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Newsletter of Project Renaissance and Win Wenger October 2007
IN THIS ISSUE:
* Quote of the Month
* Announcements, Books, News Items
* Events, Workshops
* FEATURE ARTICLE:
* Comments, Feedback
Matt Ganoza on Image-Streaming
Kyle Reidy on Go-Lites and Image-Streaming
* Organizational Notes
QUOTE OF THE MONTH
"Cutting the space budget really restores my faith in humanity. It
eliminates dreams, goals, and ideals and lets us get straight to the
business of hate, debauchery, and self-annihilation."
- Johnny Hart
ANNOUNCEMENTS, BOOKS, NEWS ITEMS
WELCOME to all new members who have joined us recently. We hope to hear
from you and to give you much food for thought. Back issues available
upon request. Just add the month to the subject line:
Or see the online archives: http://www.winwenger.com/strmlist.htm
PROJECT RENAISSANCE'S NEW COREBOOKS
A series of compact handbooks of Win Wenger's key techniques. The first
four volumes are now in print and easy to order from the publisher:
* SUPER SKILLS FOR STUDENTS by Isa McKechnie
* WIN WENGER'S IMAGE-STREAMING by Charles Roman
* END WRITER'S BLOCK FOREVER! by Mark Bossert, Win Wenger
* DYNAMIC TEACHING by Harman Benda and Win Wenger
Order from the CoreBook storefront: www.lulu.com/ProjRen - great gifts!
BRAIN NETWORK RELATED TO INTELLIGENCE IDENTIFIED
A primary mystery puzzling neuroscientists - where in the brain lies
"intelligence" - just may have a unified answer.
In a review of 37 imaging studies related to intelligence, including
their own, Richard Haier of the
Rex Jung of the
distinct neurobiology of human intelligence. Their Parieto-Frontal
Integration Theory (P-FIT) identifies a brain network related to
intelligence, one that primarily involves areas in the frontal and
the parietal lobes.
The data suggest that some of the brain areas related to intelligence
are the same areas related to attention and memory and to more
complex functions like language. Haier and Jung say this possible
integration of cognitive functions suggests that intelligence levels
might be based on how efficiently the frontal-parietal networks process
AXONS PROCESS INFORMATION
Increasingly, studies are beginning to show that complex information
processing, and perhaps consciousness itself, may result from coordinated
activity among many parts of the brain connected by bundles of long axons.
Cognitive problems may occur when these areas don’t communicate properly
with each other.
Win Wenger comments:
Here, as elsewhere, the key to problems is improving communications
within the brain. Two of the most powerful means for doing so are, of
course, Image-Streaming - www.winwenger.com/imstream.htm and in the
recently published Project Renaissance CoreBook, Image-Streaming, by
Charles Roman ( www.winwenger.com/corebook.htm#IS ) - and learning to
sight-read and play music. A third is improvisation and Improvitaping
- www.winwenger.com/archives/part13.htm - all these by reason of pole-
bridging effects within the brain ( www.winwenger.com/part73.htm ).
SCIENTIST UNVEILS PLAN ON CLIMATE CHANGE
A New Mexico Tech scientist believes he has found a way to head off
dangerous climate change. Oliver Wingenter said the idea is simple —
fertilize the ocean so that more plankton can grow. Read his full
Win Wenger ( mailto:firstname.lastname@example.org ) comments:
Until now I was sadly convinced that conservation measures regarding
CO2 would be too little and too late to meaningfully affect the outcome.
Wingenter's observations regarding production of dimethyl sulfide by
plankton changes my mind on this. My system for oceanic fish farming
also, necessarily, very much enhances conditions for plankton to flourish,
and has the advantage that we don't have to dump chemicals and substances
into the ocean in order to fertilize the plankton. The dead waters
into plankton productivity, without being used to fishfarm because of
the chemicals which killed all life there in the first place. In other
words, the combination of my proposal for fish farming, with Wingenter's
proposal to boost production of plankton and therefore the Earth-shading
effects of dimethyl sulfide, with even fairly mild versions of the
proposed CO2-conservation measures, may be enough to restabilize Earth's
climate and food supply, even while boosting food supply for billions
SPACE SHIELD TO BLOCK RADIATION
British scientists are planning to see whether a Star Trek-style
deflector shield could be built to protect astronauts from radiation.
Editor's Note: See also "Coils" in the Project Renaissance Inventions
section, on electromagnets to deflect space radiation from astronauts.
GOOGLE EARTH OPENS NEW 'SKY' FOR STARGAZERS
Google Earth has launched a new feature called Sky, a “virtual
telescope” that the company hopes will turn millions of Internet
users into stargazers. Virtual telescope draws upon imagery from
Hubble, Palomar and more.
TOP SCIENTIST BACKS WORKOUT FOR THE BRAIN:
Computer games claimed to curb mental decline
Baroness Susan Greenfield, a neuroscientist, is to launch an exercise
programme for the brain that she claims is proven to reverse the mental
decline associated with aging.
Royal Institution, maintains that
that concentrating on physical fitness is not sufficient preparation
for old age. "What concerns me is preserving the brain too," she said.
"There is now good scientific evidence to show that exercising the brain
can slow, delay and protect against age-related decline."
TACKLING THE MYTH OF THE 'MOZART EFFECT'
Passively listening to Mozart - or indeed any other music you enjoy -
does not make you smarter. But more studies should be done to find out
whether music lessons could raise your child's IQ in the long term,
concludes a report analysing all the scientific literature on music and
intelligence, published by the German research ministry.
The interest in this scientific area was first sparked by the 1993
Nature report in which psychologist Frances Rauscher and her colleagues
better on spatial tasks - such as recognizing patterns, or folding paper
- after listening to Mozart for 10 minutes.
Win Wenger ( mailto:email@example.com ) comments:
I think the strongest long-term effect on IQ will be shown by a child
being taught at an early age to sight-read and play music, because of
all the cross-brain integration involved.
Right alongside that, with respect to Schlaug's studies on the left
plenum temporales, will be whatever musical experience will reinforce
or restore the ability of perfect musical pitch. In people with that
ability, the left plenum temporales is double the size of that in
people without perfect pitch, which is a phenomenal difference. That
organ is our means of discriminating nuances of word-meanings, and so
I regard that as close to being the core of our intellect.
The literature has been mixed for some years on the short-term "Mozart
Effect," with numerous researchers around the world stating that they
were unable to replicate the effect while others claimed much on its
behalf. I think the answer there is much as I once speculated about the
then-unavailable Lozanov method, as reported in Ostrander and Schroeder's
original Superlearning. Get "the art menu" up on your necktop computer
and you have engaged a different way of processing information. Instead
of straining in one fact or one lexical unit at a time through the left
temporal lobe as your way to learn, you are gazing upon Mona Lisa as a
whole and studying relationships of one part of that picture to another
within that whole, and relating that also to other things in the context.
Different menu running in your computer. A different intelligence, not
necessarily a greater one, using both - as Suggestopaedy and Lozanov do
- is likely a very good strategy for learning.
PRESCHOOL MATH SKILL PREDICTS SUCCESS
Pre-school math something to focus on? A hotly controversial study
shows that preschool math and reading skills predict later academic
success, but behavioral problems and social skills don't.
Win Wenger comments:
This certainly looked interesting. I renew my request for someone with
skills at programming computer games and graphics to contact us for a
Joint venture on a series of computer games which, if my theory and
design are right, WOULD as a fun game prepare pre-schoolers with math
perception and math skills up to college level. In any event, you
should find some of the implications of this article to be intriguing.
Translators wanted - in any language, to translate selected contents of
the Project Renaissance website, the new CoreBooks series, and certain
books by Win Wenger. Please contact Win at mailto:firstname.lastname@example.org
if you are able and interested in collaborating on these projects.
THE FIREBIRD: Creativity, Danger and Transformation
An evening of Story and Song
Wednesday, December 12, 2007
7:00PM-? (however long you stay!)
Seth Kahn, change leadership specialist and master storyteller
and Laura Baron, award-winning singer/songwriter
Join us for wine, food and fun...and bring your business cards!
$20 at the door - $15 with a dish to share
Please RSVP to Michelle James,
Capitol Creativity Network
January 4 - February 22, 2008
A Professional and Personal Development Program
Led by Michelle James, CEO of The Center for Creative Emergence
A One-of-a-Kind Program - Practical, tangible outcomes and offerings
will emerge from the inside-out over the course of 7 weeks.
4 Fridays over 7 weeks - 9:00am to 5:00pm - in
January 4, January 18, February 8 and February 22
If you have to miss a day you will get an individual make-up session.
$1200 for independent consultants/self employed/entrepreneurs.
$1500 organizational rate. Early Bird Rate: $100 off if paid in full
by December 24. This program is limited to only 6 people and fills up
each time - $100 non-refundable deposit reserves your space.
Credit cards accepted. Payment plans available - call 703-760-9009.
For complete details and registration, go to
Email: Michelle James, mailto:email@example.com
The Center for Creative Emergence
February 1-3, 2008 - Invention-on-Demand Training Workshop
with Win Wenger and Chuck Roman, in
May 23-29, 2008 - Annual Double Festival - Mark your calendar now!
16th Annual Conference on Creative Problem-Solving Methods
and Enhanced/Accelerated Learning Techniques
and Spring Workshops of Project Renaissance
A Message to Educators:
PEOPLE HAVE A DEEPER WISDOM THAN YOU THINK
by Win Wenger
Hard as it may be to believe on some days, and with some people: there
is a deeper, wiser, more thoughtful aspect to almost every human being.
Conventional conditions, in the classroom and outside it, don't give
this subtler aspect much chance of emerging and coming into play.
Teachers are very rare, and very wonderful, who can engage this even
for one of those special moments that can be brought to bear now and
You have heard of Socratic Method. You may even know how, using it,
throughout history, those privileged to experience it consistently
generated higher, more effective intellectual performance. Over 2400
years it has been the most tested, best-demonstrated teaching method
there has been among all those which have yielded positive results.
Socratic Method centers on eliciting insights and perceptions and
understanding. When one engages in it, one BECOMES more perceptive,
thoughtful and understanding...and articulate. People who engage much
in Socratic processing develop high-quality language and reading
Modern forms of the method enable Socratic processing to be used with
many students or participants simultaneously, even hundreds at a time
if need be, and still give everyone there the intensive, perceptual and
insight-building experience and engagement of a one-on-one Socratic
drawing-forth. Modern forms of Socratic method can be used with everyone
at a time: the method is no longer the exclusive prerogative of a
privileged elite only. To see part of how to focus "buzz-grouping" so
that everyone can be a Socrates to everyone else so that all benefit,
see "Dynamic Format" at www.winwenger.com/dynform.htm.
You can start trying it out a little at a time, and proceed as you gain
confidence and enjoy the results. You don't have to launch into a
different system all at once.
Classic forms of Socratic Method required some pretty high skills to
administer, and a really good knowledge of the subject you were
teaching. Modern Socratic Method, by contrast, is far easier to use
than the methods you are using now. The modern form, while your students
"buzz" in focus on your question, challenge, topic, or key point in your
lesson, allows you to regroup your forces from one topic and educational
effort to the next. It enables you to observe and get to know your
students in action. You are enabled to perceive directly what your
students truly understand - and what they don't understand - so you can
go in and repair their cognitive and curriculum infrastructure. And, as
their understandings do connect up with what you want of them, you will
be blown away by the genius-level perceptions and insights even your
unlikeliest-seeming students or participants will be showing you.
Meanwhile, consider this: Many of the more conventional classroom
teaching methods you have experienced turn out to have little to do
with human learning. Human learning is based in context, just as
significance in physical reality is based upon relationships. How
much change results in other things from a change in the one thing?
That secondary change happens only through relationships. Any one
thing is precisely as significant as it has relationships. Can you
think of a single significant thing whose meaning does not obtain
through its relationships? Human thinking and learning derives from
the way the world works, and depends upon a context of meaningful
relationships. Yet, most of the methods you have experienced were
"validated" by slight differences in rates of memorization of
unrelated nonsense syllables, and have nothing to do with human
Meanwhile, in this century, we have come to understand what it is
IN Socratic Method which leads to its extraordinarily powerful
positive results. That has let us in Project Renaissance design new
forms of it which are infinitely easier to use, and even more
effective - and which can be used with even the largest groups of
people in overcrowded classrooms, while getting everyone thoroughly
and intensely involved with the key points of your lesson!
To Place a Major Resource Directly Into Your Hands:
May we send you a booklet, for free, containing key information about
modern Socratic Method and about how to use it in your classroom?
Say the word and we will e-mail the booklet to you by attachment.
Some of the information about modern Socratic Method is already online
at www.winwenger.com/socmeth1.htm , but not organized as succinctly as
in this booklet, and you will find other useful information there in
the booklet as well. Just tell us - mailto:firstname.lastname@example.org - to send
it to you.
Solving Diversity in the Classroom:
Another key issue: Modern Socratic Method is a major solution to the
problem of diversity in classrooms. No teacher can teach didactically
to all her or his students, some of whom are auditory, some visual,
some kinesthetic learners, some with high musical intelligence, some
with high social intelligence, all with varying levels of formal
intelligence and educational background. That means that some of the
students necessarily fall outside the window through which the teacher
teaches, their needs aren't met, and their consequent restlessness
erodes even the teaching going on well within the window.
But in response to proper Socratic challenge, every student draws upon
His/her own unique strengths, stimulating and reinforcing these and
beginning to build around them. Every student can be totally involved,
optimally challenged, self-igniting, even crowded into the largest
lecture-sections - while the TEACHER has an unbelievably easier time
of it, gets to observe and know many of his or her students in action,
and is freed up from most of the effort and the paperwork ordinarily
used to herd along a reluctant band of cats.
For further details on this apparent solution to a very major problem,
please see the article on South African education posted here:
www.winwenger.com/safr-edu.htm . While that paper was made up for
schools in South Africa, it turns out its recommendations largely
apply to key problems in most schools.
Meanwhile, to receive a copy of the main document on Socratic Method,
just email your request to Win Wenger, mailto:email@example.com, and
we will reply with that document attached.
To send feedback privately to Win Wenger, email to:
To send your comments about this article to The Stream, write to:
COMMENTS and FEEDBACK
Matt Ganoza ( mailto:firstname.lastname@example.org ) writes:
Dear Dr. Wenger,
I am a nineteen-year college student (Northern Virginia Community
College) entering my second year of school. I will be transferring to
East Carolina University in the fall of 2008. My area of study is
Psychology currently. I first came across the practice of Image-
Streaming when I was fifteen years old when I read a book entitled -
The Mind Accelerator.
The book described an approach to Image-Streaming that was quite
ambiguous. I put the book down and decided it was nonsense. At the
beginning of this past summer I came across your book, The Einstein
Factor. I checked it out of the Chantilly Regional Library and used
the techniques described in the book. I was astonished at the results.
My whole life has improved in every aspect because of this method.
These changes took no longer than a week.
I try to practice Image-Streaming every day for an hour. If I have a
day free of constraints, then I practice for longer. I personally find
it to be more effective in terms of relaxation than Meditation or
Hypnosis. I do find that it increases intelligence drastically. Because
of Image-Streaming I welcome each new day, something I never did before.
Thank you so much, Dr. Wenger. Image-Streaming has truly changed my
- Sincerely, Matt Ganoza ( mailto:email@example.com )
Kyle Reidy ( mailto:firstname.lastname@example.org ) writes:
I've had The Einstein Factor for a few years. I'd try Image-Streaming
off and on, and never was able to sustain an Image-Stream very well.
The answer to my problem came to me in a flash, just recently. I was
thinking about why I wasn't able to keep a strong connection to my
subconscious, and a picture of my GoLite came to me. The GoLite is a
device that you use to reset your body clock. You turn on the GoLite
and shine it into your face, and it's absorbed through your peripheral
vision. It raises seratonin levels in the brain. It's made for people
who don't get outside and absorb sunlight to wake them up. I tried
using my GoLite in the morning and the evening to reset my body clock
and then tried Image-Streaming. I was able to sustain Image-Streaming
for twenty minutes. Here's where I come the part that would be useful
to you. The type of people to pick up The Einstein Factor (or the type
of person to pick up a book at all) are a lot of the time the people
who don't get outside. So maybe the reason a lot of people can't do
Image-Streaming well is just because their brains are too tired.
Win Wenger responds:
Kyle, you've raised an interesting proposition. There are always some
people around who appear to have initial trouble getting imagery.
Publishing your ideas here could get us more information through
feedback from readers.
http://www.apollolight.com/golite_cnn_footage.html has a short CNN
video explaining the uses of such lights for regulating the internal
body clock to aid in coping with diminished sunlight and seasonal
To send your comments to The Stream for possible publication here, write
Project Renaissance is organizing a partners' bureau or real-time chat
resource online via Skype, msn or yahoo messenger for people looking
for partners with whom to do live Image-Streaming. If you're interested
in joining this resource, please send your contact information and
preferences, such as time of day, language, type of Image-Streaming,
and we will add you to a cross-reference index of partners to talk
online. Contact: mailto:email@example.com?subject=PartnersOnline
If you have already signed up, we will let you know as soon as the
program goes live.
* ALBUQUERQUE, NM - Gaylord Galston ( mailto:firstname.lastname@example.org )
wonders if there is anyone in the Albuquerque area with whom he can
* BALTIMORE - Gerald Hawkins offers interested parties to contact him
at mailto:email@example.com about starting a problem-solving
and idea-testing group in the Baltimore, Maryland, area.
* CHICAGO - Nick Costello ( mailto:firstname.lastname@example.org ) is interested in
attending meetings of Project Renaissance members in the Chicago area.
* DETROIT - Eric Bottorff ( mailto:email@example.com ) is interested
in attending meetings of Project Renaissance members in the Ypsilanti
* LOS ANGELES - Ray Croney ( mailto:firstname.lastname@example.org ) seeks Image-
Streamers in the L.A. area.
* NEW JERSEY - Donald Morrison ( mailto:email@example.com ) is
interested in joining an Image-Streaming group in the Bloomfield, NJ,
* TEXAS - Harry L. Beam, 6305 Poly Webb Road, Arlington, TX 76016
would like to meet with other members of Project Renaissance in the
Dallas/Fort Worth area of Texas.
* TAMILNADU, INDIA - Raj Kumars ( mailto:firstname.lastname@example.org )
would like to practice Image-Streaming with a live listener in his area.
* VENICE, ITALY - Franco Tiveron ( mailto:email@example.com )
is interested in learning and practicing Image-Streaming, in Italian
or English. Please contact him if you are already knowledgeable in
this technique and in the Venice area.
TOPICAL INTEREST GROUPS:
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:
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 winwenger.com on
your safe senders list. Write to:
Please do not use the unsubscribe link in such a case, then entering a
new subscribe message. This makes extra work for you and your registrar
and may result in deletion of all your personal information from our
records. Put any other updated information you'd like us to have about
you into the same address-change message.
SUBSCRIBER OR MEMBER?
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:
www.winwenger.com/regmem.htm or from the link on the homepage,
If you received two (or more?) copies of this issue of The Stream,
please let us know by replying to:
HOW YOU CAN PARTICIPATE...
* The long-established, popular Image-Streaming egroup is here:
http://groups.yahoo.com/group/imagestream - requires Yahoo sign-in.
* Submit articles, comments or questions for possible inclusion in
The Stream: mailto:firstname.lastname@example.org?subject=TotheEditor
* Send questions or comments about the website, www.winwenger.com ,
to the webmaster, mailto:email@example.com
* Back issues of THE STREAM by email upon request from
* Index of feature articles in The Stream archives:
Starting in January 2007, the archived copies have a special cover
photo masthead courtesy of Elan Sun Star. Do take a look - they're
gorgeous and restorative.
* Archived copies of Capital Ideasmiths are here:
* Project Renaissance homepage: www.winwenger.com
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