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Remote Viewing Instructional Services
True skepticism does not begin by being anti-anything. The processes of open consideration and examination (i.e., research) will ultimately establish whether something exists or not. ~ Ingo Swann

INTRODUCTION

INTRODUCTION

A. General

The following definitions and descriptions are provided to acquaint the reader with the remote viewing phenomenon and a typical remote viewing session.

  1. Definitions:

    1. Remote Viewing (RV): The name of a method of psychoenergetic perception.  A term coined by SRI-International and defined as "the acquisition and description, by mental means, of information blocked from ordinary perception by distance, shielding or time."

    2. Coordinate Remote Viewing (CRV): The process of remote viewing using geographic coordinates for cueing or prompting.

    3. Remote Viewer: Often referred to in the text simply as "viewer," the remote viewer is a person who employs his mental faculties to perceive and obtain information to which he has no other access and of which he has no previous knowledge concerning persons, places, events, or objects separated from him by time, distance, or other intervening obstacles.

    4. Monitor: The individual who assists the viewer in a remote viewing session.  The monitor provides the coordinate, observes the viewer to help insure he stays in proper structure (discussed below), records relevant session information, provides appropriate feedback when required, and provides objective analytic support to the viewer as necessary.  The monitor plays an especially important role in training beginning viewers.

  2. Descriptions:

    1. Remote Viewing Session: In a remote viewing session an individual or "viewer" attempts to acquire and describe by mental means alone information about a designated site.  The viewer is not told what the site is that must be described but is provided a cue or prompt which designates the site.

    2. Session Dynamics: In conducting a coordinate remote viewing session, a remote viewer and a monitor begin by seating themselves at the opposite ends of a table in a special remote viewing room equipped with paper and pens, a tape recorder, and a TV camera which allows either recording for documentation, or monitoring by individuals outside the room.  The room is homogeneously-colored, acoustic-tiled, and featureless, with light controlled by a dimmer, so that environmental distractions can be minimized.  The session begins when the monitor provides cueing or prompting information (geographic coordinates in this case) to the remote viewer.  The remote viewer is given no additional identifying information, and at this point has no conscious knowledge of the actual site.  For training purposes, the monitor is allowed to know enough about the site to enable him to determine when accurate versus inaccurate information is being provided.  The session then proceeds with the monitor repeating the prompting information at appropriate intervals and providing necessary feedback.  The remote viewer generates verbal responses and sketches, until a coherent response to the overall task requirement emerges.

    3. Post Session Dynamics: After the session is over, the remote viewer and monitor obtain specific information about the site in picture/descriptive form.  The remote viewer and monitor then discuss the session results.

B.  Background:

In early 1980, an SRI - International (SRI-I) subcontractor developed a training procedure known as Coordinate Remote Viewing to satisfy R&D demands on SRI-I to enhance the reliability (scientific replicability) of remote viewing (RV).  The subcontractor's approach to improving the reliability of RV was to focus on the control of those factor that in his view tend to introduce "noise" into the RV product (imaginative, environmental, and interviewer overlays).  The basic components of this training procedure consist of:

  1. Repeated site-address (geographic coordinate) presentation, with quick-reaction response by the remote viewing; coupled with a restrictive format for reporting perceived information (to minimize imaginative overlays).

  2. The use of a specially-designed, acoustic-tiled, relatively featureless, homogeneously-colored "viewing chamber" (to minimize environmental overlays).

  3. The adoption of a strictly-prescribed, limited interviewer patter (to minimize interviewer overlays).

 

The training procedure requires that the trainee learn a progressive, multi-stage acquisition process postulated to correspond to increased contact with the site.  At present there are six "stages" of training.  In general, these stages progress as follows:

  1. "Stage I" sites (islands, mountains, deserts, etc.).

  2. "Stage II" sites (sites of quality sensory value--sites which are uniquely describable through touch, taste, sound, color, or odor--such as glaciers, volcanoes, industrial plants, etc.).

  3. "Stage III" sites (sites possessing significant dimensional characteristics such as buildings, bridges, airfields, etc.).

  4. "Stage IV" sites for which the trainee begins to form qualitative mental percepts (technical area, military feeling, research, etc.).

  5. "Stage V" sites for which the trainee learns to "interrogate" qualitative mental percepts in an attempt to product analytical target descriptions (aircraft tracking radar, biomedical research facility, tank production plant, etc.).

  6. "Stage VI" sites which involve the trainee in direct, three-dimensional assessment and modeling of the site and/or the relationship of site elements to one another (airplanes inside one of three camouflaged hangars or a military compound with a command building, barracks, motor pool, and underground weapons storage area).

 

The following document has been prepared to serve as a comprehensive explanation of the theory and mechanics of CRV as developed by SRI-I.  It is intended for individuals who have no in-depth understanding of the technology and as a guide for future training programs.  Particular attention should be paid to the glossary at the end of the document and to the terms as defined in the text, as they are the only acceptable definitions to be used when addressing the methodology presented.