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Newsletter of Project Renaissance and Win Wenger


May 2005                        (Best viewed with fixed-width font)






*  Quote of the Month

*  Announcements, News Items

*  Events, Workshops


      Elements toward a Proposed Research Study, by Win Wenger

*  Comments, Feedback

      Sidebands as a problem-solving method - Win Wenger

      More thoughts on enzymes - Win Wenger

      What the bleep do we know? - Kate Jones

      Math for left-brain benefit - Lothar Jost

*  Questionnaire - What do we know?

*  Organizational Notes

*  Links







"The future cannot be predicted, but futures can be invented."


                               - Dennis Gabor









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:




The Globe and Mail (Canada) on April 28, 2005, ran this interesting item:

"Armchair quarterbacks, rejoice    One more thing that surely no one

could have imagined or suspected! Those Sunday afternoons spent playing

armchair quarterback could actually pay off, a new study shows. Watching

someone else engage in a complex activity that you want to master, such

as a golf swing, may be enough to improve your own ability, scientists

at the University of Western Ontario have found." The article here, but

the Globe does require registration or a trial subscription to access it:


Actually, it's just one more of many pieces of citable evidence to try

to persuade people of the by-now-painfully-obvious that we at Project

Renaissance have been teaching and practising for decades. - Win




IdeaCradle seeks creative people -

This idealistic project is a funding development service for ideas and

inventions. Post your ideas and see if they'll fly. People can fund-raise

for projects they define. The fund raising is only by vote until the

target budget is reached and then the site calls for the donations. A

very novel and inventive (and ambitious) concept aimed at changing the

world. Do take a look. - Brad Sears ( )




Win Wenger's interview on the Genius Catalyst Radio Show with Michael

Neill on March 21, 2005 (subject: The Einstein Factor) is online. You

can listen to the recorded program for free here:









Beyond-Einstein/Socratic Training (B.E.S.T.)

The full, basic-skills workshop

May 20-22, 2005

Pasadena, Maryland, U.S.A.

Tuition: $495, including all 3 days


Complete details about Beyond-Einstein/Socratic Training 2005 - 

Registration Form (printable) -

Online Registration -

Travel Directions and Lodging -

Register online or use the printable Registration Form to send $495 by

check or credit card number to Project Renaissance, P.O. Box 332,

Gaithersburg, MD 20884-0332 USA.


You may inquire to Win Wenger by phone (301-948-1122) or email

( ) about discounts for spouse,

teachers, students, and corporate associate(s).




High Thinktank Session - May 19, 2005 - 7:30 pm


Quince Orchard Public Library, Room "A"

15831 Quince Orchard Rd.

Gaithersburg, Maryland 20878



Directions:     From Route 270, take Quince Orchard Road to just beyond

the intersection with Route 28, about four miles or so. Or take Route 28

West about five miles, just barely to Quince Orchard Road left. Either

way, the Library is on your left. Just feet beyond the intersection,

look for the nameless little spur of a road off Quince Orchard which

leads into the Library parking lot. Or go to , type in

your own address including zip code, and type in the Quince Orchard

Library's address, and get directions (and map) from there.


For anyone who has any experience at all in some of our techniques, this

"further reaches" session is a must to attend.




UPCOMING PRESENTATIONS - Capitol Creativity Network


The Capitol Creativity Network ( ) meets

on the second Thursday of every month. Time: 7:00-9:30pm. Fee: $10 at

the door. Location: Social Room of Van Ness East apartment complex;

2939 Van Ness St., NW; Washington, DC.


We explore and experience different facets of creativity - from corporate

to expressive to scientific, etc.  Each meeting is interactive, and

designed to have the participants experience their own creativity in real

time.  CCN's got a little something for every kind of Creator in 2005:


~  May 12: "Embracing the Dark: Violence, Creativity, and Compassion in

America" by Dr. Juliet Bruce, Founder and Director of the Institute for

Transformation through the Arts


~  June 9: "Creativity in Business: Techniques for thinking 'outside the

box' to bring new creative energy to your business endeavors" by Joey

Coleman, Creative Principal of Blue J Marketing & Design.


~  July 14: "Empathic Nature Writing: The Power of Empathic Connections"

by Karen Rugg, President of Karlynne Communications


~  August 11: "Creating Ourselves by Performing Who We are Not"  by Joe

Mancini, Jr., Ph.D., Gestalt Therapist, Hypnotherapist and Creator of

RoundTable Theatre and Liz Birney, Ph.D., business consultant and co-

facilitator of RoundTable Theatre.


~  September 8: "Creative Thinking Techniques"  by Dr. Win Wenger,

Founder and Director of Project Renaissance; author "The Einstein

Factor" and over 40 other books.


~  October 13: "New Working Models: Using storytelling, improv and visual

techniques to extract relevant data and design functional working models"

by Michelle James, Principal of The Center for Creative Emergence;

business creativity catalyst.


~  November 10: "Visual Mapping" by Nusa Maal, President of SenseSmart.


~  December 8: "The  Courage of Your Yearning:  Using the principles of

creativity to create a life lived from your deepest gladness" by Juanita

Weaver, creativity consultant.


Michelle James

The Center for Creative Emergence,

Consciously Creating What's Next

McLean, VA USA






Creativity Workshop Studios

245 East 40th St. 25th floor

New York, New York 10016

Tel: (212) 922-1555

Contact:  Vivian Glusman

Shelley Berc and Alejandro Fogel, directors


Early Registration Promotion:  With just a $50 deposit you can get $100

off on Summer Creativity Workshops in Europe. Offer expires:  January 15,

2005. See their informational website, Road to Creation.


Join Creativity Workshops this summer in Europe in their 12th year of

workshops! A wonderful way to learn and travel. Choose one of their

workshops (from June through August 2005) in Crete, Florence, Provence,

Barcelona, Prague, or Dublin.




Island of Crete — June 19-28, 2005

From $1,750 including tuition and accommodations.


Provence — June 29-July 8, 2005

From $2,150 including tuition and accommodations.


Florence — July 9-18, 2005

From $1,750 including tuition and accommodations.


Barcelona — July 19-28, 2005

From $2,300 including tuition and accommodations.


Prague — July 28-August 6, 2005

From $2,300 including tuition and accommodations.


Dublin — August 6-15, 2005

From $1,850 including tuition and accommodations.




More details on their website, .








Feature Article:



                            A Working Paper


                             by Win Wenger



In the Project Renaissance website alone ( ) are

40-some distinct methods which, either directly or as converted from

problem-solving techniques, can impact upon classroom and/or intellectual

performance in various specific ways.


These impact to something much more than just a subtle extent - they

definitely do not require sophisticated statistical manipulation in

order for anything to show. The benefits practically hit you over the

head. In each instance, there are clear reasons why the specified gains

will happen. - reasons which we will be happy to submit to your questions

and examination. We are looking at values and effects which should not be

very hard to measure, and in many instances are tested by the tests that

schools are using now.


If you are an educator concerned with the well-being of your students; if

you are a graduate student working on your dissertation; if you are a

dean of education whose doctoral students need a good research topic with

professional career implications -


There is a huge range of choice - you can choose whichever method is most

convenient for you to use, out of all the variety set forth below.


Here in brief outline are some of the elements of such a study:


*  Two different forms of whatever tests, for measurement before and

   after intervention. It is important that the main tests have a high

   ceiling or no ceiling.


*  The true experimental group, on whom the specific method is tested.


*  The control group - mostly a matter of gathering records from

   elsewhere in the school.


*  The actual control group, made to feel that it is an experimental

   group even though some of us know the performance outcomes of the

   intervention method used with the group. This will give us a truer

   reading of how much effect is from the process actually being tested

   and how much is from experimental aura. Both this group and the

   experimental group will manifest the aura, and the difference in

   performance between this group and the true experimental group will

   define the value of the method being tested.


*  For statistical purposes, the more the merrier in each group. We need

   to finish with at least fifteen or more participants in each group.


*  We'd prefer that, afterward, the students in the two control groups

   Also be given the benefit of the same method as had been given to the

   experimental group - not only for ethical reasons, but because the

   slope of longitudinal development functions would be thereby affected

   and that result also will be a significant part of the experiment.


*  Choice of which methods to test, and for which values - Most of the

   methods available for testing have an immediate impact upon language

   skills and upon subject understanding; other areas of performance

   percolate more slowly, and some may take 2-3 months to express. Our

   testing - and our testing schedule - should keep that in mind.


Choices among methods ready to test include, but are not limited to -


>  General "Dynamic Format," focused buzz-grouping over more than 20%

   of classroom time each day during the experimental period. This

   process would keep interactive groups in intense focus through

   provisions similar to those posted at

   * Language skills and subject understanding are the values primarily



>  Effects of prime combination of Socratic methods with Dynamic Format,

   which would have each student acting as Socrates to other students

   and even to themselves. Everyone would frequently be drawn out in

   depth, in detail and at length, on their deepest and subtlest

   awarenesses in context of topic after topic in the course and/or


   * Language skills, subject understanding.


>  Effects upon final exam performance of our Socratic review procedure

   titled "Final Exam" (see Winsights No. 52 - )

   * Impact upon both subject understanding and effective test-taking.


>  Effects of repeated practice of forms of "Borrowed Genius" -

   * Impacts upon physically-involved skills; subject understanding;

   enthused further involvement with the subject.


>  Effects of "Freenoting" -

   * general language skills, writing skills, writing confidence,

   reading comprehension, subject-matter understanding.


>  Effects of "Windtunnel" -

   Adapt version in Winsights No. 72 from problem-solving to the

   building of insight and understanding in any topic. Turn the main

   point of the lesson into an answerable question and let fly from there.

   * Language skills, subject understanding.


>  Effects of the original "Predictive Image" procedure (see article at ), upon speed and extent of

   comprehension in reading assignments and/or lecture content.


>  Effects upon course-long performance from sequenced predictive images

   undertaken at or near the beginning of the course and frequently

   referred-to throughout the course. Pose 20 to 25 key concepts in a

   subject turned into questions, and predictively image them.

   * Ease, speed and range of grasp of understanding of the key concepts

   and indeed the entirety of the course.


>  Effects upon reading and learning performance of (short-winded)

   remedial students, of a program of held-breath underwater swimming.

   * This may help across the board, but should have dramatic impact

   upon the performance of nearly all remedial students who cannot now

   comfortably hold a breath for longer than thirty-five seconds, as

   this short-windedness is deemed to play a major role in their

   disability. Please see

   and Winsights No. 77 -


>  Effects upon reading and learning performance of remedial students

   identified as having difficulty in passive visual tracking, of

   training in such tracking or even simply encouraged to become good at

   table tennis. See Winsights Nos. 71 and 77 - and


>  Effects upon incidence of behavioral problems in a population of

   students screened for difficulties in passive visual tracking in the

   lower arc of vision, and in a larger study, over a larger such

   population longitudinally to determine the extent to which such

   training and/or table tennis reduced the incidence of children who

   land in reformatories or later in jail.


Those are a few of the many specific techniques available for testing,

whose results for clear reasons will not be minor, and which will not be

difficult to apply. Some can be done in a day or so - for example, the

"Final Exam" procedure followed by the actual final exam upon which the

performance is necessarily measured anyway. Others take longer.


Image-Streaming, whose impact on various forms of intelligence we'd

dearly like to get a statistically sound measurement on, would take a

full semester to test, and some of the values to be measured may require

longer for full expression.


On the other hand, Image-Streaming, thus far the strongest and most rapid

enhancer of intelligence and IQ presently known, would open up what had

been the most difficult of subjects - the substantial improvability of

human beings even when classified as lesser. Its outcome would be

controversial in any event, so care would have to be taken to ensure the

study was sound.


Pursuit of the intellectual effects of Image-Streaming

would present professional problems but also professional opportunities.

The lower-arc-tracking longitudinal study is probably beyond our reach

for now; it could take as much as ten years and involve thousands of

students, but examines factors which could virtually empty our now-

bulging jails and reformatories, saving tremendous amounts of human

suffering from happening.




There is a chance that there will be a documentary video made of one or

more such studies - what a head start that can be for young professionals
fresh from dissertation!


What a boon for the students who get the benefits of the study - and for

the widening numbers of other students who gain access to the method upon

successful conclusion of a respectably performed study.


Isn't this one of the challenges well worthy of undertaking? Who is here

that is up to such a challenge? For further discussion and information,

please contact me by email under the subject line, Studies.


- Win Wenger ( )



To send feedback privately to Win Wenger, email him at:

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

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









Sidebands as a Problem-Solving Method - Win Wenger ( )

Here's the short form of our newest work with this phenomenon:


(1)  Take whatever question, problem, opportunity, challenge, issue or

topic-for-better-understanding, and make it into a statement - a single

sentence or very short paragraph. Write it in your own handwriting, or if

at the keyboard, in the font you usually use (actually keyboarding it out

each time instead of replicating it by cut-&-paste). While writing it,

notice what you can of what’s going on in your sidebands, relevant or no,

and describe that briefly on another page. On that “Capture Page,” when

you finish writing, put a line across that page just below where you

stopped writing.


(2)  Vary the second writing-out of that topic statement in some way - a

different font, double-spaced instead of single or vice-versa, different

size - and a different physical position of your body while writing it.

Again, while writing this,  notice what you can of what’s going on in

your sidebands, relevant or no, and describe that briefly on another

page. On that “Capture Page,” when you finish writing, put a line across

the page just below where you stopped writing.


(3)  Similarly, vary the third writing of that topic statement in some

different way, and while writing it, again notice what you can of what’s

going on in your sidebands, and enter what you can of that on your

“Capture Page.”


(4)  Break out your partner or your tape recorder:


   (a) Share in further, greater detail what showed up in your sidebands

which you made brief note of in your “Capture Page.”


   (b) Take each of the three sheets in turn where you wrote out, in

different ways but with the same wording, your topic statement, or print

these out of your computer if that was how you wrote them. As you read

through the first, notice what secondary thoughts and awarenesses are

thereby elicited and detail these to your listener. Similarly with

reading through your second and third versions, share not only the

secondary elicited thoughts and awarenesses but what you notice of any

difference in style elicited with the particular variation in the medium

of the printed or written statement. Then Windtunnel in the context

for ten or more minutes to discover what further understandings and

ideas come up for you.


If no live partner and no audio recorder are available, Freenote in the

context for at least fifteen to twenty minutes.


Either way, you are guaranteed to arrive at a much better understanding

of, or answers and solutions for, the matter. This can make an excellent

practice for self-growth and development, besides being an easy reflexive

reference way to address the issues and questions which come your way,

day by day.



SIDEBANDS EXPERIMENT - After a recent thinktank's very nice work with

the latest experiment in using Sidebands phenomena as a problem-solving

method, I'm ready to email descriptions and instructions for much of our

new Sidebands work and experimenting done to date, but only to those who

request it. If you'd like a set of this information sent to you, please

email me. I think you'll find some pretty interesting stuff in what we're

ready to send you. Just click on this link:


- Win Wenger ( )




More thoughts on enzymes - Win Wenger ( )


In the February Stream we cited a study that natural enzyme helps mice

live 20% longer. The report was here:

20% is a lot, at least by current standards, getting us closer to the

time of the real breakthroughs. Interesting indeed that it made the

difference in the mitochondria rather than in the nucleus. I suppose

tailored gene therapy is one possible human application, a tailored

virus made with specific receptors for human mitochondria. Or maybe

they can make a form of catalase with specific receptors for the

mitochondria so they don't have to mess with our genes....? Ten years

to market?


I think part of the reason for the mitochondria, instead of the nucleus,

is that the mitochondria control production of energy, and consequently

the mice were more active, and the greater incidence of exercise might

account for more of the life extension than just the antioxidant



- Win Wenger ( )




What the bleep do we know? - Kate Jones ( )


Now available on DVD, this quaint little cult movie became an instant

success for its three producer/directors. Its format defies all previous

standards, being part documentary, part special effects, part cartoon,

part psychological drama. Its metaphysics are as tangled as its editing.

Interviews with 14 famous scientists and practitioners give us a spectrum

of theories on everything from quantum mechanics to brain structure. The

film tries to explore the "big questions" and describes itself as a mind-

bending trip down the rabbit hole where science and spirituality come

together. Its star, Marlee Matlin, lends just the right touch of radiant

mysticism to hold the whole thing together. The most intriguing aspect of

the film is that it touches on phenomena in the brain that the techniques

of Win Wenger and Project Renaissance have been showing for decades. The

film-makers tried to hit all the notes but missed the main chord. As the

film continues to win popular interest and plant the whole question of

epistemology in the public mind, Project Renaissance should stand ready

to share its own insights.


- Kate Jones ( )




Math for left-brain benefit - Lothar Jost ( )


If you want to study mathematics for its left-brain benefits, it's good

to know that some branches of math can be studied as self-contained

units. Such branches are, for example, graph theory, number theory or

more generally combinatorics. In these branches you'll quickly come to

propositions that are very easily stated and understood but may be

extremely hard to prove. Authors who write popular math texts that I can

recommend include John Barrow, Keith Devlin, Ian Stewart, and an Erdos

biography by Paul Hoffman I found very interesting and inspiring, of

course with much food for thought also. He would be a good genius to

borrow! He is regarded as one of the greatest mathematicians of the

last century. The book deals exclusively with the branches recommended

above. A popular Erdos quote: "A mathematician is a device for turning

coffee into theorems."  :-)


- Lothar Jost ( )




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







                   "WHAT DO WE KNOW" QUESTIONNAIRE:


Please put the number 5 with the statement you most strongly agree with

and a 0 with the one you most strongly disagree with, and the numbers

between ranged accordingly:


___ My physical senses are the only reality I'll ever know directly: for

all intents and purposes what my senses tell me ARE the only reality.


___ The real world goes on regardless of what my senses report to me and

regardless of what I think is going on.


___ My beliefs and intentions influence even what's going on on the other

side of the world.


___ What I do or attempt to do in this world really just isn't going to

matter. Whatever's going to happen is going to happen, regardless of me.


___ Value, and the truth, are found mainly through the physical senses.


___ Value, and the truth, are found mainly through an inner feeling of

rightness, wrongness, or a deep knowing.


___ Value, and the truth, are found mainly through what makes sense,

what can be argued or reasoned.


___ I don't understand the above questions. Here's what I really think is

going on in people's heads: _____________________________________________

(Please add as much as you like here. Take all the space you need.)



        To return this questionnaire, simply reply to this email,

               deleting all but the questionnaire portion.












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