing with the wind, around corners ofbuildings and over trees and swiftly racing across an immense landscape..... Describe as you go, towardwherever....

19. Beneat h t he Boat: Imagine riding a boat gently onto the lake or downstream in a broad slow river.Peer down into the water, past the sparkle and the ripples, try to make out what's below there. At firstmaybe you see only the water reflections, ripples and sparkle in this imaginary boat ride but as you peermore intently, you begin to see....?

20. Clim bing a st eep hillside or m ountainside, through a forest : describe this fully multisensoryexperience. As you approach the top, you near a clearing, the scenery unexpectedly opens up to showyou....what?

These next three are liked especially by those who are oriented toward science and technology--

21. The elevat or you are on is st opping, it s door is opening--where? (Some scene you've not seenbefore, some place you've not been before, the door slides open and-- (fast, very first impression!)--

22. Be a seed or spore , floating in far outer space, cocooned and having floated comfortably and safely inspace for millions of years. Now approach some world, different from any world you've ever seen before.Drift down onto that world, reporting back here as you go there, rapidly describe in detail as you see andexperience more and more of this new world....

--Now be a person on that world. Suddenly look down where your feet would be if you were human,

what do you see? What surface are you on? Continue describing from there....23. Radio Pulse --imagine what it might be like, simply flowing as a pulse of electricity along some wire--into a great radio telescope and transmitter--what would it be like to be a radio wave pulsed out through



that telescope? --across deep space, between stars, between galaxies, to.....where? First impression:describe....

This last device for now is of a type which frequently gives rise to truly high, great, illuminatingexperiences.....

24. Tremendous light you sense is on the other side of the door (or curtain), at the head of a long climbof stairs. A sense of excitement, expectation, high exhilaration, seems also to await you on the far side ofthat door (or curtain). Describe that door or curtain, feel it, stroke it, describe it further; you sensesomething very bright or very powerful or very illuminating behind it. Suddenly: open that door, riseexhilarated into that light! --So much light, at first you can't quite see what's there, but you begin to clearthe air by breathing in the light, slowly and luxuriously and feeling more exhilarated with each breathful oflight you take in, and there you begin to see around you.....what?

You can easily think of hundreds of other such devices for "triggering" a flow of images and experiences,and for shaping or partially shaping contexts without directing the images themselves.

Contrary to r ecent general belief, virtually every human can quickly and readily learn to "get pictures" in

his mind's eye, thus becoming able to do visual t hinking. We have provided here, after the main Image-Streaming procedure above, some of the back-up procedures we now keep on hand to ensure thatevery one "gets pictures" and becomes able to think visually. Thus, the benefit s and advantages of visualthinking are widely available , not just to a fortunate few but to every one who cares to make use ofthem!

(You are welcome freely to even teach Image Streaming to others whom you care about, and even toreplicate this paper--in whole to preserve context, but not in part, despite the copyright notice at the endof this paper--so long as you cite in each instance your source having been via Project Renaissance.)

Here, more perhaps than in any other context, we are looking at equal opportunity! You now have this

paper in your hands. You are virtually guaranteed success if you bother to learn and practice simpleactivities which, apparently, every one can readily learn and practice! (--And if you're tough enough to seethrough to application the unique discoveries you will be making!) Starting advantage differences of birth,wealth, placement, schooling, even intelligence, can make little long-run difference compared to theadvantages of simple sustained practice of these activities and your active resolve t o see their r esult sthrough to fruition.

There is some justice in the world.

And, indeed: once you've started examining your perceptions and detailing what you find in them, you are just as capable of Socratic miracles as anyone else!

Note, though, that for most people, for most purposes, these "back-up" procedures are a sidetrack--anadmittedly somewhat entertaining sidetrack but a sidetrack nonetheless. For most of your Image Streamingexploration experiences, once you've learned how to do so, should simply be to look in, see "what'splaying there now," and to begin describing as you continue to examine what's currently "there."

---

--And in the nature of things, every one of the images you did get up, which was not an afterimage andwhich was not an object or set of objects that you decided before-hand to see but which came from

"somewhere else besides where you were telling the story from"-- EVERY such undirected image is full ofmessage, pregnant with meaning, addressing some issue or key insight for you with your subtlest, mostcomprehensive resources which are , indeed, "brighter than we are" even though they are very much apart of you. Although technical solutions and inventions often come in literal images, many important"messages" gotten from your subtler resources are metaphoric, symbolic, or like a parable.



Understanding Your Images:

1. The more detail you describe, the more you will perceive, and in almost every case this will lead you toyour a-ha!. Eventually. Some shorter cuts:

2. Continuing to go for surprise, get a second set of images which are, somehow, the same answer tothe same question, only shown very differently. To concretize this step: thank your imaging faculties fortheir message or answer, but ask their help in understanding that message or answer, that help to be in theform of a fresh stream of very different images. Everything about them is different except in the regardthat they are, nonetheless, somehow the same answer to the same matter. Describe this new set ofimages in as rich a detail as you can, but in about half the time you took for the first set of images.

3. Get a third set of images the same way, the same answer or message or understanding but shown inan entirely different way . Detail these new images but in about half the time it took you to describe thesecond set.

4. Examine, to the very best you can, what's the same from among these three sets of images wheneverything else is difference. What common theme is running through these images? This helps sweep

away the rich ornamentation and, by inductive inference, lets you see far more easily what the meaning,message or answer actually is. Examine then how that common theme or element or elements answeryour question or apparent context.

5. Ask your imaging faculties for a way to verify that you are on the right track with this answer orunderstanding, and see what they show you this time!

We consider this search for meaning to also be part of the Image-Streaming process, at least in terms offurther supporting the increase in your intelligence, because it involves iterating back and forth betweenthe languaging, the visioning, the gestalt and meaning grasping, parts of your brain building a moreimmediate relationship between these. And finding out what these mean, and what your dreams, many of

which are also meaningful, mean, has proven vastly entertaining to us, even to people who have neverbefore tried to figure out anything in their life! Much to the disappointment of some analysts, there doesnot seem to be any universal code of dream symbolic meanings, no Rosetta Stone for interpreting anyuniversal code. Everyone appears to have his own dream language - developed from the working languageof those wider regions of the brain which we refer to above, differentiated by experience. But you caneasily discover your dream meanings by (A) recording the details of the dream; (B) asking your faculties foranother set of dream like images to stream on which say the same thing as did the dream but show it adifferent way . (C) A third set of images, likewise, (D) then find the common themes or elements whichare the core of that message.

Quite a few additional methods for discovering and testing the meaning of your images, especially incontext of discovering answers to questions or problems, are found in our book A Met hod forPersonal Growth & Development , which Success Magazine liked so well as to run two featurearticles on it. Method is our main text on creative problem-solving methods, a thorough exploration ofEinsteinian Discovery Technique ranging all the way from Image-Streaming and Over-the-Wall ProblemSolving to The High Thinktank set of methods, arguably the most powerful and accurate answer-findingsystem in professional use anywhere on Earth at the present time. (The book, only $24 + shipping, isavailable from Project Renaissance at the address below.)

Einsteinian and modern Socratic Method applied to learning is presented in eight types of profoundlyaccelerated learning method set forth in our main text on education-related matters, Beyond Teaching

And Learning . With any of the eight sets of methods, you may learn in only days (and sometimes only inhours!) proficiencies which normally require years to learn. --And learn more effectively, with far richerunderstanding and command, than if you went the route which took years. In 1997, Beyond TeachingAnd Learning is only $29.95 + shipping, from Project Renaissance at the address below.



Einsteinian Discovery technique applied directly to discovering! -- that is the gist of our book for not onlyscientists and engineers and designers, but entrepreneurs and for supposedly "ordinary" human beings:Techniques of Original, Inspired Scientific Discovery, Technical Invention, and Innovation ,published in 1997, only $29.95 + shipping from Project Renaissance at the address below.

Befor e we ever developed this combination of Socratic and Einsteinian methods, we had alr eady workedout a powerful system for reworking the subroutines of the human brain in order to better support itshigher functions. This book of mainly sensori-motor procedures, How To Increase Your Int elligence ,is still only $15 + shipping from Project Renaissance, as of 1997.

(shipping: $4 for 1st book, $1 for each additional book, shipped in the USA; $7 and $2 respectively forCanada-Mexico; $11 and $5 overseas.)

--But you don't need the above books. All you need to know to give yourself (or your loved ones) thecited benefits, is contained in these pages now between your hands, and in the resources between yourears.

No one has failed to "get pix" and so to start harvesting the benefits of Image-Streaming, out of

thousands trained locally and thousands more trained at that state university in Minnesota. No one has"run the gauntlet" of serious press application of the 23 above back-up procedures with out getting pix andstarting to reap the benefits. Intelligence is learnable. Here is equal opportunity in the fullest sense. Ifbuilding 20, 40 or 100 more "I.Q." points higher intelligence is "elitist," make the most of it! If absolutelyeveryone who wishes to can fly with the eagles, don't tell me to stay down here in the mud!

> You are brighter than you think!> It's easier to fly than you ever dreamed!> The universe is richer/wilder/weirder/more wonderful than you ever dreamed!> Toto, I don't think we're in Kansas any more!

Copyright 1997 by Win W enger, Ph.D., Project Renaissance, 301-948-1122 or Box 332, Gaithersburg, MD20884-0332 USA.

PS--these were t wo procedures for improving intelligence. We now know of more than 40 differentsystems of method for doing so. Enjoy!

©1998 by Project Renaissance (regarding this internet version only, other copyrights may apply). While we

encourage the free distribution of this article (complete text only, including this notice andacknowledgement of source), we do require that expressed permission be granted by Project Renaissancefor any major republication. For minor printing and sharing, we only request that you notify us.

To reach Win Wenger, please visit his website at Project Renaissance

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