Interference-pattern Physics & Fractile Chaos Theory
To Elements of the New General Theory
of Human Development,Creativity and Genius
Win Wenger, Ph.D.
Project Renaissance & C.P.S.I., 1994
physics began with acoustics, wherein it was observed that two parallel,
side-by-side tones sounded together produced a beat frequency or
third tone. Very slight changes in one tone produce very large
changes in the resultant third tone, but in an orderly, predictable,
accountable way. The huge, but orderly, difference means, in effect,
considerable "room" in which to receive, process, store
or retrieve information, as you modulate one or another of the original
The same was
found to hold true with light, especially when laser technology
enabled us to start generating and studying "pure tones"
or frequencies of light, discovering the intra-universality of information
previously unsuspected because ordinary light is so "noisy."
The holographic spin-off of this, in turn, taught us much about
the fundamental nature of the universe which we had not even come
close to guessing at before, a totally different picture of how
things are with which, even now, we are a long way from coming fully
to terms. We've learned through both holography and interference-pattern
physics, as well as through sub-atomic physics, that everything
is part of and an expression of everything else, that information
about any event is experienced and in some way recorded everywhere
else, and affects everything else.
We found the
same true for parallel streams of any energy or sets of events
which are allowed to intermodulate: they produce complex resultants
which are full of information at every point which can be retrieved
by appropriate process, and in which very slight initial changes
can produce huge differences in outcome but in an orderly, predictable
there will be, some day, optic computers based on this principle,
one tabletop model of which will have greater computing capacity
than all of today's computers lumped together. We've seen
this in detail, in our "visionary" invention-finding procedure
called "Beachhead" where, if the appropriate specialists
could be assembled together willing to do our kind of processing,
a working model of this computer could be on the table within three
short days! We renew our invitation, for someone to help us assemble
the necessary specialists for those three days.)
physics, in turn, is a special case within fractile chaos theory
(although workers in both fields may as yet be unaware of this relationship).
Fractile Mandelbrot Sets and Julia Sets by derivation, are the resultant
of complex systems expressing behavior and incorporating some of
the feedback from that behavior into their evolution. Again, very
slight initial differences lead to huge differences in outcome,
but in orderly-but-strange, accountable but unpredictable, ways.
Mathematically expressing this resultant is the Mandelbrot Set,
every point in which is infinite and contains within it an infinite
number of the same Mandelbrot Set, the most complex by far of any
geometric or mathematical figure.
It is unclear
at this point whether anyone in fractile theory or in interference
pattern physics has noticed yet the relationship between these two
fields, each of which by itself is and will be totally transforming
our understanding of our world and of ourselves within the next
decade or so. In the cited regard and perhaps generally, interference-pattern
physics is a subset within fractile chaos theory. --But even as
a subset, I.P. physics by itself totally transforms our understandings
of the world and of ourselves on a scale not seen since Newton demonstrated
that the same physical laws apply in our skies as they do on Earth.
It may take us a few centuries to digest this transformation, as
it did that one, but the transformation is here--now augmented by
the fractile chaos theory in which I.P. physics is but a small sub-set!
that leaps out at us from this perspective, and one which should
produce a virtual agony of appreciation and beauty and ecstatic
significance in anyone who has studied fractiles for a bit, is that
in our general model as of even three years ago, of complex systems
expressing behavior and incorporating some portion of the resultant
feedbacks into our subsequent evolution, that you and I fit this
defining description of what are Mandelbrot Sets.
also becomes apparent, and finally caught our attention on the morning
of January 6, 1994. (Please excuse our noting the date, but the
event does seem historic.) In the complex systems of feedback which
develop between any organism or person and its surroundings during
any sustained exploratory behavior, the entire universe can
be found, not only in the literal sense but in that more and more
aspects of the universe are bound to emerge in the (Mandelbrot Set)
experience of the explorer.
A simple example
is the startlingly high quality and beauty and creativity of the
music which arises from long-sustained practice of Improvitaping,
as published elsewhere, or of the art which can emerge from sustained
doodle, in charcoal or other suitable media, which aspects we are
only beginning to explore.
A more direct,
and intellectually relevant, example, is our practice a la Walt
Whitman and Socrates, of describing more and more about some particular
focus or object of perception while examining it. A sustained
such parallel processing, of descriptive activity and perception
both intermodulating each other and also intermodulated by feedbacks
from real and/or potential listeners, cannot fail to produce within
the mind of the describer a Mandelbrot-Set perceptual tool within
which to register the many facets and aspects of what he or she
is examining! In Walt Whitman's sense most literally, there is no
way that this process, intense and sustained enough, can fail to
reveal "the entire universe" to the person pursuing this
of physics are why Walt Whitman's ordinary blade of grass,
or your own thumbnail, can show us "the entire universe!"
These matters of physics are why, among other possible reasons,
the person Socratically pressed to examine his perceptions and to
describe what s/he discovers there, from time to time gives rise
to those Socratic Miracle Leaps and, from this perspective, can
now far more readily be guided into a more or less continuous
flow of Socratic Miracle Leap.
particular object or event relates to its surroundings in innumerable
ways--a few of these obvious, some less so, some considerably less
so. --A few of these significant or meaningful, in the sense that
a change there will produce enormous change elsewhere; some less
so, some considerably less so. --That the obvious aspects or relationships
are not in all cases the significant ones. This seems to be a common-sense
description of things pretty much as they are.
Let us suppose
also that, to borrow a page from the biological definition of intelligence
as the ability of the organism or species, "in pursuit of its
wants and needs, to take internal and external factors into account
and use them," that "intelligence" in the above model
be related to the number and range of aspects of any given object
or event or situation that the person is able to perceive and take
Let us proceed exponentially--let's say the person of 80 I.Q. can
normally take into account aspects of first-order obviousness, arbitrarily
defined as the 10 most obvious aspects or relationships of the given
object or event. By reaching, he may be able also to register one
or a few of the 100 second-order obvious aspects and relationships,
but he doesn't ordinarily do much of that reaching.
Let's say the
person of 100 I.Q. normally can account for most or all aspects
up to second-order obviousness and, by reaching, can register one
or a few of the 1000 third-order factors. That someone of 120 I.Q.
normally can respond to third-order factors and by reaching
a bit, to some of the 10,000 fourth-order factors, even if his everyday
walks and habits of life normally prevent him from paying these
By the time
one is attending dozenth-order or hundredth-order factors, as is
so obviously feasible once you set up a Mandelbrotian/Socratic /Whitman-Blake
Effect parallel describing-and-observing, and sustain that flow
of behavior for awhile, you are addressing pretty large swathes
of the universe itself. Nor is it surprising that, after pursuing
such activities for a sustained while, one's apparent intelligence
should sensitize to at least the next higher order of magnitude,
even without recourse to our Pole-Bridging theory cited below or
to our application of psychology's first law in terms of reinforcing
subtler perceptions onto line with consciousness and with them the
brain structures in which these first arise.
Why is the
accuracy so high, of the understandings gained in this manner,
in the very teeth of a universe universally governed by the tendency
toward error as required by the entropy-increasing Third Law of
Thermodynamics? We don't yet have a theory or model to account for
this oddity--after all, this general proposition unveiled itself
very recently--but those of us who have probed some way into this
examining-and-describing experience are certainly impressed by the
higher-than-conventional accuracy of the results. Some explanation
of the higher accuracy may pertain in that the wealth of data and
of subliminal inputs which are taken into account in this broader
mental processing, allow cross-checking and also simply avoid errors
of omission characteristic of purely linear, left-brained thought
and perception. Even that issue of accuracy aside, it is easier
by far, now, to see how it is feasible to Socratically educate the
greater part of even today's school curriculum, most of that information
forever and creatively usefully the student's own because he has
discovered and expressed it himself, rather than that being one
particle among the shovels-full that have been flung at his head
while he sat dozing at his uncomfortable desk.
is some of how, by our pursuing such Mandelbrot-building activities
ourselves, we can build ourselves, each other and our successors
into a much finer order human being than has been the case until
now. "Too little and too late" or barely in time?--to
judge by the national and world news from day to day. Next opportunity
to practice some Mandelbrot-building perceptual activity is right
now, with your own tape recorder or with whomever is next to you
and can be persuaded.
Relating the Above Physics to the Expressive Model and General Theory
of Human Development, Creativity & Genius:
We have already
seen Socratic "education" - giving rise to the Whitman/Blake,
Principle-of-Description, Effect - congruent with the laws of physics
as found in interference-pattern phenomena and in fractile Mandelbrot
infinity-sets. Key to these effects is a sustained flow of expressive/descriptive
behavior intermodulating with perception and with feedback from
the context of an actual or potential listener. Einsteinian technique
(free visualization or receptive visual thinking) not only enlarges
considerably the domain of perceptual phenomena from which such
effects may be most readily derived, but provides a body of phenomena
which gives rise to such effects far more readily than does the
concrete phenomena of external sensory perception directly. Because
nearly all of Einsteinian-type or imagery-derived phenomena is initially
subtle, reinforcing that onto line with consciousness increases
available, apparent intelligence at a higher rate than does Socratic
in Socratic process mentioned early on in this paper but not elaborated
until now, is that classical Socratic method failed to distinguish
"knowledge" and "perception," its advocates
and practitioners having been caught up in philosophic assumptions
about the "ideal" which confuse map with territory so
that it just didn't seem that important whether the insight connection
made by the learner was from something he perceived first
hand or was a link with someone else's second-hand information.
(If the idea was reality and what's around us only a pale shadow
of the idea or ideal, what matter from whom came the conception
of the ideal so long as it was understood?)
seen Socratic leaps on occasion when one was addressing second-hand
knowledge. Also, we are given to understand that the EEG brainwave
signature of understanding an idea is much the same as that of perception
itself. However, in our experience--as in our model--the process
is far more effective and easily inaugurated when one addresses
his own first-hand perceptions. Indeed, our experience with a variety
of people strongly indicates that when one pays sufficient attention
to what his own senses are telling him, the intellectual side of
the matter takes care of itself very well for him.
If we are to
rank orders of experience which are easiest and hardest to evoke
the Whitman/Blake miracle leap effect, then, we find by far the
easiest and most effective to be one's own experience of his subtler
senses as with Einsteinian Imagery. Next easiest is one's own first-hand
experience of his concrete, external senses. Hardest by far--and
most prone to error besides, obviously--is "knowledge,"
especially second-hand knowledge.
we find that when one speaks from second-hand knowledge, he is far
less influential than when he speaks from immediately first-hand
experience. Nearly all of the techniques taught in speech classes,
occur naturally when one is speaking from first-hand experience
on issues which matter to him. To be more influential, in other
words, build a body of meaningful first-hand observations and speak
from that experience as much as possible.
In our model,
it is through intermodulating with feedback from context, that one's
expressive behavior leads to best development or even to Mandelbrotian
infinities. If it is the person's own perceptions, own purposes,
own meanings which are being expressed, this development from intermodulation
is strongest. Much or most of that development-from-feedback seems
deflected away from the person to the extent that what's being fed
back on or reinforced is not that person's.
with this model, two of the greatest educators in history have build
instructional systems through arranging the context or environment
in such a way that its feedback educate the child by selectively
reinforcing the child's own natural behaviors.
drawing upon centuries of study by the University of Pisa, when
forced to work with "unteachable" disadvantaged children
in Italy, may have been first to devise learning environments to
do that "teaching" instead, through appropriate feedbacks
on those children's spontaneous activities. (Ironically, her method
in the United States is mainly used instead with affluent, advantaged
children who can also learn successfully by many other, less effective
(including the famous Edison "Talking Typewriter," University
of Pittsburgh sociologist Omar K. Moore designed responsive, clarifying
educational environments to provide high order feedback to the preschooler's
incidental or spontaneous activities successfully causing, among
other things, 2 & 3 year olds to read, write and type--without
the constraints of a school situation, or any form of compulsion
whatever. Only the arranged feedbacks on the natural play activities
of the child would be what led to that learning.
Both of these
educators achieved outstanding results by using essentially this
same model of arranging contexts to educate children by feedback
upon their own spontaneous, play, expressive behaviors. This ran
wholly counter to the whole trend of 20th Century education which
abandoned Socratic educating and turned to didactic teaching. Of
course there have been a lot of other, diverse, models as well in
terms of schools and schooling. Though suggestive, the results of
Montessori and Moore by themselves do not more than incidentally
support the model and certainly do not "prove" it. However,
another researcher, another kind of researcher, from early
in this century made discoveries which in fact strongly underpin
this expressive model of development.
as the father of neuroanatomy, Santiago Ramon y Cajal from early
in this century was not looking to create a theory or model or to
even become the definitive authority on neuroanatomy. His focus
was on scientific methods of taking samples and evaluating them
and, indeed, the title of the encyclopedia which he singlehandedly
published for over a decade was The Histology of the Brain.
He however compiled and published so very many thousands of closely
detailed observations from his work that he evolved a crucial model
and theory which have never been controverted. Core of his relevant
findings, published in English in 1960: the physical growth and
development of vertebrate brains, brain tissues, and nerve circuitry,
depends not so much upon genetics; not much upon stimulus as such,
but mostly upon the form of stimulus which is feedback from the
organism's own spontaneous activities!
and neurophysiologist during the latter 2/3 of the 20th Century
stands on Ramon y Cajal's shoulders. Not one has ever controverted
his main finding. Hardly any are aware of his main finding!
Even the better neurologists and neurophyiologists, the ones since
World War II beginning with Herd & Held and White extending
on through Das and Rosenzweig and others, the ones who do recognize
how radically intelligence can be changed, are discussing solely
in terms of stimulating environments and non-stimulating environments,
and have wholly neglected this issue of what actually develops the
brain not being the level of stimulus, but the stimulus which comes
as feedback from one's own activities!
GBD.com without it costing you a dime. Learn
now beginning to look at one's present level of intelligence as
reflecting to at least considerable degree how much of one's own
perceptions he got to respond to and therefore to reinforce. Anyone
much involved with schools gets to see acres of pained or dulled
faces reflecting children whose heads may be full of all sorts of
thoughts and perceptions, but sit there staring at an empty piece
of paper "with nothing to say." A Los Angeles educator
here at CPSI, Jon Pearson, is currently engaged in reaching such
children and teaching them uses of doodling art, as a tool for retaining
facts in memory and as a means of self-expression easier for some
than words. We expect at least some intellectual benefits to accrue
in that the stroke of a sketch or other doodle-mark is at least
a response, and if done in response to one's own thoughts and
perceptions, will help reinforce these into fuller, more usable
consciousness and help build the conscious mind of the child.
again at what gets reinforced--A partial summary of your situation:
"First Law"--"You Get More of What You Reinforce"--as
feedback, is "the law" for all systems and events. Feedback--especially
the self-stabilizing feedback of complexly homeostatic systems--is
reinforcement! This same law, as adaptation, is law for not
only all animal behavior but the behavior of plants and even viruses,
all of lifekind. (Any life form which does not sense
the feedback from its environs and adapt accordingly, does not last
long and so all existing life forms display "obedience"
to this "first law of psychology" in the form of adaptation.)
--As we saw
in our physics discussion, this same matter of reinforcement, that
increment of feedback in the Mandelbrot Set incorporated into evolving
systems, makes this behavioral law a fundamental physical law of
the physical universe. You are a fractal!
YOU NOTE, OR REMARK, OR IN SOME WAY RESPOND TO, ONE OF YOUR OWN
PERCEPTIONS OR IDEAS--
reinforce that particular perception. Within this general
law, the Principle of Description: the more you detail something
while you are examining it, the more and more you discover
about it. How you can "discover the whole universe"
in Walt Whitman's ordinary blade of grass! Socratic Method: get
someone to examine his inner and outer perceptions and to describe
in detail what he discovers there.
reinforce the BEHAVIOR of BEING perceptive. How to become
more creative, more observant. Socratic Method. Our techniques
of Portable Memory Bank; "Awareness-just-then![CLAP!]; such
Einsteinian and post-Einsteinian practices as Image Streaming,
our "Over-the-Wall" solution-finding procedure, High
Thinktank solution-finding,and our recently published eight types
of radically accelerated and enhanced learning technique.
- And to the
extent that the perceptions you so reinforce start out for you
as SUBTLE, and therefore are mostly off-line from your verbal
reinforce ONto line with consciousness those parts of your brain
and mind which, from off-line, had given rise to that initially
subtler perception. --Together with those parts' resources and
& 3 pertain when you reinforce what's fresh in your own
perception, as distinct from when you pass along second-hand information,
and do not pertain at all when you are chronically repeating an
opinion even if it's your own opinion. "Get to learn a subject
by teaching it" works only through the first of the above three
benefits. Those three benefits are listed in increasing order of
significance. If you must teach instead of educate, include in what
you teach as much as possible of your own first-hand experience,
especially your more sensitive, fresher or on-going perceptions.
be different in the world if many more people saw with their own
eyes, spoke from their own perceptions? Much. Catharine Grant observed,
in Terman's encyclopedic Genetic Studies of Genius (Stanford
University) that practically the whole of civilization and culture
was created by just a tiny handful few of original thinkers and
perceivers. The rest of us were just technicians, hewers of wood
and haulers of water to carry out what those few "culture giants"
conceived. How well and by how much can we now enlarge this tiny
handful? What if Earth's 5-1/2 billion people of today became as
productive of genius as was Socratically-taught Classical Greece's
few thousand citizens? Only your own experiences from the practices
taught in "You Are Brighter Than You Think," or in Breakthroughs,
can determine for you whether spread of those practices can realistically
create such a new renaissance and forward surge of civilization.
Grips With The Issue of Improving Our Own Intelligence and Human
back I did a rough count and found more than two hundred different,
controllable, factors which even then were known to affect various
or all of the functions measured on an intelligence test. --And
that was without including any of the "smart drugs" and
very few of the now-known "smart nutrients" directly affecting
the health and physical condition of the brain itself and its cells
and tissues and circuits. "Smart" nutrients and drugs
whose numbers burgeon from the dozens towards the hundreds as we
learn more and more about brain chemistry and dynamics. I skipped
over the "smart" substances not only because I knew and
understood less about them, but because most of the drugs, at least,
provide temporary gains only and my interest was and remains in
such factors as will permanently increase intelligence. I was and
am friendlier toward the nutrients, as distinct from the drugs,
because as a matter of taste I prefer working with nature,
with what's already going on in the system, rather than trying
to override. A behavioral example of this preference you already
have in "Brighter" or in Breakthroughs, using selective
reinforcement to heighten or bring conscious some of the unconscious
sidebands of thought and perception everyone has going on at all
times, some of which sidebands expressing in "receptive"
imagery. There are so many various options available with which
to increase intelligence, we do have the luxury of such kinds of
There is no
behavior or trait associated with "intelligence" which
cannot be readily and profoundly changed, by a great many diverse
means. This despite the fossilized position remaining among our
institutions and even among some of our professionals, that "you
are pretty much stuck with the level of intelligence you were born
That belief, convenient because it "keeps people in their place"
and places no obligation on anyone or any institution to "do
something" about inadequacies in intelligence, was once based
on Sir Cyril Burt's purported studies of identical twins separated
at birth and raised in different environments. Burt himself eventually
admitted to the fraud, the extent of which includes even his having
made up the names of his purported co-authors, not only the data
which seems to show a "stability" in I.Q. scores! Most
professional texts today in this topic continue to cite his "study"
as the main basis "proving" the "stability"
of "intelligence"--but no longer cite him by name! Only
"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 as measured
cross-culturally--as if there would not be cumulative differences
between someone living in a flashing neon-light district and someone
else in the quiet countryside. --Or as if speed of response in all
senses and sensori-motor areas would not be drastically dependent
upon the quality of function of visual circuitry, sensory and
motor, quality which can be drastically changed by methods which
would take hours for any developmental optometrist simply to list,
as well as by many other methods not yet familiar to that profession!
The other basis
is the tendency of the highly intelligent to practice some form
of what psychologists call "mental rehearsal"--but what
else but that is Image-Streaming and our other forms of visual and
mental imagery thinking? Hundreds of various programs today effectively
teach forms of "mental rehearsal" - overtly, as in "Inner
Tennis," or by inducing it as in Suggestopedia.
the fossil, of belief in birth-fixed limits on intelligence, by
preventing the research which would finish dispelling that myth:
in one of the top major universities in Washington, D.C., other
departments threatened to get the funding cut off for the entire
department of extensional and community education of that university
if it dared go ahead with a study this writer had arranged through
it, to teach Image Streaming and related practices to a test class
recruited from the community for the purpose and to measure intelligence
before-and-after. The indignant quote which came back to this writer,
as this study was getting scrubbed, was: "You can't increase
intelligence, and furthermore, you can't increase it here!"
the fossil: we've lost track of the number of times, upward of a
dozen, that a doctoral candidate somewhere, investigating some of
these effects for his or her dissertation and nearly complete on
that dissertation, was suddenly forced to change his or her dissertation
topic. Fortunately, we were finally able to find independents with
the integrity and stamina to conduct some independent university
studies so that among our hundreds of techniques and procedures
Image Streaming, at least, has been measured, and consistently found
to produce 40 points I.Q. gain from only 50 hours of easy pleasant
practice. Most of the other hundreds of techniques and practices
seem to be at least somewhat in the same ballpark, in terms of effect,
though many are based upon different dynamics than those cited here.
I am announcing
here a new policy. We are about to approach more institutions with
proposals for such studies, measuring effects on intelligence, factors
within intelligence such as on reading and language skills, rates
and qualities and levels of learning, etc.
The new policy is this. Each person, each official, each institution
which turns this down, I shall publish by name, together with his/her/its
stated reasons for doing so. Let whomsoever wishes to remain with
that fossil and duck his/her professional and institutional responsibilities
to their students and patients and/or to science, go on record as
they do so! (For ethical reasons we shall not do this on the
3 thousand and some who, when approached before this policy was
announced, opted to stay with the fossil.) Warning: sometimes you
won't know it was us in the approach until afterward--it may be
your own student approaching you with a research proposal. If you
refuse the opportunity to make positive history, you may nonetheless
make the history books--by name, in rich detail! Something to be
suggest such independents as are among those who read this to consider
implementing such a policy themselves on behalf of pursuit of your
truths and findings. Between us, perhaps we can nudge both academia
and science over toward becoming the fair-minded open inquiry systems
which they would have liked to have been!
Remember: that not only throughout history but right now, not only
the professions but the sciences are human social groups first,
and what they are "supposed" to be a long second, all
the more so to the extent that their members are unconscious of
their own in-group territorialistic instincts. We all have those
instinctive behaviors; in this instance, unfortunately, most of
humanity suffers because of it. Yet science may well be the best
thing going on this planet, attractive because it comes closer
than do other pursuits toward the ideal of fair-minded, self-corrective,
open inquiry. We just have yet still a little distance to cover
to reach that ideal.
it is desirable to be intelligent or more intelligent:
1. Is it not
desirable to be able to identify and readily solve a variety of
problems? Is it not reasonable that skills for so doing can be trained,
practiced, nurtured, expanded?
2. Is it not
desirable to be better able to cope successfully with a wide variety
of stimuli and situations? --And reasonable that skills relevant
to so coping can be trained and practiced?
3. Is it not
good to be able to understand, both in words and beyond words? Is
it not reasonable that the skills of such understanding can be built,
trained and practiced?
4. Is it not
desirable to be abler to think and perceive, in enough detail and
enough scope and enough variety and enough richness and enough depth
to involve a large conceptual vocabulary in support of these processes?
--And will not both experiences and vocabulary building affect such
5. Is it not
good to be abler, when need be, to respond to the unexpected quickly
and effectively? --Do not only a host of trainable skills, but readily
changed physiological conditions, greatly affect such speed and
accuracy of response? (Why else do we train up response patterns
and physical condition in competitive sports? But - ah, we forgot:
giftedness is worth something to society only in athletics. It's
so much more valuable to society to be able to throw a football
well than to write a new symphony or a new formula. --though train
with Image-Streaming et.al. and you may also become abler
to throw a football well! --But still, it is an everyday
experience, everywhere, to train such response skills and speed,
even if it's only done in sports!)
- 6.And is
it not desirable that experience be richer, more meaningful? (--And
was not "education" originally designed to bring that
Ah, but put
these and/or similar factors together and call them "intelligence"
and suddenly the fossil is invoked. "You can't increase
intelligence and furthermore, don't do it here!"
all the many practical benefits of increasing your intelligence:
sometime, with a color-blind friend by your side, gaze together
at an absolutely gorgeous sunset and ask your color-blind friend
whether and why s/he'd like to be able to see color. This comparison
is very close, certainly in terms of richness of life, experience,
perception and meaningfulness. --And even though we don't yet know
how to train the color-blind to see color, we do know how
to train 50 or more points "I.Q." increase in general
personal mental capability and richness of living.
so do you! --Which does no good whatsoever until and unless you
act on that knowledge, one procedure or one Image-Streaming session
at a time....
A More General
Way To Build Intelligence: "Pole-Bridging:"
Reinforcing subtle perceptions, to reinforce more onto line with
consciousness parts of the brain which previously were offline,
is a particular case in a more general model of what we call "Pole-Bridging
the brain." Linking unconscious to conscious regions of the
brain is not the only way in which linking up various separate regions
of the brain may increase intelligence.
specific perceptions, types of experience, or other functions have,
during a century of brain research, been identified with specific
separate regions of the brain. Nobel Laureate Roger Sperry's summation
of differentiated functions of widely separate, distinct regions
of the brain in and/or below the cortex, is but one example, an
example perhaps now overdrawn and too popularized.
Not only left
and right but front and back and vertically: Pole-Bridging combines
functions of widely separate, distinct regions of the brain in and/or
below the cortex, into expressive, intense combinations of
activity which force those widely separate regions of the brain
to work closely together. Whether between literally "opposite
poles" of brain function or simply between distinct and separate
regions, this intense combination builds up bridges of communication
between those separate regions.
"pole-bridges" between verbal conscious, in the left temporal
lobe, and various sites throughout the rest of the cortex and opposite
temporal lobe involved in visualization, in the perceptions and
insights which are the basis of those "undirected" or
receptive visualizations, and the beauty-perceiving parts of the
right temporal lobe which are involved in "making sense"
of complex stimuli. That is only one form of "pole-bridging,"
among many tens of thousands which are possible....
of those further research and measurement studies we were talking
about just above: we have informally observed the practice of various
forms of "pole-bridging" to apparently increase intelligence,
and to develop far higher levels of perceptiveness and understanding
in the practitioner. The possible number of diverse "pole-bridging"
techniques is a factorial of the thousands of functions for which
specific locations within the brain have been identified!
example of other types of "pole-bridging" is art and/or
music, involving as these do both the beauty-responding sense-making
right temporal lobe and the conscious, linear-tracking analytic
left temporal lobe, among other things. Where performance is involved,
say in sight-reading and playing music, this involvement extends
considerably to include a wide range of motor functions, parts of
the brain involved in reading, and parts of the brain involved in
holding short-term memory, among other things. --Which is one reason
why we believe that affluence and advantage are not the only reasons
why most young children who have learned to sight-read and play
music appear to become much more intelligent and perceptive than
their peers and agemates. Music or art criticism, as a profession
or as a sustained avocation, demands enough from differentiated-enough
regions of the brain to enable us to predict a gradual, cumulative
increase in overall intelligence over several years.
The case for
practicing forms of "pole-bridging" has been greatly strengthened
by the discovery that to integrate phase relationships between
widely separate regions of the brain, including between hemispheres,
does far more to increase intelligence and effectiveness of brain
than does even the "mere" effect of building up communications
between those regions as means to make the resources of each more
accessible to the other regions. (Both effects, though, are served
is a matter of how long one region of brain gets to handle a given
stimulus before other regions become involved with that same stimulus.
Eventually, the entire brain does "light up" on any given
major stimulus anyway, but the key issue is what the rest of the
brain does with that stimulus. This, in turn, is determined
by the instructions which have been passed on, along with that stimulus,
by the brain sectors which were earliest to handle that stimulus--
--If so long
a time passes that the earlier region can complete its handling
of the stimulus and attachment of instructions to that stimulus,
before other regions receive and become involved, the effect is
a close-out. It's as if that first region were to say, "Here's
how we handled it, folks!--You can go back to sleep now!" Thus,
when the first region(s) to handle the brain have time to complete
their handling, the rest of the brain does little if anything with
--On the other
hand, if phase relationships are so close that other regions of
the brain are already in there reverberating with the first on that
stimulus before the first region is done, far more involved and
sophisticated instructions get written into that stimulus for the
rest of the brain to handle. ("Here's what we've done so far,
we haven't completed thus and such on this yet; also you might see
what you can turn up on x-y-z...") In other words,
If phase relationships
are close enough to reverberate the later brain regions with the
earlier ones on the stimulus, before first operations are complete
and instructions attached to that stimulus for the rest of the brain's
handling of it: far more involved and sophisticated instructions
result. The rest of the brain is instructed to handle that stimulus
with far more intelligence than would otherwise be the case. A person
with well-integrated phase relationships in his or her brain, characteristically
will see more relationships and aspects in each stimulus and live
a far richer experience.
inventor of the brainwave analyzer device and program that measures
I.Q. from brainwave responses to flashes of light and pulses of
sound, in the late 1960s may have been first to associate close
phase-relationships, between left and right hemispheres, with high
intelligence and with creative intelligence. He imparted this information
to this writer in 1982 during one of the latter's visit to Toronto,
Ontario, in the manner of a no-longer secret trade secret. Ned Herrmann,
now settled with his program into Lake Lure, North Carolina, restates
this left-right cortical relationship more strongly and publicly,
and extends it also to left and right halves of the limbic system
as well. Wherever those who have the means have bothered to look,
people with close phase relationships between different regions
of the brain appear to function more intelligently, and certainly
more creatively, than people with loose phase relationships. Pending
test results, which fossil-preservation may cause to be a long time
in coming, we've strong reason to believe that this phase relationship
issue holds for all directions and dimensions in which the brain
displays differentiable functions, not merely left and right. This
hypothesis is supported toward being a useful theory if we can also
interpret the apparent intelligence gains associated with the sensori-motor
developmental patterning program, organized around the ontological/phylogenological
development model posited by Temple Fay and pursued variously through
various clinics around the world including the original I.A.H.P.
in Philadelphia, to result, at least in part, from vertical
integration of the brain, between brain stem and higher cortex and
the levels in-between.
again: thousands of location-specific functions of the brain have
been identified. Weaving together in external, expressive behavior,
several of these functions to force several of those diverse locations
to work more and more closely together, integrates the phase relationships
between those locations forcing whatever regions of the brain first
receive a stimulus within such a relationship to characteristically
involve more complex and sophisticated handling instructions attached
to that stimulus--resulting in more intelligent handling of that
stimulus. The number of possible treatments and intelligence-building
procedures which can be devised upon this principle is a factorial
of the number of differentiated location-specific brain functions!
words, there is huge ROOM for researchers to do the kinds
of original, ground-breaking and humanly beneficial work which will
make them famous and which will provide them the
"immortality of footnotes" in future texts and treatises.
This major general strategy of ways to increase intelligence is
very new, a tremendously wide-open and productive area in which
to do original research.
of Intelligence-Building Procedures To Different Populations:
The only formal
measurement studies completed thus far are those by Reinert, op.cit.
Though he worked in a rural state university campus with mostly
college-age students and adults, he was unable to discover a difference
in response between those ages. Also, he could find no "tail-off"
point of high intelligence where gains would diminish, though he
did find a distinct sub-group of some remedial students whose I.Q.
gains from Image-Streaming was more than double the standard rate
per hour of such imagery work. One study in a nursing home he could
not publish because the aged patients were initially too ill to
be tested, so that before-and-after scores were unobtainable: their
gains appeared to be at least as strong, however, as those of the
other populations. In our own experience, bright students and adults
appear to gain as much as or even more than do other populations,
though this may simply reflect our experience that these already-bright
ones are easier to teach the procedure to and are readier to appreciate
the value of practicing it.
It is from
occasional opportunities to work with members of yet another population,
though, that this writer has experienced some of his greatest joys.
Children ages 2 to 5 image stream quite readily and even as they
are doing so, their development is so responsive to what is
happening that you can literally see them growing more intelligent,
sensitive and articulate right before your eyes! To see this and
to know that you had something to do with bringing this wondrous
surge of growth about, in another human being who has nearly all
his life still ahead of him in which to enjoy such gains and to
nurture them further--that is indeed one of the highest joys this
writer has experienced.
With a child
that young, it's something that can't be forced, only invited or
like a game. You do need to have practiced Image Streaming
yourself, enough to become fairly facile at it, but once you have
done so, teaching the procedure is simply a matter of modeling:
know, Mary (or John or whomever), I think we're dreaming all
the time, not just when we're asleep. Because for example, right
now I can close my eyes and see a dream going.....I see an old
tree stump, about 2 feet across, it's smoothly cut across like
with a saw, except over at the right edge it has a jagged fringe
sticking up. It's old because its all gray and all the bark has
weathered off. The grass around is thin and about 3 inches tall,
and when I look down closely at it it seems to have come up through
sawdust. All this is on the side of a grassy hill; in front of
me down the hill are some trees with the light behind them, so
they look dark with all their leaves to shadow the light....
you close your eyes, John (or Mary or whomever), what do
--and as easily
as that, the child is into his or her own Image Stream. The very
young, and the developmentally young, may tend at first to only
name objects and need encouragement to begin describing in detail
but once that is under way, you can literally see a wholer
human being blossoming before your very eyes!
So in conclusion
of this section, we have found such activities as Image Streaming
to build intelligence and to be easily learned by virtually every
kind of population, from the very old to the very young, as well
as by people of whatever age at whatever levels of intelligence
up to the time they undertake this practice. The incidence of breakthrough
scientific discoveries and technological inventions which came through
receptive visual thinking, deliberately as in the instances of Tesla
and Einstein or by accident in the instances of Howe and Kekule,
suggests that the same remains true through the highest ranks of
intelligence or of creative intelligence.
A Special Effort To Get The Resources of This Book to the Already-Gifted:
Not only from
our developmental model but from many other sources, it is clear
that the basic human nutrition is appropriate feedback.
it is clear that, by nature of their exceptionality, the human population
which normally is most deprived, most starved of this basic human
nutrition, is that of exceptionally gifted children. Thus, a case
exists for getting such practices as Image Streaming into the use
of such children, in order to enrich in some form at least the feedbacks
for which they are starved and must grow upon.
Also, it must
be said that the gifted have a shorter distance to travel, in terms
of intelligence- and insight-building, to reach the point where
they can contribute meaningfully to civilization and to the lives
of the rest of us! Further, the United States, having wasted so
much of its talent the past several decades, is increasingly in
desperate need of some gifted leadership in all fields. Thus exists
a practical case, alongside the humanitarian.
this book's contents applicable to all types and levels of people,
including the exceptionally gifted, let us now test the range of
these resources by looking at the needs of the deeply remedial and/or
Regarding True Remediation and Therapy:
The three most
universally agreed laws in behavioral science--
"First Law" - You Get More of What You Reinforce.
Neurophysiological Development's Two Prime Laws--which turn
out on inspection to be derivative from Behavior's "First Law"--
develop the perception--THEN you can act through that perception.
Simple example: once your leg has "gone to sleep" from
a cramped position, it is difficult to use that leg with any skill
until one has circulation - and perception - back in that leg.
(--In part because of lack of reinforcement a la Psychology's
First Law to maintain the skilled behavior!)
find what is working. Then go to the boundaries of what's
working, and practice to finer and finer degrees of differentiation
from there. (Establish reinforcement to finer and finer degrees
well-established law of neurophysiological development albeit not
as widely known: Each higher mental or brain behavior has antecedent
components. Virtually any higher function can be repaired or established
through building up and integrating its antecedent components, until
satisfactory feedback reinforcement comes through its completed
patterns.... This, also, upon inspection is derivative of that behavioral
"first law" which, in discussions above, we found also
to be a facet of biology's law of adaptation for all lifekind, the
key to self-stabilizing systems behavior, and a physical general
law of the material universe itself which has organized itself into
We do not repeat
the error of the Behaviorists here. Certainly Behavior's "first
law" is not the only determining factor bearing on anything
much less everything! It is, however, a very satisfyingly broad
window with which a great many phenomena can be viewed and partially
accounted for, and from which a great many phenomena may be appropriately
it seems strange to say this in view of the high creativity which
various Behaviorists have contributed at times across a variety
of fields--we may chide "Behaviorism" generally for a
failure either of imagination or of scope of ambition, for their
failure to recognize their own law operating in other disciplinary
domains. I suppose that to admit a relationship one way is to admit
a relationship in more than one direction, and to extend to other
sciences besides the sociobehavioral would have forced behaviorists
to acknowledge other natural laws at work besides "their"
own, such as the laws of thermodynamics, gravity, 0-sum and non-0-sum
games strategy, and other such considerations.
these key laws and principles of behavior and of neurophysiological
development, at the very least, encompass a remarkably broad range
of effects. In reference to them, while we are preparing more extensive
monographs, let us isolate within this context three situations which
may be usefully addressed from these key principles in ways not yet
conventionally explored, much less in general practice, but which
appear to be immediately and humanly useful. Note that elsewhere,
we have already linked Image-Streaming to these key principles as
a most broadly comprehensive way to integrate and further develop
most of the range of brain functions. Describing this link a bit further:
with Pole-Bridging Theory (as cited just 2-3 pages above): Find
or invent an integrated behavior involving closely together the
expressed behaviors of widely separated regions of the brain. The
task of working the outputs of those widely separated regions closely
together in external behavior, and the reinforcive feedbacks therein
generated, build up a closer network of supportive connections within
the brain between these several regions. Note that this combination
of behaviors must be expressive, thereby involving the
"loud," external, senses, in order to generate strong
enough reinforcive feedbacks.
describing in great verbal detail to a listener or to tape, the
contents of ongoing apparent free-association visual mental imagery,
combines several major regions of apparent right-brain function
with the verbal conscious left temporal lobe. It's effects are
comprehensive because, apparently, a wide diversity of brain tissues
offline from consciousness give rise to the information imposed
upon the ongoing imagery-generating process and so themselves
become reinforced more onto line with conscious regions of the
of such activity are cumulative and profound. In the forms of Pole-Bridging
such as Image-Streaming and the sudden capture of sidebands of awareness
(CLAP!--"What were you aware of just now?") where the
bridging is between consciousness and parts of the brain previously
offline to consciousness, one may fairly characterize what is happening,
despite the radical gains in I.Q. tests, as simply a matter of bringing
one's actual intelligence more immediately useful--including bringing
it to where it will "show up on an 'I.Q.' test." Yet for
those who go through this experience, it is clear that far more
important than "I.Q." gains are the more comprehensive,
meaningful, numinous qualities of intelligence which show up even
We note also
apparent gains associated with other kinds of Pole-Bridging, between
various of the regions of the brain offline from consciousness.
For that reason, little explored as it is at the moment, plus the
qualitative changes in experience undergone by those whose Pole-Bridging
links unconscious to conscious, plus the increase in characteristic
complexity and involvement of instructions which are normally attached
to stimuli in the brains of those who enjoy closer phase relationships
between the various regions of the brain--for these three reasons,
we have to go beyond simply saying that "whatever intelligence
is already there, becomes more available." We have to acknowledge
a fundamental improvement in the level of "intelligence"
itself within that person.
With that much
said, let us now turn to three case situations of immediate human
and professional interest:
1. A recently
developed remedial reading procedure which is both developmental
of a potentially more effective treatment for varying degrees of
serious brain-damage and/or mental retardation.
of a potentially effective treatment for retrieving and renormalizing
even some persons who are currently in long-term deep coma.
Reading Procedure, version for working one-on-one with the student
in question: (NOTE: in some cases, the student in question might
need to be guided through other forms of description exercise first
until he gets the idea of "brainstorming" perceptual description,
and learns to "keep on finding fresh things to say about that
doorknob which still in some way describe it...")
After a student
who is in remedial need (or a younger, normal child who is just
learning to read), has read an appropriately interesting story or
had it read to him, have him assume the role identity of one of
the characters in the story. Let him be like a reporter exploring
the situation and reporting back in real-time to the professional
(or parent, or trained lay volunteer) who is guiding him. (What
follows is a version of the type of "Periscopic" or "High-Leverage"
learning method described below, and more extensively in Beyond
Teaching And Learning op.cit.). Get this process as sensory-based
as possible because we've learned that if we get the senses adequately
involved, the intellectual side takes care of itself. Concretize
this sensory process even to the point of having the student "making-believe"
that he is pulling on the (imaginary) head of that character over
his own and the body like a rubber suit over his own body... "Bring
your eyes to where the eyes of _____ are, so that you can see through
and with _____'s eyes," looking at one of the scenes
in that story. "Bring your ears to where the ears of _____
are, so you can hear the sounds of this space in the story
but through and with the ears of _____," and
so on with all the senses and awarenesses of character _____ in
the story. ****
Have the student
describe in as much sensory detail as possible the scene
from that story, as if he is that character in the midst
of that scene reporting to you what's going on. --In present tense,
like stop-camera action. Get the student to attempt to describe
to you in such richly textured (sensory) detail that he literally
forces his listener to experience the utter reality of what
he is describing. --Preferably, he does this describing with his
own eyes kept closed to see more freely, so he soon is describing
from images in real time.
orient on 1-2 of the things described in that scene and ask the
student, as that character, to describe how he feels
about those 1-2 items.
have your student as that character describe WHY he
as that character feels that way about that item!
sophistication and power of perception of your student has immediately
jumped many levels! The more relaxed and comfortable the initial
setting, and the more richly you can get him or her into this pattern
of describing, the more rapidly will his skills and powers deepen
above discussions of interference-pattern physics and chaos theory
to these human behavioral aspects, note that this sequence of questions
keeps the student focused on the target stimulus, long enough that
his own feedbacks intermodulate with and sophisticate his expressed
behavior in relation to that stimulus, giving rise potentially to
virtually unlimited richness of perception. The reinforcements into
consciousness of these richer subtleties through sustained fresh
describing ("Don't edit yourself, describe freely, but don't
repeat yourself more than you have to--see how many other fresh
things you can find to say which help describe this [context]...")
cumulatively sophisticate and enrich your remedial learner's experience,
behavior and functioning. Your object truly is to "make your
student's description into a Mandelbrot Set."
long after you've done a great many rounds of this kind of experience
with this student, make a story out of this student's own personal
situation, obviously or subtly as you see fit after working closely
with him for so long, and handle THAT one similarly. See if the
power and sophistication of thought and perception, built in the
context of characters "who are safely in stories," cannot
transfer across into the student's own immediate living. (Note:
the insights from Image-Streaming also accomplish this desired effect
cumulatively.) This storied approach, though, in most instances
should be done only after 20 or more hours' practice in the "safe
spaces" of "other people's stories."
Possible Treatment of Persons With Specific Brain Damage:
--specifically in reference to Santiago Ramon y Cajal, father
of neuroanatomy, who determined that the main factor controlling
physical development and growth of the physical brain in vertebrates
is stimulus in the form of feedback from one's own expressive
activities. This principal finding, standing for so long uncontroverted
throughout most of this century, still stands well in advance of
contemporary neurological posturing regarding general stimulus and
"stimulating" or "unstimulating" environments
as affecting physical brain development.
Modern findings do suggest that myelinzation and demylinization
continue within the physical brain, as key to the level of development
and function, throughout the lifespan and not only during the earliest
months and years in humans. Moreover some findings, though still
controversial, suggest structural regrowth occurring in some sites
of traumatic brain injury in humans. Whether or not these structural
recoveries indeed occur, there do appear to be sufficient grounds
for experimentally and perhaps therapeutically retraining brain
tissues which are adjacent to the site of such injury. A number
of clinics, centers and individual professionals are, indeed, currently
engaged in various forms of such retraining. Most of these, though
not all, center upon a vertical integration model of brain therapy
initially suggested by the late neurosurgeon Temple Fay, inventor
of cryogenic surgery. Here, we suggest a somewhat different model
theory, described more extensively above and elsewhere, has been
initially supported by independently conducted university-based
studies measuring the effects of Image Streaming upon various aspects
of intellectual performance (op.cit). As we noted
above, however, the remarkable gains in measured "I.Q."
associated with practice of Image Streaming, compared to much smaller
gains associated with other practices which were made to seem experimental,
still have several alternative possible explanations. However the
sheer breadth and quality as well as quantity of the gains made
in those studies, as well as some experienced in related studies,
suggest that the more expressive such activities, the stronger the
gains, and that to emphasize much more expressive components in
programs of enrichment and therapy would produce stronger gains
in both neurological and intellectual function.
brain damage, this model strongly suggests that the therapist should
catalog all the known functions of each of the brain tissues immediately
adjacent to the site of traumatic brain injury--above and below,
left and right, front and back or in whatever relationship which
is adjacent to the site of injury and/or type of function which
had been interrupted. Especially catalog those functions for which
various of those tissues are primarily responsible. Also catalog
all known functions of the tissues which have been damaged or destroyed
by the injury (or by the deprivation). Then,
synthesize expressive activities for the patient which closely
involve the catalogued functions of those adjacent surviving tissues.
Cause these expressive activities to tightly involve external behaviors
which force those several tissues to work more and more closely
and immediately together. Accompany this specific Pole-Bridging
program with a more general one such as our tested procedure of
Image Streaming, which appears to create a much broader base of
alternative available communications links throughout the brain.
As phase relationships integrate among the surviving tissues adjacent
to the injury site (as time lapse is reduced for the other tissues
to become involved in processing a stimulus, so that they become
more integrally involved before initial tissues complete their handling
of that stimulus, leading as cited above to characteristically more
complex and sophisticated instructions being attached to stimuli),
the brain begins to function more intelligently and creatively.
As phase relationships integrate among the surviving tissues adjacent
to the injury site, gradually incorporate into the expressive activities
of the patient such acts as involve the functions which were lost
or damaged with the injury.
is that this pattern of treatment will produce a significantly higher
degree and rate of recovery of behavioral functions which had been
lost in instances of specific traumatic brain damage such as in
strokes, car accidents, some asphyxias, some fevers, tumor removals,
athletic concussion, etc.
We at Project
Renaissance, including this writer, are neither therapists nor clinicians.
For the full scope of this potentially beneficial human research
to be investigated, needs the involvement of qualified professionals
and/or institutions. Please reply to Win Wenger, Ph.D., Project
Renaissance, 301/948-1122, Box 332, Gaithersburg, Maryland 20884.
How far can
our previous statement extend, that we literally "need not
leave anyone behind," that everyone can be given full access
to the human experience and full opportunity to make his or her
contribution to the general human experience of us all?
to Possible Restoration of some Long-term, "Irreversibly Comatose"
some area(s) of the brain can be gotten going, "Pole-Bridging"
shows basically how to bridge across areas of the brain which
are not yet functioning, to bring them back on line.
of this suggested treatment of deeply brain-injured, comatose
patients based on Psychology's "First Law" --to reinforce
any responses which can be gotten going, in such a selective way
as to involve bringing online more of the patient than before.
strong method to arouse and bring online more of the patient,
once any pattern of repeated stimulus and response is established,
is from time to time to interrupt the pattern, looking
for additional responses as a result to be evinced by the patient.
cells including brain cells, to say nothing of tissues, have been
demonstrated to be subject to operant conditioning. By definition
that means, that through selective reinforcement their behavior
can be changed. We have a far more viable situation than that even
with the most deeply longterm comatose patients.
evoke response from the subject, even if that response is so slight
as to be detectable only by sensitive bio-instrument such as EEG
and EMG. Onto each response, however faint, feed back a controlled
stimulus to train a greater response, until neural activity is heightened
to a level which may encompass and reawaken some old patterns at
the core. Then build from there, both with that set of principles
and with Pole-Bridging as hitherto described. This suggested line
of treatment basically is quite simple, though in each case both
creativity and patience would be essential.
The topic is
a real issue for this writer, who once had just an hour with one
such case who, at the time, had been comatose and described as "brain
dead" for twelve months following an automobile accident. Using
combinations of stroboscopic light and sound, he set up a regular
pattern of stimulus for the patient. The patient was soon evincing
some clearly discernible anticipatory responses. Interrupting
the pattern of stimulus, clearly aroused the patient to another
level in his responses. Within that hour we progressed to the point
where the patient was clearly answering questions with "yes/no"
responses in his left big toe, apparently the only part of his body
under current voluntary motor command. However, we had no more time
than that hour; not being a physician this writer could only work
covertly through arrangements with the patient's mother who was
a nurse at that hospital, and the opportunity window closed. Eight
months later, the patient died.
It is the conviction
of this writer that that death was needless. With the patient already
responding to the point of clearly apparent "yes/no" answers
to questions after only an hour of this simple procedure as described
above, we believe he not only need not have died but could have
been brought back, through the procedures and context described
above, to near or full normalcy. If a neurophysiologist or neurosurgeon
can be found who is willing to test such a simple procedure, based
as it so clearly is on principles so basically recognized within
his own profession, please refer him to this writer, Win Wenger,
Ph.D., Project Renaissance, 301/948-1122 or Box 332, Gaithersburg,
MD 20884 USA.
quite literally: no one has to be left behind. A fully human
life may well be possible for virtually everyone.
brief book has been written for general use, by a very wide range
of people and mostly by independent-minded adult laymen, this particular
section has been addressed specifically to professionals in human
service, especially educators, psychologists, neurologists, neurophysiologists
and physicians. Despite the more general nature of the rest of this
book, this brief is also a strongly urgent invitation, to those
qualified professionals and institutions, to perform original research
in highly humanly significant areas. There are presently a great
many lines of inquiry which provide immediately straight-forward
original opportunities to challenge and test key issues, principles
and theories, and to literally make history in ways which profoundly
help human beings. We will help you toward designing and performing
such research in every way we reasonably can.
several materials set a context, much of whose interior architecture
of principles is yet to be formally structured in adequate detail,
from which to appreciate some of what can now apparently be done
for human development and repair. The rest of that architecture
will become apparent when we have completed our main text in this
context, Toward A General Theory of Human Development, Creativity
and Genius, expected publication to be in late 1995. In the
meanwhile, we hope that providing you this information even in its
present incompletely written form will show you enough of the context
to aid you in your own work and to help human beings.
from a clinical or therapeutic context, of getting people up to
O.K., to a more general context and to working "beyond o.k.,"
those readers who have acquired the Quick Course In Music Creativity
(op.cit.), will find in that package a description of
Project Renaissance's endeavor to develop, on computer, an early
childhood program conveying pleasantly, within but a few days, a
natural feel for mathematical proportions and relationships together
with the first 8-10 years of school arithmetic operations; and another
early childhood program conveying in but a few very pleasant days
basically the internal musical abilities evidenced by Wolfgang Amadeus
Mozart--both these programs based entirely on creative combinations
of the very same principles as began the above "therapy brief:"
Psychology's "First Law" with the above-cited "prime
laws" of neurophysiological development. (We need a gifted
computer programmer or so, especially one gifted in graphics, in
order to complete these two programs.) Moreover, it will be clear
upon inspection that similar use of these principles in other contexts,
will yield similarly advanced results in virtually every field of
human competence, skill and endeavor.
Most of this
book was written for your immediate use, or to add levels of understanding
to your use of its suggested procedures and practices so that these
are neither a rote ritual requiring belief, or any kind of mystery
requiring faith. Everything in those sections of the book is immediately
testable in your own experience--and such a validity-checking is
not only proper but advisable since so much of the effects we point
to differ so greatly from conventional expectation and even from
standard, paradigmatic "professional knowledge." Yet every
effect can not only be immediately tested in your own experience,
by you, but can be accounted for by the very principles and natural
laws upon which our culture's professionals base their precepts
and practice. They just had not yet thought them through to that
use and beyond adult lay readers and independent students: to the
professionals reading this book, there are not only all those immediate
personal tests by which you can validate what this book says: there
are hundreds of obvious specific formal tests waiting, no begging,
to be run at the levels both of theory and practicum, hundreds of
ways immediately ready for you to perform highly original
research of profound human significance and benefit, and to make
history. Beyond that, we have directed portions of this discussion
also to educators and clinicians most of whose students, patients
and case loads have no responsible choices of their own in the matter,
no other real opportunity or hope of meaningful progress as human
beings unless you provide it to them. Whatever your current
reasons for serving in your profession, please reflect upon some
of the original motivations which brought you there hopefully some
of those motivations, at least, relating to a desire to help human
beings and to make a meaningfully positive difference in their lives.
I hope that we have intriqued--or at least irritated into activity--a
few people of a more scientific bent, who will begin looking deeper
into these matters if only in hopes of finding some way to prove
us wrong. (As you get into this, you will find wonderfully larger
targets to prove wrong than these humble efforts! --And whatever
you turn up will at least advance the field.)
and scientific games aside: here we are. Here are some ways to improve
both your own condition and experience and those of others whom
you care about. The human stakes are in fact huge. --And frankly
(here we are addressing all our readers again, not only professionals):
not many professionals will be motivated or bother to address even
these obvious points, much less the universe-full of effects which
waits beyond them, unless you bother to begin making some
improvement in your own life and, perhaps and hopefully,
in the lives of others around you.
get multiple copies of this paper or the book Breakthroughs
to pass around until and unless you have verified its most obvious
points in your own experience and in your own life. I do not wish
to add to the load of other people's second-hand "knowledge."
Only your own experience can determine if what this book offers
is good enough to share with others. What difference in your life
has starting and maintaining a "Portable Memory Bank"
made by now? How many "sidebands" of your awareness have
you captured yet and how intriguing were the contents of at least
a few of them? How much Image-Streaming have you let into your life
yet and what has it shown you? Do the reasons for performing these
and related practices make sense to you?
have by now done at least some Image-Streaming: now is an excellent
time to ask your faculties to show you in some form what, for you,
is the key matter in this context which you most need to understand,
or to understand and appreciate further, and which will make the most
further sense for you from this entire context.
Ask your faculties
that, and record onto tape (or describe to a live partner) in detail
the imagery which comes up, allowing that imagery's contents to
be a surprise to you.
If that does not
readily show you remarkable further illumination, then thank your
faculties for that answer but ask them to help your understanding
by providing you a second set of images which say the same
answer to you but in a different way. Record those onto tape,
and if need be, a third set of images. Examine all three sets to discover
what is the same between them when everything else is different.
From that core of inductive inference, find the meaning. If need be,
brainstorm "all possible meanings" in a quick-list of 30-40
possibilities until your a-HA! emerges.
Now: ask your
faculties to show you an easy, immediate way to test and "prove,"
or validate, your understanding in this context. (Remember that a
"truth" can be proven "true" only if given a chance
to be found "wrong.")
And now: make
these practices and their extensions to practical creating and solution-finding:
What has enabled
Project Renaissance to integrate so many perceived relationships
and so many useful uses, from both old and new discoveries about
the human mind and brain, was and is our use of another "principle,"
the Principle of Reinvesting Methods--
use of a good method for solving problems (and there were
some pretty good such methods even to start with!), is on
the problem of: how to create better methods for solving
problems! A superb use of these, in turn, is on the problem
of how to create even better such methods!....
simple principle long enough and strongly enough and after awhile,
you are bound to find some very interesting things! We have! --Not
through any virtue on our part, just the benefits of pursuing this
simple principle. This pursuit has integrated, and continues to
integrate, key new understandings, not only great new applied methods.
Each new discovery brings with it a new and larger context into
view, from which fresh questions to ask become apparent in pursuit
of this simple principle.
qua non" of understandings and applications at the
present moment is the Beyond Einstein Training. By arrangement
with Project Renaissance, this training, in part or in whole, can
be professionally delivered anywhere in the world. The most such
trainings thus far have taken place in Europe, North America, and
in parts of Southeast Asia.
In our conviction
that such resources should be as widely available and accessible
as possible, a special manual and set of instructional, mostly guided
experiential, audio tapes is now under preparation, to become a
main form of the Beyond Einstein Training even more widely
available than is the professional training, and with the highest
possible quality. This audio tape package version of the Beyond
Einstein Training is due to be published by Project Renaissance
and released in October, 1994.
On the educational
end, we have ventured the Compendium of Enhanced Learning Techniques
(CELT), an encyclopedia of methods which are substantially better
than those in prevailing practice, an encyclopedia intended to become
wholly accessible between covers or online in every library throughout
the world. CELT will review every such method it can find, provide
its source, summarize its theory or rationale, summarize and analyze
Consumer's Guide-like such research data as is available
on it, and provide operational instructions how to perform, step
by step, that particular method or technique. Since its inception
in 1985 CELT's review task has grown, from the expected several
hundred techniques from around the world to several thousand. It
is our hope that every human being will have clear, easy access
to and ready use of all of these. At this writing CELT remains unfunded,
but the publication of eight major families of accelerated learning
technique, in Beyond Teaching And Learning, even though all
those techniques are from Project Renaissance, makes that book the
first to be published in some form of association with that project.
If interest picks up we should soon be able to publish at least
a few volumes of such techniques and methods from additional sources.
these and related practices to very high orders indeed of creativity-building
and problem-solving: the book liked so well by Success Magazine,
our A Method For Personal Growth & Development.
these and related practices to seven major types of accelerated/enhanced
learning method other than, and very different from, accelerated
and/or enhanced learning systems published elsewhere: our best book
to date, Beyond Teaching And Learning.
only Socratic Method in modern form, without any Einsteinian or
visionary aspects, can still yield outstanding classroom
results when incorporated with almost any ongoing method of teaching.
Our quickbook on this is How To Be A Better Teacher, Today--While
REDUCING Your Workload!
- 4)Of related
interest, but from different principles addressing the overall
health and functioning of the physical brain, and reworking the
subroutines of the brain to better support its higher functions:
our book How To Increase Your Intelligence.
mostly Einsteinian and advanced Einsteinian processes (you
supply the Socratic aspects!) to a wealth of sophisticated forms
of solution- and answer-finding techniques: by Sidney J. Parnes,
Visionizing: State-Of-The-Art Processes for Encouraging Innovative
much of the context in which we live and struggle: our two-volume
study of human civilizations and social dynamics as expressions
of general systems theory. Vol. 1: Civilizations and Other
Living Systems. Vol. 2, with the first publication anywhere
on the field of sociotectonics, Toward A General Theory of
Systems: One Man's Window On Our Universe. At least we have
some idea of what we are doing in (we hope responsibly)
inserting use of these techniques and resources into the closing
days of 20th Century global western civilization.
To be released
in the summer of 1994:
to innovation, invention, design, enterprise, and to scientific
inquiry: Techniques: Of Original, Inspired Scientific Discovery
and of Technical Invention.
learn the current status and availability of these and of approximately
sixty other relevant titles, and of the Beyond Einstein Training,
to: Project Renaissance, 301/948-1122 or Box 332, Gaithersburg,
MD 20884-0332 U.S.A.
far the best and richest resource of all is what your very own between-ears
faculties will show you, if you give them the chance to do so. Let's
have a look at some of that resource this very day!
Copyright 1993, 1994 by Win Wenger, Ph.D., Project Renaissance,
301/948-1122, Box 332, Gaithersburg, MD 20884-0332. This paper may,
however, be freely reproduced--in whole to preserve context, but
not in part--to share with persons whom you care about.
©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 and acknowledgement
of source), we do require that expressed permission be granted by
Project Renaissance for any major republication. For minor printing
and sharing, we only request that you notify us.
reach Win Wenger, please visit his website at Project
on the latest Double Festival is available here.
originally published on Anakin's
Brain (now Genius By Design)