COORDINATE REMOTE VIEWING
THEORY
A. Concept:
As will be explained in greater detail below, remote viewing
theory postulates a non-material "Matrix" in which
any and all information about any person, place or thing may
be obtained through the agency of a hypothesized "signal
line." The viewer psychically perceives and decodes this
signal line and objectifies the information so obtained.
A remote viewing session consists of both the interaction
of a remote viewer with the signal line, and the interaction
between the viewer and the monitor. The monitor and viewer
are generally seated at opposite ends of a table. The viewer
has a pen and plenty of paper in front of him. The monitor
observes the viewer, and determines when the viewer is ready
to begin when the viewer places his pen on the left side of
the paper in preparation to record the coordinates. The monitor
then reads the coordinate, the viewer writes it, and the session
proceeds from that point according to theory and methodology
as discussed at length below.
B. Definitions:
1. Matrix: Something within which something else originates
or takes form or develops. A place or point of origin or growth.
2. Signal: Something that incites into action; an immediate
cause or impulse. In radio propagation theory, the carrier
wave that is received by the radio or radar receiving set.
3. Signal Line: The hypothesized train of signals emanating
from the Matrix (discussed below) and perceived by the remote
viewer, which transports the information obtained through
the remote viewing process.
4. Wave: A disturbance or variation that transfers itself
and energy progressively from point to point in a medium or
in space in such a way that each particle or element influences
the adjacent ones and that may be in the form of an elastic
deformation or of a variation of level or pressure, of electric
or magnetic intensity, of electric potential, or of temperature.
5. Aperture: An opening or open space; hole, gap, cleft,
chasm, slit. In radar, the electronic gate that controls the
width and dispersion pattern of the radiating signal or wave.
6. Gestalt: A unified whole; a configuration, pattern, or
organized field having specific properties that cannot be
derived from the summation of its component parts.
7. Evoking: (Evoke: "to call forth or up; to summon;
to call forth a response; elicit.") Iteration of the
coordinate or alternate prompting method is the mechanism
which "evokes" the signal line, calling it up, causing
it to impinge on the autonomic nervous system and unconsciousness
for transmittal through the viewer and on to objectification
(discussed at length in STRUCTURE).
8. Coding/Encoding/Decoding: The information conveyed on
the signal line is "encoded," that is translated
into an information system (a code) allowing data to be "transmitted"
by the signal line. Upon receiving the signal, the viewer
must "decode" this information through proper structure
to make it accessible. This concept is very similar to radio
propagation theory, in which the main carrier signal is modulated
to convey the desired information.
C. Discussion:
The Matrix has been described as a huge, non-material, highly
structured, mentally accessible "framework" of information
containing all data pertaining to everything in both the physical
and non-physical universe. In the same vein as Jung's Cosmic
Unconsciousness, the Matrix is open to and comprises all conscious
entities as well as information relating to everything else
living or nonliving by accepted human definition. It is this
informational framework from which the data encoded on the
signal line originates. This Matrix can be envisioned as a
vast, three dimensional geometric arrangement of dots, each
dot representing a discrete information bit. Each geographic
location on the earth has a corresponding segment of the Matrix
corresponding exactly to the nature of the physical location.
When the viewer is prompted by the coordinate or other targeting
methodology, he accesses the signal line for data derived
from the Matrix. By successfully acquiring (detecting) this
information from the signal line, then coherently decoding
it through his conscious awareness and faculties, he makes
it available for analysis and further exploitation by himself
or others.
Remote viewing is made possible through the agency of a
hypothetical "signal line." In a manner roughly
analogous to standard radio propagation theory, this signal
line is a carrier wave which is inductively modulated by its
intercourse with information and may be detected and decoded
by a remote viewer. This signal line radiates in many different
frequencies, and its impact on the viewer's perceptive faculties
is controlled through a phenomenon known as "aperture."
Essentially, when the remote viewer first detects the signal
line in Stage I (*) it manifests itself as a sharp, rapid
influx of signal energy -- representing large gestalts of
information. In this situation, we therefore speak of a "narrow"
aperture, since only a very narrow portion of the signal line
is allowed to access the consciousness. In later stages involving
longer, slower, more enduring waves, the aperture is spoken
of as being "wider."
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* NOTE: for the sake of clarity, ease of instruction, and
facility of control, RV methodology is divided into discreet,
progressive "stages," each dealing with different
or more detailed aspects of the site. Stage I is the first
and most general of the six stages thus far identified. Each
stage is a natural progression, building on the information
obtained during the previous stage. Each session must start
with Stage I, progress on through Stage II, Stage III, and
so forth, through the highest stage to be complete in that
particular session.
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D. Levels of Consciousness:
1. Definitions:
a. Subconscious: Existing in the mind but not immediately
available to consciousness; affecting thought, feeling, and
behavior without entering awareness. The mental activities
just below the threshold of consciousness.
b. Subliminal: Existing or functioning outside the area
of conscious awareness; influencing thought, feeling, or behavior
in a manner unperceived by personal or subjective consciousness;
designed to influence the mind on levels other than that of
conscious awareness and especially by presentation too brief
to be consciously perceived.
c. Limen: The threshold of consciousness; the interface
between the subconscious and conscious.
d. Liminal: At the limen; verging on consciousness.
e. Supraliminal: Above the limen; in the realm of conscious
awareness.
f. Conscious: Perceiving, apprehending, or noticing with
a degree of controlled thought or observation; recognizing
as something external. Present especially to the senses. Involving
rational power, perception, and awareness. By definition,
the "conscious" part of the human being is that
portion of the human consciousness which is linked most closely
to and limited by the material world.
g. Autonomic Nervous System (ANS): A part of the vertebrate
nervous system that innervates smooth and cardiac muscle and
glandular tissues, governs actions that are more or less automatic,
and consists of the sympathetic nervous system and the parasympathetic
nervous system (Webster's 3rd Int. Unabr.).
h. Ideogram (I): The reflexive mark made on the paper as
a result of the impingement of the signal on the autonomic
nervous system and its subsequent transmittal through this
system to the arm and hand muscles, which transfers it through
the pen onto the paper.
i. Analytic Overlay (AOL): Conscious subjective interpretation
of signal line data, which may or may not be relevant to the
site. (Discussed at length in STRUCTURE.)
j. Automatic vs. Autonomic: Reception and movement of the
signal line information through the viewer's system ** and
into objectification is an autonomic process as opposed to
an automatic one, which itself implies an action arising and
subsiding entirely within the system rather than from without.
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(Note: in the original document, "j." was a typo,
listed as a second "i.")
** NOTE: When the word "system" is used without
qualifiers such as "autonomic," etc., it refers
in a general sense to all the integrated and integrative biological
(and perhaps metaphysical as well) elements and components
of the viewer himself which enable him to function in this
mode known as "remote viewing."
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2. Discussion:
RV theory relies on a rather Freudian model of human consciousness
levels. The lowest level of consciousness is paradoxically
named the "unconscious." All this label really means
is that that part of our mental processes we know as physical
"awareness" or "consciousness" does not
have access to what goes on there. It is apparently this part
of the individual's psyche that first detects and receives
the signal line. From here it is passed to the autonomic nervous
system. When the signal line impinges on the ANS, the information
is converted into a reflexive nervous response conducted through
muscular channels controlled by the ANS. If so allowed, this
response will manifest itself as an ideogram. At the same
time, the signal is passed up through the subconscious, across
the limen, and into the lower fringes of the consciousness.
This is the highest state of consciousness from the standpoint
of human material awareness. However, the normal waking consciousness
poses certain problems for remote viewing, occasioned largely
because of the linear, analytic thought processes which are
societally enhanced and ingrained from our earliest stages
of cognitive development. While extremely useful in a society
relying heavily on quantitative data and technological development,
such analytic thinking hampers remote viewing by the manufacture
of what is known as "analytic overlay," or AOL.
As the signal line surges up across the limen and into the
threshold areas of consciousness, the mind's conscious analytic
process feels duty-bound to assign coherence to what at first
blush seems virtually incomprehensible data coming from an
unaccustomed source. It must in other words make a "logical"
assessment based on the impressions being received. Essentially,
the mind jumps to one or a number of instantaneous conclusions
about the incoming information without waiting for sufficient
information to make an accurate judgement. This process is
completely reflexive, and happens even when not desired by
the individual involved. Instead of allowing wholistic "right-brain"
processes (through which the signal line apparently manifests
itself) to assemble a complete and accurate concept, untrained
"left brain"-based analytic processes seize upon
whatever bit of information seems most familiar and forms
an AOL construct based on it.
For example, a viewer has been given the coordinates to a
large, steel girder bridge. A flash of a complex, metal, manmade
structure may impinge on the limenary regions of the viewer's
mind, but so briefly that no coherent response can be made
to it. The conscious mind, working at a much greater speed
than the viewer expects, perceives bits and pieces such as
angles, riveted girders, and a sense of being "roofed
over" and paved, whereupon it suggests to the physical
awareness of the viewer that the site is the outside of a
large sports stadium. The "image" is of course wrong,
but is at least composed of factual elements, though these
have been combined by the viewer's over-eager analytical processes
to form an erroneous conclusion.
E. Learning Theory
1. Definitions:
a. Overtraining: The state reached when the individual's
learning system is over-saturated and is "burned out,"
analogous to a muscle that has been overworked and can no
longer extend or contract until it is allowed to rest and
rebuild fibers that have been broken down by the stress, or
reinforce those that have been newly acquired by new demands
placed upon the muscle.
b. Absorption: Assimilation, as by incorporation or by the
digestive process.
c. Cognitron: A cognitron is an assemblage of neurons, linked
together by interconnecting synapses, and which when stimulated
by the mind's recall system produce a composite concept of
their various subparts. Each neuron is charged with an element
of the overall concept, which when combined with the elements
of its fellow neurons produces the final concept which the
cognitron represents. As a human learns new facts, skills
or behaviors, neurons are connecting into new cognitrons,
the connecting synapses of which are more and more reinforced
with use.
d. Neuron: "A nerve cell with all its processes."
The apparent fundamental physical building block of mental
and nervous processes. Neurons are the basic element in the
formation of cognitrons, and may be linked into varying configurations
by the formation or rearrangement of synapse chains.
e. Synapse: The interstices between neurons over which nerve
impulses must travel to carry information from the senses,
organs, and muscles to the brain and back, and to conduct
mental processes.
f. Learning Curve: The graphic representation of the standard
success-to-session ratio of a remote viewer trainee. The typical
curve demonstrates high success for the first one to a few
attempts, a sudden and drastic drop in success, then a gradual
improvement curve until a relatively high plateau is reached.
g. First-Time Effect: In any human activity or skill a phenomenon
exists known as "beginner's luck." In remote viewing,
this phenomenon is manifest as especially successful performance
at the first attempt at psychic functioning, after which the
success rate drops sharply, to be built up again gradually
through further training. This effect is hypothesized to result
from the initial excitation of hereditary but dormant psi-conducting
neuronal channels which, when first stimulated by attempted
psychoenergetic functioning "catch the analytic system
off guard," as it were, allowing high-grade functioning
with little other system interference. Once the initial novelty
wears off, the analytic systems which have been trained for
years to screen all mental functions attempt to account for
and control the newly awakened neural pathways, thereby generating
increasing amounts of masking "mental noise," or
AOL.
h. Noise: The effect of the various types of overlay, inclemencies,
etc. that serve to obscure or confuse the viewer's reception
and accurate decoding of the signal line. Noise must be dealt
with properly and in structure to allow the viewer to accurately
recognize the difference between valid signal and his own
incorrect internal processes.
2. Discussion:
Learning theory for RV methodology is governed by the idea
that the student should "quit on a high point."
Traditionally, the learning of a skill concentrates on rote
repetition, reiterating the skill a large number of times
until it is consistently performed correctly. Recent developments
in learning theory which have been applied with particular
success in sports training methodology indicate that the rote
repetition concept tends more to reinforce incorrect performance
as opposed to developing the proper behavior or skill. Much
success has been realized by implementing the concept of "quitting
on a high point." That is, when a skill or behavior has
been executed correctly, taking an extended break from the
training at that point allows the learning processes to "remember"
the correct behavior by strengthening the neurological relays
that have been established in the brain by the correct procedure.
The phenomenon of overtraining is a very real danger in
the training cycle, generally brought about by pushing ahead
with training until the learning system of the viewer is totally
saturated and cannot absorb any more. This results in system
collapse, which in effect is a total failure to function psychically
at all. To avoid this, the normal practice has been to work
an appropriate number of sessions a day (anywhere from one
to several, depending on each individual trainee's capacity
and level of training and experience) for a set number of
days or weeks (also individually dependent), with a lay off
period between training periods to allow time for assimilation
or "absorption." Even with this precaution, overtraining
can sometimes strike, and the only remedy becomes a total
training layoff, then a gradual reintroduction. It is extremely
important that the viewer inform the monitor when he is feeling
especially good about his performance in remote viewing training,
so that a training break may be initiated on this high point.
To continue to push beyond this threatens a slide into overtraining.
It is very important that should the viewer in the course
of the training session become aware that he has experienced
some important "cognition" or understanding, or
if the monitor perceives that this is the case, the session
must here also be halted. This allows time both for the cognition
to be fully matriculated into the viewer's system and for
the accompanying elation of discovery to dissipate.
The fact that CRV methodology is arranged into six distinct
stages implies that there is a learning progression from one
stage to the next. To determine when a student viewer is ready
to advance to the next stage, certain milestones are looked
for. Though the peculiarities of each stage make certain of
these criteria relevant only to that specific stage, general
rules may still be outlined. When a viewer has consistently
demonstrated control and replication of all pertinent stage
elements and has operated "noise free" (i.e., properly
handling AOL and other system distractions in structure) for
five or six sessions, he is ready to write a stage summation
essay and move on to the introductory lectures for the next
stage.
Essay writing is an important part of the CRV training,
and serves as a sort of intellectual "objectification"
of the material learned. Through student essays the instructor
is able to determine how thoroughly and accurately the student
has internalized the concepts taught. |
