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Extra-Ocular Vision
Methods and practices
#syntergic, #telepathy, #extraocular, #transferredpotential
From Dr.Grinberg’s paper “La Vision Extraocular”.. ~1982
In 1982, the Mexican television company Televisa invited me to participate, as a witness, in a live program
that would deal with a type of unusual vision. My presence was required to judge the veracity of the
phenomenon as a researcher in the area of Neurophysiology and professor at the National University.
I agreed, and in the studio I found about twenty children chatting animatedly as they prepared for the demonstration.
Once the process had begun, one of the children was blindfolded by their instructor, Professor Altamirano, and a series of photographs was placed in front of him. The child touched the photographs with the palms of his hands, describing what he saw. Intrigued, I approached and found that the description perfectly matched the content of the graphic material. Other children were then subjected to the same process
and in all cases they were correct in their descriptions. I could find no errors or attempts at deception in the procedure. When I left the programme, I suggested to Altamirano that we use his procedures to help blind children see with their hands. Altamirano agreed, as did the Government Department responsible for the education of blind children.
For several months we tried to teach these children extraocular vision, but without success. Once a week Altamirano would come to the school for the blind, lock himself in with the children, and then leave. I never knew whether the failure was due to the sporadic nature of the training regime or to the short time that the whole process took. Nor was I able to receive detailed instructions on the technique used, because Professor Altamirano naturally kept it a secret.
Several years later, while on a sabbatical, I decided to spend six months teaching children at a primary school in Cuernavaca, 70 kilometers from Mexico City, where the director allowed me to try out different alternative education techniques. One morning, while we were resting in the school garden, a girl told me that she had seen a television program in which extraocular experiences were shown, and asked me to show them to her. Although I did not feel capable, since I did not know the technique of "extraocular vision", I remembered some comments from blind children and decided to try it with the girl.
I asked her to relax, concentrate on her breathing and try to visualize a light between her eyebrows. Then I took her hands and asked her to imagine a luminous line connecting her fingers with her eyebrows.
I placed her palms on a color photograph after blindfolding her and the girl described the information in the photograph to me.
Other children came to us. Within an hour, six or seven children were seeing extraocularly. We were all delighted with the experience, so we continued it for several months, until both the school director and the parents forbade us to continue the experiments because the children guessed their thoughts, moved objects from a distance and began to challenge their entire worldview.
The same experience has been repeated with identical results in another school in the city of Toluca, this time supported by parents and school directors.
What follows is a description of the Cuernavaca experience, written with as much detail as possible and with the aim of making it possible for anyone who wishes to do so to put it into practice.
Nineteen subjects were studied: eleven girls and eight boys, aged between 5 and 13 years. All, without exception, were in good health and declared themselves eager to participate. None of them had a history of extraocular vision or any experience with this type of phenomenon. They belonged to six different schools; in all of them they were considered very restless and especially reluctant to accept rigid rules of discipline and conduct. In addition, they were classified as highly intelligent and bright.
Although family conditions varied from child to child, no notable differences were observed, except for an appreciable initial skill in five girls and two boys with an optimal family stability situation.
INITIAL LEARNING
Prior to the initiation of the extraocular vision detection experiments, all children received training that lasted between one and three days and was repeated in all subsequent test sessions. In this way, each child was sensitized before and throughout the course of the experiment, until they acquired a skill that was sufficiently automated so as not to require additional training.
The characteristics of learning are explained below in the same sequence in which it was developed.
With the child sitting comfortably with his back straight, the following three breathing exercises were performed:
a) Forced expulsion of air through the nostrils for 60 seconds, with the eyes closed, followed by concentration of attention on the space between the eyebrows for 20 seconds.
b) Alternate breathing through each nostril for 60 seconds, with eyes closed, followed by concentration of attention between the eyebrows for 20 seconds
c) Forced inhalation and exhalation of air, rhythmically and sustained, up to the limit of each child.
Then, in the same posture, the child practiced meditation based on the following instructions:
«With your eyes closed, concentrate on the space between your eyebrows and let your thoughts flow without obstructing or controlling them. Once you achieve the above,Focus on yourself and ask yourself, who am I?, feeling yourself. Keep your concentration on yourself for as long as possible.
The verbalization of the above instructions was appropriate to each child's level of understanding.
The total time of each meditation varied from child to child, with a minimum of 5 to 6 minutes and a maximum of approximately 10 to 13 minutes.
Once the previous point was achieved, the instructor would sit in front of the child and interlace his hands with the child's, visualizing a line of light emerging from the child's palms and ending in his brain. The exercise continued until the image of the bright, white, uninterrupted line of light was maintained.
Sometimes the tip of a quartz crystal held by the instructor was placed in contact with or near the child's eyebrows. It was discovered that this procedure improved learning and accelerated the extraocular process.
The extraocular detection phase then began. To do this, the child's eyes were covered with a special, completely opaque bandage that was tightly fitted to the eyelids, making retinal vision completely impossible.
The child was presented with graphic material consisting of high-quality photographs in bright colors and with a variety of content. The trainer placed one or both of the child's hands on the photograph, making dermal contact with the surface ofthe photograph, and asked the child to follow his or her intuition both in terms of dermal exploration of the photograph and in terms of exploration of the mental content stimulated by it.
The subject was then prompted to give a detailed description of all of his experiences. Verbal feedback was then provided about the details of the photograph and about the points of correspondence between his description of the figure and thecontent of the photograph. Using natural, spontaneous expressions of wonder and delight, the instructor reinforced appropriate correspondences and corrected inappropriate ones.
The feedback process continued until the child showed signs of fatigue or disinterest. In the latter cases, the training was discontinued to be continued at another time. The child was encouraged to use all kinds of hand movements, thus exploring different possibilities.
When the child was able to describe the figures in the photographs without errors, he was asked to remove his hands from the surface of the photographs and try to visualize their content without skin contact. Later, he was taught to make sweeping movements in the space between his body and the photographs using rapid contractions of his fingers. This The procedure accentuated detail and improved focusing, as well as the distance limit at which the child could still distinguish subtle shapes, such as printed letters.
Finally, the child was encouraged to stop using his hands altogether and look directly at the contents without the aid of movements.
A large amount of graphic materials was used: colour photographs of landscapes, vegetables, fruit and household utensils, conventional books with language content and television programmes, as well as other children and environmental objects.
The children were also asked to walk around the school (garden, classrooms, etc.) describing what they saw.
GUARANTEES OF TRUTHFULNESS
A phenomenon as novel and strange as extraocular vision requires (in order to be both accepted and demonstrated) controls
strict about its characteristics. Although I do not claim to have exhausted all the possibilities of studying the phenomenon, I can say that I have no doubt about its existence. It will suffice to mention here some of the controls carried out to encourage other researchers to become interested in this phenomenon and to carry out studies of their own.
The bandage used was constantly examined to rule out any possibility of accidental imperceptible tear that would allow some degree (however minimal) of retinal vision. No deficiency was ever found in the bandage.
The material offered to the child was continually changed, so that no child could predict what material would be offered.
Since one of the possible explanations for the phenomenon is that the instructor conveyed the content using movements, sounds or any other conscious or unconscious means, special care was taken to insert graphic content that the instructor did not know or see during the presentation.
Similarly, other children were asked to act as instructors, varying the content of the materials used. In no case could it beproven that the instructor was sending subtle messages. Moreover, since in cases of ignorance of the material this was impossible, the transmission factor can be ruled out as an explanation for the phenomenon.
When the training reached the stage of direct vision without the use of hands, the children were placed in a completely darkbasement, where they were asked to describe objects. None of the four witnesses used in this control could perceive anyobject; however, two of the trained children seemed to see them without difficulty. This control questions the possibility that theenergy medium decoded by the children is of a photonic nature, at least at the thresholds of retinal vision.
The above control raises the question of extraocular versus retinal sensitivity. Although strict threshold measurements were not performed, a distance reading ability test was performed and proved to be insightful. One of the children was instructed to read printed material of different dimensions and at different distances. With letters one millimeter in size, the child began to showdifficulties with extraocular decoding at approximately 70 centimeters away without the use of manual scanning. At this limit, the
use of scanning was suggested; by doing so, the child was able to read the material without difficulty and even increase the separation of his body from the print by another 30 cm. The same child, the instructor, and three other children showed retinal reading difficulty at the same distance and with the same letter size as those used in extraocular vision. This shows that thethresholds between both types of vision are similar with regard to size and distance of the decodable elements.
A conventional mirror was used to study the possibility of extraocular vision of reflected objects. Printed material was placed ata 45-degree angle to the mirror and the child was asked to describe it. The child not only described the printed material, but also other objects that the mirror reflected and that had gone unnoticed by the researcher. The control was conclusive and rules out the possibility that a thermal or heat field is decoded in extraocular vision.
A 5 mm thick glass was placed between the graphic material and the child. In all cases, extraocular vision developed without difficulties.
However, when the material was covered with a white sheet of paper or a wooden board, the children saw the sheet or the wood and not the material that was hidden by it.
A wooden board was placed between the child's hands and body, so that the hands were not obstructed by it but the body was. The child was unable to perceive the graphic material extraocularly, but he described the wooden board perfectly.
This control demonstrates that the mediators of the extraocular phenomenon are not receptors located in the hands, but that the rest of the body is necessary.
Following the logic of the previous control, it was decided to explore the body areas that mediate extraocular vision. In five of the children, a
opaque screen under their chins during the extraocular vision exercise. In four cases the image disappeared. In the remaining case, the child continued to perceive the photograph correctly, but it was tinted by the colour of the obstructive screen, which was red.
In an attempt to achieve even greater accuracy in locating the area of the body that mediates extraocular vision, a morecomplex procedure was used with one of the more advanced children. The child's body was placed behind a metal plateand his head behind a 6-millimeter-thick glass plate, which was used
as a window for the presentation of color prints. The child was tightly bandaged, leaving his forehead, chin, nose, and cheekbones exposed. His hands and arms were obstructed by the metal plate. Under these conditions, the child described the presented material without difficulty. The child's forehead was then completely covered and the material was presented to him again; no alteration was recorded, as was the case when his cheekbones and nose were covered. However, when his mouth was covered, a clear decrease in detection skill was noted: the child began to show difficulties and make errors. When his chin was covered, the child stopped perceiving completely.
However, this case is neither typical nor widespread. In the same child as in others, the critical zone varied over time, so it is not possible to define with precision the existence of an essential and specific body zone for mediating extraocular vision. An illustrative example of this was a 6-year-old girl.
This extraordinarily alert and active girl learned to see through the eyes during the second training session and soon demonstrated a special facility for this activity. To confirm this, she was subjected to various tests.
First, he was presented with graphic materials placed on his back. Not only was he able to identify the material, but he was even able to read printed words and phrases.
Using cotton diving goggles, which completely blocked her vision, the girl was invited to walk freely in a park in Mexico City, describing everything she could see. At first Cautiously but soon completely uninhibited, the girl walked around the park describing the trees, the benches, the other children, the dogs, the street vendors and the rest of the elements without difficulty. The most astonishing thing about the experience was not only the accuracy and ease of the description, but that it reflected an omnidirectional perception. In other words, the girl described both what was in front of her and what was behind her.
INTERNAL VISION OF THE HUMAN BODY
Both the girl mentioned in the above case and her brother learned to perceive the organs inside the human body. The training was entirely similar to that described, except that the focus of attention was not on the surface, but in the depths of the body.
Both children were able to describe the specific characteristics and the state of alteration in a case of pulmonary emphysema. Three other children were able to locate and accurately detail the dimensions of bone fractures that occurred in accidents several years ago. The descriptions of the scars on the bones coincided with those offered by the injured persons.
Two children volunteered to try to relieve the pain and decrease the ear infection of two adults. The children were trained to look inside the body and locate alterations in it. Both correctly recognized the left ear as infected in the two adults. They said they perceived a strange color in that ear and proceeded to transform that color, until it was close in color to that of the healthy ear. The adults mentioned experiencing an immediate improvement, which lasted an average of three days. One ofthe children was able to see the ear in the left ear.
adults (father of the children) repeated the operation several times, noting the same result each time, with a similar duration.
All the children decided to learn to use their extraocular ability to perceive areas of the body affected by pain or tissue changes. The children were able to describe organs without the help of any anatomy manual.
They spontaneously located altered areas, as if these emitted signals that were easily recognizable anddistinguishable by them. In cases of infections, the children learned to destroy the pathogens by emitting large amounts of energy through their fingers.
Particularly in younger children, a slight lateral movement of the head was observed, tilting between 20ºand 30º to the right or left side in a plane parallel to that of the object. The impression that emerged from the tilting movement was that the child's body was seeking a closer interaction between the right or lefthemisphere and the material to be decoded.
At the beginning of the training, it was observed that the child followed the outlines of objects and letters with his fingers at the moment when the description began. This observation was repeated in all the cases studied and constituted evidence of the
CONCLUSIONS
Much of the results have already been described in the previous sections. Therefore, in this one I will try to integrate all the results obtained without dwelling on unnecessary procedures and details.
The clearest and most basic result that emerges from this study is that it is possible to perceive visually without the need to use the eyes and retinal receptors. The fineness of detail in extraocular vision appears to be similar to that of retinal vision, as is its fidelity. Extraocular vision appears to be able to represent a visual world entirely similar to that presented by retinal vision without the need to use the colossal complexity of the retinal structure and, presumably, without the participation of the brain structures normally responsible for decoding the visual world.
One of the most striking observations, and one of the first to be made, is that the children who seemed to be most in touch with themselves, the most secure and intense in their personal identity, were those who most easily acquired extraocular vision.
The phenomenon exists and its development seems to follow a logical sequence that is repeated in the cases studied. Children who, after their training, are confronted with graphic material to which they have no visual access, use their hands and fingers to go through this material trying to decode it. In the most skilled cases, one session is enough for the child to begin to see extraocularly. In common cases, three sessions.
In their first interaction, the hand begins to sweep across the page of paper without a predictable plan or pattern until something happens that causes the outlines of objects to be detected. If the photographcontains an orange, the child's hand will follow the outline of the orange for a few seconds, but if the child is asked what he or she is feeling, he or she will not be able to describe anything congruent from his orher hand sweeps.
If pointed out, the child may suddenly realize that there should be a round object, but extraocular vision is still absent.
Soon, the boy gets tired of his movements and decides to stop doing them.
He remains still with his hand on the paper, concentrating on his sensations and with a tendency to tilt his head.
In some cases, the phenomenon appears after this concentration. In others, the child must receive more detailed feedback, perhaps to discard images that do not correspond and to strengthen those that are congruent with the real material.
In one way or another, extraocular vision always appears in a kind of qualitative quantum leap, from an almost total inability to detect to an almost total perfection of decoding.
In fact, the entire above description was intended to draw attention to a remarkable feature of the phenomenon of extraocular vision: its sudden appearance.
Once this had happened, the child was able to perceive any material presented to him with astonishing accuracy of detail.
Generally, the first session in which the phenomenon appeared involved a very large expenditure of energy, because the children showed clear signs of fatigue and in some cases complained of intense pain in the eyes.
These pains and the corresponding fatigue decreased after the second detection.
In more advanced cases, extraocular vision no longer required excessive energy, and the child was able to make detections without further preparation and with complete naturalness and mastery.
When other children saw their classmates perform, they expressed a desire to try them themselves. When this happened, the process of the phenomenon's appearance seemed to be accelerated. By this remark I mean to point out that the absence of doubts about the authenticity of the phenomenon and the trust in the instructor had a beneficial influence.
I will now describe a series of tests that were carried out to establish the extent to which extraocular vision follows the same laws of perspective and Gestalt as retinal vision.
A child was asked to describe his experiences as visual material moved away from his body, without the child being aware of the maneuver. Without hesitation, the child described a moving-away phenomenon and not one of size reduction or material change. In other words, the child correctly perceived the maneuver as he would have detected it with his retinal vision.
Similarly, in all cases where an object was superimposed on the graph, the children were able to correctly describe the maneuver.
When they were presented with moving objects, their detection and interpretation was also correct in all cases.
Virtually all the colours of the spectrum were experimented with, with various shades of them, and an adequate description of them was always observed.
Each child displayed a personal style during extraocular viewing. One girl, for example, would quickly sweep her fingers across the graphic material because it was easier for her and her descriptions were more accurate. Another child preferred to read words rather than look at photographs; another preferred pictures to reading material. Word reading was practiced gradually, starting with detecting single letters, and generally placing a finger under the letter to be read. Within a few minutes, the child began to read whole words, even in languages unknown to them.
Later, reading speed became similar to that of normal retinal vision.
Two exceptions to this last case were a boy and a girl who read extraocularly more quickly than with retinal vision and who showed more interest in doing so extraocularly. This interest was used to help them progress in their Spanish reading classes.
One of the objectives of this study was to find a visible manifestation of a psychophysiological capacity to motivate children to learn techniques of contact with their true identity. For this reason,
The need to carry out meditations focused on the experience of oneself and on the question: who am I? was emphasized.
In this context, I am not aware of whether other training methods can be more effective than those used in this research. In fact, some children took on the task of training their friends, siblings and acquaintances, and of exercising their skills on their own, with excellent results.
An interesting observation concerns the age at which extraocular vision is most likely to occur. Obviously, a much larger sample than the one used here would be needed to answer the question. However, some conclusions can be drawn from theunsuccessful attempts I made with young people over 16 years of age and with even older adults. It seems that the phenomenon becomes more difficult after a cut-off age of around 15 years.
Machine Translated by Google
All credit goes to Dr Grinberg's amazing research, I hope you break-away from your break-away civilization..
We need you but your material is you, isn't it..?
Thank you.
It's a two-episode kinda of day on @psicoactivopod! For this one, I got help from @cosmicrabbitt with the English dubbing so shout out to her for the assist. This is a big one where two Dr. #JacoboGrinberg collaborators explain his seminal #TransferredPotential experiment that attempted to make #Telepathy mainstream by proving #QuantumEntanglement is real between human minds.
They also go into detail on how important this experiment would've been for humanity. A riveting tale that involved the doctor's disappearance just a few months before #ProjectStargate ended. Are the two of them connected? Check it out! 👽🛸 #UFOTwitter #UFOx #UAPTwitter #UAPx
@YouTube link: https://t.co/PkVTzFSzd5
@Spotify link: https://t.co/JFYH1z6UZb
Yea, the whole sqaud is down with the occult. Stirring & manipulating the holographic pre-space structure lattice & un-distorting the neuronal field on the daily. #Navajo #Diné #EinsteinPodolskyRosenParadox #intheBrain #TransferredPotential
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