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Newsletter of Project Renaissance and Win Wenger
May 2005 (Best viewed with fixed-width font)
IN THIS ISSUE:
* Quote of the Month
* Announcements, News Items
* Events, Workshops
* FEATURE ARTICLE:
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
QUOTE OF THE MONTH
"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: http://www.winwenger.com/strmlist.htm
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 - www.ideacradle.com
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 ( firstname.lastname@example.org )
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) - www.winwenger.com/may05reg.htm
Online Registration - www.winwenger.com/may05best.htm#Register
Travel Directions and Lodging - www.winwenger.com/travel.htm
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
( email@example.com?subject=MayDiscount ) 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 www.MapQuest.com , 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 (www.capitolcreativitynetwork.com ) 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.
The Center for Creative Emergence, www.creativeemergence.com
Consciously Creating What's Next
McLean, VA USA
Upcoming CREATIVITY WORKSHOPS in Europe
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, http://www.creativityworkshop.com .
ELEMENTS TOWARD A PROPOSED RESEARCH STUDY
A Working Paper
by Win Wenger
In the Project Renaissance website alone ( http://www.winwenger.com ) 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" - http://www.winwenger.com/freenote.htm
* general language skills, writing skills, writing confidence,
reading comprehension, subject-matter understanding.
> Effects of "Windtunnel" - http://www.winwenger.com/part72.htm
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
http://www.winwenger.com/predict.htm ), 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 http://www.winwenger.com/ebooks/guaran3.htm
and Winsights No. 77 - http://www.winwenger.com/part77.htm
> 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 -
> 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
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 ( firstname.lastname@example.org?subject=Studies )
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:
COMMENTS and FEEDBACK
Sidebands as a Problem-Solving Method - Win Wenger ( email@example.com )
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
(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
(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 ( mailto:firstname.lastname@example.org?subject=Sidebands )
More thoughts on enzymes - Win Wenger ( email@example.com )
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
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 ( firstname.lastname@example.org )
What the bleep do we know? - Kate Jones ( email@example.com )
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 ( firstname.lastname@example.org )
Math for left-brain benefit - Lothar Jost ( email@example.com )
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 ( firstname.lastname@example.org )
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.
TOPICAL INTEREST GROUPS:
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