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Newsletter of Project Renaissance and Win Wenger


September 2004                        (Best viewed with fixed-width font)






*  Quote of the Month

*  Announcements

*  Events/News Items


      "Become a Trainer for Project Renaissance?" by Win Wenger

 *  Comments, Feedback

      New Work, New Life - Jens Reineking

      More about DIDA - Kathy Carroll

*  Organizational Notes

*  Links






"The excellence of a teacher can be judged by the students who finally

excel him."       -- Leonard E. Read









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:





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 to become part of an eventual discovery


- Win Wenger, Ph.D. ( )





Project Renaissance is seeking individuals with administrative and managerial skills and interests to assume some of the functions of general manager or executive director. Duties will include organizing meetings, maintaining contact with membership and trainers, developing programs and promotions, and assisting in cataloguing the archives. This initially volunteer position is planned to evolve into a separate compensation arrangement. Please contact Win Wenger if you are willing and able to help. Email Win at .









Win Wenger is delivering UNIQUE TRAINER TRAINING in London, UK


Sign up for the first-ever Project Renaissance Trainer Training in London, England.

   Module 1: Sept. 27-29, 2004 (just completed)

   Module 2: February 28-March 1, 2005

Don't miss this exciting opportunity to learn directly from the inventor of the methodology. Please contact Cora Robinson for further information:   





13th Annual Conference on Creativity and Accelerated Learning in the

Maryland/Washington, DC area

Preceded by Beyond-Einstein Training, November 12, 2004

Followed by Trainer Training, November 15-18, 2004


During this fun-filled week of colloquium-like dynamic events, people from around the world will again gather to discover and explore creating and learning. Over the last decade the Double Festivals have celebrated many breakthroughs in both creativity methods and enhanced/accelerated learning. This year we are looking more directly at the learning side of this equation. Our theme is the 'Theory and Practice of Education'.


Living in a World Where We Can't Go Home Again...


Every second our world is changing, sometimes perceptibly.  It is as though we are all in "the Kindergarten of the Future," except that change is happening right now as you read this.


All of us are having to learn and adapt to conditions we never encountered before. For better or worse, we do so based on the options in our available repertoire of responses and appreciations. In effect, how well we learn determines how well we live.


Creativity, learning and problem-solving are critical skills each of us must develop in this world of inevitable change. Fortunately, just over twenty years ago, we at Project Renaissance realized that learning and creative problem-solving are over 90% the same thing. Each of the hundreds of methods for creatively and ingeniously solving problems can be used as distinct and powerful ways to improve learning. 


From year to year, the Double Festival is always one of the world's very best small conferences, partly because of the unique format developed by Project Renaissance. You'll find high levels of involvement and understanding, learning AND creativity, richly experienced by all our various participants.


Highest-quality presenters are drawn to this conference because, as with the original Socratics and Stoics, high-quality feedback from a quality audience helps them further develop their own perceptions and understandings, in the fields which most galvanize them and are most vital to them.


To experience directly for yourself some of the additional reasons and benefits, please click . There you'll find more information about our special format and about this year's topic, and you can register conveniently online.  We're looking forward to some wonderful growth together and some great experiences together!


- Win Wenger





The International Alliance for Learning will host a series of conference

calls with leaders in the field of Accelerated Learning, Accelerative

Learning and other areas of human development - leading up to the 2005

IAL International Conference in Atlanta, Georgia, January 13-16, 2005.

Further information is available from Chuck Bubar:






Feature Article:





                           by Win Wenger, Ph.D.



This is a brief account of how most of our methods got here, with their associated understandings tagging along.


      A conundrum: “If you have any good method for solving problems,

      one of its best uses is on the problem of how to create better

      methods for solving problems!....   And one of the best uses of

      those, in turn, is on the problem of how to create even better

      such methods.....”         


We’ve ridden this hobbyhorse, or tiger-by-the-tail - or whatever metaphor you think most fitting here - and we’ve been dragged across the landscape by it for better than a third of a century by now and it’s still going.


Under constraint of compression and shifting circumstances in a collaborative workshop training in September 2004, I invented two more new techniques, which went very well; and in each of most of my workshops I usually invent at least one new procedure along the way. That’s part of my fun as a trainer. A main avenue for creating new and better techniques, however, is via Toolbuilder, which is laid out in detail for you step by step at .     


With both the simple concept (that of re-investing your best methods into creating better methods) and this freely published example (the Toolbuilder cited above), anyone who cares to can create his or her own sea of highly effective methods. So far, we are the only ones to take this principle very far. Hence we have an unconventionally large and broad repertoire of ready techniques and certainly some of the most advanced, effective, and simple-to-use such techniques now on the planet.


Main chunks of what this stream of new methods has taught us:



1.  How much is at stake?

Answer:  Nearly everything, in human terms and in material terms. You know already that far less than one percent of the human brain and mind is developed:  5-10% of the cells in the brain are developed to any extent, but to what extent?  And what portion of those developed cells has any connection with where we are conscious from?  We’ve been learning how to develop and bring more of the brain and mind online with useful, focused, everyday consciousness. What we’ve learned thus far is a drop in the bucket but is already substantive. With more good people onboard pursuing these issues, we’d learn a lot more a lot faster, with more benefits spilling out into the world.  We’re a tad short on manpower.


Commercialization:  Out of all the values represented here among these stakes, some are concretely transactable. Our own interest to this point has been in exploring the phenomenon itself and in the fun of inventing new techniques and discovering new principles. To better extend that interest and fun, however, we now have to give attention to developing some of the more concrete transactions. This will better enable us to serve our other main interest of getting use of these resources into the hands of many, many people who are most in need of them, in many corners of the world. Please see below our partial list of application areas.



2.  A simple, simple tool:  Socratic Method.

We now know the active ingredient in Socratic Method and why, over a span of 2300 years, its use consistently has led to highest-level intellectual performance and genius. Knowing that active ingredient has let us devise new forms of Socratic Method, far easier to use and apparently even more powerful, applicable in all areas of human endeavor and not only in education.


A critical issue - most human beings go to their graves without ever really having been heard, on anything. To be heard, most people have to shout, even scream. The results of so many having not been heard, we see on the TV news each evening. What would happen in the world, what would happen to problems in the world, if many, many more people were really being heard, and drew themselves and each other out at length, in depth, in detail, on the matters most important to them?


What would happen in your organization or place of work if the decision-makers there met for formal problem-solving on the issues of the firm, two hours every Thursday afternoon - or whenever - on a regular basis?  And if they systematically practiced drawing themselves and each other out, in detail, at length and in depth, on their respective deepest and subtlest awarenesses regarding the situation of your enterprise? What would happen with the levels of achievement there, and/or to your profits?


What if, for your child at school: teachers and parents and volunteers were all trained for, and supported in, drawing out students in depth, at length, in detail, on their respective subtlest and deepest awarenesses in each topic of study?  What if, from as early in the school year as possible, students were trained and supported to draw themselves and each other out, in depth, at length, in detail, on their respective subtlest and deepest awarenesses in each topic of study?  Note, of course, that “Dynamic Format” group-managing techniques (see )  makes it feasible to give every student in even the largest groups the full intensity and effect of Socratic Method which previously could be had by only one or two students at a time.



3.  Simple, simple tool:  Free imagery, or

    Einsteinian Discovery Technique.

Sensory imagery is the language of most of your brain. Forty to forty-five times as much of your brain associates by sensory imagery as associates by conscious word-concepts. Nearly all your real intelligence is there, offline from your everyday consciousness. All your experience, awareness and data are there, only a little of which is available by conventional method to your conscious use.


With your consciousness trained down to the speed of the language you speak, the sortings-through and processes of your greater mind and brain appear instantaneous by comparison. Instantly, when you face a question or problem, or pose yourself a question, the greater part of your mind is already trying to show you, via imagery in the back of your mind, the best available answer or understanding. Just look in, see it, translate it, and test it.


Just about every human being alive is able to sensitize to ongoing inner imagery and to do these things - this is truly a universal resource humanity-wide, if only more people knew about it. One might say that this in-built resource is part of the birthright of every one of us.



4.  Understanding the Beyond-Conscious.

That description (in #3 above) also illustrates some of our new understandings about how the human mind and brain work. We not only have this tremendous resource lying offline from our consciousness, we all have this near-instantaneous reflex that sorts through our enormous database and assembles for us, in each context we encounter, the best available insights and understandings. We understand the issues in translation between sensory-based, “metaphoric” concept and conscious word concept, including how everyone has developed their own unique inner symbolic language, differentiated by a lifetime of experience, so that “dream dictionaries” usually don’t work except for the people who write them.


We have made a nice beginning on reliable methods to gain accurate translations from one’s own inner symbols, “Image-Streamed” images, and dreams. We also understand that this vast array of resources is anything but “unconscious”! That's why we now refer to these as the “Beyond-Conscious.” Most of its characteristics are very different from those which most people attribute to “the unconscious.” The “Beyond-Conscious” or, if you prefer, the “unconscious mind” is so many different things and functions that any generalization about it falls short of the remarkable reality.



5.  How did the human mind and brain get that way?

The profuse stream of new techniques which work, and the many contexts which they have dragged in with them into our understanding, has given us a much-improved theory and general model of human development, and a good many clues on how to move human development, individually and generally, toward a much more optimal level.



6.  The simpler the tools, the more their possible applications.

Most of these tools are exquisitely simple but pack some power! Here is a partial list of areas of possible application of the tools which Project Renaissance is currently working with. We have only barely begun to develop each of these areas of application:


* Creative problem-solving methods

* Enhanced, accelerated learning methods


* Athletics

* The arts

* Health and healing

* Potential therapies

     - emotional

     - physical

     - intellectual & powers of understanding

     - developmental

* Human development

* Scientific research

* Many special lines of inquiry

     - ethics

     - tools of philosophical inquiry -

       the High Thinktank

     - brain research issues

     - metaphysical

* Invention and innovation

* Child enhancement

     - ALL positive dimensions, not only

      intellectual and emotional

* Ways to increase human intelligence

* Conflict resolution

* Solving community and world problems


Within this partial list of areas of application being developed, each area has many of its own topics and categorical sub-headings. For example, “the arts” include art, music, indeed each of the arts, and within each is development of methods for more readily learning the skills of that art, for building to higher performance levels, and for building high original creativity in production of that art. Each of these is a distinct, rich, multi-faceted and open path for major developments.


Who would like to head up our efforts to develop and take one of these areas of application to the next level?  Can we find a match between these opportunities, our needs, and what you would like to offer?  Please contact us at to discuss the possibilities.


To adequately pursue these areas and develop them, we may need to develop educational programs, academies and schools at all educational levels, pre-K to University. For a preliminary design of and Prospectus for our Renaissance University, please contact .


November 15-18, 2004, is our next Trainer Training, in Pasadena, Maryland, near Baltimore Airport. This training, together with our 13th annual conference, the Double Festival, November 12-14, and the general Beyond-Einstein Training by day Friday, November 12, gives a major opportunity - not only for trainers and would-be trainers - to gain skill at and understanding of these and many key related issues.


In any one of the above areas of application, you will find major and original substance, and a chance to make a major difference, materially, in exploration and findings, and in human terms. If you think it through, you will see personal and professional opportunities, and contexts about which you are likely to have some curiosity. You will be learning, exploring, working in very good company. I think you will find some accessible opportunities to make a meaningful positive difference in your own life and in the life of others whom you care about.


- Win Wenger


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

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NEW WORK, NEW LIFE - Jens Reineking ( )

I read an article about the work of Prof. Frithjof Bergmann, University

of Michigan, Ann Arbor. It is called "New Work, New Life" and details a concept of work which proposes that people

- spend one third of their time in paid jobs as we know it,

- spend one third of their time doing something they really, really want,

- and spend one third of their time to provide/supply themselves, e.g. by growing food or working in simple assemblies which produce things that are really needed (clothing, transport, etc.).


There are currently more than 30 centres for New Work world-wide.


I haven't read his book myself yet, but since you're concerned with real-life solutions (creative one, preferably), this might be something to look into:


- Jens Reineking []




MORE ABOUT 'DIDA'... Kathy Carroll ( )


With reference to Win Wenger's simplified problem-solving process, DIDA... outlined as follows in the July 2004 issue of The Stream):


1. "D" - Determine and write down your problem or question. ...


2. "I" - Intend - and to some extent, expect ...


3. "D" - Detail your image(s) ...


4. "A" - AFTER those sensory details, examine how that set of images

answers your question.


Here is a suggestion for step 2,  the intention. Say, “I choose for my

understanding of my images in regard to this question to be immediate,

precise, and profound."


- Kathy Carroll




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