Remote Viewing as an Archaeological Tool

2016-09-30

 

to: opinion@newscientist.com

Remote Viewing is known as a mental out-of-body projection of viewing distant objects and is used by government intelligence / spy agencies around the world. In those circles it is well-known for its visual accuracy for viewing the exterior of objects. Little known and used is that Remote Viewing (RV) can be used to look/ see/ perceive into objects. It is used by physicists, archaeologists, art historians, and students.

We need to consider information that extends science beyond the 18th and 20th century views. Foremost, there are four stages of matter to be considered. Solid, liquid, gas, and thought. Science has become aware that there are more than 3 dimensions of length, width and height/ depth. There are groups of scientists now who say that the 4th dimension consists of positive and negative energy, and is the reflection of the third-dimensional energies. In considering mental energy, science has pretty much adapted the Schumann categories of mental activity as exhibited by the existence of frequency of brainwaves. Schumann categories have Greek letters, and the beta frequency is the frequency that the conscious mind modulates at during normal activities. That modulation is between 14 and 30 cycles per second, (also expressed as Hertz). Next is that alpha, which is 8 - 13 cycles per second, then theta, 4 to 7 c.p.s., and then the delta, 1 - 4 c.p.s.

The logical conscious mind that we use operates only in the beta range. Going to the alpha, theta, and delta cyclical range is the domain of the other 5 minds. Those other five, beyond the conscious mind, are the limbic mind, the primal, the cellular, the liquid frequency body-mind, and the visual subconscious mind. I refer to these five as cooperating together as one mind, that I refer to as the 'spherical mind'.

In the 4th dimension, continuing a reflection of the Schumann frequencies, that ended with Delta, 0 - 4 c.p.s., we enter into a negative, not in philosophical terms but in terms of energy force. Mu written as M, has 0 to -4 c.p.s., Epsilon, written as E is -4 to -7 c.p.s. Etta written as H is -8 to -13 c.p.s. Zetta written as Z is -14 to -30 c.p.s. Chi written as X is - 30 to -200 c.p.s.

The most obvious use of the 3-dimensional minds is our creativity. When we create we are not being logical. We follow the logical basic premise...

The spherical mind doesn't start with a basic premise. It considers all the information from the physical senses, and from the energy senses and comes up with a selection of possible basic premises. Then we select that conclusion or that basic premise as the one that's most applicable to a given situation.

Remote viewing as a spy technique used by governments has been in existence since 1965. Their primary purpose was to identify objects, such as troop movements, and was usually verified using photography.

As an art teacher, at an experimental university school, I taught over 300 students how to remote view. I used it as a teaching tool and taught them to enter – remote view – into historical paintings. When you enter a man-made creation little tags of intent of the creator of the object are left for every decision that the creator made (that’s the small “c” rather than the big “C”) a visible residue is left attached to the decision within the object. So the students then could enter a painting and touch the tags and the artist would tell them why that was there. Why they chose that color, what the color was made of if it was a mixture of several colors, and what was its purpose. So the students got information not only from me as their art teacher, but from all the artists throughout history that they were interested in. We would go to the Detroit Museum of Art and we developed a 13-answer questionnaire so when they RV’ed into a painting they could identify and explain the experience that they felt. The technique we used was a focal point technique. Standing away from the painting about 8 feet, focusing on a point in the center of the painting and slowly walk up to it focusing on that spot only. Two foot away from the painting, a gateway would open up and allow them to visually enter the painting.

The guards at the Museum became aware of this strange behavior by 60 students varying in age from 8 years old to 18 years old, so one of the guards asked one of the students, “What are you doing?” and the young man explained to the guard what they were doing, and asked the guard if he would like to learn that too. And the guard being very skeptical of course, said yes. So two of the boys showed him the technique, and helped him telepathically to enter the painting. Understandably he was quite astonished and very excited. He called up to the Guard Lounge and had them all come down and my students paired off and taught them all how to remote view in to the paintings. So for the first time they were able to truly understand the intent of the artist.

When we got back to the classroom after the field trip, each class of the art students would have their evaluations check sheets, and we would discuss the results of our exploring. The students that looked at the same painting had the same experience except that they touched different types of tags because their interests were different. They discovered that within the painting and the remote viewing of the painting, more than one timeline reality as exhibited within the painting. That on either side of the artist’s viewing of his subject matter, was just a fragment of existing reality. There was a painting by van Gogh called “The Woods.” I use a reproduction of this in my remote viewing workshops where I teach people how to remote view. Once in the glade, they could see the end of van Gogh’s view, and they could look in to contemporary reality, what was happening outside the artist’s vision now. In the case of the Woods, to the right the glade opened up into a small meadow and there was an old little red school house at one edge of the meadow. Oftentimes, there would be people around the schoolhouse, in one instance, a family was having a picnic and a young boy and girl were tossing a red ball back and forth. To the left of the glade, another small meadow, leading to a bench on the edge of a large pond. And on the pond, people viewed ducks swimming, with little ducks following, and / or a swan with babies following. When I repeated the workshop, the ducks or the swans were still swimming, but the babies had grown. Some paintings we explored at the Museum had seven different timelines involved within the painting, as the artist would use models at different times, and / or stuffed animals as subject matter, but not at the same time as the models were used.

The students at this particular school were selected to provide a range of IQs that formed a bell curve. Starting with 90, and ending with 160. The students quickly learned that the remote viewing was not limited to paintings, but that all written material, all their textbooks, all when entered showed the intention tags, so they could get explanations from the author as to what that word meant and why it was placed there. Being an experimental school, students were tested when school started, tested again at midterm, and again at the end of the school year. After a year of remote viewing, in their textbooks, their IQ’s no longer formed a bell curve. It was more of a reverse. The 90 IQ students when tested at the end of the year tended to be 140. All the other students rose gradually above the 140 to be close to 200 IQ. The graduate students who came in to do the testing for the University were admonished by their professors that they had done something terribly wrong and they were to test the students again, with the same result. With the students no longer operating on their bell curve norm, the University in its wisdom closed the school. The results of their testing proved to be too controversial.

Within technical fields, of chemistry, physics, and other technical fields of archaeology, paleontology, there have been examples at other universities of using the remote viewing techniques within their disciplines. Physicists have found that using remote viewing they can look at the micro-particles of the universe that are not yet named. A doctor can look at a patient using remote viewing and tell the extent of a fracture of a bone. A chemist can use RV to see the interaction of chemicals. Taking a formula from the lab and expanding it for production, they can see what needs to be adjusted for the development of a desired product. An electrical engineer can examine the intricacies of software within the computer and make adjustments to remove any glitches that have developed. Those are just a few examples.

As my students learned to remote view, within ten or fifteen minutes, and the guards at the museum learned to RV in ten or fifteen minutes with one or two demonstrations, it is not a difficult or mystical thing to learn. Like any skill, it just takes the initial understanding, and practice, to achieve the control necessary for its determined directional intention.