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            Newsletter of Project Renaissance and Win Wenger

                published formerly as Capital Ideasmiths



March 2003





*  Quote of the Month

*  Announcements

*  Events

*  FEATURE ARTICLE: "Shedding Light" - by Win Wenger

*  Comments & Feedback

*  Links - archives, back issues, homepage

*  Reader Questionnaire






"Through interaction, intelligence grows in its ability to interact.

We are designed to grow and be strengthened by every event, no matter

how mundane or awesome.  The flow of nature and seasons, people,

extreme contrasts, apparent catastrophes, pleasantries--all are

experiences of interaction to be enjoyed and opportunities for

learning, leading to greater ability to interact.


"With what is human intelligence designed to interact?  With anything

and everything possible. If there is anything intelligence cannot

interact with, that intelligence is to that extent crippled. A fully

developed intelligence is one designed to exchange energies with

anything existing, without ever being overwhelmed. A mature intell-

igence should be able to interact on three levels that correspond to

and arise from the three stages of biological growth. These levels

are:  first, the ability to interact with the living earth according

to the principles and natural laws of this earth; second, the ability

to interact with the earth according to the principles of creative

logic developed in the mind-brain system; and third, the ability to

interact with the processes and products of the mind-brain system

itself, which means the thoughts and creations of our own mind, the

minds of others, and the whole thought system underlying our reality.

Any definition of intelligence that does not encompass these three

categories of interaction is incomplete. Any development of intell-

igence that does not move through these three modalities falls short

of the biological plan for intelligence and betrays nature's 3-

billion-year investment and trust." 


Joseph Chilton Pearce, "Magical Child" [New York: E.P. Dutton, 1977,







WELCOME to all new members who have joined us this month. We hope

to hear from you and to give you much food for thought. Back issues

are available upon request. Just add the month to the subject line:





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Free monthly meetings of High Thinktank...Open to the public.

Upcounty Regional Services Center --

12900 Middlebrook Rd., Germantown, MD.

Check the Project Renaissance website calendar

for details and directions, at


This month's meeting:  March 20, 7:30-9:30 p.m.

Topic: "The Intuitive Leader: Awakening and Using Intuition"

Guest Leader:  Daniel Knight




DOUBLE FESTIVAL XII - November 2003...


Mark your calendars now for Project Renaissance's annual double

conference on Creative Problem-Solving and Accelerated Learning:

Friday-Saturday-Sunday, November 14-16, 2003

followed by Trainer Training, November 17-18, 2003

at a private facility in Pasadena, Maryland


Watch the website,

for further details and for Call for Presentations.




Feature Article:


                        SHEDDING LIGHT:

             Afterimage as a Method for Problem-Solving


                         by Win Wenger



This technique is not original with Project Renaissance. We heard

about it from Stanley Korn. It is used variously in many quarters.

We have modified it here to serve as one excellent way to discover

answers and solutions.


You will need a live partner for most of this, though a version

follows that you can use when working alone with a tape recorder

and notepad.


A. Please do the following:


1. Draft 2-3 meaningful questions for which an answer is desired.

2. Asterisk and separate out the most key such question.

3. Take a blank sheet of paper, fold it over once or twice.

4. Sketch a symbol on the top of that folded sheet, or a big "?,"

   which represents that most key question. Symbol or "?" should

   be marked heavily enough to make a strong visual contrast with

   the paper.

5. Insert that most key question inside the folded sheet, with the

   symbol or big "?" still uppermost.

6. Find a partner.


To make this process reciprocal, your partner should likewise

prepare a question which you will be answering by the same process.



So that your subtler faculties won't be overridden by your conscious

expectations as to what the answer 'ought to be,' thus editing and

distorting what your subtler faculties are showing you, it's

important that you not see and consciously know the contents of

your partner's question, or your partner see and consciously know

the contents of your question, until Step C.4 below.  Your subtler

faculties do appear to know, from subtle cues, and this way can give

you your best available answer without getting 'edited.'


One can, instead, use a tape recorder; but that is less fun than a

live partner. Also, one then needs to generate at least 6 different

questions, choosing one randomly without looking to see which one

it is, in order for this procedure to work at its most accurate.



B. Getting a running start with afterimages:


Stare for a half minute at the center of a lit lightbulb of from 5

to 40 watts' brightness, from about 3 feet away, then look at and

describe aloud in detail the afterimage left in your vision from

doing this. Continue describing as the afterimage changes.

Experiment with eyes open and eyes shut and continue describing

the evolution of the afterimage. Continue for ten minutes or so.


Afterimages normally last only a few seconds, but such is the power

of behavior's Law of Effect - you get more of what you reinforce -

that even for this purely physiological photochemical effect in

your retina, the same afterimage can, with this reinforcement, go

for an hour or longer.


(This was the "training stage" for this procedure. Now to the




C. Problem-Solving through Afterimages:


1. Stare fixedly for a half-minute or so at the "?" or symbol over

   your partner's question. Close eyes, let afterimages unfold into

   coherent imagery or let it bring impressions to mind.

   (Describing all the way, of course.)

2. Get 3 sets of images or impressions, consciously the same answer

   to the same question, just shown very differently each time.

3. Both of you find the elements-in-common to those 3 sets.

4. Partner "reveals" the question, both of you interpret.

5. Take turns by switching roles.



D. Solo use:


Under Creative Problem Solving (CPS Techniques) on the Project

Renaissance website, go to the "High Thinktank" process

( ) and print out the instructions

found there. Learn and practice both the Quick Question/Answer (QQA)

and the High Thinktank procedure proper given there. Prepare six or

more questions, on separate pieces of paper. Fold each piece in on



Each session: select one question at random, without looking to see

which one it is. Fit it inside a paper sleeve with a large question-

mark on it. Then stare at that question mark fixedly for a half

minute and proceed as in "C" above, describing aloud.


Once you've solved one question of the six or so, replace it with

another so as to have at least six questions to choose from randomly

for the next time.


Conclusion:  If you can get up a good running start with description,

you'll be amazed at the fluency - and the uncanny accuracy - of your

answers resulting from this procedure. It'd be a pity not to enjoy

experience of your own remarkable ability at this by stalling out

without a live partner and listener to help you off to a good start

the first time or so.


- Win Wenger <>




To send feedback privately to the author, email to Win Wenger at



To send your comments about this article to The Stream, write to:



To post your feedback or promote a discussion of this topic:






>From Hemal Bhatt


This concept of "The Map is not the Territory" [Harman Benda, "You

Are Not Your Map," The Stream, January 2003] has been in my mind

for a long time, but it just never occurred to me to implement it

consciously. Indeed, this concept has such tricky characteristics

...hard to keep it in mind all the time.


After I understood Harman Benda's article about it during one of

my Memory Bank sessions, it occurred to me that this concept has

to be dealt with seriously. Things became a lot clearer, with rich

ideas of how to implement them practically, even to the extent that

"breaking old maps" and creating new ones should be a fun-filled



A very important point in this context:  Throughout our lives we

just reflexively go on creating maps. What really matters is how

much we

  1)  create new maps consciously

  2)  break old maps (specifically those created reflexively!)

  3)  break those consciously created maps


Keeping in mind, "You always get more of what you reinforce", one

can easily proceed by asking,


What are the maps that I just reflexively follow everyday? ....

Discover them, break/alter them, and go on creating new ones.


I would say that this understanding can make dealing with "the

map is not the territory" a fun-filled process.


One of the other ways to get along with "the map is not the

territory" is through the concept of Neuronal Habituation. We all

have a unique way of making sense of things. When we seek to make

sense through a specific way over a certain period of time, it's

a kind of Neuronal Habituation - a stuck state. Ironical in a way

that making sense of things is what we seek in the end, but even

we can get past this Neuronal Habituation through understanding

of "You are not your map".


- Hemal Bhatt <>




Kate Jones <>:


With reference to the Quote of the Month from Joseph Chilton

Pearce's "Magical Child", quoted above:


Those three levels can also be stated as 1) awareness (sensory

input) of surroundings; 2) awareness of self within the

surroundings; 3) awareness of self awareness. 


These parallel the levels in Objectivist psycho-epistemology: 

1) perception; 2) conception (concept formation); 3) intro-

spection (understanding of the mind's internal hierarchy and



We can even extend the paradigm to physical dimensions: line,

plane, space. Each stage subsumes and naturally follows from the

last. Each builds hierarchically on the previous level.


It is said that knowledge is three "why's" deep. It takes those

three levels to get to the bottom of things, down to the root of

that knowledge, to the primordial source. Children are always

asking "Why?", sometimes to distraction of the parents. It's a

challenge to answer them in terms they can integrate. Because

we receive so much knowledge second-hand, by hearsay and claims

of authority, we SHOULD question the truth of everything before

we accept it as permanent - even this! ~~~






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