ARE BRIGHTER THAN YOU THINK!
Win Wenger Ph.D.
book is being published at this site with full authorization from
the author. Please be advised of the copyright notice at the end
of each page.
Immediate Access To Your own Remarkable Resources
The Project Renaissance Escalator
Along Your Own Unbounded Path, Along With Some Practicalities
Both Personal and Professional
You are, indeed,
much brighter than you think!--far more so, in fact, than you have
ever imagined! We now understand much about what has prevented so
much of your high intelligence from finding expression--and a number
of remarkably easy ways to bring back on-line much of your truly
remarkable set of resources for immediate use and for many forms
of highly rewarding experience.
While our combination
of effects is new, most of its component elements are quite ancient
in scientific and historical terms, for example Socratic Method
dating back at least 2200 years. The century-old "First Law"
of psychology largely accounts for why the various forms of Socratic
Method are so effective. Combine Socratic Method with the also historically
potent system of Einsteinian "Deep Thought Experiments,"
and this gives rise in turn to Post-Einsteinian Discovery Technique
far beyond most systems or sets of effects which have gone before.
This new combination, of systems of technique whose power has long
been historically demonstrated, opens many paths to your own high
heritage of resources.
Together Two Different Major Systems For High Level Thought And
- How To Bring
ANY perception conscious or more conscious. What is there TO bring
the Sidebands of Your Thought And Perception.
- How To Image
that YOU--and everyone--can "get pictures" and begin
enjoying the benefits of visual thinking!
of thought and perception, historically have been associated with
human intellect functioning at its finest. These are: Einsteinian
"Deep Thought" technique, and Socratic Method. In most
of the Project Renaissance program, trainings, consulting methods
and publications, these two systems are combined into a far more
powerful and reliably productive whole which, however, is far easier
to use than is either method separately.
"Deep Thought" Discovery Technique:
By some researcher
accounts, most of the major discoveries of the past two centuries
were made by means 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. Elias Howe's nightmare of cannibals attacking, whose
spears happened to have holes in their heads, gave him his a-ha!
for the sewing machine he had been laboring for so long to invent.
Nicola Tesla's in-head visual predictions 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 the whole of physics
and helped remake the whole of science.
did not invent, but extensively practiced and popularized the method,
now known as the Einsteinian technique of "Deep Thought"
or "Thought Experiments," of setting a visualization running
and observing it closely to see what one can discover from it. The
traditional "Einsteinian" technique was, however, too
directed to be productive of much beyond relativity, and moreover
required a personal discipline which is beyond the immediate reach
of most people. It was by removing part of its overt direction and
by adding another system that we correct the shortcomings and present
a hugely productive investigative technique which, in addition and
remarkably, is well within everyone's easy reach to use effectively.
times XXXVII = ???
the effects of another comparable improvement in one type of thinking
method. From Renaissance European times the West has found it not
only convenient but absolutely essential to its pursuit of mathematics
and arithmetic operations, to switch from Roman numerals to the
Arabic numerals we use today, and adopt with that the concept and
number zero. (Until then it was a major feat of high genius just
to be able to multiply, say, XXIV times XXXVII!) This difference
is comparable to the greater convenience and ease which our revised
Einsteinian visual thinking system is providing in all areas of
life and work, not only math.
system we added to Einsteinian technique to create this new tool,
aid and convenience to all areas of intellectual operation, comparable
to the effects in math and arithmetic of changing from Roman to
Arabic numbers, is 2200-year-old Socratic Method.
is any technique which induces the learner to examine his/her internal
and external perceptions and to describe in detail what s/he discovers
of Description:" to describe anything in detail while
you are examining it- especially to describe it aloud, to a listener,
whether a live listener or to the potential listener represented
by a tape recorder. Describe in detail what you are perceiving and
you discover more and more and more about what you are describing.
The very floor you are on at this moment, familiar as that may be
to you--if you were on the phone with a friend who was trying to
sketch that 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 emerge for you--wouldn't you soon know far more about that
floor, as simple and as concrete as that is, than you ever wanted
to know about it?
2. This "principle
of description" is the operating instruction for how to realize
Walt Whitman's dictum, that if you observe closely enough even an
ordinary blade of grass (or as William Blake stated, even an ordinary
grain of sand), you will discover the entire universe there. Anything
you describe in close detail to listener or recorder while
you are observing it closely, you discover more and more and more
has found this universe to be (1) holographic, (2) comprised necessarily
of fractiles, a la gorgeously infinite Mandelbrot Sets. As a result:
when description, feedback and perception all intermodulate and
so engage these dynamics, you can literally discover all that, and
more, just by closely observing anything, even your own thumbnail!
Whitman' s dictum about an ordinary blade of grass was more than
metaphor: it is literal, provided that you describe in enough detail
to your listener while you are looking very closely ....
We will from time to time refer to this expansion-of-perception
effect, of describing one's own perception, this Principle of Description,
as the "Whitman/Blake Effect."
3. As significant as the effect on the particular perception is
the effect of such describing on the behavior of perceiving, and
on the perceiver himself. A method popular in Europe for training
ordinary people into being sophisticated, sensitive winetasters
or perfume testers, is: to provide that person a sample, and he
is to describe rapid-fire everything that comes into mind, for some
minutes. Then another sample, and again describing rapid-fire for
some minutes everything that comes to mind or awareness. Then a
third sample .... Three days of this activity, sustained, and that
ordinary person has developed the sensitivities of a professional
perfume tester or wine taster!
4. The first
schools in Western cultural tradition were those of classical and
early post classical Greece. Those schools were not for the purpose
of benefiting students--and even to promulgate a particular "school
of thought" was secondary. Their main purpose was to provide
quality audiences to whom the leading thinkers and perceivers could
describe their perceptions, in order to develop further those perceptions.
Some of the "nicer guys" among these, the Sophists especially
and Socrates in particular, would return the favor and draw out
their listeners in turn. Their doing so, and the various ways they
did so, became known as "Socratic Method."
5. For 2200
years, classical Socratic Method induced the learner to examine
his/her internal and external perceptions and to describe what s/he
discovered there. Historically, this practice was so often accompanied
by such huge leaps of perception, understanding and growth that
all its most noted practitioners became convinced that all knowledge
and understanding are already within each learner and need merely
be "drawn forth." This "Socratic miracle" phenomenon
was frequent enough for this "drawing-forth" theory to
have such currency for that 2200 years, "education" itself
became named after that concept--"educate" meaning, "to
Thanks to the above-cited. holographic interference-pattern physics,
fractile systems theory and other modern 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. Perhaps those assumptions are
true but even without them, the natural laws of physics dictate
that when description of even the most ordinary perceptions is pursued
in this detailed, sustained, intermodulative manner, a deepened
and enlarged insight which seems almost to be "the whole universe"
becomes apparent to the describer. Whether in fact all knowledge
and understanding are within each learner, we now know clearly that
such knowledge and understanding are (at least also) accessible
through closely detailed describing-while examining of even the
most ordinary objects in one's own perception!
6. 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, with the results which we see
all around US. Likewise, from a population base of but a few hundred
thousand citizens allowed access to culture-related ways of living,
Renaissance Europe radically outproduced our 5-1/2 billion in geniuses
and cultural giants.
Socratic method--acute questioning of 1-2 students at a time, or
fierce argument with maybe a half-dozen at a time--could in fact
be practiced only with a few at a time while the remainder of a
large group or class grew restless (except in law schools where
sheer terror is used to keep attention focused--"Know that
half of you won't be here next week!"). However, any
procedure which has people to examine their perceptions and to describe
at length, in detail, what they discover there, creates the Socratic
Miracle Effect. Unlike the ancient and law school versions, many
of the modern versions of Socratic Method work better the
more students or participants there are at a time in a group.
(School budget people please note!) Moreover, Project Renaissance's
books are now full of many ways any individual who can read and
follow specific instructions can evoke Socratic Miracle Effects
for himself or herself.
combination of Einsteinian and Socratic Methods--
This combination by Project Renaissance has given rise to many forms
of modern Post Einsteinian Discovery Technique, most of these currently
found in the Project Renaissance program and only a few of these,
in turn, beginning to be found elsewhere as well. This combination
of techniques is more accurate, far easier to use, and can be easily
handled by virtually anyone.
GBD.com without it costing you a dime. Learn
s original method of "Deep Thought" required regular disciplined
practice. Even with that disciplined practice, Einstein had to hold
a rock in either hand to keep himself from nodding off in mid-ponder
(the rock falling from his relaxing hand as he dozed off would alert
him back to the task). Except for the accidental instances such
as Kekule's and Howe's, one pretty well had "to be an Einstein"
to use that approach very well--though there were beneficial effects
from its repeated use: by all reports Einstein himself "was
no Einstein" and was mildly retarded during his first few years,
before beginning practice of his method of observing his own visual
but a Socratic audience!--
In this modern
combination of methods, we perform Einstein like "Deep Thought"
experiments but describe our perceptions aloud, in detail, a la
Socrates, while we are observing them, and this simple act
brings a wealth of further detail and perception that often lead
to fresh discoveries even upon first use of the method. The act
of describing aloud to a listener also provides the alertness even
a disciplined Einstein often lacked, so that we no longer need to
hold rocks! Further differences:
program for the unexpected, the surprise to happen in these experiences.
This improves accuracy by helping us move beyond the "ought-to-bell
expectations which stand between us and the fresh perceptions we
need for ingenious, creative answers. Deliberate non interference
with the imagery contents lets our subtler, richer faculties show
US--which is the whole point of such an exercise in the first
place. The whole point of either Einsteinian or Socratic technique
is to enable our subtler, richer faculties to show us what we ordinarily
would fail to see and which is the answer to our quest, question
or line of investigation.
describing while observing this ongoing, seemingly self -directed
imagery not only helps us keep alert and on task, but develops
and strengthens our conscious perception of our inner subtleties
in a way no other procedure can.
combination of Socratic and Einsteinian Discovery Methods: the
Einsteinian "thought experiment" defines the context,
frame or focus within which you've oriented your perceptions (and
imagery) . Modern Socratic Method simply has you describing aloud,
to live listener or to potential listener a la tape recorder, in
detail, everything you can observe in that context while
you are observing it--and again, afterward, in different settings
and contexts (which provide different feedbacks), until you've made
full sense of what you've observed.
of context: Context "sets the computer menu" through which
and determining how you currently process information. For example,
look around your office for a minute with the eyes of a competitor
or rival, see what it is that you notice. Now look around your office
with the eyes of a tax assessor, see what it is now that catches
your attention. Now with the eyes of a client .... A subordinate
.... the eyes of the US President..... The subtler and/or further
ranging the information set with which you are dealing, as compared
to the easy concrete specifics of what's visible around your office,
the more susceptible by far is your handling of it to various contexts-
an area almost wholly overlooked thus far by most areas of both
creative problem solving method and learning method, among other
by means of Post-Einsteinian Discovery Technique, this combination
of methods: note that the problems which we have left around us
are the ones which did not solve based upon what we know
about them. There, what we "know" has become the
problem by standing between us and the fresh perceptions needed.
The various systems of creative problem solving now in world use
succeed mainly to the extent that they somehow move us beyond what
we "know" and into those fresh perceptions. The sooner
and stronger you move into perception on some issue, the better
your chances of finding good answer.
or post-Einsteinian type imagery is a great way to move immediately
into perception in the context of the problem or issue--yet there
are also some other, additional ways, some of which are actively
in the Project Renaissance program.
the above point: it does indeed seem natural to try to solve issues
and problems based upon what we "know" about the problem
situation, but it is the problems which did not solve
that way that we have left, all around us. Further, when we mull
a problem over and over examining what we "know," we engender
neuronal habituation--the tendency of nerve cells, circuits
and the nervous system itself to go to sleep on a constant signal,
wake up on a changing signal. When we continue to mull over a situation,
we put most of our intelligence to sleep in that context.
Beyond 'Stuck-Point:' This "neuronal habituation"
is the term used by biologists to describe the phenomenon that with
a constant signal, nerves and brain tend to go to sleep. They wake
up on a changing signal. An example was in experiments at Berkeley,
where tiny slide projectors were mounted on contact lenses so that
the same image would remain in place whatever way the eye turned.
Within moments, the entire visual field turns blank. Normally, a
micro-tremor of the eyes enables mammals to see details; otherwise
the experience would be like that of frogs, who can only
see motion--i.e., change in the signal. One can override this visual
micro-tremor just a bit by staring fixedly at a single point--as
some meditators do at a mandala. As one does so details "gray
out" and become indistinct. The same principle, with other
forms of meditation, is with repeat of a verbal mantra until the
loud, chatterbox, conscious verbal mind is lulled into doze and
presumably subtler signals from the unconscious have some opportunity
to reach conscious awareness. A very few creative solution-finding
procedures have this effect in order to obtain answers from the
unconscious, but by far the majority of them go the opposite direction--
"stuck" problem itself has had this neuronal habituating
effect on the brain of the person puzzling over it, and often just
"changing the signal,, on that particular stimulus will have
the effect of unleashing floodgates of new ideas and perceptions
and answers about the problem. Going into uncustomary perceptual
modes is one highly productive way of "changing the
signal,, so that the brain "wakes up" in that context
and gets off its "stuck point."So also are some of the
"force-fitting" procedures where one imagines the problem
to have all sorts of odd
characteristics, or "force-fits" it as having relationship
or similarity to other objects or contexts, as a way of "seeing
the problem in a new light.
Post-Einsteinian Discovery Technique, wherein we've combined Einsteinian
and Socratic procedures: as you might already have guessed from
the above remarks, such procedures apply to far more than "merely"
solving problems and making fresh discoveries and inventions. For
example, such methods are invaluable for predicting trends and for
predicting the outcomes of decisions, executive and otherwise. Even
if you programmed your office computer with 500 simultaneous variables,
it still cannot take into account even 1%. of what your in-built,
between your-ears PC automatically, reflexively, seemingly instantaneously,
takes into account. Why that seems to be so instantaneous?--Most
of the conscious part of our thought and perception take place in
the parts 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 ten thousand times more rapidly than does the verbal conscious
part of the left- and the underlying limbic brain, which runs the
whole affair, operates some ten thousand times more rapidly than
does even the right cortex! No wonder these "unconscious"
responses sort out at "computer speed," to the plodding
verbal conscious seeming to be instantaneous!
We have taken
this combination of methods also back into "education"itself,
finding this modern version of Socratic technique to achieve everything
that traditional Socratic miracles did and then some, and that it
strengthens virtually every aspect of learning. Our recent book
Beyond Teaching And Learning(1) explores this area in some
detail and enables its readers to proceed Socratically through whatever
skill or intellectual 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 War, and the popularly reported fact that the average adult
American will change career 3-1/2 to 4-1/2 times during his working
life, may render this literally "educative" application
to be very interesting, both personally and professionally, to some
readers of this present brief.
How old are
these findings? Most of the 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 the scientific, technological and
intellectual progress of the Western world the past several centuries.
Socratic Method goes back, as we noted, some 2200 years. All
of this work revolves around Psychology's First Law," 150 years
or so old in our scientific understanding, familiarly stated as,
"You get more of what you reinforce.,,
this matter of behavioral reinforcement: to describe a perception
in detail while examining it, as we saw above, reinforces that particular
perception. --And it also reinforces the behavior of being
perceptive. If the perception is initially subtle, less immediately
conscious: to describe it reinforces more onto line with consciousness
the part of the brain which provided that perception together with
that part Is resources and intelligence. Post-Einsteinian Discovery
Technique cum Socratic Method necessarily works with initially subtle
perceptions. Small wonder that frequent practice of the method is
associated with 20 points' "IQ" gain for 25 hours of easy
practice; 40 points' gain for 50 hours' practice, as consistently
measured in a series of independently conducted university studies!(2)
We will definitely
return, in some detail, to this topic when discussing the phenomenon,
a few pages below, of "Sidebands of Thought and Perception."
have combined two major methods historically associated with human
intellect functioning at high levels: Socratic, and the type of
visual thinking now popularly referred to as 'Einsteinian.' The
confluence of these two powerful systems has resulted in a system
of even greater power, and wider range of applications including
personal benefits to the practitioner. The new, combination discovery
system is also far easier to use than were either of its predecessors,
to the point where we have even successfully conducted EMR's (Educable
Mentally Retarded persons) productively through it--one indeed no
longer has to "be an Einstein" to function at high levels,
however much it might help! No one need be left behind who doesn't
want to be left behind.
of the two historic systems:
Difficult when used separately, two powerful systems which are easy
and productive to use in combination, each through history has been
strongly associated with high levels of mental performance.
"Deep Thought Experiment"
someone examine his/her external and/or internal perceptions
and describe in detail what she or he discovery there.
up a visualization running freely, and observe it closely
to see what you can learn from what you are observing.
found that providing quality audiences for their leading thinkers
and perceivers to describe their perceptions to, developed
those thoughts and perceptions. Some would return the favor
and draw out their listeners in turn. The start of "education:"
2200 years of miracle leaps of growth and understanding convinced
practitioners that all knowledge and understanding
are already within each learner to be drawn, i.e., "educate,"
to draw forth.
science or earlier. Some credit various forms of this technique
as causing 90+% of the major scientific discoveries and technical
inventions of the past few centuries, though to gain peer
acceptance this visionary basis was usually concealed at the
time. Albert Einstein popularized the technique after using
it to discover Relativity.
of Description--the more one describes while examining
a perception, the more s/he will perceive. In turn: this is
an example of Psychology's "first law" - that "you
get more of what you reinforce." To describe your own
perception: (1) reinforces that particular perception; (2)
reinforces the behavior of being perceptive.
serious researchers of mind, brain and human behavior concur:
99% of human experience, thought and perception is unconscious.
Also, that every experience, conscious or unconscious, is
retained in the permanent, unconscious database. Project Renaissance
found that these are constantly expressing in sidebands
of thought and perception, as described below. By reflex,
these, at every moment, are sorting through the entire database
for the best relevant insights or answers--these are expressed
through "receptive" imagery.
Describing initially subtle perceptions, reinforces more onto
line with verbal consciousness
the initially off-line, unconscious parts of brain or mind
which supply those subtler perceptions- those parts together
with their resources and intelligence.
all these contents are "initially subtler perceptions"
arising in parts of the brain and mind initially off-line
from verbal consciousness. Bringing these parts of the brain
more on-line brings more intelligence immediately available,
while informing the conscious.
are rare who are acute enough to ask you the right question.
While prodding one learner, your other learners get restless.
discipline needed to not nod off during. Also, the contents
of "Deep Thought Experiment" experience fade like
dreams,quicker than the explorer, returned,can report back
on what s/he observed.
THE COMBINATION--of Socratic and Einsteinian systems, each
of which historically was associated with high levels of mental performance:
this synergy is far more powerful and productive, and astonishingly
easy to perform. What is the combination?--
1. Concurrent describing while exploring the "Deep Thought
Experiment."This describing aloud not only keeps you alert instead
of nodding off, but develops the perception. EASIER by far
to use and more productive: "you no longer need to be an 'Einstein'
to cope with, resolve and understand any issue!
2. Deliberately allow, even encourage, the contents of the "Deep
Thought Experiment" to SURPRISE you and run counter to
your expectations. The more surprising the contents of the experience,
the likelier you are to be engaging your richer, subtler, more comprehensive
resources from far beyond your conventional verbal consciousness.
Eight different types of combination, of Einsteinian and Socratic
systems, and strategies of their application, define the eight different
families of profoundly enhanced and accelerated learning method specifically
self-taught in our recent book Beyond Teaching And Learning.(3)
Other key strategies of combination and application of these two systems,
are taught in the BEYOND EINSTEIN training programs from Project
Renaissance. Some of these are also self taught in the book so well-liked
by Success Magazine, titled A Method For Personal Growth and Development.(4)
Another source of advanced Einsteinian methods, to which you can apply
your own Socratic combinations, is the book Visionizing, by arguably
the world's best-known leader in creative method, Sidney J. Parnes.(5)
By themselves, Socratic and Einsteinian systems were difficult enough
to practice that relatively few have done so. Taken together, the
two systems are not only far more reliably productive, but are so
easy to practice that out of the last few thousand people worked with,
not one was unable to perform it and thus to begin obtaining its benefits.
We don't have to leave anyone behind who doesn't want to be! --And
there seems to be no limit to how far ahead one can fly with this
Before examining some Einsteinian methods in this context, let us
examine several of the simplest ways to engage Socratic dynamics in
the task of enriching our conscious awareness from deeper-than-conscious
levels of our own minds and brains.
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To 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)