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Newsletter of Project Renaissance and Win Wenger


May 2004                                       





*  Quote of the Month

*  Announcements/Organizational Notes

*  Events


      "Volunteering, Working, and Love" by Tijl Koenderink

*  Comments, Feedback and News Items

      Win Wenger   - Practicing Imagery

      Win Wenger   - Decoding Your Imagery

      Win Wenger   - "Borrowing" Genius

      Kate Jones   - Foolery and Honesty

      Win Wenger   - Socrates in the Classroom

*  Links -  archives, back issues, homepage

*  Question Quest - Challenge #7






"Live not as though there were a thousand years ahead of you. Fate

is at your elbow; make yourself good while life and power are still

yours."                                        -Marcus Aurelius









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:

Or see the online archives: 





Our membership is large and diverse, and many of you have expressed

an interest in communicating with other members who share your topic

of concern or research interest. If you'd like us to share your

email address with other interested members, and to supply theirs to

you, please email your name, email address and subject/topic to:

Your communications will be private. If you'd like to take a topic

public, just post your discussions on Project Renaissance's board:  




One such interest group is the


They are looking for testers to explore accelerative learning

through combining PhotoReading and lucid dreaming to use dream-

activated PhotoRead material to "run a game" scripted off printed

material you looked at suconsciously in  reality. They also use

Brainwave Generator software to aid higher chances of lucidity.

If you're game for such experiments, visit their forum at or contact co-director Young

at .





Active and/or retired professionals in psychology, economics,

history, biology, physics, sociology, chemistry, etc., to co-author

with me new kinds of introductory texts (various age levels) and

methods-of-teaching texts. These texts are too become part of an

eventual discovery curriculum.   ...Win Wenger, Ph.D. 





If your email address changes or your email box is full or your

spam filter blocks us, we can't get The Stream to you. Please,

before that happens, make sure you notify us of any change and put on your safe senders list.

Write to:





If you currently only subscribe to The Stream, you can upgrade your

participation in Project Renaissance to full membership, free.

Membership in Project Renaissance entitles members to additional

benefits. If you're not yet a member, please register now, here:   or from link on the homepage, .





If you received two (or more?) copies of this issue of The Stream,

please let us know by replying to:   






* You can post messages on Project Renaissance's discussion board

  about any Project Renaissance topic and join any ongoing

  discussions. No log-in required. Please visit our homepage at  and click the Discussion Board link. To

  post a message right now, click here:  


* The long-established, popular Image-Streaming egroup is here: - requires Yahoo sign-in.


* Submit articles, comments or questions for possible inclusion in

  The Stream:    











At a private facility in Pasadena, Maryland


Training with Win Wenger and distinguished trainers.

May 15-16  Business meetings, planning workshops

May 17-19  Advanced Trainer training

May 20     Excursions or to be scheduled

May 21-22  Beyond-Einstein training for beginners


* For current trainers:

The newest Project Renaissance methods, new teaching techniques,

and other organizational issues. Time has been scheduled to place

Project Renaissance techniques in perspective of other AL and CPS

movements such as NLP, Edward de Bono and Learning Strategies Corp.

Registration:  $95 (includes 4 days)


* For people interested in becoming a trainer:

Receive Beyond Einstein Training (required for becoming a Project

Renaissance trainer) given by Dr. Win Wenger and by distinguished

trainers from the US, UK, the Netherlands and other areas. Learn

the basics correctly and effectively and see how to build on them.

Openings still available to register for this special opportunity.

You will also receive a complimentary copy of 'Discovering the

Obvious', Dr. Win Wenger's latest book. Tuition, $395 (includes

both days).


Full details online until May 20. It's not too late to register

until May 20, based on availability of space. Register now: 

Questions? Contact Tijl Koenderink, Executive Director of Project





FACILITATION WORKSHOP SERIES - May 28, 2004 - 8:00 a.m. to Noon

"Working Socratic Magic for Facilitators", by Win Wenger

Hosted by Mid-Atlantic Facilitation Network

( )

General Accounting Office, Room 2N30

441 G Street NW, Washington, DC 20548

$40 members and partners; $50 non-members


With modern understandings, discover why 2300 years of Socratic

Method consistently produced genius. Explore with us modern forms

of Socratics for use in meeting group, classroom, office or

boardroom. Discover hands-on, simple easy ways to give everyone in

even the largest groups the intense Socratic miracle experience

hitherto workable with only one or two at a time. Pick up special

skills which any facilitator may find remarkably essential and,

in retrospect, obvious. By the author of Discovering The Obvious,

of Beyond Teaching And Learning, and of The Einstein Factor:  Win

Wenger, Ph.D. ( )





Dr. James H. Austin, M.D., author of "Zen and the Brain" and

"Chase, Chance and Creativity," will speak at the National Press

Club at 11 AM on Saturday, June 19, 2004. Attendance by invitation

only. If you'd like to attend this free event, please email us for

a copy of the official invitation, courtesy of Elliot Ryan. Elliot

has asked us to handle these for him. Email your request to:





and The Edward de Bono Seminar 2004

University of Malta, Malta - June 21-25, 2004


Professor Edward de Bono, born in Malta, is the inventor of

Lateral Thinking.  He will be one of the keynote speakers at the

International Conference on Creative Thinking and he will conduct

the de Bono Seminar in person. Participants may choose to attend

either the Conference or the Seminar or both events.


Of course, Project Renaissance will also be present at this event.

Three trainers (Cora Robinson, Angus Donald and Tijl Koenderink)

will lecture on Project Renaissance methods, and make new

connections and expand our body of knowledge. For more information,

contact Tijl Koenderink ( )





Celebrating Individual Creativity: From Inspiration to Application

15th Annual International Conference on Creativity in Colleges and

Universities - on the campus of Northwood University, Midland,



Global assembly of those who value, teach, and practice Creativity.

The audience will comprise higher-education teachers and creativity

practitioners in both academia and enterprise. See their website

for additional information: 





13th Annual Conference on Creativity and Accelerated Learning

Maryland/Washington, DC area


This year’s theme is the ‘Theory and Practice of Education’. The

leading experts in the field of learning and education will share

their practical success stories and secrets to help you accomplish

the same in your school or classroom. The combination of a member-

ship with a support environment of ‘Progressive Educators’ makes

this THE event to attend. Mark your calendar now. More information

is on the website: 






Feature Article:



                        by Tijl Koenderink



Today I was confronted by a lovely girl who tried to sell (and

did sell) me a donation to a charity program. When I asked her why

she was doing this work, she started on the fact that she needed a

job, and that this was at least somewhat in line with her sense of

moral duty. After this she apologized for having to ask money from

the organization for doing this work.


I fully disagreed with her and of course told her so.


It was the same discussion I held recently with my Karate teacher.

People sometimes call him money-hungry because he chooses to charge

50 dollars for a day seminar, rather than to give it away for

practically nothing. I agree with his reasoning that he has a

service, based on 30 years of training and experience, and expects

to be paid for this knowledge. It is nothing more than a fair trade.


Yet people who obtain their money in that non-profit volunteer

setting think such a for-profit fee is inappropriate.


What is it in mankind that thinks it is improper for a manager to

receive 200k for raising the institution's income from 2 million to

20 million, but who think it appropriate to receive 40k a year for

their own job, where they do nothing half the time?


I believe that when you enter into an agreement, whether it is on

a volunteer basis or for hard cash, you should define the terms you

want to work for and what you intend to return for that. Both

parties take a moment to consider whether what they receive has an

equal or better value than what they give away, and then decide

whether to cooperate or not.


That which is being given and received can be any form of value,

ranging from American dollars to an expansion of your personal

network; it can be a feeling that you want to leave the world a

better place for your children, or it can be love.


As long as both parties see the value of what they receive, and

have a form of integrity in fair trade, the agreement will last.

If not, the agreement is bound to collapse. If, for instance, one's

value of money depreciates, then all agreements based on money

need to be re-inspected, since the value on one of the two sides

of the original agreement has changed. If suddenly I don’t care

about money anymore, I won’t feel compelled to give 40 hours a

week to receive it.


These factors need to be kept in mind in any problem-solving and

conflict-resolution scenario. A process of healthy introspection

helps becoming clear in your own mind about what you want.


However much some people may disagree with, and become agitated

by, the following statement, I feel a personal or even a romantic

relationship to be a similar case of trading. While I don’t advocate

paper-and-pencil registration of the ‘goods’ received and given, I

do advise anybody to examine whether the relationship is based on

a fair agreement. If one party gives a lot of love, attention and

time, while the other party only receives, sooner or later there

will be a crash in the relationship, since where the deal is very

favorable to one party, to the other party there are easily better

options found.


Sometimes very interesting agreements form, where love is exchanged

for money (not only in prostitution but also in marriage), attention

for appearance, intellect for sex, obedience for self-esteem. It is,

in my eyes, very important for both parties to know what they give,

and what they receive, if they want to make a relationship last.

Where love makes blind and thus goes a long way, it does have limits

beyond which it can’t be stretched.


True happiness and bliss are found when you are able to look at your

relationship as from a bird's eye view and you notice that love is

returned with love, attention is returned by attention, intelligence

is returned by intelligence, and, lastly, that the principles that

guide these exchanges are understood.


- Tijl Koenderink ( )



To send feedback privately to the author, email Tijl Koenderink  at  

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

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












Imagery - sensory mental imagery - is an especially sensitive route

to contacting and involving the better part of your intelligence:


* 2% of your brain associates in words and word-concepts.

* 80% of your brain associates in sensory mental images.

* Most of your intelligence, your understanding, your creativity

  and inspiration, derive from or through the part of your brain

  which associates sensory mental images.

* Measurements show most of your brain operating ten thousand to

  ten million times faster than you can speak.


This greater part of your brain is trying to show you the best

answer even while you are barely beginning to become conscious

that there is a question.


Much "louder" and more strongly focused, the "left word box" tends

to ignore softer promptings from one's greater mind and brain,

including imagery, and to try to do everything on its own. Its

expectations of what the answer "ought to be" can override, edit

and change "the message." For accuracy, practice the following

with your imagery – ( ):


1) Practice objectively and freely reporting in detail.

2) Practice speed in reporting detail - so rapidly there isn't time

   to stop and think what you ought to be saying at some points.

3) Practice suddenness, catching by surprise (and being caught by

   surprise by) your first impression before your editor has time

   to change what your greater mind is telling you.

4) Practice High Thinktank ( ), so

   your "editor's" expectations don't have much chance to interfere

   with your subtler processes' answer.

5) Practice ways to calibrate and validate your most important


6) Practice.


Answers - good answers - can be gotten at by hundreds of different

methods. A CPS method or system is successful mainly to the extent

that it gets us past what we think we know about the problem, into

the fresh perceptions we need wherein to find answers.


Generally, moving from "knowledge" and opinion to our own first-

hand perceptions in this rich a universe gives us virtual infinity.

Receptive visual thinking is one of the most sensitive tools we

have, and definitely one of the most accurate, for reaching the

best we are and the best we have.


- Win Wenger ( )






Nowadays we find it easiest to decipher our imagery into word

concepts by getting three separate sets of imagery intended to be

the same answer to the same question, but shown in very different

ways. We then look for what's the same when everything else is

different, and that usually makes the meaning stand out for us head

and shoulders above other possible interpretations.


Dreams are another way your sensory-image-associating majority of

your brain and mind have been trying to get important information

to your more narrowly focused conscious mind. To get at the meaning

of your dream, drop that book on interpreting dream-symbols, and



(A) first record all details of that dream. Then,

(B) ask your greater mind to give you a completely different set

    of images but somehow bearing the same message for you as that

    dream. Express and record a lot of detail from that, and then

(C) from another, different set of images, completely different from

    either the earlier set or the dream except (your intent) that it

    somehow carries the same message and meaning for you.


You need a lot of (sensory) detail so you can spot where these

otherwise differing sets of images overlap.  What's the same when

everything else is different tells you what all that was about, the

meaning standing out for you above other possible interpretations.


Note: some of the best presently known methods for bringing your

beyond-conscious wealth of reflexive sensory-image association into

focus of your conscious perceptions and thinking, you will find free

online at .


- Win Wenger ( )




"BORROWING GENIUS" - Win Wenger ( )

Someone was asking questions recently about "Borrowed Genius," a

procedure given in the "Teaching and Learning Techniques" section

of the Project Renaissance website. Please see:

( ).

The following may clarify further how that procedure commonly works

to help one to develop years of proficiency in some subject or

skill, and to do so within only a day or so.




The purpose of looking around the same garden but through and with

the eyes of your genius, once you've "put on his or her head," is

to strengthen your contact with the senses of the genius. If you

relate strongly enough to the senses, the intellectual part will

take care of itself.


Rooting around in the memories of the genius goes more directly to

Both the insights and understandings the genius has in the subject

and to the attitudes (body attitudes and feelings) of the genius,

which work through the limbic brain.


Paying special attention to and copying the patterns of body

attitudes and feelings of the genius, by aligning your own limbic

brain, enables you to function much more closely to the level of

genius in your own actions - especially if you can carry that

feeling with you into the activity.


Rapid, brief [5 to 10 minutes at a time] alternation between

"being" the genius and puttering in the activity in real time,

back and forth until they become one ongoing experience, is yet

another way to bring the genius's abilities online as your own.


- Win Wenger ( )





In the April 2004 issue of this newsletter, we quoted a Chinese

proverb, "Fool me once, shame on you. Fool me twice, shame on me."

More than a nod to April Fools Day, this quip bespeaks a deeper

wisdom. The first part reflects the general benevolence and trust

which humans living in civilized societies depend on for their

daily interactions. Thus, being fooled the first time reveals the

dishonorable intentions of the fooler. Being fooled a second time

shows one's own foolishness for not having learned from the first

instance, and for not learning caution toward a known scoundrel.


There is a more subtle meaning to this cautionary tale. It is also

said that you cannot cheat an honest man. Being trustingly fooled

and being cheated are not the same thing. To be cheated, some

expectation of unearned gain has to be present. Con men (the "con"

stands for "confidence") capitalize on wishful thinking and self-

delusion to do their fooling with the tacit complicity of their

victim. Shame on both.


- Kate Jones ( )





The simple provisions of "Dynamic Format" (please see: ), can be used to perk up an

ongoing class even in mid-lecture, without any change to the

operational or philosophic underpinnings of that class.  Even one

provision that lets you get your students discussing in buzzgroups,

while staying on the target you set them, is a welcome change of

pace from lecture, drill, quizzes and busywork without your having

to give these up until you want to.


That same benign, non-threatening, easy and simple "Dynamic Format"

can also be part of something much more powerful....


"Dynamic Format" can be made the core of a comprehensive system of

Socratic Method. Throughout history, Socratic Method's use has been

associated with the development of high genius. One reason schools

abandoned Socratic Method, when they went over into the Prussian

system, was the issue of mass production:  with the old version of

Socratic Method, you couldn't be Socratic with more than two or

three students at a time without the other forty-five becoming

restless. With our modern understandings, however, "Dynamic Format"

affords a way for one teacher to comfortably provide intensive

Socratic experience and "air time" to a hundred or more students at

a time. 


Train the students to be Socratic to one another, and EVERY student

will be drawn out, in depth, in detail, at length, on meaningful

issue after issue after issue. Every student will develop his or

her genius and become, in the most meaningful sense, truly educated. 


The ideal mix is something like this:


*  One part didactic, setting ground rules, context, and key


*  Two to three parts Socratic, with every student being drawn out

   on the main understandings of the lesson through their own first-

   hand perceptions and awareness, to and by a meaningful audience,

   in length, in depth.


Key lesson-point after key lesson-point, EVERY student becomes

thoughtful, perceptive, articulate, involved, and even begins to

manifest a bit of wisdom. One part didactic, two to three parts

Socratic, lesson after lesson. As to what you want reinforced in

your students, see "Ask Better Questions for More Than Just Better

Answers" (Winsights, No. 63 - )

on types of question to ask.


- Win Wenger ( )




To send your comments to The Stream for possible publication here,

write to:    







*  Back issues of THE STREAM by email upon request from  


*  Index of feature articles in The Stream archives:


*  Archived copies of Capital Ideasmiths are here:  


*  Project Renaissance homepage:   




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QUESTION QUEST - Real-world solutions to real-world problems


You may use any means for deriving either questions or answers —

any of the creative problem-solving techniques described in the

Project Renaissance website, or other techniques you may know, or

even consulting experts in relevant fields.


Question Quest is being coordinated by Project Renaissance as a

public service and as an exploration into practical applications

of creativity. See for a full

list of questions now open to work on. This month's selected

question goes to the heart of all our lives and strivings:




                          Question No. 7:


As a college student, I face the daunting task of discovering my place

in the world; yet rather than simply ending up somewhere, I want to

determine where I will go.  However, because all I have ever known in

my life is school, I have no idea where my true passions lie.   So my

question is, as a young man soon to enter the working world, how can I

discover what I really want to do with my life?

- Jonathan M. Horn [ )




Email your questions and recommended solutions to:  Question Quest

( ).

Please include a note as to what problem-solving methods, if any,

you used in arriving at your answers. Prizes will be awarded for

the successful solutions upon implementation. Let's make a real

difference in the world. New questions will be posted here and on

the website as they are selected.




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