Learning: From Fetus to Adult

As soon as the human body of the fetus is formed using the internal guidance of the DNA in our cells, the 6 brains that we have are started to be activated and learning begins.

The conscious mind-brain is the slowest to develop, superseded by the development of the other 5 mind-brains: the Primal, the Limbic, the Cellular, the Liquid mind-brain and the Subconscious mind-brain. These 5 form a cooperative mind-brain that I call the Spherical mind-brain. They aid in the development of each other, generating guiding energy to help foster individualized growth.

It is the Limbic mind that is the energy sending and receiving point of sensory information. It is the Subconscious that pictures the repetitive empathic incoming energies and assigns them a colored frequency that is stored in the Liquid mind-brain to be used by further energies for matching identification.

The mother's energy is recognized first, then others in their turn due to repetitive contact. To differentiate between multiple contacts, the subconscious designates a color to each energy it comes in contact with. This deliberate thought organizes the learning by remembering the incoming energy for future use.

Mental picturing becomes the basis for all learning as the senses deliver stimulating energy identification. Taste, color, pattern, physical balance, texture, sound, empathic emotion, variety of temperatures, all play a part in the mental development of thought, sensory identification, and ultimately measurable intelligence.

As the Spherical Brains develop, the Subconscious mind-brain, and the Liquid frequency mind-brain are in close cooperation guided by the Limbic mind-brain. The picture vocabulary surges in its growth, aided by the Liquid frequency memory mind-brain to retain the learned imagery.

It is appropriate here to note, when the early incoming energy is in a pictured format, an identification exchange is developed that is the basis of a telepathic exchange that, if fostered, will continue to grow.

In our society, the word “telepathy” is avoided. Mainstream science does not accept the concept of deliberately exchanging thoughts. Yet on the fringes, telepathic thought is accepted. In the United States the term 'whisperer' is gaining recognition. Horse whisperers, dog whisperers, fish whisperers are gaining recognition. Plants with no root connection have been proven to exchange information. The obvious conclusion is that they “whisper” to each other.

The structure, i.e. organization, of picture thought follows mother's example, using a standard verbal sentence-like structure. Random energy emotions are first in development, then thought patterns of pictures accompanied by empathy (emotion). As the child develops the thought pattern becomes more complex. As the mental pictures accumulate, organized selection takes place in a sentence-like structure. There is very little random, unstructured thought, when the pictures are broadcast.

When telepathy is exchanged our five mind-brains can create a selective blocking shield so that only one thought pattern will be recognized. This shielding needs to be self-requested, but when shielding is demonstrated (taught by an active example) it is easily achieved. With this shielding, telepathic broadcasting and receiving is selectively, deliberately controlled.

Projected picture thought can be adapted to deliberately project this visual sensory energy to different desired locations, and to receive pictures and empathy from those locations. This phenomenon is called Remove Viewing (RV).

This mental projection is a skill that governments use as a spying technique, to view the inside of things. One acquaintance can view the wiring of electrical pathways within a computer and its programming. Another can view chemical reaction within a specific chemical formula. A doctor who I had an appointment with viewed the inside of my leg and knee to make his diagnosis as to the extent of my injury. He was surprised and pleased when I joined his vision and he went into detail to show me the extent of my injury. As an art teacher in college experimental elementary school, I taught the students to view into paintings. On the interior of created objects an energy residue remains in the form of tabs. When the tab is touched it releases the rationale of the artist (or author) used in the selection of that color, word, or symbol. This viewing ability use accelerated the students' interest in this active learning mode and provided an incentive to explore and selectively use this learning tool to gain knowledge. Subsequent testing at the end of the semester showed the effect of this style of learning by the fact that all students' IQ's jumped 30 to 50 points.

In a two-hour workshop I aided 100+ people (ages 17 to 83) to use interior RV and external RV within the first half-hour. The rest of the hours they spent exploring. A few of them went exploring in pairs, sharing the experience.

Roger Armstrong, MA, MS, MFA, CHT, retired as a full Professor

Ashland, Oregon, USA / WasAPsychicChild.com / rarm3@97520.net

tel. # 541-552-1021

From the Korean War to Miami U., Oxford Ohio

Hi Miami University Alumni Office,

I am a Miami alum and a veteran of the Korean War. This was a "peace action" sanctioned by the U.N. Many nations were represented in this action to restore to South Korea the lands taken by North Korean military action. I was assigned to the 1^st Cavalry Division and fought in Korea near the end of the military action. This is my story.

In 1950, the Korean war resulted in a draft to increase the size of our armed forces. You could come to class and there would be empty chairs of men called to service during the semester. My grade point average was low, so I knew I would be called up soon. On the advice of some military friends I enlisted. As a “regular army GI” I would receive privileges not given to draftees. One of these was to be a squad leader of a group of misfits. They were very different in height – 6' 4” to 5' 2' – it was impossible to march together, so we double-timed everywhere. These men were from Appalachia, from South Carolina to New York state. Only two could read and write. Raised on my grandfather's farm, I developed the ability to picture-talk with the farm animals. There is a group of people who are able to use psychic abilities such as Remote Viewing (projecting your vision energy to a different location). Governments around the world recruit these people to use their RV skills as spies. In the U.S., the Army, CIA, Navy and Air Force each have these RV spy trainers.

In 1950, however, this skill was not utilized. But I found that these mountain men had the ability to picture-talk to animals and other forest beings.

During Army lectures when my men were bored, I used the time to picture-teach them to read and write (print). And through constant deliberate use of our mental abilities, my and their mental abilities grew, and developed too.

After Basic Training, we all went in different directions. I was shipped out to Korea where I became a Forward Observer directing the firing of a company of heavy 4.2 mortars. I was able to put my RV skills to use by viewing the Chinese supply build-up and the addition of Chinese troops.

The war in Korea was not like any other war we had fought. I was positioned with the troop contingent from Thailand on top of a 200-foot-high ridge many miles long. We overlooked a large valley, with a winding river on the side away from our position. The Chinese had to climb a 20% slope to reach our position, and they tried to overwhelm us several times, resulting in many thousands of Chinese casualties. To my left was a prominent point called “Old Baldy” protected by the fire of the mortars under my control. When someone dies, their body liquids and solids evacuate their body, so to control the stink the Army put the bodies in piles for the Chinese to come and gather them. They counted the heads because the bodies were blown apart. They dusted the hill with lime. The Military “counters” assigned the cause of death from small arms fire or from mortar shell explosions. In front of my position there were 3,000 dead Chinese. Around ”Old Baldy” 8,000 Chinese were killed by mortar fire and another 2,000 by small arms fire. 

 

To help protect my F.O. position I had five Thai soldiers assigned to me. Being Buddhists, they were not disturbed by my night reconnaissance and they accepted the Astrol form for my Remote Viewing as an out-of-body projection. It was similar to the standard Remote Viewing energy, but in a wispy ghost-like form. This Astrol form can not be injured, so with the Chinese and Buddhist respect for ancestral ghosts, this form seemed to be a logical form for me to use. The Thai soldiers and command did not question the results of my recon, and our command did not question the accuracy of the Thai reports.

The Thais passed the word along the “line” that they were using ghosts for night reconnaissance and not to fire at them. I had trained two of my Thai protectors to Astrol with me. The Thais referred to me as “Buddha's assistant.” During the usual 6-hour Chinese assault, I developed a physical protective shield for 12 Thais and myself. The Chinese fired bullets, shrapnel, hand grenades and rockets would bounce back toward the Chinese while our small arms fire would pass through it. The Thais called it “Buddha's Umbrella.”

My Astrol reconnaissance showed the build-up of Chinese troops and weapons typical for a fifth assault. My Recon was then confirmed by our Air Reconnaissance, so we added to our supply of ammo, hand grenades, and flares to repel the assault. As dawn came and the assault hour grew near, I became very nervous. My Astrol flying companion asked, “What's your problem?”

I replied, “I don't know, I'm just nervous about this one.”

“Well,” he said, “do something to take your mind off it!”

“OK,” I said, and started to sing the song “Blue Skies” out loud to myself. Soon my radio and field phone start to ring. “Thai Guy, [my call name] what are you doing?”

“I'm singing an American song.”

“Well, sing slower so we can learn the song too.”

So I did, by breaking the song's natural phrasing. I explained the double meaning between happy and the color blue, and the sad emotion blue.

Two miles of our line participated, and after we mastered the tune and words, we started to sing it as a round, one phrase overlapping the other: the last round of Blue Skies.

When we finished the round, “Blue Skies” started to come back down the “line” but from the Chinese side. Our line broke into applause and cheers.

An Australian shouted out, “Pop the cap of a beer to the Chinese fighting men.”

The Chinese replied, “Here's to the U.N. fighting men!” and the toasts continued for the rest of the night. The Chinese start to sing songs, and we learned to sing them, followed by more toasts. It was said that the Chinese refused to mount the expected assault saying, “How can we assault and kill the men we drank beer and shared songs with.” Dawn came and all became quiet.

Over the next month, the Chinese rotated the existed troops out and replaced them with non-friendly troops. Our commanders did, too. The “Peace Talks” took a different attitude of cooperation.

I became tagged as “Blue Skies” and as we all rotated to Japan, any time I went into a a bar we would end up singing “Blue Skies” and everyone wanted to pay for my drinks.

Discharged form the Army, I worked for a few months. I courted my campus sweetheart Catherine Marie Euler ('52) and started back to school at Miami. I became a founding member and vice-president of the TKE fraternity. Our basketball team became intramural champions and played the traditional basketball with the varsity beating them by 20 points. To compensate for our lack of height, (our tallest member was 5' 10”) we concentrated our shots from the perimeter, and shot 83% from the floor. Our fraternity president scored the most points, with the rest of us not far behind, with all of us in double digits. We followed that performance with the highest Fraternity grade QPA, and the campus bridge and softball champions.

I was 0.01 point shy of the Miami QPA for graduation, but due to my QPA of 3.9 since my return, the Dean of Humanities proposed that I be given graduate status.

I went on to get an MFA, an MA, and an MS degree, and a 60-hour Hypnotherapist Certification to complete my education. Partly inspired by a Miami professor in art education, I became a world-class jeweler, and taught, and became the head of a Department of Art at several colleges and universities.

Roger Armstrong '55

A response to "Seeing is Not Perceiving"

“Seeing is Not Perceiving” by Anil Ananthaswamy

(on Beau Lotto book, The Science of Seeing Differently)

news@newscientist.com

features@newscientist.com

Hi Anil & Editors,

I enjoyed your article "Seeing is not perceiving." True perceiving does involve all the senses and can project them beyond the physical body. Remote Viewing (RV) is a form of visual perception that is used by many governments for spying on each other. It's recognized as a valid, accurate form of perceiving events and objects in our current and past realities.

Seeing involves just part of the conscious mind, perceiving involves all six of our mind-brains. As an artist I learned to RV the interior of objects to see objects in a non-linear way, viewing their interiors as well as their exteriors.

As a teacher of art in 1958 I taught my students to RV, to perceive the (interior) inside structure as well as the (exterior) outside structure. With practice, the perception of visual Remote Viewing (controlled by focusing an intention)can view any time any place. the art students in my classes were 10 to 18 years old. We would RV into paintings to touch the "tabs" of information the artist left behind. they quickly learned to RV into their textbooks, research materials, and into the scores of music to learn from the authors of those works.

I have friends that use interior RV in their business. One is a chemical engineer. He can RV the interaction of molecules in a chemical formula. another friend is an electrical engineer. He specializes in viewing the interior workings of the functioning of the hardware and software within computer routers. He is able to correct the "glitch" in software as it functions. Another was a doctor. He could "view" the interior condition of an illness, injury, or healing of injuries, and make his diagnosis of the patient's problem and recovery process.

Learning the mental skill of RV interior and exterior view is not difficult to learn. The art students I referred to earlier learned within half an hour. I hosted an RV workshop for 100 people and they were looking into reproductions (of artwork) within fifteen minutes. Visual Remote Viewing is classified as an "out-of-body experience."

Other Remote Viewings are easily mastered through focused intentions. One style that I constantly used during my assignment as a forward observer for a heavy mortar company during the Korean War was an Astrol form.

The Astrol form is a wispy consistency similar to the form of a ghost. Standard visual Remote Viewing is not visible. The Astrol form is visible. My observation post was with the Thai troops and as Buddhists they accepted the Astrol projections without questions. My nightly Astrol reconnaissance gave authenticity to my reports to the Thai command as the reconnaissance was made by a perceived (seen) entity. Seven Thai soldiers were my personal guard during the time when my corporeal body was in the RV / Astrol trance. My website, WasAPsychicChild.com has more information on Remote Viewing plus RV training materials. In the 10 years of its existence, the demographics are interesting, there is a substantial interest group for such a specialized information niche. The site has over 400 subscribers from 52 different countries and a site tabulation of 40,000 viewers. that tabulation does not include viewers on subscribers sites.

Prof. Roger Armstrong (retired)

BA, MA, MFA, CHT

rarm3@97520.net

WasAPsychicChild.com

tel. # 541-552-1021

The Realities

Most of the people in the world live in and perceive their reality as a logical one dimensional or two dimensional reality. A one-dimensional reality is comprised of a length, as in logic, with a determined premise and a conclusion. As a two-dimensional reality it's a measured length and width. Schools teach their 12 to 16 year old students to see and perceive in an illusionary perspective of 3 dimensions which includes a reality of length, height, width or depth. This perceptual reality was developed to its highest point in the renaissance in the late 1400's and 1500's, and had a resurgence with the development of the photograph.

A person perceiving in two dimensional reality is drawing in an isometric mode. For instance when asked to draw a glass half full of water, most people's drawings will look like this. (show drawing)

The two dimensional length and width drawing placed in a row one glass overlapping another behind it, the same measured size as the glass in front of it. That's why I call it a measured reality because the dimensions of the object does not change regardless of how far it is in the distance. In three dimensional perception the half full glass of water looks like this. Placed in an overlapping row the glasses diminish in size. Showing the perspective of an illusionary reality. The third dimensional reality is dominantly a positive energy balanced reality. A fourth dimensional reality is dominantly a negative energy balanced reality reflecting the third dimensional reality in a negative perceptual attitude. In the third dimensional reality you can see that the glass closest to us is the largest. The third dimensional reality is the way the photograph distorts reality. The second and third dimensions are fragmented bits of reality with only a brief flash of controlling any of those realities from our two dimensional reality perception. 2-D reality is stabilized by limiting the two-dimensional logic of length and width resulting in known fragments identified through experience by the conscious mind.

This mind-brain, the conscious mind-brain uses experience as a link to a surmised conclusion. So you have a basic premise and you have a conclusion and in between are a structure leading and proving the premise as being correct. The flaw of course is that there is no assurance that the basic premise being only one dimensional, and the length of knowledge with no variation or understanding allowed within the construct of its length is a variable fact.

Then there is the creative thought of the fourth dimension and its non-logical random gathering of possibilities, trying them out to see if the different possibilities can fit together much like a three-dimensional puzzle. These bits that are assembled by the creative mind construct more than one conclusion. More than one possible answer to the first question. All of these modules are construct with a high degree of successful probabilities. Any one of them could be correct. So the individual needs to select just one answer from the several that are offered, or could present the several that are offered. There are five basic realities that we live in. One is believing. That we hear a conclusion from an authority, a parent, a teacher, a group of peers that would all agree on a specific point, or a minister, a priest, or a guru. This believing at that point of assimilation becomes a reality.

Next of course is seeing. Like seeing is believing. Not always accurate, but we still accept sight, something we experience visually as being accurate.

The next one that I like is knowing. Knowing is the supposition of an experience. “I know I put my keys in that drawer. They aren't there, I don't know where they'd be, but I put them there.”

Then there's the existing reality. That's the “knock-knock” hard reality that we accept objects that we live with. The fifth reality is created reality. That's the artistic created reality, and the artist develops a “knock-knock” reality just from thought. I have talked to 16-year-old art students who were able to create complete drawings or paintings with a planned, creative visualization. They visualize several probabilities in the manner in which I've described, and they select one of those probabilities that they have envisioned. One young woman would mix a color, and on her canvas would paint a dab here or there, slowly developing shapes and forms, with singular mixed colors. She worked with complete confidence, almost a sense of rightness for each application of the paint. After four or five hours, her paintings, often very complex, (36 x 36 inches or 24 x 24 inches) were completed. Totally finished. It was quite amazing to watch, the mystery of her technique develop from start to finish. My instruction to her was to not to change her perception and technique, but to give her classical methods of applying the paint. She controlled where the paint went, but in the classical sense oftentimes the artist used underpainting to develop the dark and light tones, which she applied using her technique. She didn't need that technique but since she was going to be an art major in college she would be exposed to it, so I tried to anticipate and give her experience so she wouldn't have problems with teachers who demanded one way.

The other student was a young man. Once he developed his vision, and sometimes he would sit in the classroom and not do anything for awhile. Maybe two class periods he'd be physically inactive, just looking at the proposed painting suface. But when he organized his visions he would start painting or drawing, he was quite a good drawing draftsman. He would start in the upper left hand corner of his canvas, and work as if he was peeling a cover off of the canvas, so he would finish that one little section. When he finished the canvas, he was down at the lower right hand corner, and when he finished filling in that corner the artwork was completely finished. His vision was worked out ahead of time and was static in terms of his putting it down. He had difficulty in adjusting the completeness of his vision.

Using this approach, many times it is the canvas and the painting that decides the direction of the subject matter an its development. Several painters in art history wrote about the struggle they had with the canvas that tried to dictate what the painting was to be, or how the subject matter was to be developed. I knew of several painters who would make or paint a mark on a canvas and then let the canvas decide what course the painting would take.

Regardless of the technique of creation, whether it's a musical composer, an author of fiction, or of fact, or a textbook, an architect or designer, the application used by artists creates a real object. They create a reality “knock-knock” reality from thought. All artists, not just the visual artists use a similar approach to the process of creation from thoughts to a “knock-knock” reality.

It is the Conscious mind, and five other minds, that control different aspects of thought and of body action.

The limbic mind-brain is basically a determining switchboard. Our sensory process works like this. Your hand touches a red-hot coal. Immediately the sensation goes to the Limbic switchboard and the limbic sends out the sensation to all the other five brains and says, what is this? And the conscious mind is part of the loop, so the conscious mind says, I've encountered this before, this is extreme heat, and it has damaged the tissue that's touching it. So the limbic switchboard says, how do we react to this? And the conscious mind says, you withdraw your hand, so the limbic mind contacts the cellular body mind that makes up all the cells in our body and says, withdraw the hand from the tissue destruction, and your hand is pulled. Of course depending on your reflexes, this thought happens instantaneously. The primal mind used to be called the reptilian because there's a point where it develops in the fetus and the fetus looks more like a reptile than it does a human being. But our Christian community didn't like that so science changed it to the primal mind. The primal mind controls the basic actions. Breathing, heartbeat, blood flow, hormones, like adrenaline, preparing for fight or flight.

The third mind is the subconscious mind, it's the picturing mind, and it's used in basic communication and categorizing the objects that we see. Science has shown that the larger the vocabulary of the subconscious mind, the higher the IQ of the person tends to be. That's why it's important in raising young children that you expose them to a wide variety of sensory experiences.

Number four, I have mentioned this one already, is the cellular body-mind. All the cells in our body carry our DNA, and they're all interjoined in a cooperative structure for a called-upon action as recommended by the limbic mind. It's one of the largest mind-brains and it quickly develops with the fetus.

The last of the mind-brains is the liquid mind-brain, and it holds memory in the form of frequencies, in forms of energy. It records and recognizes energy. Just a reminder, when I talk about or give people training, in the psychic abilities, using these varieties of brains, I add a preventive intention that is attached to all the information that I give, so the information can only be used for the benefit not only of self, but for the benefit of others.

Pain is Controllable

Pain is controllable. You just need to not internalize it, but place it outside of your body. Using this philosophy you can detach the feeling of the pain from your conscious mind by putting your self in a hypnotic state of non-awareness. As a retired hypnotherapist, I have put myself in a hypnotic state via a tape recorder to counteract operative and post-operative pain.

Using a post-hypnotic suggestion I gave myself a physical trigger to activate my body not to acknowledge pain internally. In that suggestion I included to control any blood loss to a minimum and to heal my body as soon as it can safely do so. Using the hypnotic trigger (tapping by breast bone lightly eight times) I have gone through dental surgery and long operations with a minimum of blood loss and healed in half the normal time for post-op recovery. The physical therapy to regain muscle dexterity in supervised therapy was also pain-free. The doctors attributed my rapid recovery was due to the fact that a pain free operation did not enable the body to be traumatized and that body could focus on healing itself without distraction. (Or have a hypnotherapist implant that intention-suggestion for you with a post-hypnotic trigger for future activation of the pain detachment.)

To extend the pain out of the body, visualize it as a thing, an object you can discard like a small piles of stones, a bunch of feathers, or objects that will dissipate, as a flock of crows or a fog bank that you walk through leaving the pain behind, wade in a shallow creek whose water flow will carry pain away.

A visualized mental waterfall or home shower can wash the pain away too. This visualizing technique can easily be mastered and is very convenient to be able to activate it at any time to control the degree of pain you personally can tolerate on a scale of one to ten, with one as the low end. I prefer to keep any pain resulting from post-operations recovery at ½ or one during operations or dental work.

I had a double knee replacement installing two artificial knees, after spending two years on crutches, eliminating bone on bone pain. I recorded a program to prepare myself and facilitate the elimination of pain, minimized my blood loss, and had my body cooperate with the surgeon during the operation. After the operation I would control the pain associated with healing and my body would heal as soon as safely possible. Morphine was available for pain control but I had no need of it.

The physical therapist was very skeptical of my pain control claims, assuming that I was masking the pain, not eliminating it. I asked her if she knew of any indication that would show her the degree of pain I was feeling during my rehabilitation exercises. She said yes, the eyes will always show if any pain is present. All right then, I said, give me a moment to be pain-free. I proceeded to move all pain outside my body as a pile of rocks, leaving me pain-free while doing the exercises. Let's do some exercises and you monitor my eyes for any pain indication. We did several exercises and she had to admit that my eyes showed no sign of any pain being present. We continued to exercise pain-free. Down the hall other men who had one knee replaced were screaming in reaction to the pain induced by exercise. The next exercise session I had an audience of nurses and physical therapists watching me as I exercised. I was pain-free only while exercising. At other times I kept my pain level at “one” which was easily tolerated. Five days later I was walking with a walker and two weeks later I drove myself home. In a month I could walk without a walker or crutches.

Introducing Roger Armstrong & Remote Viewing

Roger Armstrong

Retired University Professor

Ashland, Oregon, USA

WasAPsychicChild.com

rarm3@97520.net

tel. # 541-552-1021

Hello, I am an 85-year-old retired college professor. My academic expertise was/is “Perception”. The classes on perception that I taught at Purdue University were a three semester sequence covering the development of “Mental Perception and Development” from pre-birth to age 65. I am also a certified Hypnotherapist and have been hypnotizing people for 81 years. Like many hypnotherapists I have met, I hypnotized my playmates when I was 4 years old. I enabled them to self-heal cuts and scrapes so that our play would not be interrupted by running home for a band-aid. That started my life-long investigations into how we and other beings visualize/perceive and interact with The Realities.

This led me to the concepts of the division between the Conscious Mind and the other six mind-brains that we use in different functions. This writing is not an academic paper, but a conclusion I have come to during my 80 years of exploring the application of our six mind brains.

The process of Hypnosis is the distracting, separating the logical, linear cognitive abilities of the Conscious mind from its control of the Perceptual Realities it envisions. This division allows the other five mind-brains to form a Mind Cooperative that I refer to as the Spherical Mind, that functions in a random cognitive pattern, with each mind-brain contributing to the formulation of several Thought Conclusions and Mental Energy uses.

One of these uses is known as Remote Viewing. Remote Viewing has become accepted worldwide as a valid spy tool/technique, viewing the exterior of things. But as an investigative tool for understanding the intention of an object's new or past function, it has many more applications for example perceiving the intention of the object, the symbol; musical composition, equation, painting, math and chemical formula or writing as well as the diagnostic and repair of physical tissue or mechanical electric devices that are non-functioning, or the testing of those that are not yet functioning.

An Ancient Symbol as it is created (regardless of the media used) can hold thousands of bits of information to be released to the Remote Viewer. The symbols have an index of tabs that, when touched, will release its information to the viewer. This is a very valuable tool to Archeologists or Paleontologists and their related schools of expertise.

As a skill, Remote Viewing is not difficult to learn, and age is not a barrier. Workshop participants from 8 years old to 80 years old have been able to learn this skill in less then two hours. An interesting side experience is the affect Remote Viewing has in the perception of the functioning of time within the experience.

Sincerely,

Roger Armstrong, MA, MS, MFA, CHT, retired as a full Professor

Consciousness

Consciousness is a general term broadly denoting that the Conscious mind is being active. With six (6) mind-brains in our bodies, it is important to define which mind-brain is doing what. The field of hypnotherapy is the only field that can direct the mental activity of any one of the 6 mind-brains to achieve a desired response.

As a Certified Hypnotherapist I facilitate the directions the individual Spherical minds take. Consciousness should refer to the mental energy activity of all six of our mind-brains. Science has focused its attention on the judgmental, limited logical mind brain referred to as the conscious mind, but it is not only one of the 6 mind-brains that we as sapient beings use. The 6 body mind brains include the Conscious, Subconscious, Limbic, Primal, Cellular Body, and Liquid frequency mind-brains. The only field that specializes in utilizing the functions of these mind brains is hypnosis / hypnotherapy. These basic teachings have been in use for many thousands of years.

Conscious mind altering techniques are used before meditation and self-hypnosis, whether it be audio or visual fatigue that facilitates the detaching from the judgmental conscious mind can be disconcerting to many. A stabilizing factor is needed, a purpose is required to direct five the direction experience the stabilizing factor. Many practitioners refer to this factor as “pictured intention.”

With a loop of pictured intentions in place the conscious mind gives up its control of the mental processes to the other 5 minds in our body that implement the pictured intention. In my hypnotherapy experience I refer to these as the Spherical Minds. The 5 mind-brains cooperating to form the spherical minds are the Limbic, Primal, the Pictorial Subconscious and the Cellular body mind brain and the Liquid Body Frequency mind-brain.

Studies in perception show that humans perceive our world's reality as a two-dimensional reality. In perception tests, the majority of people in the world see it as an isometric reality. This isometric reality is a constant measured reality. Schools teach the 3-dimensional illusionary reality to our children. In this reality, the usual illusionary reality is constantly changing its relationship through the use of visual scale and we need to change our measurement devices to relate them to a consistent logical relationship to the logical conscious mind. The logical consciousness sees things in only two (binary) dimensions. Point A to Point B repeated many times at different angles. This is the base requirement of the isometric drawing modality.

The fetus or Newness as I like to call the emerging being

I am telepathic and project / broadcast my picture thoughts. That is what telepathy is, broadcast emotional picture thoughts.

Sometimes I go to the organic coop food market and picture / read a story as I project the story telepathically. The store quiets down as the children tune in to see/ listen to the picture / words telepathically.

I send the story with my picture and end by wishing them well and start my shopping. As I trip up and down the aisles, kids will turn their heads and look around the aisle ends and visualize / send a telepathic thank you. One little girl offered me to I take a bite of her half-eaten banana as a thank you, another presented her toy as a thank you. I pretended to bite the banana and hugged the doll then returned it. Moms sent their thank you telepathically.

All children can be telepathic they are born that way. In understanding telepathy, the first thing to realize is that we have 6 mind brains, yes six. The conscious mind is the judgmental mind brain. The subconscious is the picturing mind. The limbic mind brain is the intelligent switchboard coordinating that joins all the minds together – the primal mind brain controls the automatic body functions, and the cellular mind brain and the liquid mind brain that holds the frequencies that make up our memory. Together these form what I call the spherical mind brain.

The first mind brain to develop in the fetus / Newness is the cellular and the primal mind. As the Newness goes through its development stages, the primal mind is the controller of all body functions. As the newness develops the 6 mind brains develop along with it. Of all the mind brains, the conscious mind brain develops the slowest.

Around the 6^th or 7^th month the life energy makes itself known as a emotional life force (empathic) projection. This first awareness of the outside world for the newness is to recognize energy sources. Mom's energy is recognized first by the newness – as it becomes aware of other empathy energies it assigns them different colors. This is the first step in developing telepathic communications. As the newness develops the picture empathy it increases the active storage of memory frequencies that are kept in our liquid body mind. You recognize other energies by “not thinking” but by feeling for the empathic energy we call this process intuitive sensing.

This intuitive action is having your adult mind open to these subtle energies and remaining positive. You need to let this energy come to you, and you need to accept and welcome it, making the communication with the Newness easy.

Picture Reading to other children is more difficult to develop this ability with older children and adults. I suggest finding an old tree. Take it some gifts like old coffee grounds or lightly sugared water. Sprinkle your gift just below the ends of the largest branches and then sit with your backs on the tree's trunk. Open your 6 minds to the empathy energy of the tree. The tree's energy will be very strong so it is easy to identify. Once you feel the tree's energy you will be able to sense / feel the individual energies of your group. They will be able to sense / identify your energy too. Your minds are not “open” to all other energies. Your secrets are still your secrets. It is fun to have a silent family language – it is nice to know what a newborn's needs are.

I am telepathic

I am telepathic. I am aware of the picture thoughts of some people (especially children), plants and animals. The base of telepathy is visual thought. It is literally a language of Universal Thought.

Occasionally I’ll go to the local food co-op organic food market and telepathically tell/broadcast a story. Sometimes I project pictures from a picture book and I will added motion of the characters to add to the understanding of the story. There are a lot of young mom’s with young children shopping at this store When I start to broadcast the story the store’s noise level drops as the children “tune in” to my picture telling.

Often I will tell of a personal experience, but I start out and end the story with a picture of me smiling and waving a hello, so the viewers know it is someone in this store’s Here and Now that is picture telling the story. The kids are intrigued by the fact that a man is broadcasting the story. Most men have not let that ability develop.

One of my favorite stories is an experience I had when in the war in Korea. In the story three Korean men were walking to a point where they were going to trap and kill a tiger using a live baby goat as bait. They did not know that the tiger and were following their progress in a Remote Viewing mode and intent. I was a solder on guard duty. She was following the men and goat through natural order and instinct, when she came face to face with me.

She was a very large Siberian tiger. When I had been following the progress of the men, she had picked up my thoughts. We had a brief friendly picture thought exchange, and I was the first human to join her in telepathic conversation as I pictured their intent to her. I then pictured to the local plants, asking was there a trail joining place the tiger could use. She was surprised at my action, but viewed their reply and bounded off to get the goat from the men, to feed her two young cubs and herself.

She met the men and frightened them so that they ran away, leaving the goat behind. She came back to thank me by picturing me as a male tiger, with my face, standing next to her. I returned the complement by turning my tiger head and licking her ear. She was so startled at my action that she almost dropped the goat as she started to laugh. She bounded in to the brush trail and I could sense her laughter for a short while as she hurried back to her cubs.

The children liked that story and as I continued to do my shopping they would appear in the isle I was in to thank me. One little girl offered her half-eaten banana to me, another gave me her doll, a boy showed me his army tank and how it worked. I pretended to take a bite of the banana and returned it, and gave the doll a big hug and returned it. One of the moms said it was the first time a male had made telepathic contact with her child and several others echoed her comment. Fun stuff. I suggested to them that the story had many interesting points for discussion they could use like picturing with plants, grasses, trees and animals; a good way to practice telepathy.

While we do use all six [6] of our mind brains, science only focuses on the judgmental logical mind, ie: the Conscious Minds where the other five [5] in cooperation with each other form a mental unity I call the Spherical Minds Brains. Each of the brains is a contributing segment to creative thought that does not use A to B logic. It is a unit of minds that builds thought without a basic premise in response to a questioning of the “What If’s” in their wide variety of considerations.

In viewing this mental action it is interesting to watch the answers to a creative question evolve much like a three dimensional form looking for small forms to fit and join together. This process is used simultaneously with several created forms to develop a variety of answers to the proposed thought/question

Telepathy is not a function of the Conscious mind, that mind has a logical 1 or 2 dimensional, judgmental function. There are five [5] other mind-brains that form a mental energy cooperative that does orchestrate the telepathic function. They are the Limbic, [it determines where the gathered sensory input needs to be placed to be acted upon].of the Primal, [directs basic body functions] the Sub-Conscious, [is the pictorial producing mind translating energy frequencies into visual representations for identification] the Cellular [consists of all the cells in our body] and the Liquid Frequency mind brain [holds our memory in the form of frequencies and stores mental energy in frequency form in the liquids of the body].

My Indigo Curriculum Story

by Roger R. Armstrong

In the teachers lounge one afternoon in 1956 Mel Sudd (taught 6th grade in Roosevelt Laboratory School of Eastern Michigan University, Ypsilanti, Michigan) and I (I was the Art teacher) came up with this Curriculum. In our previous educational testing, students lost about 6 to 8 weeks of learning over the summer that had to be repeated when school started in the fall. Normal summer school held this loss to 3 to 4 weeks. Mel and I were looking for a curriculum that would stop this loss. He and I started to analyze the Philosophies of Ed. to see if there were clues to a better learning structure. Summerhill, Montessori, Waldorf etc. Then we went to question, "How" does lasting learning (stop that loss) take place? Mel was very interested because I had just helped him by teaching a few students who were disrupting his 6th grade math presentations. We three went in to the long old fashioned coat room, and explored math while Mel continued to teach the class.

I taught that there are no rules, only expected answers. My first question to them was how much is 4 + 4? "Stupid" was the reply. OK I said how many ways are there to get the number 8. They listed all the ways they knew. You are not working with all the data, I commented, so let's add to the list with our new information. We found it necessary to make up symbols to represent "explain" some math group functions. They opened their minds in exploring and reinvented Algebraic theory. I found a book "Do Math Fast" and introduced all the short cuts of mentally bundling numbers etc. In the mean time some of their friends asked Mel if they could join our group. The new were taught by the experienced. Then I found a book written by a WWII interned math professor that developed a math system with the base of 13. More kids joined us. Soon we had more kids in the coat room than Mel had in his class. The experienced taught the new. A lot of teaching was done outside of Math time. They blossomed. When it was time for "regular math" to continue, Mel was confronted by student questions of method, process and a thirst for math that forced his entire math approach and teaching structure to change. Mel and I went over that math event, and wrote a sequence-of-event-structure that developed; to see if we could identify the factors that caused this sudden thirst for math. We came up with self-imposed student identification of challenge, reaction, action, reaction and action. We broke it down into a learning pattern of divergent, convergent, divergent, convergent exploratory thinking, and, how to structure this so the learning pattern will be facilitated.

After much discussion we came up with this broader application of optimized learning, guided by these thoughts:

1) The most significant lasting learning involves all the senses and the most important learning sense is kinetic.

2) All learning is inter-related. If this is truly practiced then the selection of the exploration of a singular subject should not be of concern.

3) The interest, in and the sense of discovery during that subject learning action, would sustain the learning process

4) Students should be treated as "clients not products". [We found that when the student's initial "intention" of learning was filled they would move on to another sequence of learning.] These basic tenants proved positive, when reviewed at the end of the summer session. The students jumped in IQ 15 to 30 points. They also jumped 2 to 4 grade levels. We had a summer school mix of 3rd graders going into 4th etc. 4th, 5th, and 6th graders with some advanced 6th graders that were going to be 7th graders in the fall. Age was not a factor. Gender was not a factor, Race was not a factor. Being a lab school we had the enrollment structure to be determined as a "Near IQ" bell curve. Our program pushed the curve to off-the-charts high side as a near "high flat oval" blob of water form. We were astonished. The Education Department was so astonished they lobbied to have u s shut down as "being to controversial" and disrupting "The Basic Structure of Education." They won. (Even though they were very, very, pleased with the growth of "their" children.)

We staffed the program with experienced teachers that needed student teaching credits. We sent the word out and screened applications. (We were able to reimburse their college expenses with the profits of the Cooking and Business group) The curriculum subject matter evolved through discussion with students and was set at 13 courses. [we added some, dropped others as students requested areas of study. All classes were open enrollment, and ages and study groups mixed together. The day would start in a "home room" Attendance etc. then gather in the gym for class selection Classes were offered twice each day and lasted 1 to 3 hours as interest required. Some classes were structured to allow for drop-ins at any time. In the gym we would have the "What and Where" session informing what was happening and where it was meeting and the students would make their class selections. The same process took place after lunch. Plans for out-of-school-classes would be announced one week o r more ahead and required a parental permission slip, parents were welcomed to join us.

CLASS DESCRIPTIONS:nts decided they would like to explore geometry after a very rocky start by the teacher who told them what they could do on the first day with 20 students. Next class had 1 student. That student asked if she and the teacher could learn geometry. Teacher asked her to think about how can we teach geometry that would involve action. The next class she had 25 students. A third grade girl said "My father say's that 'shooting pool' is all geometry. Everybody said “please.”

Mel and I helped the teacher organize the tools necessary. We contacted the local pool hall and the owner became very interested so he gave us the use of the tables free. With large plastic protractors, blue chalk, fine white thread, and the physics of " measuring applied force and of every action results in an equal reaction" it started. The teacher learned about the science of "pool" and the pool hall owner learned the science and math of geometry and taught correct Cue Stick technique to more-likely prove the geometric theory. We ended renting the entire pool hall and had 90 students plus "out-of-students" teachers participating in the learning and helping to supervise the learning.

2) Creative Writing.

Poetry and One Act Plays were written and preformed added to the entertainment during the cafeteria lunch hour on specific days.

3) The Sciences; Students became involved in the physics of the Pool Hall. The class went fishing, measured the temperature of water at different levels. Set hooks to settle at those levels and determined what level the fish were at by nibbles. The fish were dissected when caught, Drawings of the organs were made and identified and they each opened a stomach to see what the fish were eating to select appropriate bait.

4) Art, during this program Art was not widely selected as an activity. The need for creativity was filled with action and innovative academic exploration. During the year it was "No rules but a seen vision or a recorded reality vision. This philosophy continued during the summer classes. Drawing or painting what was not seen was given equal importance to "what was seen." "How can you draw an orange if you don't know what it tastes like as I passed out sections of orange? "In order to paint an angel you need to become that angel as you paint. (an eastern philosopher's comment.)

During the year life drawing was taught every Friday in all grades. Anatomy of the human body (bones, fat and the 3 layers of muscles) was taught to the 7 grade. The 8th, 9th, 10th, 11th, and 12th grade students all drew on the college level. Back to the program. The most popular activity was Remote Viewing into paintings at the College Art Gallery or field trips to the Detroit Museum of Art. But it was just a one quick teaching. Art Museum Field trips were popular and remote viewing practiced. [During the school year the Art room was full at lunch and was a requested after school elective. exploration.]

5) Typing, taught in combination with spelling. A super combination. Well attended, as an "off hour" class. It was very possible to work one on one.

6) "Cooking from Scratch" Very popular, took recipes and fractionally increased or decreased them. Pies, cakes, bread, rolls, donuts, coffee cakes, soup, and salads. Fractions ruled in dry and liquid measurement! The School's Kitchen provided the space, tools and equipment for a “cooking” class that enabled the students to bake or cook meals and baked goods “from scratch.” When they baked rolls, bread and pastries, they usually baked extra that they put up for sale. It was a very popular class with both genders equally represented. The kitchen was adjacent to part of the school's cafeteria. Many commuter college students would come there to eat their bag lunch. Our students saw an opportunity and started selling their extra baked goods and offered coffee, ice tea, and lemonade. Encouraged by the response and requests, salads were prepared. The cooking class also involved chemistry as part of understanding the realities of cooking. The selling of their efforts and product needed accounting for, so a Business class evolved to monitor and allocate the funds. Cold sandwiches made to order with the buyers selecting the ingredients and prices were determined per each additional part. As the food service program grew we had Had to split off to create number 7.

7) Starting Your Business. Vendors, ordering, planning, writing business letters. Pricing, percentages, cost, expenses, accounting, accounts payable, accounts receivable, profit/loss marketing, advertising. Consulted with cooking division, added salads, soups, sandwiches. They made so much money, we were able to purchase equipment for the school. We bought all new electronic typewriters, and funded number 8.

8) Exploration Wednesday afternoon. We organized excursions into the community. Hired a Helicopter to take two students at a time; fly over their house and then fly in a 7 mile spiral. Recruited businesses to teach a student to be part of their business staff for an afternoon. All kinds of occupations were represented. Many parents had local business we tapped into. We also offered field trips and tried to implement any student request.

9) Take Apart. We brought a junk auto that the students took apart and put together under supervision of a retired auto mechanic who was the Grandfather of one of the students. We were able to buy (thanks to "Start Business" and “Cooking”) the sets of tools necessary for many classes.

10) Sports skills taught were offered by request and on different days, Archery; Matt Gymnastics; Basketball, Softball.

11) Photography, still and movie. Two parents had the skill and equipment for five students each. They also recorded the school activities in single pictures and as a movie production with Mel as coordinating adviser.

12) Music. Primarily for experienced students offering Composing, Folk and Jazz. Offered short class in rhythm (second hour of classes to pick up students who had enough of a particular activity) with different rhythm instruments. Also students gave performances in the cafeteria.

13) Journal writing. At the end of each day the students would enter their day’s activities into their daily journal with personal comments on the activities and questions that the activities would bring up to ask the next day. That turned out to be very important. When they went home and the parents would ask "What did you do today? They had their answers ready. Parents loved it. In today's curriculum I would add: Exploring Powers of the mind. Explorations of Realities, Hypnosis How and Why. I would add: Yoga, Tai Chi, muscle identification and control. Sports and mental visualization.

Telepathic Activity

I am telepathic, and I can broadcast my picture thoughts widely or direct my picture thoughts to a specific being. Because all life forms on Earth has the ability to picture and are telepathic in the sense that they can exchange pictorial information without using speech.

When my youngest son was learning to read from picture books, he would climb into a Linden tree that was in our back yard. It's limbs started low to the ground so he could easily climb up. And he would read his picture books and show the pictures to the Linden tree by holding pictures against the trunk of the tree. In actuality he was teaching the Linden tree to read and to recognize words other than just pictures, and the Linden tree learned along with my son. It was kind of interesting that when the learning was taking place, the trees in the park just across the road, that was a line grove of maple and oak trees that outlined the park. When the Linden tree was learning, all the other trees in the park would be silent, there was no leaf rustling, they were all engrossed in the learning that the Linden tree was passing on to them. Quite fascinating.

As a telepath, I don't intrude on other people's thoughts, and I always identify my own thoughts with a telepathic icon. My icon is like an animated cartoon. It shows a spear piercing a shield, and the spear goes through the shield, to about 25% of the shaft. In words, that icon would be named Rod'gar. Most human telepaths send their icon before and after their telepathic statement. Telepathic statements are like sentences, it's not just random thoughts, it's an organized thought that goes out. Being an organized thought, you control what goes out just like a completed spoken sentence. So the personal secrets are still kept.

I shop at the Organic Food Coop market in Ashland, and sometimes I picturing-reading-telling a story that I broadcast project to all the inhabitants of the store.

It is fun for me because there are many children and young mothers. with one and two year olds, and eight and ten year olds. It is fun listening to the store quiet down as the children receive and recognize the telepathic picture thoughts. I always start with my picture of myself, and I'm smiling and waving and projecting hello, I have a story to tell. After the story, the noise of the kids resumes, and the children will look for me, and then they'll stick their head around the corner, and see me and smile and wave and the older ones will say thank you. The younger ones say thank you, too, but in different ways. They'll present me with their favorite toy that they've come to the store with. And I'll play with the toy for a brief while, and return it to them, and admire the toy telepathically. One little girl gave me her half-eaten banana, and I mimed taking a bite and returned it to her, much to her relief. Most of the mothers are telepathic with their kids and thus with me. The uniqueness of my telling the stories is that the children usually don't hear-see telepathic pictures from men. Men are raised to be logical and to ignore the picture thought as soon as they can. So the kids getting the information from a man is a unique experience, and that's one of the reasons that I tell these stories, to have them understand that men can be telepathic too.

All children are or can be telepathic. The telepathic development starts during pre-birth. The fetus, right around the seventh month, recognizes the energy of the mother. Then it recognizes the energy of other beings that it comes in contact with, siblings, father, the family pet. So to tell the difference between the different energies, the fetus assigns them a color. Once this recognition of individual energies takes place, the basis of telepathy is developed.