PhotoReading Paul R. Scheele, M.A.
Exciting N e w 3rd Edition • Double your reading speed immediately • A b s o r b c o m p l e t e b o o k s in m i n u t e s
• R e m e m b e r m o r e of what you read • Excellent
• Q u i c k l y r e a d e m a i l , w e b p a g e s , a n d e l e c t r o n i c files
Over 2 0 0 , 0 0 0 in print!
for t e c h n i c a l m a t e r i a l
The PhotoReading Whole Mind System Read this B o o k in 25 Minutes
T h i s b o o k is uniquely d e s i g n e d so that y o u can easily read it in w h a t e v e r a m o u n t of time y o u can c o m m i t right n o w . 2 5 M i n u t e s ( L e v e l 1 ) - G e t t h e gist o f t h i s b o o k i n j u s t 2 5 m i n u t e s . First, page through the entire b o o k and read the table of contents, chapter titles, and subtitles. Page through t h e b o o k t h e s e c o n d t i m e a n d s c a n for i c o n s o f E i n s t e i n r i d i n g a bicycle. R e a d the p a r a g r a p h next to each b i c y c l e icon. If y o u have more time, continue to Level 2. 30 Additional M i n u t e s (Level 2) - Absorb the core concepts of this b o o k well enough to discuss t h e m in just thirty m i n u t e s m o r e . P a g e t h r o u g h the b o o k again. This t i m e s c a n for i c o n s o f E i n s t e i n j o g g i n g . R e a d t h e p a r a g r a p h next to each j o g g i n g icon. 4 5 - 9 0 A d d i t i o n a l M i n u t e s (Level 3) - Fully > / u n d e r s t a n d the P h o t o R e a d i n g skills by s p e n d i n g up to < n i n e t y m o r e m i n u t e s . P a g e t h r o u g h t h e b o o k s c a n n i n g for icons of Einstein w i t h a light b u l b . R e a d the p a r a g r a p h n e x t t o e a c h i c o n . A s y o u s e a r c h for i c o n s , r e m e m b e r w h a t y o u h a v e read before by r e v i e w i n g titles and subtitles. A
-B
W h e n i c o n s a r e c o n n e c t e d b y l i n e s , r e a d all t h e p a r a g r a p h s . O c c a s i o n a l l y a n o t e u n d e r a n i c o n m a y say ' R e a d B u l l e t s ; ' t h i s m e a n s y o u s h o u l d r e a d u p c o m i n g t e x t t h a t start w i t h a b u l l e t ( • ) . R e s i s t t e m p t a t i o n t o r e a d all p a r a g r a p h s n e x t t o all i c o n s d u r i n g t h e first t i m e y o u s c a n t h r o u g h t h e b o o k . C o m p r e h e n s i o n will be higher if y o u go through the b o o k m o r e than once. Y o u m a y d e s i r e t o r e a d t h i s b o o k w o r d - f o r - w o r d t h e first t i m e . T h a t i s all r i g h t . Y o u m a y c h o o s e different l e v e l s for s u b s e q u e n t r e a d i n g s t o h e l p y o u get m o r e o u t o f y o u r i n v e s t m e n t .
What Authors
Say A b o u t
PhotoReading..
PhotoReading combines all the most efficient reading strategies— proven in university studies over many years—with what is now known about the phenomenal perceptive capabilities of the human brain It is undoubtedly the best accelerative reading improvement program available today A n d , it is presented so that the average person can benefit immediately, and for a lifetime Dr
J
Michael Bennett, author of Efficient
University of Minnesota Reading
for Managers
This is the best book for reading improvement ever written Finally, one written by someone w h o truly understands the learning process Eric Jensen,
author of The Learning Brain and Super Teaching
By following the PhotoReading Whole M i n d System, you can enhance your learning and greatly reduce the time you spend regular reading You can automatically single out the information you value and mentally highlight those passages you want to savor Charlotte
Ward writing in Simply Live It UP
PhotoReading has helped many, including myself, to blast through materials at rates up to 25,000 words a minute Bryan
Mattimore
writing in
Success Magazine
It's not just the fact that PhotoReading can transform your life in unexpected ways that excites me It's also that Paul Scheele's book serves as a model for how to present new ideas well and forge new territory Peter Kline,
author of The Everyday Genius
PhotoReading is a gem It contains powerful tools for excelling in life I thoroughly recommend it David McNally,
author of Even Eagles Need a Push
PhotoReading appears to be a natural step forward in the evolution of human reading skills Win Wenger, Ph D, PhotoReading is literally eye-opening
writing in The Einstein Factor
The goal Let your unconscious
take a snapshot, imbibing a whole page in a glimpse
It may well be the
standard equipment for 21st Century SuperLearners Sheila
Ostrander and Lynn
Schroeder writing in
SuperLearning 2000
PhotoReading has amazing potential for helping people use more of their brain to accelerate learning Paul McKenna,
Ph
D,
author of The Hypnotic World of Paul McKenna
W e live i n t h e a g e o f t h e a c c o u n t a n t , not the
in the age of the politician, administrator, not the explorer
poet...
not the singer,
in the age of the
We thus live in an unbalanced w o r l d
Any
development which redresses this imbalance is to be welcomed and applauded The PhotoReading Whole Mind System, initially developed by and now presented in written form by Paul R Scheele, represents an excellent advance in redressing this imbalance aspects to it
Paul's contribution has a number of noteworthy
In particular, his w o r k represents
• a practical system for achieving an important class of accelerated learning skills • a significant refinement in the extremely important and ubiquitous activity of reading — in particular, continuum of choices
Paul has decomposed reading into a
By so doing he has, in effect, identified and charted a
continuum of cooperation between the two cerebral hemispheres
This places
within the grasp of the well intentioned and disciplined practitioner a set of choices which are the natural (and largely unrecognized) heritage of every member of our species • the presentation of a highly learnable system which both delivers what it proposes and simultaneously opens a huge door to achieving a new balance between unconscious and conscious processes within the user Well done, Paul Scheele
1
John Co-Developer,
I
received the
Grinder
Programming
highest grade on every t e s t !
I w a n t e d to get my master's degree months ago
Neuro-Linguistic
I tried taking a course eighteen
I was not able to complete it, because it took so much time and
my grades were not good (C or D before I dropped the course) I tried the PhotoReading method on some Navy correspondence courses, and it seemed to w o r k well
I needed to test it for real, t h o u g h
I enrolled in
t w o courses at the local junior college in business law and marketing I used only the PhotoReading whole mind system The results were astounding
With no more effort than just going to
class, I received not just A's, but I received the highest grade on every test in both classes
The best part w a s that I still had plenty of time w i t h my family People at work and my family all say that what I am doing is impossible
I w o u l d have agreed w i t h them one year ago, but instead I show them the transcripts to prove my progress
A n d still they do not believe
I certainly am impressed Randy Now North
Highlands,
California
I u s e d P h o t o R e a d i n g to b e c o m e a s p e c i a l i s t in rheumatology
and
physiotherapy
I had thousands of pages to study for a critical e x a m . I PhotoRead and activated daily over a m o n t h , and I mind mapped the rheumatology textbook. W h e n I took the written test, I both knew and felt the correct answers. My score was the second highest. I also did very well in the three-day, practical part of this medical exam, and I was the top student on the oral exam. Ildiko Kiss,
M.D., Zalaegerszeg,
W h a t used t o t a k e m e t w o I can
Hungary
hours,
n o w do in t e n m i n u t e s
As a tax consultant, I use PhotoReading to slash the time it takes to dig information from the 33-volume IRS code. I find the section I want in the index. Then I PhotoRead that section—30-40 pages. Immediately the answers appear to j u m p off the page. Fred Fredricks, I'm
more
Hong Kong
productive at w o r k
I PhotoRead my software manuals. Now, w h e n I program, the code seems to come out of my head, and I hardly ever stop to look in the manuals as before. I intuitively know the program will w o r k , and it does. Previously I w o u l d have written a bit, tested it, tweaked it, referred to the manual... Lou Wilson, I got a 100%
Middlesex,
England
salary increase
After learning PhotoReading, I lowered my reading backlog by 40 books in the next 28 days.
I applied the PhotoReading techniques to a business
presentation and got a job offer with a 1 0 0 % salary increase. Joan Jimenez,
General Council of Education, My
business
Rio Piedras,
Puerto Rico
doubled
As a business owner, I am always looking for ways to increase my sales. I PhotoRead marketing books that I hadn't found time to read, and then put together a new sales piece that yielded twice what I had done before. John DuCane, St. Paul,
Minnesota
I w r o t e 20 pages of notes without opening
the
book again
Yesterday I PhotoRead a law book. This morning I activated it. I then dedded to make just a few notes...
I am a s t o u n d e d ! Ray Simons, Las Vegas, Nevada
The PhotoReading Whole Mind System by Paul R. Scheele
Published by Learning Strategies Corporation 900 East Wavzata Boulevard Wavzata, Minnesota 55391-1836 USA 952-476-9200 • FAX 952-475-2373 [email protected] www.LearningStrategies.com Learning Strategies Corporation is a Private Vocational School licensed by the Higher Education Services Office of the Minnesota Department of Education. Board of Directors and Corporate Officers: Paul R. Scheele, Chairman; Peter Bissonette, President; William J. Erickson, General Counsel, Secretary; David A. Heit, CEO, Treasurer 'PhotoReading,' 'Paraliminal,' 'Personal Celebration,' 'EasyLearn,' 'Natural Brilliance' and 'Accelements' are worldwide trademarks of Learning Strategies Corporation. 'Mind Mapping' is a trademark of Tony Buzan Cover design by MartinRoss Design 'The whole mind is represented on the cover. The analytical left brain is depicted in the 19th Century French diagram of the planets revolving around the sun and by the eyes of Albert Einstein. The creative right brain is expressed in Michaelangelo's eye of David. Einstein's eyes suggest a want to look upward, to search further. The type going off in space reflects the new learning strategies of the PhotoReading whole mind system.' Photograph of Paul R. Scheele by Sonia Katchian / Photo Shuttle: Japan Copyright 1996 Illustrations by Jillian Walz Library of Congress Catalog Number: 99-066760 ISBN 0-925480-53-3 Third Edition Copyright 1999 by Learning Strategies Corporation (First Edition: Copyright 1993) ALL RIGHTS RESERVED WORLDWIDE. Printed in the United States of America 10 9 8 7 6 5 4 3
PhotoReading
Table of Contents
R e a d this B o o k in 25 M i n u t e s • F o r e w o r d Acknowledgments
• About the Author
1 - Increase Your Choices 1. T h e O r i g i n s of P h o t o R e a d i n g 2.
2
Old R e a d i n g Habits or N e w Reading Choices
10
2 - Learn the PhotoReading Whole Mind System 3. Prepare
24
4.
Preview
32
5. P h o t o R e a d
40
6.
Activate
*.
7. Rapid R e a d
53 71
3 - Develop and Integrate Your Skills 8 . M a k e P h o t o R e a d i n g P a r t o f Y o u r D a i l y Life
80
9.
91
Share Information Through Group Activation
10. E n r i c h Y o u r P h o t o R e a d i n g E x p e r i e n c e
98
1 1 . U s e S y n t o p i c R e a d i n g for L i f e - L o n g E x p l o r a t i o n
109
12. Q u e s t i o n s a n d A n s w e r s for t h e B e g i n n i n g P h o t o R e a d e r
118
1 3 . D i s c o v e r Y o u r G e n i u s P o t e n t i a l w i t h D i r e c t L e a r n i n g ...
135
14. T h e S e c r e t o f t h e P h o t o R e a d i n g W h o l e M i n d S y s t e m ....
142
Q u i c k Reference Guide.
146
Bibliography
150
Index
154
B o o k s , Tapes, & Courses by Learning Strategies Corporation...
159
S p e c i a l Offer C e r t i f i c a t e
166
Foreword
W e l c o m e to the most innovative reading p r o g r a m available. PhotoReading goes b e y o n d mere speed reading. It is an educational experience that taps y o u r m i n d ' s vast r e s o u r c e s . It explores and expands your o w n potential. W e l i v e i n a n a g e w h e n t o o little t i m e a n d t o o m u c h i n f o r m a t i o n c o m p e t e . I f w e a r e t o s u c c e e d , w e r e q u i r e n e w s k i l l s for p r o c e s s i n g and learning from information. P h o t o R e a d i n g is about w o r k i n g with the greatest information processing device k n o w n to mankind: the h u m a n m i n d . I n t h i s b o o k y o u w i l l l e a r n t e c h n i q u e s for u s i n g t h e p o w e r s o f your whole mind. PhotoReading will teach y o u notjust how to read f a s t e r b u t learn a t s p e e d s m a n y t i m e s f a s t e r t h a n b e f o r e . W h e n y o u learn P h o t o R e a d i n g , y o u will experience w h a t might sound impossible. Y o u will P h o t o R e a d the written page at rates exceeding a page per second, directing information into the expanded
processing
capabilities
of your brain.
There
the
i n f o r m a t i o n c o n n e c t s t o y o u r prior k n o w l e d g e and b e c o m e s useful to a c c o m p l i s h i n g y o u r p u r p o s e s . Y o u get y o u r reading done in the time y o u have available, at a level of c o m p r e h e n s i o n you need. W i t h the P h o t o R e a d i n g w h o l e m i n d system, y o u will develop extraordinary c o m m u n i c a t i o n with the y o u r brain. P h o t o R e a d i n g b y p a s s e s the limited capabilities of the conscious m i n d and helps y o u find y o u r p e r s o n a l g e n i u s . The book contains three parts. In Part One, y o u will overview the P h o t o R e a d i n g w h o l e m i n d system and the n e w choices y o u have available as a reader. Part T w o guides you step-by-step to learn the P h o t o R e a d i n g w h o l e m i n d system. Part T h r e e helps y o u i n t e g r a t e y o u r n e w k n o w l e d g e a n d skills s o y o u c a n successfully use them every day. P h o t o R e a d i n g i s a t r i u m p h o v e r i n f o r m a t i o n o v e r l o a d for t h o u s a n d s P h o t o R e a d i n g course participants w o r l d w i d e . N o w , the details of this s y s t e m are e x p l a i n e d in an easy-to-read format.
Acknowledgments
As
this
Third
Edition
of
The
PhotoReading
Whole Mind
System g o e s t o p r e s s , P h o t o R e a d i n g c o n t i n u e s t o e v o l v e t h a n k s t o the c o n t i n u i n g w o r k of o v e r a h u n d r e d d e d i c a t e d p e o p l e .
T o them,
I dedicate this book. I a c k n o w l e d g e the spirit a n d c o m m i t m e n t of the certified P h o t o R e a d i n g instructors. T h e y are today's p i o n e e r s , forging a n e w form of e d u c a t i o n . T h e y significantly influence P h o t o R e a d i n g by creatively exploring new w a y s to teach and use PhotoReading. The most important contributor to P h o t o R e a d i n g is the P h o t o R e a d i n g student, w h o s e insights and b r e a k t h r o u g h s are invaluable to PhotoReading's continued evolution. K u d o s to the people of Learning Strategies Corporation and o u r w o r l d w i d e m a r k e t i n g a s s o c i a t e s for t h e i r d i l i g e n t w o r k i n helping spread the w o r d about P h o t o R e a d i n g . Thanks to them, we have tens of thousands of additional PhotoReaders around the w o r l d . I s a l u t e all t h o s e w h o c o n t r i b u t e d t o t h e e a r l y d e v e l o p m e n t of PhotoReading.
T h e n a m e s of these talented and insightful
associates are on p e r m a n e n t r e c o r d in the First a n d S e c o n d Editions of this b o o k . I also thank Dr. J. M i c h a e l Bennett, Professor E m e r i t u s from the University
o f M i n n e s o t a D e p a r t m e n t o f R h e t o r i c for h i s
excellent contributions.
H i s insightful
additions
of rhythmic
perusal and skittering to the P h o t o R e a d i n g whole m i n d system h a v e p r o v e n v a l u a b l e a c t i v a t i o n t o o l s for t h e m a n y P h o t o R e a d e r s now using them. F i n a l l y , I a c k n o w l e d g e y o u , t h e r e a d e r , for r e c o g n i z i n g y o u have the p o w e r within to a c c o m p l i s h most anything y o u desire. Y o u make breakthroughs such as P h o t o R e a d i n g a reality. Please write me of your successes. Paul R.
Scheele
About the A u t h o r Paul R. Scheele, M.A., co-founder of Learning Strategies Corporation,
is the principal developer of the P h o t o R e a d i n g
whole mind system. His education has focused on adult learning, psychology, biology, neuro-linguistic programming, preconscious
processing,
and
accelerative learning,
educational kinesiology.
He
received his B a c h e l o r of Science degree from the University of M i n n e s o t a and his M a s t e r s of A r t s d e g r e e from St. T h o m a s University. Paul is the developer of Paraliminal and Personal Celebration tapes. These audio programs use advanced recording technology to access the whole brain and enhance personal performance. P a u l a l s o d e v e l o p e d Natural Brilliance,
a f o u r - s t e p m o d e l to
h e l p p e o p l e m o v e f r o m f e e l i n g s t u c k t o r e l e a s i n g g e n i u s for achieving success. Natural Brilliance is key to Direct Learning, an application of P h o t o R e a d i n g that involves learning behaviors directly from printed p a g e s . Paul authored the highly acclaimed teacher development course
t i t l e d Accelements.
innovative, PhotoReading, He
is
self-study, Natural
And
for l e a r n e r s
personal
Brilliance,
an insightful
learning
Ideal Mindset,
public
speaker
of all
ages,
courses
his
include
and
Decisive Action.
and
consultant to
companies and organizations worldwide. Paul lives w i t h his wife L i b b y and their three sons, B e n , John, a n d Scott, in a suburb of M i n n e a p o l i s , M i n n e s o t a . He
may
be
reached by
writing
Learning
Strategies
Corporation, 900 East W a y z a t a Boulevard, Wayzata, Minnesota 55391-1836 or email [email protected] Paul
lovingly dedicates
his
work to
his family.
Their passion for reading and zest for life inspires and motivates
him
every
day.
Part One: Increase Your Choices
1 The Origins of P h o t o R e a d i n g
PhotoReading at 25,000 words per minute means you could 'mentally p h o t o g r a p h ' this b o o k in fewer t h a n three m i n u t e s . A l t h o u g h this m a y sound like a radical n e w idea, the concept existed hundreds of years before I coined the term PhotoReading. Y o u c a n find e v i d e n c e t h a t s u c h m e n t a l p r o c e s s i n g i s p o s s i b l e and has b e e n u s e d in diverse settings from military training and m a r t i a l arts to a n c i e n t religious t r a d i t i o n s . The challenge is not in deciding whether PhotoReading is possible. The challenge is how to teach you, as an individual r e a d i n g this b o o k , to effectively transfer this natural ability into d a i l y a p p l i c a t i o n s for r e p o r t s , j o u r n a l s , n e w s p a p e r s , b o o k s , w e b pages, or whatever you want to read. My
background
in
neuro-linguistic
programming
and
accelerative learning gave me a w a y to m e e t that challenge. T h e P h o t o R e a d i n g whole mind system has b e e n learned by others a r o u n d t h e w o r l d , a n d n o w t h e t i m e i s r i g h t for y o u t o l e a r n i t t o o . T h e s t o r y t h a t f o l l o w s e x p l a i n s h o w i t all s t a r t e d . S e v e n y e a r s after g r a d u a t i n g w i t h a s c i e n c e d e g r e e f r o m t h e U n i v e r s i t y of M i n n e s o t a , I t o o k a s p e e d r e a d i n g test. I s c o r e d 1 7 0 w o r d s per minute at 70 percent comprehension. I w a s embarrassed w h e n I r e a l i z e d m y 1 6 - p l u s y e a r s i n p u b l i c s c h o o l s left m e b e l o w average
in
reading
skills
and
an
expert
at
putting
off
reading. I t h o u g h t t h a t t o r e a d p r o p e r l y I m u s t s t a r t o n t h e first w o r d of a text and slog t h r o u g h to the end. I m u s t concentrate on seeing all t h e w o r d s c o r r e c t l y , m a k e s e n s e o f t h e m a s I w e n t a l o n g , a n d r e m e m b e r w h a t they said. I also b e l i e v e d the u l t i m a t e m e a s u r e of
The
Origins
of
PhotoReading
3
my reading effectiveness w a s total recall and critical analysis of meaning. I d i d n o t q u e s t i o n m y d e f i n i t i o n o f r e a d i n g . I felt s t u c k a t slow
s p e e d s . I k n e w that the faster I read, the w o r s e my
c o m p r e h e n s i o n b e c a m e . A f t e r s e v e n y e a r s o f p r o f e s s i o n a l life as a h u m a n resource d e v e l o p m e n t consultant, I h a d m a d e no i m p r o v e m e n t in my reading skills. In 1984, the logical solution m e a n t enrolling in a speed r e a d i n g c o u r s e . A f t e r five w e e k s o f t r a i n i n g , m y s p e e d r e a d i n g scores
averaged
5,000
words
per
minute
at
70
percent
comprehension. D u r i n g one of the class sessions, a y o u n g w o m a n sitting next to me l a m e n t e d b e i n g stuck at
1,300 w o r d s p e r m i n u t e
t h r o u g h ten w e e k s of c l a s s e s . I s u g g e s t e d to her, ' I m a g i n e w h a t it w o u l d be like if y o u could b r e a k t h r o u g h to h i g h e r speeds n o w . ' On her next book, her speed reading reached over 6,000 w o r d s per minute w i t h h i g h e r c o m p r e h e n s i o n test scores than ever before. As great as that sounds, speed reading did not appeal to m e . P u s h i n g m y eyeballs d o w n the p a g e soon b e c a m e u n r e w a r d i n g d r u d g e r y . T h r e e m o n t h s after l e a v i n g t h e c o u r s e , I r a r e l y u s e d t h e techniques but remained intrigued about the mind's potential for p r o c e s s i n g w r i t t e n w o r d s . I b e g a n r e a l i z i n g m y p r o b l e m — I felt t r a p p e d b e t w e e n t w o o p p o s i n g belief s y s t e m s . O n e belief c a m e from the elementary education m o d e l of reading. An opposing belief c a m e from k n o w i n g t h a t t h e h u m a n m i n d c a n a c h i e v e far m o r e m a g n i f i c e n t results. T h e same trapped and confusing feeling grabbed me once during private pilot's training. I
r e m e m b e r w h e n my
instructor took me
up to
eight
t h o u s a n d feet a n d t o l d m e t o fly a t a m i n i m u m a i r s p e e d j u s t a s I w o u l d w h e n l a n d i n g . To do so, I s l o w e d d o w n the e n g i n e and pulled back on the control y o k e to maintain my altitude. Soon, the nose of my plane pointed almost straight up. The w i n d f l o w i n g o v e r m y w i n g s n o l o n g e r c r e a t e d e n o u g h lift t o h o l d u p t h e a i r p l a n e . I t c o u l d n o t fly s o i t d r o p p e d o u t o f t h e s k y like a rock, diving straight d o w n t o w a r d the g r o u n d . Terrified, I i m m e d i a t e l y b e g a n pulling b a c k on the control y o k e , t r y i n g d e s p e r a t e l y t o g e t t h e n o s e u p a n d fly t h e p l a n e .
The
PhotoReadittg
Whole Mind
System
This made things m u c h worse. My instructor s e e m e d to enjoy w a t c h i n g my panic. Why wasn't it working? Why w o u l d n ' t the plane fly? D i v i n g t o w a r d the g r o u n d at an accelerating rate, my instructor
calmly
said,
'Push
forward.' I k n e w he did not h a v e a clue a b o u t o u r p r o b l e m . W h i l e I t r i e d t o lift the plane up by the control y o k e , he w a s telling me to dive d e e p e r into the g r o u n d ? Clearly he h a d lost his m i n d . T h e p l a n e e n t e r e d a tail spin, and the earth b e c a m e a spinning blur rushing toward us. Every part of me resisted his c o m m a n d as he insisted m o r e firmly, ' P u s h into the spin!' Finally, my instructor broke my white-knuckled grip and p u s h e d the control
yoke
forward.
This
push
i m m e d i a t e l y s m o o t h e d out the w i n g s and elevator section of the t a i l , w h i c h c o r r e c t e d t h e a i r f l o w o v e r t h e m a n d g e n e r a t e d lift. The plane stabilized and slowly he pulled b a c k the control y o k e to regain altitude, leaving my heart in my throat. W o w . W h a t connection does this have to reading? T h r o u g h o u t m y life I r e a d o n l y a s fast a s I c o u l d c o m p r e h e n d t h e w o r d s o n t h e p a g e . E v e r y t i m e I w e n t t o o fast t o c o m p r e h e n d , I g r a b b e d c o n t r o l a n d p u l l e d b a c k as a fear r e a c t i o n . I w a s afraid I w o u l d fail as a r e a d e r if I did not u n d e r s t a n d everything. My a t t e m p t e d strategies to read b e t t e r a n d faster only m a d e t h i n g s w o r s e . I w a s c a u g h t in the spin,
a n d r e a d i n g felt l i k e n o s e d i v i n g m y a i r p l a n e i n t o
the ground. H a v e y o u e v e r w i s h e d for a m e n t o r t o c o m e a l o n g a n d p u l l y o u o u t of a n o s e d i v e ? I d i d . U n f o r t u n a t e l y , I d i d n o t r e a l i z e a larger, m o r e powerful capacity of m i n d could solve my reading p r o b l e m . Fortunately, miracles h a p p e n . Several events in the n e x t f e w y e a r s s h a p e d a n e w d i r e c t i o n for m e . I n t h e fall o f 1 9 8 4 , 1 e n t e r e d g r a d u a t e s c h o o l t o s t u d y a d u l t
The
Origins
of PhotoReading
5
learning and h u m a n development technologies.
I wanted to
k n o w h o w p e o p l e learn m o s t effectively. M y c o m p a n y , L e a r n i n g Strategies Corporation,
w a s over three years old with m a n y
clients w h o c o u l d benefit from my studies. I w a s also strongly m o t i v a t e d to i m p r o v e my o w n skills as a learner. W h i l e a t t e n d i n g different s e m i n a r s a n d c o u r s e s , I h e a r d about an instructor from a speed reading school in P h o e n i x , Arizona. The instructor had suggested a bizarre experiment to one
of his
backwards
classes. to
After flipping p a g e s
learn eye-fixation patterns,
upside he
d o w n and
instructed the
s t u d e n t s t o t a k e a c o m p r e h e n s i o n t e s t o n t h e b o o k , j u s t f o r t h e fun o f it. T h e i r s c o r e s t u r n e d o u t t o b e t h e h i g h e s t t h e c l a s s h a d e v e r achieved. W a s it a fluke? T h e instructors at the school h y p o t h e s i z e d that m a y b e they w e r e turning the page into a stimulus that is processed subliminally. A b o u t the same time I heard that hypothesis, I attended a workshop with Peter Kline, an expert in accelerative learning. W h e n I told h i m about my interest in researching b r e a k t h r o u g h s in r e a d i n g , he offered me a c h a l l e n g e . A client of his, I D S / American Express,
wanted
a
speed reading
application of
accelerative learning. Suddenly, a consulting j o b , my master's d e g r e e w o r k , a n d m y p a s s i o n for l e a r n i n g l a n d e d i n o n e n i c e package on my lap. I n t h e fall o f 1 9 8 5 , 1 b e g a n b a c k g r o u n d r e s e a r c h i n t o s t u d i e s of subliminal perception and preconscious processing. Significant research evidence
suggested humans possess
a preconscious
processor of the m i n d that can absorb visual information without involving the conscious mind. I experimented with using the eyes and the p r e c o n s c i o u s processor in special w a y s on written materials. I dubbed this concept of 'mentally p h o t o g r a p h i n g ' the
printed
page
PhotoReading.
I d e v o t e d m y full t i m e t o d e s i g n i n g a s e m i n a r b a s e d u p o n the accelerative learning m o d e l , expert strategies of rapid reading, the
human
development
technology
of
neuro-linguistic
p r o g r a m m i n g , and studies on preconscious p r o c e s s i n g . S o o n the PhotoReading seminar was born. O n e of my experiments involved returning to the speed r e a d i n g s c h o o l I h a d a t t e n d e d . I a s k e d t h e t e a c h e r for s e v e r a l b o o k s a n d t e s t s . After P h o t o R e a d i n g o n e o f the b o o k s a t 6 8 , 0 0 0
The PhotoReading
Whole Mind System
6
words per minute, I demonstrated 74 percent comprehension on the s a m e t y p e of w r i t t e n test I h a d u s e d a few y e a r s earlier. Too good to be true? M a y b e . C o m p a r e d to reading or speed reading, it w a s too good to be true. P h o t o R e a d i n g , however, w a s neither.
Something powerful w a s happening,
and the school
confirmed the results. I n J a n u a r y a n d F e b r u a r y o f 1 9 8 6 , I t a u g h t t h e first s i x e x p e r i m e n t a l s e m i n a r s — o n e t o I D S a n d five t o c l i e n t s o f m y c o m p a n y . Participants stood up during class to describe many immediate
payoffs
including
reduced
stress,
startling
i m p r o v e m e n t s i n m e m o r y , fluid r e a d i n g s k i l l s , t o p g r a d e s o n s c h o o l t e s t s , i n c r e a s e d w i n s for s a l e s p e o p l e a n d t r i a l a t t o r n e y s , and m o r e . Inspired by participants' excitement, I w o r k e d on refining the curriculum design and teaching materials with my business associates. On May
16,
1986, the M i n n e s o t a D e p a r t m e n t of
E d u c a t i o n licensed Learning Strategies Corporation as a private vocational
school
after r e v i e w i n g t h e P h o t o R e a d i n g s e m i n a r
curriculum and our business practices. W h e n the President of the United States of A m e r i c a declared the 1990s the ' d e c a d e of the brain,' he invited an explosion of new research in cognitive science. The resulting breakthroughs in our understanding of how the brain processes information have
offered
unprecedented
s u p p o r t for t h e
pursuit of new
approaches to learning. PhotoReading has earned international r e c o g n i t i o n for its i n n o v a t i o n s t o e d u c a t i o n . Instructors
specially
trained
and
certified by
Learning
Strategies Corporation, continually u p g r a d e P h o t o R e a d i n g into a
life-transforming
human
development
experience
that
incorporates the latest in b r a i n r e s e a r c h to help achieve success. I t i s offered w o r l d w i d e t h r o u g h l i v e s e m i n a r s a n d a s e l f - s t u d y course, and is supported with telephone and online coaching. P h o t o R e a d i n g h e l p s y o u a c q u i r e n e w skills t o i n c r e a s e reading
efficiency.
PhotoReading
As
most PhotoReaders
transforms
more
than
admit,
reading
however,
skills.
The
P h o t o R e a d i n g w h o l e m i n d s y s t e m directs y o u to ' p u s h into the spin' and discover the natural genius residing within y o u . This m e a n s y o u fly s m o o t h l y t h r o u g h i n f o r m a t i o n i n s t e a d o f s p i n n i n g out of control. This b o o k will help deliver the system to y o u in
The
Origins
PhotoReading
of
7
clear, step-by-step instructions.
A preview of what is to come T h e five s t e p s t o t h e P h o t o R e a d i n g w h o l e m i n d s y s t e m include preparing, previewing, PhotoReading, activating, and rapid
reading. T h e s y s t e m a p p e a r s a s a set o f s t e p s i n s e q u e n c e , a l t h o u g h
i t i s a c t u a l l y a set o f o p t i o n s t h a t c a n b e u s e d i n a n y o r d e r appropriate to y o u r n e e d s . It m o d e l s the strategies u s e d by highly skilled readers. The secret p o w e r in the system is not in the techniques, but i n t h e shift i n p e r s p e c t i v e t h e t e c h n i q u e s e n g e n d e r . T o u s e t h e system and achieve y o u r goals, y o u must confront the c o m p u l s i o n to h a b i t u a l l y apply inefficient strategies. In the p a g e s that follow, y o u will e x a m i n e the limitations that bind y o u to y o u r present capacities. Y o u will gain w a y s to b y p a s s the limited p r o c e s s i n g capabilities of the conscious m i n d and connect w i t h the e x p a n d e d processing capabilities of y o u r brain in which y o u r natural genius resides. The simple behaviors y o u learn can be u s e d right a w a y . Right Throughout this book I refer to the other-than-conscious mind I use this term
interchangeably
now,
you
can
only
i m a g i n e the g o o d that can take place as you
use
more
of your innate
nonconscious
talents. Over the years of teaching
mind, inner mind, paraconscious mind, preconscious mind, more-
P h o t o R e a d i n g to t h o u s a n d s w o r l d wide, I have witnessed many
with
the
terms
than-conscious expanded
brain.
mind,
and
Also,
sub¬
conscious mind or unconscious
p e r s o n a l and professional transform¬ ations. H e r e are a few e x a m p l e s : •
A
high
school
student
P h o t o R e a d the dictionary repeatedly and dramatically improved her vocabulary score on S A T e x a m s . • An attorney uses P h o t o R e a d i n g to quickly locate vital facts i n h u g e l a w b o o k s . N o w , i n s t e a d o f s p e n d i n g h a l f - a n - h o u r i n a t y p i c a l v i s i t t o t h e l a w l i b r a r y , h e s p e n d s five m i n u t e s . • A technical writer P h o t o R e a d a client's software s y s t e m s m a n u a l before his initial m e e t i n g w i t h the project e n g i n e e r s . He w a s able to talk k n o w l e d g e a b l y
about the
fifteen m i n u t e s o f p r e p a r a t i o n t i m e .
system with only
The PhotoReading •
Whole Mind System
8
A computer service technician consistently locates key
information in reference manuals within seconds. • An attorney took three m i n u t e s to read a three h u n d r e d p a g e legal m a n u a l from the D e p a r t m e n t of Transportation. He instantly turned to the one p a r a g r a p h in the text that included the information he n e e d e d to w i n a case. The state's expert witness, w h o h a d b e e n u n a b l e t o find this p a r a g r a p h w a s s t u n n e d a s h e s a w the attorney p e r f o r m this feat. • A w a s t e w a t e r s p e c i a l i s t for E . I . D u p o n t h a d t o r e a d a three-inch stack of federal regulations from O S H A in p r e p a r a t i o n for a m e e t i n g . D u r i n g a 3 5 - m i n u t e f l i g h t t o t h e m e e t i n g , h e P h o t o R e a d the documents. D u r i n g the meeting, he correctly stated that O S H A w o u l d no longer accept w a t e r treatment data that w a s more than three years old—a technical point buried in the regulations he had just P h o t o R e a d . • A b u s i n e s s c o n s u l t a n t v i s i t e d t h e city l i b r a r y t o P h o t o R e a d industry
trade journals
before
the
initial
meeting
with
a
p r o s p e c t i v e corporate client. H e r k n o w l e d g e on industry trends, key problems, and innovative practices gave her the edge over other consultants b e i n g interviewed. She w o n the contract. • A c o l l e g e s t u d e n t u s e d P h o t o R e a d i n g to successfully c o m p l e t e h i s d e g r e e , g a i n e m p l o y m e n t a t a h i g h - t e c h firm, t h e n rise in the ranks of n e w hires. He c l a i m e d he o w e d his s u c c e s s to the a d v a n t a g e s P h o t o R e a d i n g gave him. • A g r o u p of h i g h school students from Puerto R i c o u s e d PhotoReading to win medals in an international Mental Olympics contest. • In his a c c e p t a n c e s p e e c h for t o p h o n o r s , a short story writer a n n o u n c e d that P h o t o R e a d i n g w a s the secret ingredient for h i s e x c e l l e n c e i n c r e a t i v i t y a n d w r i t i n g s t y l e . These e x a m p l e s only b e g i n to e x p r e s s the benefits. O u r clients also say that P h o t o R e a d i n g h e l p s t h e m to w r i t e r e p o r t s , p a s s c r i t i c a l e x a m s , e x c e l i n s c h o o l c o u r s e s , f i n i s h d e g r e e s , sail through meetings, earn promotions, and do more of the reading t h e y r e a l l y w a n t t o d o for e n j o y m e n t . T h e o n l y r e q u i r e m e n t s for P h o t o R e a d i n g a r e a w i l l i n g n e s s t o e x p e r i m e n t , u s e n e w i d e a s , r e l a x , a n d p l a y . T h e n t h e full g e n i u s within y o u will be released. B e c o m e like a child naturally curious, wondering, experiencing, discovering—and a whole new world
The
Origins
of
PhotoReading
9
of easy reading will unfold. Reading
will
become
a
new
source
of personal
and
professional power. Y o u will explore written materials with new levels of effectiveness.
T h e b e n e f i t s offered b y t h e P h o t o R e a d i n g
w h o l e m i n d s y s t e m w i l l h e l p y o u c r e a t e a q u a l i t y o f life t h a t w i l l delight and surprise you.
T h e n e x t c h a p t e r g e t s y o u set a n d r e a d y t o g o .
A student improved his high school math grade from a D to a B in one semester. He said that PhotoReading math books must have given him ways to do problems better. Another student PhotoRead a variety of books before preparing a theme paper. The teacher wrote on her paper,
'A+ Your writing style
improved overnight. What did you d o ? ! ' Several musicians have reported uses of PhotoReading music. They find that PhotoReading musical scores a day before first playing the music makes the first run through much easier—as if they have already practiced the piece. A doctor of psychology from Mexico was asked to present her twenty-page research paper to a conference in California. Because it was written in Spanish, she w o u l d have to translate the paper as she spoke. Although she was bilingual, she had always f o u n d it difficult to speak English from Spanish w r i t i n g .
She
PhotoRead the Spanish-English dictionary several times the day and night before her presentation.
During her speech, she spoke fluently w i t h o u t any
confusion whatsoever. She reported being relaxed and completely comfortable the entire time. A gardener found it easier to recognize plants after PhotoReading a guide. A high school English teacher used the PhotoReading whole mind system to prepare for an American literature unit on Hemingway. She PhotoRead all the commentaries on Hemingway's w r i t i n g , plus all books he wrote including the two the class unit w o u l d cover. In addition, she rapid read the two books. She surprised herself as the material activated spontaneously during her lectures. Her knowledge of the subject contained rich examples giving the class depth that surpassed any unit she had ever taught.
2 Old R e a d i n g Habits or N e w R e a d i n g Choices
T a k e a m o m e n t to paint a vivid m e n t a l picture of the kind of reading
materials you
encounter regularly.
A m o n g the
possibilities are: • W e b s i t e s a n d e l e c t r o n i c files • M a g a z i n e s or trade j o u r n a l s •
Newspapers
• Mail and email •
Memos
•
O w n e r ' s m a n u a l s or reference guides
• Training materials •
Reports
• P r o p o s a l s or s a l e s literature •
Specification sheets
• Nonfiction books • Novels, poetry, and short stories Quickly answer the following questions in y o u r mind: • H o w well do y o u comprehend what y o u read? • H o w well do you r e m e m b e r what y o u read? • W h a t are y o u r strong points as a reader? • W h a t is the one t h i n g y o u w o u l d m o s t like to change about the way y o u read?
Old Reading Habits or New Reading Choices
11
P l a y w i t h t w o p o s s i b l e s c e n a r i o s for y o u r f u t u r e , b a s e d o n how you read today. H e r e is one we call the plight of the e l e m e n t a r y reader: You enter your office greeted by stacks of unread memos, reports, manuals,
and journals.
Thosepiles of paper feel like a reprimand. Rather
than face them, you stash them. But you cannot help worrying that you have buried a vital idea or fact—some critical insight that could lead to a promotion or help you avoid an embarrassing mistake.
As you plod through your daily round of
meetings
and phone
you
calls,
will get to all
you
tell yourself that
that reading...tomorrow.
The situation at home is similar. untouched
magazines,
newspapers,
Piles of
and
mail
clutter your living space. The prospect of hacking your
way
How
about
your
biographies,
and
special
through
day?
that comes The
it
seems
chance
to
motivational
That
day just
distant, read
at
for
books keeps
best.
pleasure—to you
have
retreating
enjoy been
behind
those
novels,
saving for everything
a else
along. idea
make sense.
of further professional
training
You get excited thinking about
or the
education
seems
career advances
to and
extra income that you stand to gain. A question that stops you cold: How would I ever get all
that reading done?
Even if, by some miracle, you conquered all of those unread stacks, you
still face
the
challenge
of remembering,
explaining,
and
applying
what you read. So, you put off reading another day and live in a state of confusion,
chaos,
and quiet
desperation.
Is this scenario familiar to y o u ? A r e y o u trying to c o p e in the i n f o r m a t i o n age u s i n g r e a d i n g skills l e a r n e d in e l e m e n t a r y s c h o o l ? N o w c o n s i d e r scenario n u m b e r t w o , w h i c h w e will call the joy of the PhotoReader: You begin each work day feeling on top of the information needed to make effective and timely decisions.
Whenever you
with a sense of effortlessness and relaxation. approval by
for
your
solid evidence.
proposals
because
your
read, you do so
You find it easier to recommendations
are
win
backed
The PhotoReading
Whole Mind
Reading technical nozv
requires
System
reports,
a
12
task that
only minutes per document.
At
used
to
consume hours,
the end of your day you
look at a clear deskfeeling ready for the following day. This quality extends to your home life as well. of untouched books,
magazines,
your living space.
You keep
minutes a day. * c
your
Pf
f
newspapers,
'to
up with
Gone are the piles
and mail that once crowded
the latest daily news in
10-15
In a single sitting you pare down or eliminate
be
read' piles.
consistently complete
And
the
with
the
top-priority
extra
tasks
time,
on your
you to-do
lists. Your courses, expand general Now
reading
you
which
advanced
reading
complete degrees, your
knowledge,
curiosity. create go
abilities
The
ease
time for
beyond
the
enable you
gain promotions,
learn
and of it
novels, immediate
all
to
satisfy makes
magazines, demands
take
new skills, your
learning fun. and
pleasure
of your
job.
In the process, you create free time to play as well. H o l d t h i s s c e n a r i o i n m i n d for a f e w m o r e s e c o n d s . S a v o r the resulting feelings of mastery and pleasure. Enjoy the extra time,
money,
and pleasure
that reading adds
t o y o u r life.
Isn't that nice?
Decide your future
now
O n e m e s s a g e I h o p e y o u w i l l t a k e f r o m t h i s b o o k , a b o v e all o t h e r s , i s t h a t y o u c a n c h o o s e w h i c h s c e n a r i o i s t r u e for y o u . Y o u can place yourself on a path to either of these worlds in a m o m e n t . Y o u already possess the p o w e r to create either scenario, a n d it is i m p e r a t i v e to d e c i d e a n d s h a p e the future y o u w a n t . If this appeal to shape y o u r destiny as a reader seems o v e r l y d r a m a t i c o r silly, t h e n c o n s i d e r a s t a t i s t i c : f e w e r t h a n t e n p e r c e n t o f t h e p e o p l e w h o b u y a b o o k e v e r g e t b e y o n d t h e first c h a p t e r . ( C o n g r a t u l a t i o n s ! Y o u a r e a l r e a d y i n t o C h a p t e r 2.) M a n y p e o p l e w h o e n r o l l i n o u r P h o t o R e a d i n g s e m i n a r say they typically never make it b e y o n d the cover of the b o o k s they buy.
Instead,
they
simply
accumulate
or circulate books,
magazines, brochures, mail, m e m o s , and reports. The information i n t h e s e m a t e r i a l s c o u l d j u s t a s w e l l b e w r i t t e n i n d i s a p p e a r i n g ink.
Old Reading Habits or New Reading Choices
13
As y o u go b e y o n d the o p e n i n g of this b o o k , y o u will d i s c o v e r a set o f t o o l s for g a i n i n g a n e w e x p e r i e n c e o f r e a d i n g . U s e the tools, a n d y o u will find i t w i t h i n y o u r p o w e r t o m a k e the i d e a l r e a d i n g s c e n a r i o c o m e t r u e for y o u . I f y o u d o n o t g o b e y o n d this c h a p t e r , y o u r e x p e r i e n c e of r e a d i n g w i l l stay t h e s a m e as it is today.
Break
old reading habits
I k n o w y o u w a n t results, a n d y o u will p r o b a b l y try m a n y of the techniques I suggest. H o w e v e r , achieving n e w results m e a n s more than trying new reading behaviors. Y o u must adopt an alternative view of what reading can be. Take everything you know about reading and you have just defined the barriers to getting n e w results. Elementary s c h o o l r e a d i n g i m p r i n t s u s all w i t h a m o d e l o f r e a d i n g t h a t l i m i t s our minds. This m o d e l or 'paradigm' exerts t r e m e n d o u s p o w e r over y o u r actions and y o u r potential results. E l e m e n t a r y r e a d i n g i s a fairly p a s s i v e affair, o f t e n d o n e without a clear sense of purpose.
H a v e y o u ever spent ten
m i n u t e s r e a d i n g a n e w s p a p e r article to d i s c o v e r it w a s a w a s t e of time? That happens w h e n you read passively. O n e - s p e e d fits all i s t h e e l e m e n t a r y r e a d i n g m a x i m ; g e n e r a l l y we plow through every type of reading material—from comic b o o k s to t e x t b o o k s — a t the s a m e rate. It m a k e s m o r e sense to get the facts from a t r a d e j o u r n a l w i t h a different s p e e d t h a n we w o u l d u s e r e a d i n g a n o v e l for p l e a s u r e . W e f e e l p r e s s u r e t o g e t i t r i g h t t h e first t i m e w i t h e l e m e n t a r y reading.
We expect to
c o m p r e h e n d everything in one pass
t h r o u g h t h e m a t e r i a l . I f w e d o n o t , w e feel i n a d e q u a t e a s r e a d e r s . M u s i c i a n s do not pressure t h e m s e l v e s to play m u s i c from a s c o r e p e r f e c t l y t h e first t i m e . W h y m u s t w e b e p e r f e c t a s r e a d e r s ? T h i n k a b o u t all the t a s k s w e are s u p p o s e d t o a c c o m p l i s h i n that single pass t h r o u g h a d o c u m e n t : c o m p r e h e n d the structure, grasp the key terms,
and follow the m a i n a r g u m e n t s or plot
e v e n t s . O n t o p o f t h a t , w e m u s t r e m e m b e r i t all, c r i t i q u e it, a n d quote it accurately. Faced with these kinds of d e m a n d s , the conscious m i n d often b e c o m e s o v e r w h e l m e d a n d c a n literally shut d o w n . T h i s is
The PhotoReading
Whole Mind System
14
c o m p o u n d e d w h e n w e feel a n x i e t y , w h i c h h a p p e n s w h e n w e c o m e to the end of a p a r a g r a p h and have no idea w h a t we j u s t read. H a s this h a p p e n e d to y o u ? B e c o m i n g o v e r w h e l m e d by too m u c h information is easy in this age of information overload. H a v e y o u ever found y o u r eyes m o v i n g d o w n t h e p a g e w h i l e y o u r m i n d w e n t off t o a far a w a y l a n d ? It is as if the lights are on, b u t n o b o d y is h o m e . This leads to
document shock—a
short-circuit in y o u r
interna] connections. Too m u c h current c o m i n g over the lines sends the w i r i n g up in smoke. This b r e a k d o w n at the c o n s c i o u s level s l o w s the flow of i n f o r m a t i o n to a trickle w h e n we read. T h e m o r e facts, details, a n d o t h e r d a t a w e t r y t o c r a m in, t h e l e s s w e r e c a l l . I n t h i s a g e o f i n f o r m a t i o n o v e r l o a d , i t i s e a s y t o feel l i k e a starving person with a can of soup but no can opener. e l e m e n t a r y r e a d i n g skills,
w e often l e a v e h u n g r y .
With
We plow
t h r o u g h b o o k s , p e r i o d i c a l s , m a n u a l s , a n d m a i l , only t o find that w e are c r a v i n g s o m e t h i n g w e c a n n o t s e e m t o get.
Anything
useful from t h e s e piles of i n f o r m a t i o n r e m a i n s sealed from us. Will elementary reading habits deliver what we need? If y o u r answer is 'no,' y o u k n o w the p r o b l e m exists—and that is great. Y o u have entered a powerful place, one w h e r e y o u are p o i s e d for c h a n g e .
Embrace new reading choices R e a d e r s w h o thrive t o d a y t a k e a different a p p r o a c h t h a n the e l e m e n t a r y school m o d e l of reading. T h e y are flexible in their reading. T h e y adjust their s p e e d to the t y p e of material at hand. They
know
what they
w a n t from the
written piece.
They
c o n s i s t e n t l y find g e m s o f i n f o r m a t i o n t h a t d e l i v e r r e a l b e n e f i t . A c t i v e , p u r p o s e f u l , q u e s t i o n i n g , a n d fully e n g a g e d — t h a t describes the b e s t readers.
T h e s e effective r e a d i n g strategies
b e c o m e a part of y o u r repertoire as y o u learn the P h o t o R e a d i n g whole m i n d system. In the process, y o u will discover e n h a n c e d retention, recall, and enjoyment. PhotoReading
shifts
you
away
from
the
prevailing
e l e m e n t a r y reading m o d e l into w h o l e m i n d reading and m a k e s
Old Reading Habits or New Reading Choices
15
you a b l a s p h e m e r of traditional reading theory. As such you will encounter many people w h o will
say
PhotoReading cannot
possibly work. T h e next story illustrates w h a t I m e a n . A colleague at L e a r n i n g Strategies Corporation discovered that With the PhotoReading PhotoReading whole mind system, you use the creative-intuitive mind
as w e l l
as the
critical-logical mind to
even college
professors
resist
new
p a r a d i g m s . Faculty m e m b e r s at a college in M i n n e s o t a tried to b l o c k us from offering the P h o t o R e a d i n g seminar on the grounds that PhotoReading is impossible.
accomplish your goals.
The
P h o t o R e a d e r a g r e e d to
offer a
demonstration. A v o l u m e of U . S . patent law w a s projected, page by page, onto a video monitor. My colleague P h o t o R e a d this material as it w a s displayed at a p p r o x i m a t e l y 30 pages a second (over 690,000 words per minute). Afterwards, he scored
75
percent
comprehension.
In addition,
he
drew
a p p r o x i m a t i o n s of six p a t e n t illustrations and correctly identified their numeric sequence. T h e p a r a d i g m h a d shifted right b e f o r e t h e i r e y e s . D o y o u suppose they supported the seminar? N o . Seeing is not believing. T o shift y o u r p a r a d i g m y o u m u s t b e l i e v e i t b e f o r e y o u s e e it. T h i n k o f P h o t o R e a d i n g a s a p a r a d i g m shift, a n d y o u w i l l d o t h e 'impossible.'
You cannot 'read' at 25,000 words per minute Before learning PhotoReading,
many people hear such
stories as above and respond with, 'That is nuts! There is no w a y y o u c a n r e a d t h a t fast.' T h e y are right. No o n e ' s ' c o n s c i o u s m i n d ' c a n read that fast. P h o t o R e a d i n g i s n o t ' r e a d i n g ' a s w e k n o w it. T h i s k i n d o f information processing is possible only w h e n we temporarily b y p a s s the critical, logical, analytical mind. We do not P h o t o R e a d with the conscious mind. Instead, we draw on vast layers of the m i n d that r e m a i n largely u n u s e d during conventional reading. This literally m e a n s u s i n g the b r a i n in a n e w w a y . W e still h a v e t o f a c e e v e r y d a y r e a d i n g c h a l l e n g e s , s o let u s employ an approach to
reading that uses b o t h hemispheres
of the brain.
left h e m i s p h e r e
F r o m the
we
draw u p o n the
abilities to analyze, s e q u e n c e information, and reason logically.
The PhotoReading
Whole Mind System
16
F r o m the right h e m i s p h e r e we obtain the abilities to synthesize, comprehend, create internal images, and respond intuitively. W h e n y o u learn to mentally p h o t o g r a p h a b o o k at a rate of one page a s e c o n d — a b o u t 2 5 , 0 0 0 w o r d s per m i n u t e — y o u are taking a new approach to processing information. At such rates, the
old left-to-right,
elementary
reading
word-by-word, cannot
line-by-line
operate.
Instead,
method of
you meet the
printed p a g e using abilities ascribed to the right h e m i s p h e r e of the brain. After P h o t o R e a d i n g a b o o k , the next step is to stimulate a n d a c t i v a t e y o u r b r a i n . T h i s s t e p o f ' a c t i v a t i o n , ' a s w e c a l l it, lets
you
extract
information you
need
from
the
book
to
a c c o m p l i s h y o u r g o a l s for r e a d i n g . A c c e p t i n g that y o u can process the written w o r d at an o t h e r - t h a n - c o n s c i o u s l e v e l shifts t h e r e a d i n g p a r a d i g m . M a k e this
shift,
and you
can make your experience
of reading
powerful, effective, a n d easy.
Take an unexpected path to success S o m e a s p e c t s o f P h o t o R e a d i n g m a y s e e m w h i m s i c a l a t first. Instead of learning the expected techniques of speed reading, y o u learn about the tangerine lucid dreaming, guide
you
technique,
cocktail weenies,
and other unusual processes.
through
experiences
that
you
I purposefully have
not
had,
possibly do not want, and m a y not think y o u need. Sound odd?
It is
no
more
odd than discovering the
p r i n c i p l e s o f p h y s i c s b y l e a r n i n g h o w t o d o w n h i l l ski. W h y n o t d o i t t h a t w a y ? T o h e l p t h e p a r a d i g m shift, w e m u s t t a k e a n unusual, u n e x p e c t e d path.
Otherwise, we tend to
solve our
r e a d i n g p r o b l e m i n w a y s t h a t fit o u r c u r r e n t v i e w o f t h e p r o b l e m . F o r e x a m p l e , w h e n we h a v e a lot to read, we t e n d to s p e e d up—but our comprehension drops.
We then slow d o w n and
overload the c o n s c i o u s mind. T h e net result is no increase in speed or comprehension but an enormous increase in internal conflict. This conflict r e c r e a t e s the p r o b l e m s we a t t e m p t e d to s o l v e . A n d w e still h a v e a l o t t o r e a d .
Old Reading Habits
or
New
Reading
Choices
17
It takes away our excuses It t h e t h o u g h t of z i p p i n g t h r o u g h a b o o k at a p a g e a s e c o n d sounds unlikely, r e m e m b e r that a n e w approach always seems outlandish w h e n we v i e w it t h r o u g h the lenses of the old m o d e l . W h e n a p a r a d i g m shifts, e v e r y t h i n g b e g i n s a g a i n . O l d r u l e s m a y n o l o n g e r apply. E v e n so, p r o f o u n d c h a n g e s c a n h a p p e n painlessly, i n a n i n s t a n t , a n d h a v e f a r - r e a c h i n g effects. I like the w a y one of o u r P h o t o R e a d i n g g r a d u a t e s ,
a
m e c h a n i c a l e n g i n e e r , p u t it: 'It i s s c a r y t o t h i n k t h a t o u r m i n d s a r e u n l i m i t e d . I t t a k e s a w a y all o u r e x c u s e s . ' I f y o u feel u n e a s y w i t h t h e p r o s p e c t o f a p a r a d i g m shift, c o n s i d e r t h e w o r d s o f a n o t h e r graduate:
' S t e p i n t o t h e u n k n o w n . D o n ' t b e afraid. Y o u w i l l
either find solid g r o u n d , or y o u will be t a u g h t to fly.' W e m u s t try n e w attitudes a n d e x p e r i m e n t w i t h n e w a c t i o n s . Otherwise, h o w can we produce n e w results in our lives? A p e r s o n i n o n e o f o u r s e m i n a r s o v e r c a m e his fear o f s u c c e s s a n d said, 'I finally u n d e r s t a n d . T h i s s e m i n a r c a n t r a n s f o r m my l i f e — but I have b e e n acting as t h o u g h I can do it without c h a n g i n g any of my beliefs or my behavior!'
What you have to give up To master PhotoReading you must give up: • l o w s e l f e s t e e m as a l e a r n e r •
self-defeating habits like p r o c r a s t i n a t i o n a n d self-doubt
• perfectionism,
'all or n o n e '
thinking that dwells on
failure rather t h a n feedback and learning • distrust in the other-than-conscious m i n d and intuitive abilities • the need to k n o w everything right a w a y • performance anxiety • a s t r e s s f u l s e n s e of u r g e n c y M o r e than anything else, y o u m u s t give up negative attitudes that get in the w a y of y o u r success. F o r e x a m p l e , one participant in a P h o t o R e a d i n g s e m i n a r never considered himself m u c h of a reader, and his belief b e c a m e a personal barrier:
'I j u s t don't
think I am going to be able to learn this.' A n o t h e r participant in the s a m e s e m i n a r also
c l a i m e d p o o r reading skills, b u t her
The PhotoReading
Whole Mind System
18
approach was more open to giving up her limitations: 'I am just going to do w h a t e v e r it takes to master this.' B o t h p e o p l e l e a r n e d t o P h o t o R e a d . T h e first o n e , w h i l e c l i n g i n g t o a n e g a t i v e belief, f o u n d i t m u c h m o r e difficult t o discover the true abilities he p o s s e s s e d . W h e n he m a d e the important internal change, the P h o t o R e a d i n g whole mind system h e l p e d c h a n g e h i s r e s u l t s i n life. A s p r o f o u n d a s P h o t o R e a d i n g c a n b e t o y o u r life, t h e r e i s a n added reassurance: y o u do not have to give up any pleasure in r e a d i n g . I n fact, y o u g e t t o k e e p y o u r r e g u l a r r e a d i n g s k i l l s . A woman who
loved
reading
novels
exclaimed
after t a k i n g
PhotoReading, 'I've rediscovered the joy of reading!' H e r pleasure r e a d i n g b e c a m e a r i c h e r , fuller e x p e r i e n c e .
Here is the system The d e m a n d s placed on y o u as a reader in our age of i n f o r m a t i o n are t r e m e n d o u s .
The PhotoReading whole mind
system can help y o u meet any challenge. It w o r k s w i t h any subject m a t t e r a n d flexibly a d a p t s to different p u r p o s e s , print formats, rates of speed, and levels of c o m p r e h e n s i o n . T h e five s t e p s o f t h e P h o t o R e a d i n g w h o l e m i n d s y s t e m u s e the abilities of y o u r w h o l e m i n d with p o w e r and effectiveness. L e t u s o v e r v i e w t h e s t e p s n o w . I n t h e n e x t five c h a p t e r s y o u w i l l d e v e l o p skills to apply e a c h step effectively.
Step 1: Prepare R e a d i n g e f f e c t i v e l y b e g i n s w i t h a c l e a r s e n s e o f purpose. Read t o
T h i s m e a n s c o n s c i o u s l y s t a t i n g a d e s i r e d o u t c o m e for r e a d i n g ,
end o f F o r e x a m p l e , w e m i g h t w a n t a b r i e f o v e r v i e w o f m a i n p o i n t s . W e Chapter m i g h t w a n t t o g a i n c e r t a i n d e t a i l s s u c h a s t h e s o l u t i o n s t o s p e c i f i c problems. Perhaps we want to complete a task and seek only the ideas that will h e l p us do so. P u r p o s e acts like a radar signal to the inner m i n d a l l o w i n g it to p r o d u c e the results we seek. E m p o w e r e d with a clear purpose, enter
a
state
of
relaxed
alertness—the
we
then
accelerative
learning state. W h i l e in this state, neither b o r e d o m
Old Reading Habits or New Reading Choices
19
n o r a n x i e t y e x i s t . W e a r e e x e r t i n g effort, b u t w e a r e n o t w o r r i e d about results. H a v e y o u ever w a t c h e d y o u n g children as they play? They m o d e l the
s a m e r e l a x e d y e t purposeful state w e
seek here.
Step 2: Preview P r e v i e w i n g i s b a s e d o n a n i m p o r t a n t p r i n c i p l e : effective l e a r n i n g o f t e n t a k e s p l a c e ' f r o m w h o l e t o p a r t s . ' T h a t is, w e s t a r t with
the
big
picture
and
proceed
to
the
smaller,
more
detailed parts. F i r s t w e survey t h e w r i t t e n m a t e r i a l . O u r a i m i s n o t t o g r a s p t h e c o n t e n t i n d e t a i l , b u t t o g e t a s e n s e o f its s t r u c t u r e . T h e n w e g a t h e r a list o f k e y t e r m s , o r trigger words, w h i c h e m b o d y t h e c o r e c o n c e p t s or events. T r i g g e r w o r d s alert our m i n d s to the details w e m i g h t w a n t t o e x p l o r e m o r e t h o r o u g h l y later. W h e n d o n e effectively, p r e v i e w i n g is short a n d s w e e t — a b o u t five m i n u t e s for a b o o k , t h r e e m i n u t e s for a r e p o r t , a n d a s little a s 3 0 s e c o n d s for a n a r t i c l e . D u r i n g t h a t t i m e , w e clarify a n d r e f i n e o u r p u r p o s e , review t h e t r i g g e r w o r d s , a n d d e c i d e w h e t h e r to c o n t i n u e r e a d i n g or call it quits. If we c h o o s e not to read s o m e t h i n g that d o e s n o t m e e t o u r n e e d s o r i n t e r e s t s , i t i s all r i g h t . P r e v i e w i n g is like x-raying a b o o k — g e t t i n g a b r o a d sense of its
underlying
structure.
Understanding
s o m e t h i n g that learning theorists
call
a
structure schema,
gives a
us
set of
expectations about w h a t i s c o m i n g u p next. W h e n w e k n o w the structure of w r i t t e n text, we b e c o m e m o r e a c c u r a t e at p r e d i c t i n g its
content.
As
a
result,
our comprehension
and
reading
p l e a s u r e soar. In summary, previewing gives us the skeleton of a b o o k or a r t i c l e first. D u r i n g t h e n e x t s t e p s o f t h e P h o t o R e a d i n g w h o l e mind system, we add b o d y to the skeleton.
Step 3: PhotoRead The PhotoReading technique begins with placing ourselves m o r e fully i n t o t h e r e l a x e d , a l e r t s t a t e o f m i n d a n d b o d y c a l l e d t h e
The PhotoReading accelerative
Whole Mind System
learning
state.
20
In this
state,
d i s t r a c t i o n s , w o r r i e s , a n d t e n s i o n s s e e m t o fall f . away. Then
we
adjust
our
vision
for
A
the
PhotoFocus s t a t e . H e r e t h e a i m i s t o u s e o u r e y e s * * in a n e w w a y : instead of b r i n g i n g individual w o r d s into sharp focus, we soften our eyes so that our p e r i p h e r a l v i s i o n e x p a n d s and the w h o l e printed page c o m e s into view. PhotoFocus
creates
a physical
and
mental window—
allowing direct exposure of the i n c o m i n g visual stimuli to the brain. In this state, we mentally p h o t o g r a p h the entire p a g e , exposing it to the preconscious processor of the mind.
The
exposure of each page stimulates a direct neurological response. The
brain
performs
its
function
of pattern
recognition,
u n e n c u m b e r e d by the critical/logical thought process of the conscious mind. At a rate of o n e p a g e a second, we c a n P h o t o R e a d a w h o l e b o o k i n t h r e e t o five m i n u t e s . T h i s i s n o t t r a d i t i o n a l r e a d i n g . A f t e r P h o t o R e a d i n g , we m a y h a v e little if any of the m a t e r i a l in conscious awareness, which means we may consciously know nothing. T h e n e x t steps create the c o n s c i o u s a w a r e n e s s we need.
Step
4: Activate
During activation we restimulate the brain— probing
the
mind w i t h q u e s t i o n s
and
exploring
p a r t s o f t h e t e x t t o w h i c h w e feel m o s t a t t r a c t e d . W e t h e n super read t h e m o s t i m p o r t a n t p a r t s o f t h e t e x t b y scanning quickly d o w n the center of each page or c o l u m n of type. W h e n w e feel i t i s a p p r o p r i a t e , w e dip i n t o t h e t e x t f o r m o r e focused reading to c o m p r e h e n d the details. In dipping, we allow o u r intuition to say, ' H e y , t u r n to the last p a r a g r a p h on p a g e 147! Y e s , that is the one. T h e ideas y o u w a n t are right there.' Other activation techniques d e v e l o p e d while reading this b o o k i n c l u d e rhythmic perusal,
skittering,
and
mind mapping.
These
also help us gain access to the d e e p e r i m p r e s s i o n s established by PhotoReading. W h e n we activate, we involve our whole brain, c o n n e c t the text w i t h our conscious a w a r e n e s s , and achieve our g o a l s for reading.
Old Reading Habits
or
New
Reading
Choices
21
Step 5: Rapid Read T h i s final step o f t h e P h o t o R e a d i n g w h o l e mind system is closest to conventional reading and speed reading. While rapid reading, we m o v e o u r eyes quickly t h r o u g h the text, starting at the b e g i n n i n g and going straight through to the end. We take a s m u c h t i m e a s w e n e e d , f e e l i n g free t o a d j u s t o u r r e a d i n g s p e e d depending
upon
the
complexity,
prior
knowledge,
and
importance of the material. Flexibility is key. R a p i d r e a d i n g is significant, b e c a u s e it d i s p e l s the p r i m e fear of many beginning PhotoReaders
Reading is really learning from written pages. W h e n first learning to play a
that they will forget w h a t they
new piece of music or a new golf
have
course, you do not expect to do it
read,
or that they
never
a b s o r b e d any of the text in the firstplace. R a p i d reading directly
perfectly the first t i m e . You will learn as you go through each part several times. The 'multiple r e a d ' approach
involves the conscious m i n d and
of the
satisfies
system duplicates the appropriate way
our
need
for
clear
c o m p r e h e n s i o n of the content.
PhotoReading whole
mind
to learn anything new.
R e m e m b e r , this step takes p l a c e after t h e o t h e r s t e p s o f t h e s y s t e m . T h o s e s t e p s m a k e u s increasingly familiar w i t h the text. T h e r e will b e t i m e s w h e n w e c h o o s e n o t t o r a p i d r e a d , b e c a u s e w e h a v e a l r e a d y fulfilled o u r needs. W i t h t h i s o v e r v i e w i n m i n d , y o u a r e r e a d y t o d o it.
An executive said that PhotoReading dozens of books on
management
principles has improved his job performance. Another received an unusually large pay raise a year after the PhotoReading class—she said she developed such an increased understanding of the industry through PhotoReading that it dramatically improved her productivity.
The
PhotoReading
Whole
Mind
System
22
A salesperson from London PhotoRead a selection of books on self-esteem and confidence building, because his sales were low.
He noticed an immediate
change in his confidence, attitude, and sales. A graphic artist routinely PhotoRead design books. He said it heightened his creative ability. A mother PhotoRead her children's homework to better help them with their studies. A proofreader discovered that, after PhotoReading documents first, she missed fewer mistakes. A public relations specialist found himself in a toy store after learning to PhotoRead.
He said, 'I became very playful after learning PhotoReading.'
A 13-year-old PhotoRead his mom's college text book hoping to help her w i t h her homework.
He immediately understood the problem. His mom then
pledged to learn PhotoReading. An amateur chef found himself creating delicious new recipes after PhotoReading his library of cook books. A PhotoReader PhotoRead 23 books on Shakespeare over a several week period hoping to build a foundation so that he could appreciate Shakespeare. Then he sat back with one of Shakespeare's plays. For the first time in his life he understood why so many people have enjoyed Shakespeare's work. He found the play easier to read, fascinating, and enjoyable. A new homeowner PhotoRead all the home-improvement books he could f i n d . Friends who helped him on his projects were amazed at how much he knew and began calling him for advice. A high school defensive football coach repeatedly PhotoRead football play books prior to the start of the season. He discovered during game situations he could predict the opposing team's offensive strategy and respond w i t h the ideal defensive play. His thinking speed and mental alertness were dramatically improved. A PhotoReader lost his job after learning PhotoReading.
He credits his higher
paying, new job to PhotoReading and learning a new industry quickly. An entrepreneur had difficulty understanding the advice of his legal counsel. He PhotoRead several books on the subject in a bookstore. As he was leaving, a flash of insight streaked through his m i n d , drawing him back to the books. He intuitively grabbed one from the shelf, and opened the book automatically to the page that offered a clear explanation of the advice.
Part Two: Learn the PhotoReading Whole Mind System
lAole T*lm«l System
3
Step 1: Prepare
I perform better at any activity, from public s p e a k i n g to fishing, if I am well p r e p a r e d . Y e t , I u s e d to p i c k up a b o o k or m a g a z i n e a n d j u s t start r e a d i n g w i t h n o p r e p a r a t i o n a t all. N o w I treat r e a d i n g as a g o a l - o r i e n t e d activity. P r e p a r i n g for a f e w m o m e n t s i n c r e a s e s m y c o n c e n t r a t i o n , c o m p r e h e n s i o n , and retention of w h a t I read. P r e p a r i n g may s e e m simple, but it i s t h e f o u n d a t i o n o f effective r e a d i n g . A l l s t e p s o f t h e P h o t o R e a d i n g w h o l e mind system actually revolve around preparation. Being prepared to P h o t o R e a d is m u c h more than getting the b o o k o u t t o r e a d it. I t i n v o l v e s s t a t i n g y o u r p u r p o s e a n d f i x i n g y o u r p o i n t of attention to e n t e r the ideal state of mind.
25
Prepare
1.
State your purpose
Establishing p u r p o s e is hardly a n e w idea. Francis B a c o n , the sixteenth-century E n g l i s h p h i l o s o p h e r , said it well,
'Some
b o o k s are to be tasted, others to be s w a l l o w e d , and s o m e few to be c h e w e d and digested; that is, s o m e b o o k s are to be r e a d only in parts, others to be read b u t not curiously, and s o m e few to be read wholly, and with diligence and attention.' All reading ultimately serves a purpose, either consciously or unconsciously. Example
of
purpose
A
human resource consultant went
to
the
library
PhotoRead the
to
corporate
W h e n we
state o u r
purpose explicitly, we greatly increase the
odds
of attaining
it.
Purpose
u n l e a s h e s ability. A l m o s t a n y t h i n g can
report on a prospective client
be a c c o m p l i s h e d w i t h a strong sense of
before their initial meeting
purpose. Purpose is the engine that drives
Her purpose for the eight
the P h o t o R e a d i n g whole mind system.
minutes she invested was to get a feel for the trends of the
company where they
Establishing purpose which
can
be
felt
is
power
emotionally
and
had come from and where
physically. R e a d e r s w i t h a firm sense of
they were headed
purpose acquire n e w feelings about the
Her goal
was to get in sync with the corporate
executives and
relate her skills effectively to their
present
and
future
a c t o f r e a d i n g . T h e y sit a s i f t h e y m e a n business. W h e n y o u have strong purpose, y o u r b o d y b e c o m e s s t r o n g a n d alert. Set
needs
your
purpose
by
asking
questions such as: Example
of
purpose
A
banker w a n t e d to interface his new computer w i t h his new printer After hours of trying,
he
unsuccessful
remained Before going
to bed, he PhotoRead both manuals to
let
His purpose was his
other-than-
conscious mind work out the
•
What is my ultimate application of
this material? W h a t will I e x p e c t to do or s a y d i f f e r e n t l y after r e a d i n g it? M a y b e I simply want to pass time or savor the experience of reading. • How
important is
this
material
to
me? I n t h e l o n g r u n , h o w w o r t h w h i l e i s it? D o e s r e a d i n g t h i s m a t e r i a l c r e a t e v a l u e
details of the problem and
for m e ? I f s o , w h a t s p e c i f i c a l l y i s t h a t
solve
value?
it upon awakening
Within the first
half-hour
after awakening, he had the printer working perfectly
•
What
level
of detail
do
I
want?
Do I w a n t to e m e r g e from reading it with the big picture? Do I w a n t to understand only the m a i n points? Do I w a n t to recall
The PhotoReading
Whole Mind System
26
specific facts a n d o t h e r d e t a i l s ? Is r e a d i n g the entire d o c u m e n t relevant to my p u r p o s e ? C o u l d I gain w h a t I w a n t by r e a d i n g a single chapter or section instead? •
How much time am I willing to commit right now to satisfy my
purpose? M a k i n g a t i m e c o m m i t m e n t g e n t l y f o r c e s a t t e n t i o n o n the task. I am increasing the i m p o r t a n c e of reading, b e c a u s e it is the only thing I c h o o s e to do right now. In summary,
do y o u want a general understanding of
information, or do y o u need subtle details? Do y o u w a n t to study something, or just gain pleasure and relaxation? T o o m a n y p e o p l e are on a trip w i t h no destination. T h e y a p p r o a c h reading with no sense of w h e r e they w a n t to go. If I do not get value from w h a t I am reading,
I ask,
' W h a t is my
p u r p o s e ? ' Invariably the a n s w e r is a r e s o u n d i n g ' H u h ? ' If I do n o t h a v e p u r p o s e , m y r e a d i n g i s p a s s i v e a n d often wasteful. Purpose
and time
information age,
m a n a g e m e n t are inseparable.
we can no
In the
longer presume to read every
d o c u m e n t at the same speed or level of c o m p r e h e n s i o n . N o t only is this impossible given the a m o u n t of material we need to read, i t i s n o t e v e n d e s i r a b l e . A s F r a n c i s B a c o n p u t it, s o m e t h i n g s a r e w o r t h r e a d i n g in great detail; others are not w o r t h r e a d i n g at all. K e e p in m i n d that y o u r p u r p o s e can be quite inventive. F o r i n s t a n c e , y o u r m a i n p u r p o s e for r e a d i n g i n t h e d e n t i s t ' s office may be distraction: y o u simply w a n t to avoid thinking about the s o u n d of the drill in the n e x t r o o m . T h a t is a l e g i t i m a t e p u r p o s e and p r o m p t s a distinctive experience of reading. State y o u r p u r p o s e e v e r y t i m e y o u read. This habit e n g a g e s the m i n d and increases concentration. W h e n y o u establish y o u r p u r p o s e , t h e full p o w e r o f y o u r m i n d c o m e s i n t o p l a y . In addition, p u r p o s e l o o s e n s the grip of guilt, a w o r d that frequently arises w h e n people talk about their reading habits. M a n y o f u s w e r e i m p r i n t e d w i t h strict rules a b o u t h o w w e w e r e ' s u p p o s e d to read.' O n e m a n said, 'I b o u g h t the d a r n m a g a z i n e , so e v e n if I d o n ' t w a n t to r e a d all the articles, I am c o m p e l l e d to finish the w h o l e t h i n g . ' W i t h a sense of purpose, y o u can justify putting aside the material y o u do not n e e d to read. Simply w e e d out the publications t h a t fail t o c r e a t e v a l u e for y o u . E s t a b l i s h i n g p u r p o s e t a k e s a s little a s t w o s e c o n d s , y e t t h e
Prepare
27
payoffs can save y o u h u n d r e d s of hours over the course of y o u r lifetime. This technique is so far-reaching that it c a n instantly and permanently change the effectiveness of y o u r reading.
2. Enter the ideal state for reading W h e n I r e a d m o s t efficiently, my b o d y is r e l a x e d and my m i n d is alert. If I m a i n t a i n r e l a x e d alertness, I am m o r e able to c o m p r e h e n d , retain, and recall w h a t I read. To h e l p y o u q u i c k l y a n d easily e s t a b l i s h the ideal state of relaxed alertness, y o u can use the 'tangerine technique.' This simple
technique
automatically
directs your
attention and
immediately improves reading performance. Studies
show
that b o t h
reading
and
memory
require
attention. Y o u can consciously attend to seven, plus or minus t w o , different bits o f i n f o r m a t i o n a t o n e t i m e . (That i s w h y M a B e l l originally m a d e p h o n e n u m b e r s s e v e n digits long.) In other words, you have approximately seven units of attention available at any m o m e n t . A
R e s e a r c h also indicates that fixing one unit of attention on a single p o i n t h e l p s y o u effectively focus y o u r other available units of attention w h e n reading.
W h e r e y o u fix y o u r p o i n t
o f a t t e n t i o n i s i m p o r t a n t . F o r e x a m p l e , w h e n d r i v i n g a car, t h e best point of attention is d o w n the
road—not on your hood
o r n a m e n t o r t h e b u m p e r o n t h e car i n front o f y o u .
F o r the
efficient r e a d e r , t h e ideal p o i n t o f a t t e n t i o n i s j u s t b e h i n d a n d above the head. The tangerine technique helps locate and maintain the ideal
v A
point of attention a n d instantly creates the relaxed, alert state of body
and mind we
desire
for r e a d i n g .
Here
are the
steps
to follow: • Hold an imaginary tangerine in your hand. Experience the weight, color, texture, and smell of the tangerine. N o w toss it i n t o t h e o t h e r h a n d a n d c a t c h it. T o s s t h e t a n g e r i n e b a c k a n d f o r t h between your hands. • N o w catch the tangerine in your d o m i n a n t h a n d and bring it to the top b a c k part of y o u r head. T o u c h that area gently with y o u r hand. I m a g i n e feeling the tangerine resting there while y o u bring y o u r a r m d o w n and relax y o u r shoulders. Y o u can
Read A u
'
e
The
PhotoReading
Whole
Mind
System
p r e t e n d this is a m a g i c tangerine, and it will stay in p l a c e no m a t t e r w h e r e y o u p u t it. •
Gently close y o u r eyes and let
the tangerine balance on the back of your head.
Notice what happens to
y o u r p h y s i c a l a n d m e n t a l state a s y o u d o this. Y o u w i l l feel r e l a x e d a n d alert. W i t h y o u r eyes closed, imagine y o u r field o f v i s i o n o p e n i n g u p . • M a i n t a i n the relaxed feeling of alertness as y o u open your eyes and b e g i n reading. Here is an experiment you can d o n o w t o d i s c o v e r t h e p o t e n t i a l effects of the tangerine technique. Take any p a g e o f this b o o k y o u h a v e not y e t read. W i t h o u t the t a n g e r i n e i n p l a c e , read t w o o r three p a r a g r a p h s . A f t e r w a r d s , reflect o n y o u r experience. Then, put the tangerine in place, using the m e t h o d described above, and read two or three new paragraphs. Compare your experiences. D u r i n g the experiment, y o u m i g h t be overly self-conscious o f d o i n g s o m e t h i n g d i f f e r e n t . I f s o , y o u m i g h t find t h e effect h a r d t o d e t e c t . M a n y p e o p l e r e p o r t a w i d e r v i s u a l field, fluid m o v e m e n t of the eyes w i t h less staccato or j u m p y m o v e m e n t s , a n d the ability to read w o r d phrases or e v e n w h o l e sentences at a glance. P l a y i n g w i t h this t e c h n i q u e lets y o u flow t h r o u g h r e a d i n g m a t e r i a l w i t h i n c r e a s e d speed a n d ease. Y o u r ability t o c o n c e n t r a t e on the information improves, and reading b e c o m e s more relaxing. A t first y o u w i l l c o n s c i o u s l y p l a c e t h e t a n g e r i n e o n t h e b a c k of y o u r head. S o o n it will b e c o m e a u t o m a t i c so that, w h e n e v e r you approach reading materials,
o n e u n i t o f a t t e n t i o n fixes
into place. T h i s p h y s i c a l l y relaxed a n d m e n t a l l y alert state is also p e r f e c t for o t h e r i m p o r t a n t a c t i v i t i e s . I t i s w i d e l y r e s e a r c h e d a s a state of p e a k h u m a n p e r f o r m a n c e .
This
state
is
similar to
c o n t e m p l a t i o n , meditation, a n d p r a y e r i n w h i c h y o u are a b s o r b e d in the present moment. W h i l e this is a state of relaxation, it is not the s a m e as g o i n g
Prepare
29
to sleep or b e c o m i n g d r o w s y . Rather, y o u focus y o u r m i n d w i t h a n i n n e r c a l m n e s s . Y o u h a v e a c c e s s t o all y o u r natural, i n n e r r e s o u r c e s .
Put it all together T h e f o l l o w i n g p r o c e d u r e c a n h e l p y o u p r e p a r e for r e a d i n g i n 3 0 s e c o n d s . Y o u m a y w i s h t o h a v e a friend g u i d e y o u t h r o u g h it or r e c o r d it on tape so that y o u c a n play it b a c k later. • P l a c e y o u r r e a d i n g m a t e r i a l s i n front o f y o u . D o n o t r e a d t
h
e
m
y
e
Read Bullets
t
• Begin to relax by closing your eyes. B e c o m e aware of y o u r s e l f from h e a d to toe. Y o u r spine is erect, y o u r p o s t u r e is comfortable, and your breathing is relaxed. • M e n t a l l y s t a t e y o u r p u r p o s e for r e a d i n g . ( F o r e x a m p l e , ' D u r i n g t h e n e x t t e n m i n u t e s , I w i l l r e a d t h i s m a g a z i n e a r t i c l e for ideas to help me i m p r o v e my time m a n a g e m e n t skills.') • Place the imaginary tangerine at the top b a c k part of your head. • B e c o m e a w a r e of y o u r s e l f as r e l a x e d a n d alert. B r i n g a slight hint of a smile to the corners of y o u r eyes and the corners o f y o u r m o u t h t o relax y o u r face. E v e n w i t h y o u r eyes closed, y o u c a n i m a g i n e y o u r v i s u a l field o p e n i n g u p . Y o u h a v e a d i r e c t e y e mind connection. • N o w , at a rate that is c o m f o r t a b l e for y o u , m a i n t a i n i n g this
state
of relaxed alertness,
gently open your eyes
and
begin reading.
More on the tangerine technique T h e i d e a l s t a t e for r e a d i n g i s t y p i c a l l y i n s h o r t s u p p l y for m a n y people, especially at work. W h e n we read at work, the p h o n e is often r i n g i n g , s o m e o n e in the d o o r w a y is talking, we have to hurry to m a k e a meeting, and extraneous thoughts about g r o c e r i e s o r c a r r e p a i r s k e e p a traffic j a m i n o u r h e a d s . W i t h s u c h a morass of mental events, where does our attention end up? All over the place. R e a d i n g is next to impossible. I n c o n t r a s t , t h e i d e a l s t a t e for r e a d i n g i s t h e f l o w s t a t e , w h e n y o u are totally a b s o r b e d in the task at hand. That is w h e r e the t a n g e r i n e t e c h n i q u e c o m e s into play.
The PhotoReading
Whole Mind System
30
In t h e m i d 1 9 8 0 s , I r e a d a f a s c i n a t i n g a r t i c l e in Brain/Mind Bulletin a b o u t R o n D a v i s , a r e a d i n g s p e c i a l i s t . D a v i s h a d d y s l e x i a , a r e a d i n g d i s a b i l i t y . W h i l e s e a r c h i n g for a s o l u t i o n t o t h i s p r o b l e m , he m a d e a discovery. People with dyslexia, he found, have a roving point of attention, one that w a n d e r s through space without c o m i n g to a fixed point. Skilled readers, on the other hand, h a v e a fixed point of attention located just b e h i n d and above the top of the head. By training himself to redirect his attention, he raised his reading, writing, and spelling skills from an e l e m e n t a r y to a college level in fewer than three years.
Today, Davis runs a
p r i v a t e clinic for p e o p l e w i t h l e a r n i n g disabilities. H i s e x c e l l e n t b o o k , The Gift of Dyslexia, d e s c r i b e s h i s m e t h o d in d e t a i l . H i s s e s s i o n s b e g i n by t r a i n i n g his clients to find the ideal p o i n t of attention, w h i c h he calls the ' v i s u o - a w a r e n e s s epicenter.' I tried his t e c h n i q u e m y s e l f and i m m e d i a t e l y noticed an increase in my concentration and ease in reading. If this technique h a d w o r k e d o n d y s l e x i c s , I s p e c u l a t e d , w h a t m i g h t t h e effect b e on a normal adult reader w h o has b e e n too scattered to read efficiently. Davis's w o r k had provided me with a creative leap. a c c o m p l i s h t h e effect o f h i s
'visuo-awareness epicenter,'
To I
d e v e l o p e d the tangerine technique. M o s t p e o p l e find that s e v e r a l b e n e f i t s flow i m m e d i a t e l y from the tangerine technique. To begin, they quickly and easily enter a r e l a x e d state of a l e r t n e s s . In addition, t h e y c a l m their m i n d s and automatically focus their attention. The result is an instant i m p r o v e m e n t in r e a d i n g skills. Historically, the tangerine technique has come d o w n to us in a variety of forms. The Chinese thinking cap, the wizard's cap, a n d e v e n t h e o r i g i n a l c o n c e p t for t h e ' D u n c e c a p , ' b e l i e v e i t o r n o t , w e r e all d e v i c e s for f o c u s i n g a t t e n t i o n . E a c h c a u s e s p a r t o f y o u r a t t e n t i o n to fixate at a p l a c e a b o v e a n d b e h i n d y o u r h e a d . E x p e r i m e n t w i t h this t e c h n i q u e . If the i m a g e of a tangerine d o e s n o t w o r k for y o u ,
t h e n try a n o t h e r w a y of fixing y o u r
attention to the place above and b e h i n d y o u r head.
Imagine
w e a r i n g a s o m b r e r o , w i t h a b i r d s i t t i n g o n t o p o f it. F e e l t h e s o m b r e r o resting on y o u r h e a d and focus y o u r attention on the bird. Another way is to imagine standing outside of your body,
Prepare
31
looking over the top of y o u r head, as y o u read. As y o u do this, n o t i c e t h e shift i n t h e w a y y o u feel. W h e n y o u fix y o u r p o i n t o f a t t e n t i o n w i t h a n y o f t h e s e techniques
and
open your eyes,
a curious
thing happens.
S u d d e n l y , the m a t e r i a l y o u are r e a d i n g s e e m s m o r e m a n a g e a b l e . Y o u r v i s u a l h e l d enlarges, a n d y o u c a n e v e n see y o u r h a n d s h o l d i n g t h e p a g e s . I n t h i s s t a t e , y o u a r e p r e p a r e d t o t a k e i n far more visual information than before. A A
Adjusting y o u r state of m i n d is the goal. Y o u are not trying to hold the feeling of a tangerine the entire time y o u read. Getting
-
<=£c?j
a fixed p o i n t of attention is m u c h like setting a k e y s t o n e at the top o f a s t o n e a r c h w a y . T h e o n e s t o n e a t t h e t o p h o l d s all t h e r e s t o f the stones in place. Similarly, the one fixed point of attention s e e m s to gather and focus the other units of attention to the task of reading. O n c e y o u h a v e p l a c e d i t t h e r e , f o r g e t a b o u t it. W h e n y o u p a s s t h r o u g h a doorway, y o u do not have to carry the d o o r w a y w i t h you. Just go ahead and b e g i n your reading—your mind will take care of t h e rest. Take a m o m e n t to think of how you can use what y o u have learned in this chapter: • Preparing is the foundation to the w h o l e m i n d system. •
The two
components
to
p r e p a r i n g are
stating y o u r
p u r p o s e a n d g e t t i n g i n t o t h e i d e a l s t a t e o f m i n d w i t h a fixed p o i n t of attention at the top, b a c k part of y o u r head. • R e a d i n g purposefully m e a n s reading with power. • T h e t a n g e r i n e t e c h n i q u e i s o n e w a y t o fix y o u r a t t e n t i o n w h i c h a u t o m a t i c a l l y leads to the ideal state of mind. Give y o u r s e l f a few m o m e n t s n o w to apply this t e c h n i q u e to the r e m a i n i n g chapters of this b o o k . Visualize y o u r s e l f reading the rest o f this b o o k w i t h strong p u r p o s e . I m a g i n e shifting y o u r attention to a point just behind you and on top of your head. A g a i n , n o t i c e t h e shift i n y o u r p h y s i c a l s t a t e w h e n y o u d o s o . A s y o u r e a d , y o u feel m o r e r e l a x e d , c e n t e r e d , a t t e n t i v e , a n d fully a b s o r b e d . N o w y o u are p o i s e d at the flow state, r e a d y to learn. Y o u r next step is to...
R
e
a
d
gullets
4
Step 2: P r e v i e w
W e c a n only read w h a t w e already k n o w ; that is, the h u m a n b r a i n c a n only c o m p r e h e n d patterns that are familiar. T h e m o r e y o u k n o w a b o u t a t e x t b e f o r e y o u a c t u a l l y r e a d it, t h e e a s i e r i t w i l l be to read. The
fast t r a c k t o
discovering patterns
within text is
p r e v i e w i n g . It speeds y o u r c o m p r e h e n s i o n and only takes a few m i n u t e s or, i n s o m e c a s e s , a f e w s e c o n d s . T h e r e a r e t h r e e s t a g e s to previewing: 1. Survey the written material 2. Pull out trigger w o r d s from the text 3 . R e v i e w a n d d e c i d e y o u r g o a l s f o r going further
33
Preview
1. Survey the material W h e n my wife and I considered p u r c h a s i n g our h o m e , we first e x p l o r e d t h e n e i g h b o r h o o d . W e w a l k e d t o t h e l a k e f r o n t a n d around the block, and we drove to the e l e m e n t a r y school and into town. We looked at a m a p and explored the nearby county and regional parks. In other w o r d s , we surveyed the territory. As you consider reading
a book,
magazine,
or other
p u b l i c a t i o n , s u r v e y i t t o o . Y o u w i l l l e a r n its s t r u c t u r e a n d k n o w h o w to proceed. W a l k around the written material to notice: • titles a n d subtitles • t e x t on t h e front a n d b a c k c o v e r s • t a b l e of c o n t e n t s • copyright date •
index
• first a n d l a s t p a g e s o f b o o k s , o r i n o t h e r d o c u m e n t s t h e first a n d l a s t p a r a g r a p h s o f a n y s e c t i o n s • text p r i n t e d in b o l d f a c e or italic print, i n c l u d i n g h e a d i n g s and
subheadings • m a t e r i a l set off a s b o x e s , f i g u r e s , o r c h a r t s •
s u m m a r i e s , previews, or review questions
Y o u may be a m a z e d at h o w m u c h y o u can gain through this strategy. I n s o m e c a s e s , y o u will find e v e r y t h i n g y o u w a n t t o know—just through surveying. Surveying allows y o u to k n o w w h a t the text seems to be about and can help y o u predict w h a t to expect. It can help direct y o u w h e r e t o l o o k for i m p o r t a n t i n f o r m a t i o n . ' H o w t o ' b o o k s , for e x a m p l e , u s u a l l y p r e s e n t y o u w i t h a n u m b e r of tasks to perform in a certain order. A 'what is' b o o k o f t e n p r e s e n t s a p r o b l e m a n d offers a s o l u t i o n . Do not spend m u c h time surveying: a short article, thirty s e c o n d s ; a l o n g e r article or report, t h r e e m i n u t e s ; a n d a b o o k , five to eight m i n u t e s . T h a t is all. If it takes any m o r e t h a n that, t h e n y o u are probably reading in a conventional sense—not surveying. Surveying has an added advantage. It promotes long-term m e m o r y , b e c a u s e it helps y o u c o m p r e h e n d and categorize the material y o u read. It encourages y o u to build a mental structure of w h a t y o u read. A n y material y o u actively organize, y o u will r e m e m b e r longer.
The
PhotoReading
Whole
Mind
System
34
2. Pull out trigger words H a v e y o u e v e r felt w h i l e r e a d i n g t h a t c e r t a i n w o r d s w e r e l e a p i n g off t h e p a g e a n d b e g g i n g for s p e c i a l a t t e n t i o n ? C h a n c e s are t h o s e i m p o r t a n t w o r d s are the focal p o i n t s of the a u t h o r ' s message. Those w o r d s have an urgency. 'Hey, look at me,' they s e e m t o say. T h o s e w o r d s are t r i g g e r w o r d s . T r i g g e r w o r d s are key w o r d s — t h e h i g h visibility, repeatedly u s e d terms that present central ideas. T h e y are the h a n d l e s w h i c h will h e l p y o u g r a s p the m e a n i n g of a text. Trigger w o r d s help the conscious m i n d formulate questions for t h e i n n e r m i n d t o a n s w e r . T h e y b e c o m e t a r g e t s for y o u r b r a i n during P h o t o R e a d i n g and activation. Y o u r brain will highlight t h e m i n its s e a r c h t h r o u g h t h e t e x t , h e l p i n g y o u q u i c k l y f i n d meaning and accomplish your purpose. Locating trigger words is simple. For example, in Chapter 2 , 1 m e n t i o n e l e m e n t a r y r e a d i n g , p a r a d i g m shift, p u r p o s e , a n d b e l i e f s . T h o s e t e r m s qualify a s t r i g g e r w o r d s . S p o t t i n g t h e m h e l p s y o u d e v e l o p curiosity, a n e s s e n t i a l i n g r e d i e n t i n effective l e a r n i n g a n d efficient r e a d i n g M o s t people locate trigger w o r d s with ease w h e n it c o m e s to nonfiction. T h e y m i g h t d r a w a b l a n k w h e n p r e v i e w i n g fiction s u c h a s s h o r t s t o r i e s , p l a y s , n o v e l s , a n d p o e t r y . F i c t i o n offers u s trigger w o r d s in the n a m e s of persons, places, and things. L o c a t i n g t r i g g e r w o r d s i s a fun w a y t o t e s t t h e w a t e r s b e f o r e d i v i n g for m e a n i n g . J u s t flip t h r o u g h e v e r y 2 0 p a g e s o r s o o f a b o o k and notice what words catch y o u r attention. All places y o u survey will aid y o u r search: b o o k covers, t a b l e o f c o n t e n t s , h e a d i n g s , a n d t h e i n d e x . I n a n i n d e x , l o o k for t h e w o r d s that are followed b y the m o s t p a g e n u m b e r s . T h e s e are b o u n d to be important trigger words. A t first I s u g g e s t t h a t y o u m a k e a m e n t a l n o t e o f five t o t e n t r i g g e r w o r d s for a n a r t i c l e a n d w r i t e a l i s t o f 2 0 - 2 5 t r i g g e r w o r d s for b o o k s . Y o u s h o u l d b e a b l e t o r e a c h t h o s e n u m b e r s i n t w o minutes or less. Be playful and relaxed, and it will be easier to spot h i g h powered terms.
35
Preview
3.
Review
T h e last part of p r e v i e w i n g helps assess w h a t y o u h a v e g a i n e d f r o m y o u r s u r v e y a n d list o f t r i g g e r w o r d s . T a k e a m i n i inventory. D e t e r m i n e w h e t h e r y o u w a n t to go farther w i t h the d o c u m e n t a n d e x t r a c t m o r e o f its c o n t e n t . T h i n k a b o u t w h e t h e r y o u c a n m e e t y o u r p u r p o s e for r e a d i n g o r w h e t h e r y o u n e e d t o redefine that purpose. R e m e m b e r the 8 0 / 2 0 rule? A s k yourself w h e t h e r this b o o k or article relates to y o u r 'top 20 percent.' After p r e v i e w i n g , y o u m i g h t e v e n T h e 8 0 / 2 0
R u l e :
decide not t o read the document. That i s
If all items are arranged in
.
o n e o f t h e k i n d e s t t h i n g s y o u c a n d o for order of value, 80 percent of the value w o u l d come from
only 20 percent of the items, w h i l e
p e r c e n t
t h e
o f
r
t h e
e
m
a
i
n
v a l u e
i
w
n
g
o
2 0
u
l
d
y
o
u
r
s
e
l
f i n
t
h
i
s
a
g
e
o f
i
n
f
o
r
m
a
t
i
o
n
o v e r l o a d . S a v e y o u r s e l f t h e t r o u b l e of ingesting information y o u d o not need. Y o u have other things t o do. Save time
come from 80 percent of the
for t h e m . After
previewing,
you
might
decide y o u only need to k n o w the d o c u m e n t in a general way. Later, i f y o u w a n t m o r e specific information, y o u will k n o w w h e r e t o f i n d it. I t i s l i k e u s i n g a set o f e n c y c l o p e d i a s : y o u d o n o t have to m e m o r i z e the contents of e a c h v o l u m e . Y o u only need to k n o w e n o u g h t o p u l l t h e c o r r e c t v o l u m e off t h e shelf.
Read as you
would shop for groceries
Y o u r brain excels at classifying perceptions and r e c o g n i z i n g patterns. Previewing helps accomplish both. It allows y o u to build meaningful categories, establish patterns, and locate the core c o n c e p t s w h i c h lead t o u n d e r s t a n d i n g . Y o u start t o d i s c o v e r t h e 4 - 1 1 p e r c e n t o f t h e t e x t t h a t i n c l u d e s its k e y m e s s a g e a n d satisfies y o u r p u r p o s e . W i t h o u t categories, the text w o u l d appear as the w o r l d does to a n e w b o r n — a constant parade of unrelated sights, sounds, and other sensations,
a
'blooming, buzzing confusion,'
as
p s y c h o l o g i s t W i l l i a m J a m e s d e s c r i b e d it. T h e secret to successful p r e v i e w i n g is to avoid getting into a t e x t t o o d e e p l y t o o s o o n . Y o u m a y find y o u r s e l f t e m p t e d t o s t o p p r e v i e w i n g a n d s t a r t r e a d i n g for d e t a i l s . N o t i c e y o u r u r g e t o
The PhotoReading
Whole Mind System
36
focus on the particulars, let that u r g e go, a n d r e t u r n to p r e v i e w i n g . Y o u w a n t to get the m a x i m u m benefit from every m i n u t e y o u i n v e s t i n r e a d i n g . I f y o u s t a r t r e a d i n g for d e t a i l s t o o s o o n , y o u could easily end up slowing down, p l o d d i n g t h r o u g h p a r a g r a p h s and pages that have no relevance to y o u r purpose. That could lead to the loss of m o m e n t u m , w a n i n g interest, and e v e n a wonderful
nap.
T o a v o i d t h i s , h o l d b a c k a little o n t h e d e t a i l s . T h i s s t r e n g t h e n s y o u r m o t i v a t i o n . I t c r e a t e s a d e s i r e i n y o u t o f i n d o u t m o r e , t o fill in the general structure that y o u are b u i l d i n g in y o u r mind. O n e o f t h e j u i c i e s t p a r t s o f p r e v i e w i n g i s g e t t i n g h u n g r y for information and ideas. That hunger increases y o u r c o m m i t m e n t to reading and energizes the w h o l e m i n d to achieve y o u r desires. Preview every time y o u read. R e a d i n g a longer or m o r e c o m p l e x d o c u m e n t without p r e v i e w i n g is like going to the grocery store to b u y an apple and s e a r c h i n g every i t e m on every s h e l f u n t i l y o u f i n d it. I n s t e a d , l o o k for t h e fruit s e c t i o n a n d w a l k directly to w h a t y o u want. W h e n reading, this m e a n s taking a d i r e c t p a t h t o t h e p a s s a g e s t h a t m o s t d i r e c t l y satisfy y o u r p u r p o s e .
Beware
of traps
P r e v i e w i n g m a y b e a t r a p , b e c a u s e u p o n first e n c o u n t e r t h e step of p r e v i e w i n g s e e m s a lot like r e g u l a r r e a d i n g . S i n c e y o u w a n t to k n o w w h a t a b o o k or article contains, y o u m i g h t be t e m p t e d t o g o a h e a d a n d r e a d i n t e r e s t i n g a r e a s o f t h e p i e c e for 2 0 or 30 m i n u t e s . B e w a r e of falling into that t e m p t i n g trap! That is not p r e v i e w i n g . Placing such a large a m o u n t of information into y o u r c o n s c i o u s m i n d , t e n d s t o s w i t c h off y o u r b r a i n ' s a c c e s s t o its o w n larger database in favor of the p r i m a r y w o r k i n g m e m o r y typically
used
for
traditional
reading.
That
means
after
P h o t o R e a d i n g , the b r a i n references only the information y o u previewed. If a b e g i n n i n g P h o t o R e a d e r e x p e r i e n c e s a p r o b l e m , the most typical p r o b l e m results from misuse of previewing. They say, 'I'm not sure I'm getting a n y t h i n g from the P h o t o R e a d i n g step.' W h e n asked h o w they used the P h o t o R e a d i n g whole m i n d s y s t e m , t h e s e p e o p l e s a y t h e y s p e n t fifteen m i n u t e s o r m o r e o n the preview step.
Preview
37
W h e n previewing
shuts
d o w n access to the
expanded
database of the brain, we r e c o m m e n d an immediate cessation of previewing. In this case, we suggest no m o r e than one minute to p r e v i e w a b o o k or l o n g a r t i c l e — o n l y e n o u g h time to say, ' Y e s , this is s o m e t h i n g I w a n t to read.' T h e n the ideal strategy b e c o m e s PhotoRead then 'postview.' P o s t v i e w i n g follows a similar form to previewing: survey, trigger words,
review.
Only with postviewing, you perform
t h e s e s t e p s after P h o t o R e a d i n g . Y o u c a n p r e v i e w a t e x t b e f o r e P h o t o R e a d i n g o r p o s t v i e w a t e x t i m m e d i a t e l y after P h o t o R e a d i n g . E d u c a t i o n a l p s y c h o l o g i s t D r . W i n W e n g e r , a u t h o r o f The Einstein Factor,
prefers p o s t v i e w i n g over previewing.
This keeps the
e x p a n d e d p r o c e s s i n g c a p a b i l i t i e s o f t h e b r a i n ' o p e n for b u s i n e s s . ' Y o u will find a c o m p l e t e d e s c r i p t i o n of p o s t v i e w i n g in Chapter 6.
Preview I
continue
to
or postview?
recommend
the
preview
step
before
P h o t o R e a d i n g b e c a u s e it performs an important role, one that r e a d i n g specialists call 'an a d v a n c e o r g a n i z e r . ' P r e v i e w i n g h e l p s t h e b r a i n i d e n t i f y c a t e g o r i e s for t h e c o m i n g i n f o r m a t i o n , l i k e preparing
file
cabinets
into
which
you
will
sort
the
i n c o m i n g data. In addition, I find that m o s t p e o p l e c a n q u i c k l y g r a s p t h e n e w p a r a d i g m o f r e a d i n g and use p r e v i e w i n g effectively. W h e n they do, they recognize the i m m e d i a t e benefit from the previewPhotoRead combination. C h i l d r e n s h o u l d l e a r n t o p r e v i e w for its v a l u e i n d i r e c t i n g the novice mind.
It ensures that the material g o i n g in with
P h o t o R e a d i n g will be in the reader's best interests. The b e g i n n i n g P h o t o R e a d e r t a k e s five t o e i g h t m i n u t e s t o p r e v i e w a b o o k , b u t the skilled P h o t o R e a d e r almost never takes m o r e t h a n one to three m i n u t e s to d e t e r m i n e w h e t h e r they w a n t to go further w i t h the rest of the s y s t e m . W h e n i t c o m e s t o r e a d i n g for e n h a n c i n g c r e a t i v i t y , i n s i g h t into a n e w subject area, or personally d e v e l o p i n g k n o w l e d g e or skills to c h a n g e a p r e v a i l i n g p a r a d i g m , p o s t v i e w i n g w o r k s best.
The PhotoReading
Whole Mind System
38
T h i s a l l o w s t h e P h o t o R e a d e r t o k e e p t h e c o n s c i o u s m i n d ' s filters out of the way. Postviewing accelerates the activation process as well.
In
summary
In this chapter y o u learned: • P r e v i e w i n g lets y o u r m i n d create patterns to i n c r e a s e speed and comprehension while reading. • To preview y o u must survey, pull out trigger words, and review. •
S u r v e y i n g is a w a l k a r o u n d the outside edges of w h a t
y o u a r e r e a d i n g i n o r d e r t o u n d e r s t a n d its s t r u c t u r e a n d h o w t o proceed. • T r i g g e r w o r d s are k e y t e r m s that h e l p y o u formulate q u e s t i o n s that y o u r i n n e r m i n d will w o r k t o a n s w e r later. • R e v i e w i n g is a mini-inventory that helps y o u m a k e sure y o u are r e a d i n g w h a t m e e t s y o u r p u r p o s e . • P r e v i e w i n g c a n s w i t c h off a c c e s s t o t h e b r a i n ' s l a r g e r d a t a base if misused. • P o s t v i e w i n g provides an ideal alternative to p r e v i e w i n g for t h e n o v i c e P h o t o R e a d e r , e s p e c i a l l y for t h o s e w h o t r y t o r e a d and understand an entire b o o k while previewing. To apply the technique of p r e v i e w i n g , take a m o m e n t to i m a g i n e the t y p e s o f r e a d i n g m a t e r i a l s y o u m i g h t face i n t h e coming week.
Imagine previewing those various sources of
information. N o t i c e h o w a few m o m e n t s of p r e v i e w i n g c a n save y o u hours of time this w e e k , b e c a u s e y o u quickly tune into information you want and eliminate redundant and unnecessary reading. Chapter 5 brings y o u to the next step, P h o t o R e a d i n g , the m o s t p r o v o c a t i v e a n d e x c i t i n g o f all.
39
Preview
A businessman was asked to speak at a conference. He was unable to prepare for the presentation in the traditional sense of reading books, taking notes, and writing his speech. He was only able to PhotoRead several books, so he figured he could w i n g it. To his surprise his presentation flowed with aplomb. He even presented statistics which just popped into his head—apparently provided by his other-than-conscious mind.
He received excellent feedback from his
audience and later verified every fact w i t h the books. A computer programmer learned that by PhotoReading pages of code he quickly discovered program bugs. Another programmer said his ability to write effective code improves w h e n he PhotoReads pages of code written by other programmers. A mystery writer PhotoRead dozens of mystery books to assimilate styles, techniques, dialogs, descriptions, etc. easily.
Immediately his writing flowed more
He began sending the first or second drafts of chapters to his agent
instead of his usual fifth or sixth draft. The technical director of the virtual reality department of a supercomputer company PhotoRead all the literature he could find on his industry. Since class, he has become a prolific writer, presenting professional papers to conferences around the country. He receives high professional acclaim from his colleagues. A PhotoReader forgot someone's name.
He PhotoRead the telephone book
and the name immediately came to him seconds after PhotoReading the page it was o n . An actress is better able to memorize her lines by PhotoReading the script first. She also says this helps create a better understanding of her characters. A bookkeeper said her ability to manipulate data in spreadsheets increased significantly.
She found it easier to remember the programming commands
and to detect errors. An attorney found
himself challenging
an
expert witness during cross-
examination w i t h o u t a clear sense of why he was asking the questions.
It
became obvious as the expert witness' testimony unraveled. The attorney had PhotoRead books the evening prior which contained facts contradicting those of the witness. At a conscious level, the attorney did not know the facts. From an other-than-conscious level, his mind had given him the guidance necessary to achieve his goal.
5 Step 3: PhotoRead
P h o t o R e a d i n g rockets y o u to success at the speed of light. In today's information deluge, why drown with regular reading or barely survive with speed reading? N o w y o u can thrive and s u c c e e d w i t h P h o t o R e a d i n g . T h i s c h a p t e r d e s c r i b e s h o w t o start u s i n g the m o s t p r o v o c a t i v e step of the P h o t o R e a d i n g w h o l e m i n d system.
To master PhotoReading,
minded
attitude.
k e e p a playful and o p e n -
P h o t o R e a d i n g relies on the b r a i n ' s natural ability to process i n f o r m a t i o n at a p r e c o n s c i o u s level. F o r t h o s e w h o let go a n d trust their mind to do the work, P h o t o R e a d i n g provides a p h e n o m e n a l o p p o r t u n i t y t o d i s c o v e r t h e i r t r u e p o t e n t i a l for l e a r n i n g . Through PhotoReading, you expose your brain to patterns of text by mentally p h o t o g r a p h i n g the printed p a g e . This is not a technique to w o r k hard at nor is it s o m e t h i n g that the c o n s c i o u s m i n d has to figure out in o r d e r to perform it better. To strain at
PhotoRead
41
practicing and perfecting it m a y be counterproductive. U s e it and explore the results. D u r i n g the next few p a g e s y o u will learn the w a y s to perform each step of the P h o t o R e a d i n g process. After learning t h e m , play with P h o t o R e a d i n g this b o o k .
1. Prepare to PhotoRead P r e p a r i n g y o u r s e l f for P h o t o R e a d i n g i s a m a t t e r o f m a k i n g a few d e c i s i o n s . W h a t is it y o u w a n t to P h o t o R e a d ? Place y o u r r e a d i n g m a t e r i a l i n front o f y o u a n d a s k y o u r s e l f i f y o u c a n s p a r e t h e f e w m i n u t e s r e q u i r e d t o P h o t o R e a d it. The six steps to the
W h y do y o u want to take the time to
PhotoReading process are
1 Prepare t P h t R d
P h o t o R e a d this material?
2 Enter the accelerative
y o u r s e l f w h a t y o u e x p e c t to get f r o m t h e
o
o
o
e a
l e a r n i n g s t a t e
3 Affii-m
materials.
y o u r
c o n c e n t r a
-
This
act
Clearly
state to
of establishing
your
purpose will be repeated m o r e precisely later
tion, impact, and purpose
„
.. ,
in the process. Purpose is essential. 4 Enter the PhotoFocus
Choose
s t a t e
5 M a i n t a i n a steady state
while PhotoReading 6 Clos
to
remain
and
let
go
attentive of
any
to
this
outside
interferences. Be in an o p e n p o s t u r e , comfortable, upright, relaxed, and ready to enter the accelerative learning state.
e
2.
experience
Enter the accelerative learning state
Earlier in the P h o t o R e a d i n g whole m i n d system, y o u entered a state of relaxed alertness before p r e v i e w i n g . Y o u r aim n o w is to e x p e r i e n c e a similar, b u t m o r e r e c e p t i v e , b r a i n s t a t e — a state in w h i c h y o u h a v e access to e x p a n d e d capabilities of m i n d and increased readiness to learn. H e r e i s a p r o c e d u r e for e n t e r i n g t h i s s t a t e , a l s o c a l l e d t h e a c c e l e r a t i v e l e a r n i n g s t a t e . A t first, t h i s p r o c e d u r e m i g h t t a k e several m i n u t e s to c o m p l e t e . Eventually, h o w e v e r , y o u will reach t h e d e s i r e d s t a t e i n t h e t i m e i t t a k e s for o n e d e e p i n h a l e f o l l o w e d by a g e n t l e e x h a l e . •
M a k e y o u r s e l f c o m f o r t a b l e . W h e n y o u a r e first l e a r n i n g
this technique, a chair.
lie d o w n . A f t e r t h a t ,
sit b a c k c o m f o r t a b l y i n
The PhotoReading
Whole Mind System
42
• Take in a deep breath. Exhale, and then close y o u r eyes. • E x p e r i e n c e full p h y s i c a l r e l a x a t i o n . T a k e i n a d e e p b r e a t h a n d h o l d it for a m o m e n t . As y o u e x h a l e s l o w l y , t h i n k of the n u m b e r ' 3 ' a n d m e n t a l l y r e p e a t t h e w o r d Relax.
This is y o u r
physical relaxation signal. T h e n progressively relax the major muscle groups of y o u r b o d y from head to toe. Imagine a w a v e of relaxation flowing throughout y o u r entire body. Let each m u s c l e m e l t u n t i l i t i s p l e a s a n t l y r e l a x e d a n d free f r o m t e n s i o n . • N o w calm y o u r mind. Take in a deep breath and hold it for a m o m e n t . E x h a l e s l o w l y .
T h i n k of the n u m b e r
m e n t a l l y r e p e a t t h e w o r d Relax.
This is your mental relaxation
'2' a n d
signal. L e t g o o f t h o u g h t s a b o u t the p a s t o r future. F o c u s y o u r a w a r e n e s s o n the p r e s e n t m o m e n t . A s y o u b r e a t h e out, let any t e n s i o n s , a n x i e t i e s , o r p r o b l e m s f l o a t a w a y . A s y o u b r e a t h e in, let p e a c e and tranquillity flow into every part of y o u . • T a k e i n a n o t h e r d e e p b r e a t h a n d h o l d i t for a m o m e n t . Slowly exhale; mentally h e a r the sound o f the n u m b e r ' 1 . ' A s y o u do so, p i c t u r e a beautiful f l o w e r in y o u r m i n d ' s e y e . T h i s signals that y o u have focused y o u r awareness and entered the r e s o u r c e level of m i n d — a state of e x p a n d e d creativity a n d ability to learn. Imagine yourself in a beautiful, quiet place. B e c o m e aware of the soothing sights, sounds, and feelings y o u experience there. Imagine that an hour of time is elapsing.
L e t y o u r s e l f rest
c o m f o r t a b l y t h e r e for a f e w m o m e n t s . Before y o u proceed to the next steps, gently r e m i n d yourself to release any r e m a i n i n g t e n s i o n or distractions. R e m i n d y o u r s e l f to m a i n t a i n this state of p h y s i c a l and m e n t a l r e l a x a t i o n as y o u PhotoRead. The above process of entering the
accelerative
learning
state
a l l o w s y o u to e s t a b l i s h c o n t a c t w i t h your other-than-conscious resources of mind. Entering this physical and mental state turns on the brain's right h e m i s p h e r e o
p
e
n
s
i t t o
i
n
p
u
t
.
I t
a
l
l
o
w
s y
o
u
t o
and
b e
m o r e r e s p o n s i v e to y o u r o w n positive ideas. W h i l e in this highly
Brain states are characterized by subjective experiences and electroencephalagraph (EEG) frequency
measures (Hz stands for Hertz or cycles per second) • state = Z 3 hH^ B W
•
a
k
i
n
g
1 2 -
e t a
Relaxed alertness, optimal for
learning = 8-12 Hz, Alpha • Deeply relaxed, good for internal imagery, associated w i t h creativity
= 4-8 Hz, Theta
PhotoRead
43
attuned state, y o u o p e n up access to the d e e p e r 'data b a s e ' of your long-term memory. M a n y classes, b o o k s , and tapes on relaxation and meditation c a n h e l p y o u g a i n skill a t e n t e r i n g the ideal l e a r n i n g state. T h e Learning Strategies Corporation Paraliminal tapes guide y o u through similar relaxation techniques used in P h o t o R e a d i n g seminars.
3. Affirm your concentration,
impact,
and purpose
T h o u g h t s either support or derail the learning process. Positive,
affirmative thoughts
assist learning,
and negative
t h o u g h t s n e g a t e o r p r e v e n t it. Placing positive thoughts in your mind canhelp you develop skills
and achieve
desired results.
These thoughts,
called
affirmations, help direct the material y o u P h o t o R e a d to y o u r inner mind.
The
m o s t useful
a f f i r m a t i o n s for P h o t o R e a d i n g
include: •
' A s I P h o t o R e a d , my c o n c e n t r a t i o n is a b s o l u t e . '
•
'All that I P h o t o R e a d m a k e s a lasting i m p r e s s i o n on my
inner mind and is available to me.' •
' I d e s i r e t h e i n f o r m a t i o n i n t h i s b o o k , (say t h e t i t l e h e r e ) ,
to a c c o m p l i s h my p u r p o s e of (restate y o u r p u r p o s e ) . ' Affirmations
give
direction to
your brain by
clearly
establishing goals. T h e p r o c e s s of affirming also b y p a s s e s the limitations i m p o s e d by the conscious mind.
It redirects any
negative internal dialog and opens y o u to the possibility of success. It is important that y o u r goal or purpose be one y o u can achieve.
A poorly formed goal would be:
'I w a n t to have
p h o t o g r a p h i c recall of everything I P h o t o R e a d . ' Since that is not the purpose
of the P h o t o R e a d i n g step and perfect recall of
everything is not reasonable, such an ill-formed goal could lead to undue frustration and non-performance. A w e l l - f o r m e d g o a l w o u l d b e : ' T o fully a b s o r b t h i s m a t e r i a l and to speed my application of these techniques and concepts in my life.' T h e a c h i e v e m e n t of s u c h a goal is w i t h i n y o u r c o n t r o l and leads to greater ease and success.
The
PhotoReading
Whole
Mind
44
System
4. Enter the PhotoFocus state T h e P h o t o F o c u s state uses y o u r sense of sight to input visual information directly into the other-than-conscious mind. In this step, y o u learn to use y o u r visual s y s t e m differently t h a n with regular reading. Rather than hard focusing on individual w o r d s a n d w o r d g r o u p s , y o u a c h i e v e a 'soft g a z e ' t o n o t i c e t h e entire page at once. When
I
first
developed
PhotoReading, I k n e w that hard focusing ,,
, .
..
£
,
,,
the eyes sent information t h r o u g h the
Y
o
u
s t r e n g t h e n
t h e
e y e - m i n d
connection w i t h
PhotoFocus.
This shifts the
emphasis of
conscious mind. PhotoReading required reading away from the page in the
front o f your eyesto its meaning
p r e c o n s c i o u s p r o c e s s o r into the brain.
w h i c h i s stored behind your eyes
sending
information
through
( i n
y o u r
m i n d ) .
My question b e c a m e 'How can I look at something without using hard focus to look at it?' De-focusing the eyes w a s not the answer. That only m a d e m e feel s p a c e y a n d l e t h a r g i c . M y feelings o f r e l a x e d a l e r t n e s s v a n i s h e d as if my p h y s i c a l and m e n t a l clarity w a s c o n n e c t e d to my visual clarity. O n e afternoon I m u l l e d o v e r this p a r a d o x . I read an article a b o u t a n art t e a c h e r n a m e d B e t t y E d w a r d s . I n h e r b o o k Drawing on the Right Side of the Brain, s h e s a i d , ' I f y o u w a n t to d r a w my t h u m b , d o n ' t d r a w m y t h u m b , ' b e c a u s e y o u w i l l u s e t h e left b r a i n — t h e analytical, non-artistic side of the brain. She said, 'To draw
my thumb,
draw the
space
around my thumb.'
That
strategy u s e s the right b r a i n — t h e creative side of the brain. U s i n g her advice, I b e g a n looking at the two pages of an o p e n b o o k . I t o o k i n all t h e w h i t e s p a c e i n o n e e x p a n s i v e g a z e , n o t l o o k i n g at the w o r d s . Suddenly, the p a g e s t o o k on a clarity and depth, appearing almost three-dimensional. In the center of the p a g e there e m e r g e d a third, r o u n d e d n a r r o w p a g e . This r e m i n d e d me of experiences I had as a child. My m i n d t e n d e d t o w a n d e r i f I h a d t o sit a n d w a i t . O c c a s i o n a l l y , i f I h a p p e n e d t o b e s i t t i n g i n a r o o m w i t h a t i l e floor, I b e c a m e a w a r e that the floor a p p e a r e d as a t h r e e - d i m e n s i o n a l g r i d — a s if there w e r e t w o l a y e r s of lines, a b o u t six i n c h e s d e e p . If I tried to l o o k at it, i t w o u l d d i s a p p e a r . T h e effect w o u l d o n l y l i n g e r i f I m a i n t a i n e d
PhotoRead
45
a relaxed, divergent gaze, as if l o o k i n g into the d i s t a n c e . T h e r e c o g n i t i o n of this u n i q u e visual state w a s the b e g i n n i n g of P h o t o F o c u s . In the years since then, m a n y discoveries h a v e connected PhotoFocus to ancient traditions of seeing with the whole brain rather than the limited conscious m i n d . The essence of P h o t o F o c u s is using y o u r eyes in a n e w way w h i c h i s c a l l e d ' s e e i n g w i t h soft e y e s . ' T h i s c o n t r a s t s h a r d f o c u s w h i c h is our n o r m a l practice of getting a sharp, clear i m a g e of a single w o r d , p h r a s e , or line of print. W i t h P h o t o F o c u s , we o p e n up our peripheral vision and prepare to mentally photograph entire pages at o n c e . In so doing, we process visual information a t a p r e c o n s c i o u s l e v e l a n d feed i t d i r e c t l y i n t o y o u r b r a i n ' s nonconscious m e m o r y storage system. A c l e a r d e s c r i p t i o n of soft Seeing w i t h
'soft eyes' i s hardly new.
eyes
Taoist literature from China refers to an '
a
l
l
-
s
e
e
i
n
g
g
a
z
e
.
'
S o
d
o
e
s
C
a
r
l
o
s
comes
from
Miyamoto
M u s a s h i , a l e g e n d a r y fifteenthcentury s w o r d s m a n and author
Casteneda, author of a popular series of o f
books about the practices o f Don Juan, a
Mexican shaman.
book,
T
h
e
B
o
o
k
o fF
i
v
Musashi
e
R
i
n
g
s
refers
.
I n
t
h
to
a
t
two
types of vision. O n e he calls ken, a n o b s e r v a t i o n o f s u r f a c e a p p e a r a n c e a n d e x t e r n a l m o v e m e n t . Kan, i n c o n t r a s t , i s s e e i n g i n t o t h e e s s e n c e o f t h i n g s . U s i n g t h e p e r i p h e r a l vision of kan, said M u s a s h i , a w a r r i o r could spot an enemy
and
detect
an
impending
attack before
it h a p p e n e d .
T h o u g h w e h a v e n o e n e m i e s t o attack, w i t h P h o t o R e a d i n g w e can use the other benefits of kan: c a l m n e s s , concentration, creativity, intuition, and the ability to greatly e x p a n d our visual field. T h e p h y s i o l o g y b e h i n d k a n — o r P h o t o F o c u s , a s w e call i t — is fascinating. The retinas of our eyes can be divided into t w o r e g i o n s . O n e is the fovea w h i c h is densely p a c k e d with cells called c o n e s . T h e s e cells bring i m a g e s into hard focus. E a c h cone h a s a single n e r v e c o n n e c t i n g it to the brain. Information entering the fovea is p r o c e s s e d by the conscious m i n d . As we m o v e into the periphery of the retina, the second a r e a , w e find different c e l l s c a l l e d r o d s . E v e n t h o u g h s e v e r a l h u n d r e d r o d s are c o n n e c t e d to the s a m e n e r v e , t h e s e cells are e x t r e m e l y s e n s i t i v e . I n fact, t h e y c a n d e t e c t t h e l i g h t o f a s i n g l e c a n d l e ten m i l e s a w a y . W h i l e in the P h o t o F o c u s state, we are drawing m u c h m o r e upon rod vision than cone vision.
The
The PhotoReading Whole Mind System
46
p e r i p h e r y o f o u r v i s u a l field i s p r o c e s s e d n o n c o n s c i o u s l y . Using
PhotoFocus,
you
reduce
interference
from
the
conscious m i n d . This interference includes 'perceptual defenses' w h i c h filter i n c o m i n g i n f o r m a t i o n . R e d u c i n g t h a t i n t e r f e r e n c e will help y o u gain m o r e of y o u r brain's expansive processing capability. Interference also p r o d u c e s the c o m m o n p h e n o m e n o n of t u n n e l v i s i o n . I t c a n h a p p e n w h e n y o u a r e l o o k i n g for s o m e t h i n g i n t h e k i t c h e n , for e x a m p l e . I t m a y b e r i g h t t h e r e i n front o f y o u , but y o u do not see it b e c a u s e y o u are e x p e c t i n g it to be in a d r a w e r , not on the counter. P h o t o F o c u s trains y o u r brain to open up and p e r c e i v e m o r e of the information available to y o u . A s a p r e p a r a t i o n for e n t e r i n g t h e P h o t o F o c u s s t a t e , p l a y with the following exercise. T h e aim is to experience a visual p h e n o m e n o n I call t h e ' c o c k t a i l w e e n i e e f f e c t . ' T o s e e t h e c o c k t a i l w e e n i e effect, find a s p o t o n t h e w a l l t o l o o k at. N o w , w h i l e c o n t i n u i n g t o l o o k a t t h e spot, h o l d y o u r h a n d s a b o u t 1 8 i n c h e s i n front o f y o u r e y e s . T h e n b r i n g t h e t i p s of y o u r index fingers together. As y o u gaze at the spot just a b o v e the top of y o u r i n d e x f i n g e r s , n o t i c e i n y o u r v i s u a l field w h a t i s h a p p e n i n g t o y o u r index fingers. K e e p y o u r eyes relaxed and do not worry about b r i n g i n g anything into sharp focus. Y o u m a y n o t i c e a ghost i m a g e that l o o k s like a third finger, as in the following diagram:
That ghost i m a g e looks like a cocktail w e e n i e . This m i g h t seem like child's play, but in reality it signals a significant c h a n g e in y o u r v i s i o n . S e e i n g the cocktail w e e n i e d e m o n s t r a t e s y o u are d i v e r g i n g y o u r e y e s instead o f c o n v e r g i n g t h e m on a fixed p o i n t of hard focus. W h e n y o u do this, y o u r visual field softens, a n d y o u r p e r i p h e r a l a w a r e n e s s e x p a n d s . I t i s s t r a n g e t h a t y o u w i l l s e e t h e effect o n l y w h e n y o u d o n o t l o o k d i r e c t l y a t
PhotoRead
47
y o u r f i n g e r s . I a m a s k i n g y o u t o s e e i t w i t h o u t l o o k i n g a t it. T h a t s o u n d s like s o m e t h i n g a Z e n m a s t e r w o u l d say. Y o u c a n a p p l y t h e s a m e effect t o t h e p a g e s o f a b o o k . T o e x p e r i e n c e t h i s , fix y o u r g a z e o n a p o i n t c o m f o r t a b l y b e y o n d t h e top of the b o o k . N o t i c e the four e d g e s of the b o o k and the w h i t e space b e t w e e n the paragraphs while gazing just over the top of the b o o k at y o u r spot on the wall. B e c a u s e y o u r e y e s are d i v e r g i n g , y o u will see a d o u b l i n g of the crease b e t w e e n the left-hand and r i g h t - h a n d p a g e s . B e g i n t o n o t i c e a little r o u n d e d s t r i p o f a p h a n t o m page (cocktail weenie p a g e ) b e t w e e n the crease lines. I call that p a g e the 'blip p a g e . '
S e e i f y o u c a n m o v e y o u r g a z e d o w n from o v e r t h e t o p o f t h e b o o k , so that y o u are l o o k i n g right t h r o u g h the c e n t e r of the b o o k as if y o u h a d x-ray vision. C a n y o u m a i n t a i n divergent eyes and still n o t i c e t h e b l i p p a g e ? In the early stages of learning P h o t o F o c u s , m a n y people d i s c o v e r t h a t t h e i r e y e s try t o f o c u s o n t h e b o o k . T h i s c a u s e s t h e crease lines to converge, and the blip to disappear. That is the p o w e r o f h a b i t . D o n o t fight it. J u s t r e l a x a n d p l a y w i t h it. Y o u m a y w a n t to leave it and play with it again later. W h e n in P h o t o F o c u s , the print on the page is probably b l u r r e d . That is o k a y , b e c a u s e to see the blip, y o u m u s t p l a c e y o u r focal p l a n e a t s o m e d i s t a n c e a w a y . T o h a v e c l a r i t y u p c l o s e , y o u w i l l n e e d t o r e l a x y o u r e y e s a n d h a v e t h e focal p l a n e m o v e i n . W h e n y o u d e v e l o p P h o t o F o c u s , there is a u n i q u e clarity and depth to the w o r d s on the p a g e . They are not in focus, b e c a u s e y o u are n o t l o o k i n g a t t h e m . B u t , t h e r e i s a c l a r i t y t o t h e p r i n t t h a t
The PhotoReading
Whole Mind System
48
y o u can notice as you relax m o r e . H e r e i s a n o t h e r w a y t o s e e t h e b l i p p a g e . Sit b a c k f r o m a t a b l e j u s t a bit. P l a c e y o u r o p e n b o o k o n t h e t a b l e n e a r t h e e d g e . L o o k p a s t t h e b o t t o m e d g e o f t h e b o o k a n d s e e y o u r feet o n t h e floor. S l o w l y m o v e t h e b o o k i n t o y o u r v i s u a l h e l d s o t h a t i t a l m o s t c o v e r s y o u r l i n e o f s i g h t t o y o u r feet. I f y o u n o t i c e t h e b o o k i n y o u r visual held, y o u will probably realize that there is a doubling of the crease in the b o o k . B e t w e e n the two crease lines, something appears. That is the blip p a g e . Play with m o v i n g yourself m o r e toward the b o o k (and the b o o k m o r e t o w a r d y o u ) until y o u r line of sight is right t h r o u g h t h e c e n t e r o f t h e b o o k , a n d y o u still h a v e t h e d o u b l e l i n e . C a n y o u d o it? I f i t i s t o u g h , d o n o t w o r r y . A f t e r y e a r s o f h a b i t u a l l y f o c u s i n g o n t h e p r i n t e d p a g e , y o u r first e x p o s u r e t o P h o t o F o c u s m i g h t b e c h a l l e n g i n g . T h e n a g a i n , y o u m i g h t find t h i s t o b e e a s y . No blip? No p r o b l e m ! If y o u do not see the blip p a g e , y o u c a n still b e a p r o f i c i e n t P h o t o R e a d e r . R e m e m b e r , t h e g o a l o f P h o t o F o c u s is to m i n i m i z e conscious processing and m a x i m i z e preconscious processing. Seeing the blip page signals y o u have a divergent gaze,
which is
one
way
of preventing conscious
processing. But there is another w a y : Looking at an open book—right at the center crease—open u p y o u r field o f v i s i o n s o t h a t y o u s e e all f o u r c o r n e r s o f t h e b o o k . Soften y o u r gaze so that the lines of print are not in h a r d focus. Notice
the
empty
margins
and
the
white
space
between
p a r a g r a p h s . I m a g i n e a n ' X ' c o n n e c t i n g t h e four c o r n e r s o f t h e b o o k . (Use this t e c h n i q u e if y o u are sighted in only o n e eye.) As
you
experiment
with
these
techniques,
go
easy.
R e m e m b e r , hard w o r k does not h e l p . R e l a x i n g and noticing y o u r e x p e r i e n c e a r e t h e m a i n i n g r e d i e n t s o f s u c c e s s . After p l a y i n g w i t h y o u r v i s u a l s y s t e m for t w o o r t h r e e m i n u t e s , j u s t c l o s e y o u r e y e s a n d r e s t for a f e w m i n u t e s b e f o r e y o u p l a y a g a i n . M a n y of these exercises can help strengthen and balance y o u r v i s u a l s y s t e m . S i n c e all n a t u r a l e y e i m p r o v e m e n t m e t h o d s are b a s e d on relaxation, it is i m p o r t a n t to give y o u r s e l f the c h a n c e to rest y o u r e y e s . The point of these exercises is not to hallucinate but to t e a c h y o u r s e l f h o w t o d i v e r g e y o u r e y e s . A c h i e v i n g 'soft e y e s ' and
maintaining
PhotoFocus
while
PhotoReading
will
PhotoRead
49 take time, so be patient. T h e i d e a l p o s t u r e for P h o t o R e a d i n g i s sitting upright, with the b o o k p r o p p e d up at a 45 d e g r e e a n g l e to the table (90 d e g r e e s to your eyes).
If you tuck your chin in
slightly
straighten
you
your
spine,
p e r m i t t i n g better energy flow to y o u r brain. Y o u r gaze will be through the center of the b o o k , b u t a t first, i t i s o k a y i f y o u g a z e o v e r the t o p in o r d e r to see the blip. If y o u c a n n o t m a i n t a i n t h e b l i p a t first, s i m p l y n o t i c e t h e f o u r c o r n e r s a n d t h e ' X , ' rather than struggle with divergence.
5. Maintain a steady state while flipping pages Y o u r accelerative l e a r n i n g state a n d P h o t o F o c u s state m a y b e f r a g i l e a t first.
D i s t r a c t i n g a n d self-critical t h o u g h t s m a y
d i s r u p t y o u r attention, a n d y o u m i g h t find y o u r s e l f t e m p t e d t o b r i n g the printed p a g e into hard focus again. If this h a p p e n s , simply r e m i n d yourself that y o u r purpose right n o w is to m a i n t a i n a n i d e a l s t a t e for l e a r n i n g . P l a c e t h e i m a g i n a r y t a n g e r i n e o n t h e b a c k o f y o u r h e a d (refer b a c k t o C h a p t e r 3 ) , a n d n o t i c e t h e b l i p page again. Y o u can use two additional techniques to maintain your state w h i l e P h o t o R e a d i n g . First, k e e p y o u r b r e a t h i n g d e e p a n d even. Second, chant to the r h y t h m of the turning pages. These actions
occupy your conscious
mind,
k e e p i n g i t free
from
distractions while your other-than-conscious mind continues PhotoReading.
The chant—a rhythmic internal statement of
supportive words—is particularly important, because it focuses y o u r m i n d and b l o c k s negative thoughts that might otherwise occur. M a i n t a i n i n g a steady state will e n a b l e y o u to b r e e z e t h r o u g h b o o k s quickly a n d effectively. T h e steady r h y t h m is wonderful for k e e p i n g t h e b r a i n r e l a x e d a n d o p e n w h i l e y o u m e n t a l l y p h o t o g r a p h the p a g e s .
The PhotoReading
Whole Mind System
50
H e r e is h o w to m a i n t a i n the accelerative learning state while PhotoReading: • R e m a i n i n a n o p e n p o s t u r e . R e s t y o u r feet o n t h e f l o o r w i t h y o u r legs u n c r o s s e d . • K e e p your breathing deep and even. • T u r n the p a g e s of the b o o k in a steady r h y t h m — o n e p a g e e v e r y s e c o n d o r t w o . S e e e v e r y t w o - p a g e s p r e a d w i t h 'soft e y e s . ' Y o u r gaze is through the center of the book, noticing the blip p a g e . I f y o u c a n n o t see the b l i p , n o t i c e the four c o r n e r s o f the b o o k , the white space on the pages,
and an imaginary
'X'
c o n n e c t i n g the four c o r n e r s . •
C h a n t to the r h y t h m of y o u r t u r n i n g p a g e s . T a k e o n e flip
for e a c h s y l l a b l e o f t h e f o l l o w i n g c h a n t a s y o u m e n t a l l y r e p e a t : Re-lax... Re-lax... Four-Three-Two-One... Re-lax... Re-lax... K e e p the state.. .See the p a g e . . . • D o not c o n c e r n y o u r s e l f w i t h m i s s i n g p a g e s . J u s t let t h e m go. Y o u can always c o m e b a c k to t h e m on a second pass t h r o u g h the book. •
Continue the chant to the r h y t h m of y o u r page turning.
Let y o u r conscious m i n d follow the w o r d s of the chant. • Let go of distracting thoughts by bringing your conscious m i n d gently b a c k to the activity at hand.
PhotoRead
51
6. Close the process with a sense of mastery The conscious m i n d has a natural tendency to question w h a t it gains from P h o t o R e a d i n g . If y o u tell s o m e o n e y o u just P h o t o R e a d a b o o k i n t h r e e m i n u t e s , t h e first q u e s t i o n a s k e d i s ' W h a t c a n y o u tell m e a b o u t i t ? ' C o m e d i a n W o o d y A l l e n j o k e d a b o u t s p e e d r e a d i n g , ' I j u s t r e a d War and Peace. I t ' s a b o u t R u s s i a . ' S u c h a s t a t e m e n t s i m p l y i n d i c a t e s that y o u r e c e i v e little or nothing at a conscious level while P h o t o R e a d i n g , w h i c h is largely true. Unfortunately, it also implies that n o t h i n g w a s g a i n e d at a d e e p e r , n o n c o n s c i o u s l e v e l . T h i s e a s i l y b e c o m e s a n e g a t i v e , selffulfilling p r o p h e c y .
Statements such as
'I w o n ' t r e m e m b e r a
t h i n g ' o r ' T h i s can't p o s s i b l y w o r k ' act like c o m m a n d s t o y o u r b r a i n to forget w h a t it gained while P h o t o R e a d i n g . continually
make
such statements,
you will
If y o u
find t h a t t h e y
b e c o m e fulfilled. PhotoReading downloads neural
networks
information directly
of your brain,
onto the
which immediately begins
p r o c e s s i n g it, s p o n t a n e o u s l y , a t a l e v e l b e l o w t h e t h r e s h o l d o f conscious awareness. To ensure y o u r brain will have access to information y o u PhotoRead, close y o u r P h o t o R e a d i n g session by t a k i n g c h a r g e o f y o u r t h o u g h t s a n d s e t t i n g t h e s t a g e for a c t i v a t i o n . N o w is the time to request that y o u r m i n d integrate the information a n d m a k e i t a v a i l a b l e for f u t u r e u s e . Y o u instruct y o u r brain on w h a t to do with that information using affirmations. Affirmations w h i c h we use in our seminars include: • I a c k n o w l e d g e the feelings I h a v e received from this book...and... • I release this i n f o r m a t i o n for my b o d y
and m i n d to
process. • I am curious as to h o w many ways my mind and b o d y c a n d e m o n s t r a t e that this information is available to m e . Y o u r response to the material y o u P h o t o R e a d occurs within you. These affirmations invite y o u r n o n c o n s c i o u s m i n d to help. I t i s fun t o c o n s c i o u s l y r e c o g n i z e t h e m a n y w a y s t h i s i n f o r m a t i o n can b e c o m e available.
The PhotoReading
Whole Mind System
52
I f y o u like, y o u c a n i m a g i n e a b r i d g e b e t w e e n y o u r c o n s c i o u s a n d i n n e r m i n d a l o n g w h i c h the i n f o r m a t i o n flows. A s y o u let g o and relax e v e n m o r e , y o u can m o r e easily notice w h a t e v e r flows into y o u r conscious a w a r e n e s s . T h e six steps o f the b a s i c P h o t o R e a d i n g p r o c e d u r e are easy t o p u t t o g e t h e r . D o n o t let t h e i r s i m p l i c i t y d e c e i v e y o u . T h i s technique can have a profound impact on you.
Consider PhotoReading
before
sleep
With PhotoReading, you blast information through your nervous system in a powerful way—like drinking water through a fire h o s e . B e o p e n , let i t d i g e s t a n d a b s o r b a t a n o n c o n s c i o u s level. To do so, r e l a x and let g o . T h e m i n d r e v i e w s i n f o r m a t i o n d u r i n g the sleep state that has b e e n t a k e n in b e l o w the conscious level of a w a r e n e s s . Studies dating b a c k to the early 1900s s h o w that such information can h a v e q u i t e a n effect o n o n e ' s d r e a m s .
Since this is g o i n g to
happen, y o u may as well m a k e sure y o u P h o t o R e a d b o o k s that are emotionally gentle and comforting before going to sleep.
Y o u n o w h a v e learned the six steps t o the P h o t o R e a d i n g process. In order they are: 1. P r e p a r e 2. E n t e r i n g the accelerative l e a r n i n g state 3. Affirm y o u r concentration, impact, and process 4. E n t e r the P h o t o F o c u s state 5. M a i n t a i n a steady state w h i l e P h o t o R e a d i n g 6. C l o s e If y o u have not tried it yet, take a few m i n u t e s to P h o t o R e a d t h i s b o o k , or, b e f o r e y o u g o t o s l e e p t o n i g h t , P h o t o R e a d a n o t h e r positive and uplifting b o o k . After y o u have p r e p a r e d , p r e v i e w e d , and P h o t o R e a d , y o u are ready to b r i n g the k n o w l e d g e y o u desire into y o u r c o n s c i o u s awareness as y o u learn to activate in Chapter 6.
6
Step 4: Activate
A p r o f e s s o r at a state u n i v e r s i t y in M i n n e s o t a h a d b e e n asked to give a speech. M o s t of w h a t he w a n t e d to present w a s contained in two books,
so he PhotoRead them at bedtime,
expecting to activate them the next day. That night, he d r e a m e d of delivering his speech. As he a w o k e from h i s d r e a m , h e g r a b b e d a p e n c i l a n d p a p e r a n d j o t t e d d o w n everything he could r e m e m b e r of his d r e a m / s p e e c h . In the morning, he reviewed his dream notes and realized his speech w a s c o m p l e t e d , save a few transitions w h i c h he a d d e d . Later that day he e x a m i n e d the b o o k s and d i s c o v e r e d his n o t e s c o n t a i n e d all t h e r e l e v a n t p o i n t s h e n e e d e d . I love hearing examples
are
such
stories from P h o t o R e a d e r s .
great w h e n they
happen.
Those
For most beginning
P h o t o R e a d e r s those e x p e r i e n c e s are the e x c e p t i o n rather than the rule. This chapter explores w a y s to k n o w that we can consciously
The
PhotoReading
Whole
Mind
54
System
access the information we need from materials we P h o t o R e a d . I do not advocate merely sitting b a c k and h o p i n g to d r e a m about information at night and then expecting to be ready to speak b e f o r e a g r o u p o r p e r f o r m o n a s c h o o l test. B e c o m i n g a c t i v e w i t h the information makes c o m p r e h e n s i o n occur. Activation, the next step in the P h o t o R e a d i n g whole mind system,
levels
1 Awareness
gives y o u the c o n s c i o u s
2 Familiarity
a w a r e n e s s n e e d e d t o fulfill y o u r p u r p o s e . T h r o u g h the process of activation, we build increasing levels of conscious comprehension. Y o u begin gaining
Four
3. Knowledge 4
Expertise p
a w a r e n e s s , m o v e to a sense of familiarity, a n d finally a c h i e v e the k n o w l e d g e y o u desire. A c t i v a t i o n after P h o t o R e a d i n g i s q u i t e d i f f e r e n t t h a n t r y i n g to recall w h a t y o u read in a regular manner. Activation techniques are d e s i g n e d to restimulate the n e w neural c o n n e c t i o n s y o u c r e a t e d by P h o t o R e a d i n g , rather t h a n t r y i n g to force recall t h r o u g h the critical/logical conscious mind. B e i n g a c t i v e a n d p u r p o s e f u l i s e s s e n t i a l for g a i n i n g c o n s c i o u s comprehension.
D u r i n g activation y o u are
attracted to
text
r e l e v a n t t o y o u r p u r p o s e . I f y o u h a v e n o p u r p o s e for r e a d i n g a d o c u m e n t , g e n e r a l l y little b e n e f i t c a n b e g a i n e d f r o m a c t i v a t i o n . T h e t w o types of activation are: spontaneous and m a n u a l . Spontaneous
activation
occurs
without
conscious
effort
on
our
part. P e r h a p s y o u h a v e h a d the k i n d o f 'aha!' e x p e r i e n c e that happens w h e n y o u suddenly solve a problem thathas preoccupied y o u for w e e k s , o r s e e t h e face o f a f r i e n d i n a c r o w d , o r r e m e m b e r the n a m e of s o m e o n e y o u met m o n t h s ago. Such
activation is
an automatic
connection to
past
experiences, to neural patterns already existing in your brain. Stimuli in our environment, cues we may have not b e e n looking for,
spontaneously
trigger a flood of p r e v i o u s
associations.
S p o n t a n e o u s a c t i v a t i o n feels s i m i l a r t o a f l a s h o f c r e a t i v e i n s i g h t — sudden and unexpected. A l t h o u g h P h o t o R e a d e r s report m a n y stories of spontaneous activation, they r e m a i n the cherry on top of the ice c r e a m and are not the m a i n entree of the P h o t o R e a d i n g w h o l e m i n d system. Manual activation,
of
comprehension:
w h i c h we will d e s c r i b e in this chapter,
m e a n s t o a c t i v a t e b y d e s i g n . I t u s e s t h e a c t u a l t e x t a s a c a t a l y s t for
Activate
55
r e s t i m u l a t i n g the brain, b r i n g i n g the i n f o r m a t i o n y o u n e e d into consciousness. As y o u learn to activate, notice w h a t y o u are feeling, doing, and thinking w h e n experiences of awareness, knowledge
occur.
understand
your
This own
familiarity,
careful o b s e r v a t i o n will intuitive
signals
and
or
help you
further
your
activation skills.
Jump
start
activation
After y o u P h o t o R e a d ,
with
postviewing
postviewing makes an excellent
transition step into activation.
Postviewing is similar to the
p r e v i e w step d e s c r i b e d in C h a p t e r 3, w i t h an additional p u r p o s e to formulate questions. First y o u survey the material to e x a m i n e its s t r u c t u r e a n d u n d e r s t a n d t h e e s s e n c e o r m a i n p o i n t . T h e n m a k e note of trigger w o r d s , those key terms u p o n w h i c h the author built
the
presentation.
Finally,
playfully
explore
throughout the text to locate areas in w h i c h y o u w a n t to delve into m o r e detail. D u r i n g y o u r postview, w h e n y o u notice areas within the text that interest you, b e g i n to formulate questions y o u w a n t to answer. But, do not read to a n s w e r those questions yet. U s e this t i m e t o b u i l d c u r i o s i t y a n d s t r e n g t h e n y o u r desire t o find out more. This increases motivation and directs y o u r brain to build neural connections. Playing with the physical text to formulate questions is the b e g i n n i n g of 'mind probing,' e x p l a i n e d in detail in a l a t e r s e c t i o n . How
m u c h time
should you
take
when postviewing?
Generally I r e c o m m e n d that y o u take 5 to 15 m i n u t e s . Be flexible. K e e p in m i n d that y o u r goal is to learn e n o u g h about the written materials to plan your activation.
I usually take more time
p o s t v i e w i n g (up to 15 minutes) if my preview w a s short (one to t w o m i n u t e s ) . I f m y p r e v i e w w a s l o n g (five t o e i g h t m i n u t e s ) , I gained e n o u g h u n d e r s t a n d i n g about the structure and essence of the
materials to focus my postviewing time
on formulating
q u e s t i o n s . I n that c a s e , p o s t v i e w i n g m i g h t o n l y t a k e five m i n u t e s .
The
PhotoReading
Whole
Mind
56
System
Let it incubate After P h o t o R e a d i n g a n d p o s t v i e w i n g , y o u m u s t d i s m i s s the information from y o u r c o n s c i o u s mind.
That's right.
Get
a w a y f r o m i t for a w h i l e . T h i s a c t o f c r e a t i v e p r o c r a s t i n a t i o n h e l p s y o u let it go w h i l e it i n c u b a t e s in y o u r m i n d . It is p a r a d o x i c a l : in order to comprehend your reading you must give it over to your b r a i n t o w o r k o n . W a i t a t l e a s t t e n t o t w e n t y m i n u t e s , or, i f y o u c a n afford t h e l u x u r y , o v e r n i g h t . T h e c o n c e p t o f ' i n i t i a l effort f o l l o w e d b y a p e r i o d o f i n c u b a t i o n and rest' is well k n o w n to writers, artists, m u s i c i a n s , and scientists.
The
secret is to distinguish incubation from
i n a c t i v i t y . Y o u r b r a i n n e v e r s h u t s off. I t i s o n t h e j o b 2 4 h o u r s e a c h day. W h e n y o u sleep, it creates dreams, generates solutions to g n a w i n g p r o b l e m s y o u face a t w o r k ,
connects your current
thoughts to a vast n e t w o r k of associated prior k n o w l e d g e , and so on. L e t w h a t y o u P h o t o R e a d t a k e its p l a c e i n y o u r b r a i n , b e c o m i n g integrated as part of the neural network. Activation will then cue up the associations y o u r brain has constructed. Y o u c o n s c i o u s l y c o n n e c t a n d satisfy y o u r p u r p o s e for r e a d i n g . A P h o t o R e a d i n g instructor told me a story of h o w easily the mind can use activation to accomplish reading goals.
'I was
t e a c h i n g i n t h e city w h e r e m y d a u g h t e r l i v e s w h e n a p a r t i c i p a n t s h a r e d a p o e m w i t h t h e w o r d s e r e n d i p i t y i n it. T h a t e v e n i n g a t m y daughter's house, I w a n t e d to look up the word. I w a l k e d into her d e n a n d w e n t into P h o t o F o c u s as I a s k e d myself, ' W h a t is h e r e that will help m e ? ' I hadn't e v e n finished stating the question w h e n my arm reached toward the b o o k s h e l f and grabbed a book. The b o o k h a p p e n e d to be one my daughter had b o r r o w e d from m e five m o n t h s e a r l i e r . I h a d o n l y P h o t o R e a d it. 'It s e e m e d l i k e a n o d d c o i n c i d e n c e , s o I j u s t l e t t h e b o o k o p e n to a p a g e . A n d there on the b o t t o m right corner of that p a g e w a s W e b s t e r ' s definition of the w o r d serendipity.' O b v i o u s l y the e x p a n d e d p r o c e s s i n g capability of the b r a i n can w o r k in w o n d r o u s w a y s . W h a t m o r e perfect w a y to explain what
serendipity
means
than by
offering
a
serendipitous
e x p e r i e n c e ? T h e p o i n t is, i f y o u a s k t h e m i n d p r o p e r l y , i t w o r k s to give you what you want.
Activate
57
Probe your mind After y o u r b r i e f hiatus, be it t w e n t y m i n u t e s or 24 h o u r s , activate the material by, o n c e again, asking questions. F o r e x a m p l e : W h a t is i m p o r t a n t to me in this b o o k , article, or report? W h a t are the m a i n points? W h a t is in here that can help m e ? W h a t do I need t o k n o w t o p e r f o r m w e l l o n t h e n e x t test, t o w r i t e m y report, c o n t r i b u t e in the next m e e t i n g , and so on. Q u e r i e s like t h e s e s e n d a probe into y o u r deeper, n o n c o n s c i o u s m e m o r y storage system, opening a channel to the information and answers y o u desire. They stimulate a sense of curiosity. This activity of m i n d p r o b i n g c a u s e s t h e b r a i n t o find t h e b e s t w a y s a n d m e a n s t o a c h i e v e y o u r p u r p o s e for t h e p a r t i c u l a r m a t e r i a l s y o u a r e e x p l o r i n g . It is important, as y o u ask questions of y o u r mind, that y o u not expect an i m m e d i a t e answer. E x p e c t i n g recall at this stage in activation creates frustration. W h e n trying to recall information after P h o t o R e a d i n g , t h e c o n s c i o u s m i n d m e r e l y s e a r c h e s r e c e n t m e m o r y . F i n d i n g n o t h i n g , t h e c o n s c i o u s m i n d t e n d s t o s h u t off access to the v a s t n o n c o n s c i o u s data b a s e of the brain. M i n d p r o b i n g h e l p s y o u stay o p e n b y s t a y i n g c u r i o u s .
It initiates
c o m p r e h e n s i o n as it builds bridges to the expansive data base of y o u r b r a i n w h e r e i n f o r m a t i o n r e s i d e s after P h o t o R e a d i n g . Another powerful mind probing technique is discussing what y o u have read.
O n c e y o u start s u m m a r i z i n g a b o o k o r
article, o t h e r p e o p l e m i g h t get c u r i o u s . T h e y will often ask y o u questions about y o u r reading—questions that encourage you to articulate the core concepts. W h e n y o u p o s e q u e s t i o n s , m a k e lists, o r e n t e r d i s c u s s i o n s regarding w h a t y o u have read, y o u b e c o m e active. This is the s t a r t o f w h a t a c t i v a t i o n i s all a b o u t — a c t i v e l y p u t t i n g y o u r b r a i n to w o r k w i t h the information. S u c h activities initiate a search t h r o u g h the vast data b a s e that lies j u s t b e l o w y o u r e v e r y d a y a w a r e n e s s . W h e n y o u formulate questions, be sure to h e i g h t e n the importance of the answers. The more y o u desire a response to y o u r questions, the better. A s k y o u r s e l f q u e s t i o n s in a state of relaxed alertness. Be genuinely curious and confident that answers can c o m e .
The
results m a y pleasantly surprise you. The bridge b e t w e e n y o u r conscious and preconscious data base b e c o m e s sturdier w h e n y o u consistently probe y o u r m i n d in this way.
The
PhotoReading
Whole
Mind
System
58
Super read and dip After p r o b i n g y o u r m i n d , y o u go to the w r i t t e n m a t e r i a l s and actively m o v e t h r o u g h the text to retrieve the answers y o u s e e k . W h a t d o y o u w a n t t o k n o w from t h e t e x t y o u are e x p l o r i n g ? W h e r e i n t h e t e x t c a n y o u g o t o find i t ? W h e n s u p e r r e a d i n g , t h e next step of activation, y o u quickly look through large b l o c k s of information and locate the place w h e r e y o u r answers reside. First, y o u will turn to sections of the text w h i c h attract y o u i n s o m e w a y , b a s e d o n y o u r p u r p o s e for r e a d i n g .
'Visual cues'
or clues in y o u r m a t e r i a l s give y o u a sense that certain sections are more important to y o u than other sections. These clues may be c h a p t e r titles
or subheadings
in the text that carry relevant
information. Then super read by rapidly m o v i n g y o u r eyes d o w n the center of each p a g e in the section y o u h a v e chosen. N o t i c e that parts of the text attract y o u as b e i n g m o r e i m p o r t a n t . At t h o s e s e n t e n c e s or p a r a g r a p h s , y o u will 'dip' into the text, r e a d i n g a sentence or two until y o u sense that y o u h a v e received w h a t y o u w a n t from the p a s s a g e . T h e n r e s u m e super r e a d i n g . In the P h o t o R e a d i n g course, we often
explain
super
reading
with
a
v i s u a l i z a t i o n that is straight from t h o s e sacred bastions of American literature— comic books.
Imagine
that y o u
are
S u p e r m a n c o m i n g t o E a r t h for t h e first time. From
an aerial
distance
of one
h u n d r e d t h o u s a n d m i l e s , y o u see E a r t h a s a s w i r l i n g b l u e b a l l . Y o u set a flight p a t h s t r a i g h t t o w a r d t h e p l a n e t . F r o m t e n t h o u s a n d m i l e s a w a y , y o u c a n start t o m a k e o u t the outlines of continents. Y o u also notice h o w m u c h of the planet is covered by water. Z o o m i n g in closer, y o u notice the variegated land surfaces: deserts, rain forests, prairies, and m o u n t a i n s . S u d d e n l y , y o u are attracted to a lush, green island w i t h a sandy beach and a magnificent ocean view. Y o u touch down, spend a short t i m e e x p l o r i n g the terrain, and take a quick dip in t h e w a t e r . S a t i s f i e d , y o u t a k e t o t h e s k i e s a g a i n , s e a r c h i n g for another place to land.
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59
T h i s is a perfect m e t a p h o r for s u p e r r e a d i n g a n d d i p p i n g . Super reading allows y o u to soar over the w h o l e printed landscape. D i p p i n g allows y o u to touch d o w n on the parts of text that directly serve y o u r purpose. To super read, y o u r gaze must r e m a i n open, not trying hard t o f i n d s p e c i f i c i n f o r m a t i o n . W i t h a soft, o p e n g a z e , y o u r e y e s c a n m o v e m o r e s m o o t h l y d o w n t h e t e x t . A t first, y o u r v i s u a l field may be rather narrow.
As you continue experimenting with
n o t i c i n g m o r e , y o u r v i s u a l field o p e n s u p . Try this: as you read these words, notice whatever y o u r peripheral vision picks up at the sides of you. Y o u m i g h t lose the f l o w o f t h e t e x t t e m p o r a r i l y , b u t d o n o t let t h a t d i s t r a c t y o u f r o m the experiment. The m o m e n t y o u o p e n your visual awareness, y o u r g a z e for t h e t e x t i n f r o n t o f y o u b e c o m e s softer, l e s s h a r d focused. This permits y o u to relax and notice w h a t e v e r catches y o u r attention—that is w h e r e y o u dip. H o w d o y o u k n o w w h e r e t o dip? Just follow y o u r h u n c h e s . Y o u r brain has b e e n e x p o s e d to the entire text by P h o t o R e a d i n g , so let y o u r internal signals at the p e r i p h e r y of y o u r a w a r e n e s s be your guide. Do not worry about justifying your decision every t i m e y o u d e c i d e t o t o u c h d o w n for d i p p i n g ; t h o s e s i g n a l s a r e prelogical and pre-verbal. M o n i t o r e d at the periphery of y o u r conscious a w a r e n e s s , the signals c o m e from c o n n e c t i o n s m a d e in the n o n c o n s c i o u s data b a s e of y o u r brain. Notice and heed them. Follow these hunches and discover where they lead you. Y o u can use the same technique w h e n locating anything, by the w a y — n o t j u s t places to dip. Y o u can draw u p o n the vast k n o w l e d g e within y o u in m a n y situations. My wife L i b b y w e n t to an estate sale in w h i c h a roomful of o l d b o o k s w e r e b e i n g s o l d . A s s h e w a l k e d in, s u r r o u n d e d b y f l o o r t o c e i l i n g s h e l v e s full o f b o o k s , s h e e n t e r e d P h o t o F o c u s . S h e a s k e d h e r s e l f 'Is t h e r e a n old o r rare b o o k i n h e r e that P a u l w o u l d w a n t ? ' H e r eyes instantaneously flashed over to one b o o k w h i c h s h e w a l k e d a c r o s s t h e r o o m t o p i c k u p . I t w a s t h e p e r f e c t b o o k for m e . A l t h o u g h h e r m i n d told her there w e r e no others, she spent the next t w e n t y m i n u t e s l o o k i n g at every title, only to d i s c o v e r her mind was right—there were no others. W h e n super reading and dipping,
follow y o u r intuitive
signals about w h e r e to look. S o m e t i m e s it is as simple as noticing
The PhotoReading
Whole Mind System
where your eyes
are
pointing
60 and
choosing that direction.
S o m e t i m e s y o u will find y o u r h a n d j u s t o p e n s the b o o k t o the exact page.
Pay
attention.
Notice
whatever
signals your
m i n d offers. S u p e r r e a d i n g a n d d i p p i n g , l i k e all s t e p s i n t h e w h o l e m i n d system, are strategies that k e e p y o u active, q u e s t i o n i n g , and alive to your purpose. Y o u end up with enough information to make crucial decisions: w h e r e is the sentence or p a r a g r a p h that sums up the essential point of this d o c u m e n t ? H o w m u c h of this text is relevant to y o u r p u r p o s e ? Do y o u w a n t to continue r e a d i n g this or go to another source? While dipping, you might experience a c o m m o n problem. Y o u r tendency, because of years of schooling, is to think y o u should dip into everything.
If this h a p p e n s , y o u are r e a d i n g
unnecessary details that do not serve y o u r purpose. For e x a m p l e , y o u dip to read an illustration the author is m a k i n g about an important point. That works. The next several paragraphs give additional, but redundant, illustrations. If y o u dip into those, y o u may just be wasting y o u r time. If y o u waste too m u c h time, y o u b o g d o w n i n d e t a i l s a n d p o s s i b l y v e e r off c o u r s e i n t o m o r e irrelevant material. T h a t i s w h e n t h e o l d r e a d i n g p a r a d i g m i s o f t e n r e a r i n g its head. Y o u r conscious m i n d m a y be on a guilt trip. F o r some of us it is as if our second or third grade teacher is r e p r i m a n d i n g us by saying 'Stop!
You missed a word.
Go b a c k over that m o r e
carefully. Y o u are not really r e a d i n g that. N o w do it right!' W h e n y o u get these kind of signals, thank that part of y o u for its c o n c e r n . L e t g o o f t h e w o r r y t h a t y o u a r e m i s s i n g t h i n g s a s y o u super read. Y o u r grade school trained conscious mind wants y o u to read, c o m p r e h e n d , r e m e m b e r , and critique everything as y o u g o . B u t r e a d i n g e x p e r t s for o v e r fifty y e a r s h a v e s a i d t h a t i s the w o r s t w a y to read. K e e p in m i n d that c o m p r e h e n s i o n c o m e s in layers.
E a c h time y o u super read and dip, y o u peel b a c k
another layer of 'not-knowing' to reveal w h a t y o u need at the core of y o u r text. T r u s t y o u r i n t u i t i o n a n d d i p w h e n y o u feel s t r o n g l y m o v e d to do so. If y o u dip into i n f o r m a t i o n y o u do not need, r e m e m b e r t h e p u r p o s e for y o u r r e a d i n g . T e l l y o u r s e l f t o l o o k for t h e s p o t w h e r e that i n f o r m a t i o n is c o n t a i n e d and dip there. W i t h a firm
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61
p u r p o s e , y o u r b r a i n i s free t o u s e its n a t u r a l a b i l i t y t o b r i n g y o u to the information y o u need. As
Frank
Smith points
out
in Reading
Without Nonsense,
m a k i n g t h e effort t o m e m o r i z e t h e c o n t e n t a s w e r e a d a c t u a l l y interferes w i t h c o m p r e h e n s i o n .
As we worry about forgetting
details, we create anxiety w h i c h b l o c k s c o m p r e h e n s i o n . W h e n i n doubt, r e m e m b e r the vital statistic g i v e n b y R u s s e l l Stauffer in his b o o k
Teaching Reading as
a
Thinking Process.
He
claims that only 4-11 percent of the text carries the essential m e a n i n g . I n fact, a c o m m o n w a y t o t e s t t h e r e a d a b i l i t y o f a t e x t for a p a r t i c u l a r a u d i e n c e i s t o c r o s s o u t f o u r o u t o f e v e r y five w o r d s . T h e n ask m e m b e r s of the intended a u d i e n c e to see if they c a n still s u m u p i n a g e n e r a l w a y w h a t t h e p a s s a g e i s a b o u t . I f t h e text is written at an appropriate reading level, m o s t audience m e m b e r s will be able to do this.
The best way to dip H e r e i s a g u i d e l i n e for s u p e r r e a d i n g a n d d i p p i n g . W h e n y o u stop to dip, limit y o u r dipping to a p a r a g r a p h or t w o at a time for a r t i c l e s a n d a p a g e o r t w o for b o o k s . G o i n g b a c k t o o u r c o m i c book analogy,
as
S u p e r m a n y o u can savor the
scenery
and
m i n g l e w i t h the locals later. R i g h t n o w y o u r o v e r r i d i n g p u r p o s e is to k e e p e x p l o r i n g the planet, n o t to settle on the island a n d live out the rest of y o u r d a y s . Dipping closely resembles regular reading,
w i t h a few
i m p o r t a n t distinctions. T h i n k of it as r e a d i n g w i t h a light, easy, a n d fluid m o v e m e n t . D r . J . M i c h a e l B e n n e t t , P r o f e s s o r E m e r i t u s from the University of M i n n e s o t a calls it ' r h y t h m i c perusal.' In his
Pour Powers for
Greatness
Personal
Learning
Course,
published
by Learning Strategies Corporation, he describes the process as follows. • L o c k i n t o y o u r m i n d y o u r p u r p o s e a n d t h e title o r s u b t i t l e of the materials y o u are reading • R e l a x y o u r face a n d e y e s a n d l i g h t l y f o c u s i n a w a y t h a t allows y o u to m o v e y o u r gaze across the upper half of each sentence • T r a v e r s e e a c h line in a single, s m o o t h m o v e m e n t • L o o k for m e a n i n g u n i t s s u c h a s p h r a s e s
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62
• R e a d for t h o u g h t s , f e e l i n g s , a n d i d e a s — n o t w o r d s In the s c h e m e of the P h o t o R e a d i n g w h o l e m i n d system, each time y o u super read and dip, y o u increase y o u r familiarity w i t h the text.
Y o u enter an intensive conversation with the
author; posing questions, and discovering the answers as y o u super read and dip. This is one of the m o s t playful steps in the PhotoReading system. A s a P h o t o R e a d e r , y o u a r e o n a c r u s a d e for i d e a s t h a t c a n h e l p s o l v e p r o b l e m s a n d r a i s e t h e q u a l i t y o f y o u r life. T h i s i s a dramatic quest w o r t h y of any super hero. A s y o u m a k e s u p e r r e a d i n g a n d d i p p i n g p a r t o f y o u r life, y o u m a y find w a y s t o a p p l y i t b e y o n d the w r i t t e n p a g e . A j e w e l e r w h o attends trade shows annually to purchase inventory decided to use the P h o t o R e a d i n g w h o l e m i n d system to a c c o m p l i s h his goal at the trade show. He stood at one end of the a u d i t o r i u m to get a p a n o r a m i c v i e w of the exhibits. He ' P h o t o R e a d ' the entire place by w a l k i n g quickly d o w n e a c h aisle in a P h o t o F o c u s state. He called to m i n d t h e k i n d o f s t o n e s h e w a s l o o k i n g for t o fill h i s s t o r e ' s i n v e n t o r y and b e g a n 'super r e a d i n g ' as he w a l k e d d o w n one aisle at a time. W h e n e v e r he got a clear intuitive signal to go to a certain b o o t h , he obeyed it and 'dipped' in there. F o l l o w i n g t h i s m e t h o d , h e m a n a g e d t o f i n d all h e n e e d e d i n t w o hours. In p r e v i o u s years, his old m e t h o d of methodically s e a r c h i n g a i s l e s u s u a l l y t o o k five d a y s t o a c c o m p l i s h t h e s a m e e n d result. As y o u integrate the P h o t o R e a d i n g w h o l e m i n d system into y o u r life, y o u w i l l a u t o m a t i c a l l y d o a s t h e j e w e l e r d i d . I n t h i s w a y , P h o t o R e a d i n g b e c o m e s an all-purpose tool. It is m o r e than a t e c h n i q u e for g a t h e r i n g i n f o r m a t i o n f r o m b o o k s .
Search for the train
of thought
W h e n y o u super read and dip, go into the places w h e r e the value is greatest. Y o u r b r a i n is well trained by the time y o u are in ninth grade to k n o w w h e r e to go in a text. It is skilled at s e a r c h i n g for c u e s t h a t l e a d t o m e a n i n g . For example, y o u r brain k n o w s that m o r e visual cues occur
63
Activate
i n t h e u p p e r h a l f o f o u r a l p h a b e t t h a n i n t h e l o w e r half. T a k e a look at the following sentences: V _ C U L V Li Q C C V V 1 L LI L L1 i LL_ LI 1 I Q L / U U L V 13 LI LI 1
See? It is easier to m a k e sense of the w o r d s w h e n y o u see the u p p e r half. S i m i l a r l y , m o r e c u e s for m e a n i n g s h o w u p i n t h e t o p i c sentence of a paragraph, t h a n in the rest of the p a r a g r a p h . A n d , i n a five p a r a g r a p h t h e m e , m o r e c u e s a p p e a r i n t h e first a n d last p a r a g r a p h s . W h e n a c t i v a t i n g a n a r t i c l e o r b o o k , l o o k for t h e c u e s t h a t will give y o u the most meaning. L o o k at the structure of the w r i t t e n p i e c e a n d d e t e r m i n e t h e a u t h o r ' s s c h e m e for w r i t i n g . T h e n super read and dip to follow the author's s c h e m e . H e r e i s w h a t I m e a n . P e r h a p s y o u k n o w t h a t t h e a u t h o r first describes a problem, then later in the text explains h o w to solve t h e p r o b l e m . L e t u s s a y y o u w a n t t h e a u t h o r ' s s t e p s for s o l v i n g the problem. B e c a u s e you
understand
author's
the
s c h e m e for
writing,
you
can
bypass what you do not need
and move
quickly to the place for
dipping
C.? S
and
achieving y o u r goal. We
call
this
'following the author's train of thought.' In the P h o t o R e a d i n g seminar I use an illustration to r e p r e s e n t this: • The
problems
the
author grapples
with
drive the train. • The main argument or arguments about where the p r o b l e m s c o m e from is the m a i n ' c a r g o ' in the flow of information. This cargo is built u p o n certain propositions the a u t h o r i s t r y i n g t o sell y o u a n d i s c o m p o s e d o f key t e r m s . •
The
solutions
e m e r g e to
suggest a remedy
for t h e
problems. The train of thought is one scheme used by authors to present information. D i s c o v e r other structures within articles or
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Whole Mind System
64
T h e s e s t r u c t u r e s for p r e s e n t i n g i n f o r m a t i o n s h o w y o u
w h e r e to super read and dip to quickly get the information y o u need. One more point about super reading and dipping: though these strategies m a y sound like c o n v e n t i o n a l speed reading, they are
not.
Super reading
and
dipping take
place
after y o u
PhotoRead—after exposing the entire text to y o u r b r a i n and d o w n l o a d i n g it into y o u r n o n c o n s c i o u s m e m o r y storage system. So super reading and dipping help you consciously connect to the vast data base already within and recognize w h a t y o u k n o w to be important. In addition, the goal is not to m e m o r i z e the material or m a k e i t all a v a i l a b l e t o t h e c o n s c i o u s m i n d . I n s t e a d , s u p e r r e a d i n g a n d dipping help y o u sense structure, retrieve essential information, categorize the material in a meaningful w a y , and b u i l d a m e n t a l summary.
As
a result,
your comprehension and
long-term
retention of the material increases.
Skittering your way to success with
text
P h o t o R e a d e r s w h o h a v e s t r o n g p r e f e r e n c e for a n a l y t i c a l t h i n k i n g find that a n a l t e r n a t i v e t o s u p e r r e a d i n g a n d d i p p i n g w o r k s well. 'Skittering,' a technique developed by Dr. J. M i c h a e l Bennett, gives analytical m i n d s a feeling of greater security w h i l e still a l l o w i n g for r a p i d m o v e m e n t t h r o u g h t e x t . B e n n e t t p r e s e n t s skittering
in
the Four Powers for Greatness Personal Learning Course
as a technique that exceeds the performance of speed reading techniques. W h e n used as an activation technique, skittering offers a v a l u a b l e a l t e r n a t i v e t o s u p e r r e a d i n g a n d d i p p i n g . S k i t t e r i n g a c h i e v e s v e r y fast a n d understanding
of lengthy
material
surprisingly
that
is
accurate
informative
or
instructional in nature. T h e steps in the skittering process are u s e d to cover an entire text or section of a book, and it w o r k s e q u a l l y w e l l for j o u r n a l s , r e p o r t s , a n d l e n g t h y w e b - b a s e d r e a d i n g . O n e of the steps of the process involves the rapid, erratic eye m o v e m e n t s referred to as skittering, p e r se, a n d m a k e s a h u g e difference. The
term
skittering
describes
a wild,
dancing-about
m o v e m e n t like that of a w a t e r b u g on the surface of a pond. This
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65
m o v e m e n t o f t h e e y e s g i v e s t h e b r a i n a n o p p o r t u n i t y t o l o o k a t all o f t h e w o r d s i n a p a r a g r a p h t h a t s u p p o r t its m a i n p r e m i s e . C o n s i s t e n t w i t h the idea that only 4 to 11 p e r c e n t of a text carries m e a n i n g , s k i t t e r i n g o v e r all t h e w o r d s l e t s y o u r b r a i n c a p t u r e t h e i m p o r t a n t o n e s a n d feel s e c u r e i n p a s s i n g o v e r t h e r e s t o f t h e m . In the steps of skittering that follow, 'read' m e a n s r h y t h m i c p e r u s a l — t h e style of reading u s ed earlier to describe dipping. • E n t e r y o u r i d e a l s t a t e for r e a d i n g ; r e l a x e d a l e r t n e s s • Review your purpose • R e a d t h e t i t l e , s u b t i t l e a n d p r e f a c e (if t h e r e i s o n e ) • R e a d t h e first f e w p a r a g r a p h s o f t h e w r i t t e n p i e c e • R e a d t h e first s e n t e n c e ( a l s o k n o w n a s t h e t o p i c s e n t e n c e ) of the p a r a g r a p h y o u are g o i n g to b e g i n skittering on • M o v e y o u r e y e s i n a r a p i d p a t t e r n o v e r all t h e w o r d s i n t h e p a r a g r a p h , e x c e p t t h o s e i n t h e first a n d l a s t s e n t e n c e , n o t i c i n g those words that seem to carry meaningful support to the premise i n t h e first s e n t e n c e . D r . B e n n e t t u s e s t h e p h r a s e ' s k i t t e r t h e augmentation.' The m o v e m e n t of y o u r eyes can follow a zigzag from top to b o t t o m or b o t t o m to top. It c a n follow circular pattern clockwise or c o u n t e r c l o c k w i s e and m o v e from the center out or f r o m t h e e d g e s i n t o t h e c e n t e r . T h e r e i s n o set p a t t e r n , b u t y o u w i l l d i s c o v e r a p r e f e r e n c e for o n e o f t h e m . P l a y w i t h t h e m a l l t o f i n d w h a t w o r k s b e s t for y o u .
This m o v e m e n t gives your brain a
chance to spot ideas that a u g m e n t or add to the m a i n c o n c e p t in a paragraph. • If the m e a n i n g of the p a r a g r a p h remains unclear, last sentence.
read the
C o n t i n u e this process t h r o u g h e a c h s u c c e e d i n g
p a r a g r a p h until y o u near the end of the reading selection. • R e a d the last few p a r a g r a p h s c o m p l e t e l y . • R e a d the s u m m a r y if there is one. • R e v i e w a n d reflect. • Create a brief m i n d m a p of y o u r o w n w o r d s to describe the piece.
Create a mind map While looking through a b o x of my old graduate school materials, I discovered a wonderful contrast b e t w e e n two types of class notes. O n e type of notes w a s the traditional linear outline
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Whole Mind System
66
of e v e r y t h i n g the professor s a i d — a n endless series of unintelligible scratching. I r e m e m b e r e d trying to decipher those notes while r e v i e w i n g for t e s t s ; w h a t a h o r r i d c h o r e . T h e second type of notes w a s an alternative, highly visual set o f c o l o r f u l d i a g r a m s c a l l e d ' m i n d m a p s . ' T h e y r e m i n d e d m e h o w fun i t w a s t o c r e a t e a n d r e v i e w c l a s s i n f o r m a t i o n . L o o k i n g t h e m over b r o u g h t b a c k a flood of vivid details. M i n d m a p p i n g , as it is called, h a d transformed my c l a s s r o o m experience forever. M i n d m a p p i n g i s fast a n d h i g h l y efficient. I n a d d i t i o n , i t p r o m o t e s long-term retention. It is an excellent w a y to activate a n d s y n t h e s i z e i n f o r m a t i o n after s u p e r r e a d i n g a n d d i p p i n g . F o l l o w i n g i s a m i n d m a p t h a t s u m s u p t h e five s t e p s o f t h e PhotoReading whole mind system.
After l o o k i n g a t this m i n d m a p , y o u m i g h t d e d u c e the b a s i c •g| 0 BuNets
g u i d e l i n e s for t h e t e c h n i q u e : •
Put the core concept in the center of the page.
^
W r i t e s u p p o r t i n g c o n c e p t s on c o n n e c t i n g lines radiating
Activate
67
from the center. • Use key terms only—often they will be trigger words identified in y o u r preview. E x p r e s s e a c h concept in three w o r d s or less. • Include visual elements—cartoons,
images,
symbols,
i c o n s — w h e r e v e r they seem appropriate. • A d d c o l o r . I n t h e a b o v e m i n d m a p , for e x a m p l e , a l l t h e w o r d s p e r t a i n i n g t o S t e p 1 c o u l d b e w r i t t e n i n o n e c o l o r , all t h o s e for S t e p 2 in a s e c o n d c o l o r , a n d so o n . T w o of the b e s t b o o k s on m i n d m a p p i n g explain this t e c h n i q u e in m o r e d e t a i l . Buzan
T h e y a r e The Mind Map Book by T o n y
a n d Mind Mapping by J o y c e
Wycoff.
W h e n m i n d m a p p i n g , y o u m a y also find i t h e l p s t o u s e sheets of p a p e r that are larger t h a n the standard 8 - 1 / 2 by
11
inches. If y o u do stick to standard-sized paper, at least turn the p a p e r s i d e w a y s so that y o u are writing on a horizontal frame. M o s t p e o p l e find t h i s g i v e s t h e m m o r e r o o m t o r e c o r d i d e a s . M i n d m a p s are highly individual. Y o u r m i n d m a p s will l o o k different from a n y o n e e l s e ' s , e v e n i f y o u are m a k i n g n o t e s o n the s a m e material. T h a t i s okay. Ideally, y o u r m i n d m a p reflects y o u r experience. The images and associations that p r o m o t e y o u r long-term m e m o r y are u n i q u e to you. E v e n i f i t f e e l s a w k w a r d a t first, p l a y w i t h m i n d m a p p i n g a s an activation exercise. Because mind mapping uses visual m e m o r y and spatial intelligence, it accesses the m o s t powerful m e m o r y centers of the brain. M o r e o v e r , m i n d m a p p i n g mirrors the w a y the m i n d w o r k s — l i n k i n g ideas t h r o u g h b r a n c h e s of association rather than linear logic. Perhaps that is w h y m i n d m a p s b e g i n to feel s o n a t u r a l s o s o o n . On the next p a g e is another m i n d m a p of the P h o t o R e a d i n g w h o l e m i n d r e a d i n g s y s t e m , illustrating a different format:
The PhotoReading
Whole
Mind
68
System
Gain a new experience of memory This b o o k is a b o u t shifting y o u r p a r a d i g m of r e a d i n g as a w h o l e . To aid that process, we need to reconsider the role of memory. I have b e e n fascinated by the w o r k of Gerald E d e l m a n , M D , a N o b e l p r i z e w i n n i n g n e u r o l o g i s t a n d a u t h o r o f The Remembered Present
and
Bright Air,
Brilliant Fire.
Edelman's
ideas
offer
the
m o s t c o n v i n c i n g e x p l a n a t i o n I h a v e y e t f o u n d for w h a t m a y b e happening w h e n we activate material we have PhotoRead. E d e l m a n ' s theory claims that m e m o r i e s are not stored in a localized fashion in the b r a i n b u t are reinvented each time we access them. W h a t happens w h e n we r e m e m b e r is that we create a m e n t a l c o n t e x t for a n i d e a , r e - e n t e r i m p o r t a n t c u e s o r b i t s o f related information, and follow neural 'tracks' that have b e e n
Activate
69
laid b y p r e v i o u s e x p e r i e n c e . W h e n e n o u g h c u e s are e n t e r e d a n d the correct neural p a t h w a y s are stimulated, the ideas a n d i m a g e s we want to 'remember'
are not recalled from storage b u t are
recreated right on the spot. A p p l y i n g this v i e w to P h o t o R e a d i n g and activating, we begin to understand what might be happening to produce such remarkable results. W h e n we P h o t o R e a d , the brain processes written materials more physiologically than cognitively. That physical exposure to the brain opens neural networks inside the b r a i n that can lead to later mental connections. The result is increased speed, familiarity,
and ease of
c o m p r e h e n s i o n . Y o u will have the ability to connect w i t h the most important information almost instantly, rather than trying to figure it out as y o u read. Y o u do not h a v e to w a s t e t i m e investing hours in a b o o k to get the k n o w l e d g e y o u want. T h i s i s m u c h l i k e l a y i n g a set o f r a i l r o a d t r a c k s for a t r a i n t o travel o n later. P h o t o R e a d i n g lays i n the t r a c k s . W h e n w e activate the material, we re-enter the original information t h r o u g h super reading and dipping, and the conscious mind follows the tracks t o t h e d e s t i n a t i o n o f full c o m p r e h e n s i o n . I admit I cannot do j u s t i c e to E d e l m a n ' s theory of m e m o r y i n a f e w s h o r t p a r a g r a p h s . I t i s far m o r e i m p o r t a n t for y o u t o e x p e r i e n c e t h i s p r o c e s s r a t h e r t h a n h a v e m e t r y t o e x p l a i n it. T h e activation techniques of mind probing, super reading, dipping, a n d m i n d m a p p i n g are all g a t e w a y s t o t h a t e x p e r i e n c e . In review of the ideas of this chapter, y o u learned: • There are t w o types of activation:
spontaneous and
manual. This b o o k is concerned with manual activation. •
C l e a r p u r p o s e i s e s s e n t i a l for a c t i v a t i o n .
• M i n d p r o b i n g , t h e first s t e p i n a c t i v a t i o n , m e a n s a s k i n g q u e s t i o n s t h a t y o u w a n t t o a n s w e r . T a k e five t o t e n m i n u t e s i m m e d i a t e l y after P h o t o R e a d i n g t o e x p l o r e t h e t e x t a n d f o r m u l a t e questions you want to answer. • I t i s b e s t t o w a i t after P h o t o R e a d i n g b e f o r e a c t i v a t i n g — at least twenty m i n u t e s , b u t ideally 24 hours. •
Super reading and dipping involve moving quickly over
sections of text that attract you, then reading selected passages that a n s w e r y o u r questions.
The PhotoReading •
Whole Mind System
70
An u n d e r s t a n d i n g of the
author's scheme or structure
will help guide your super reading and dipping.
f
Reacj
»
M i n d m a p p i n g is a highly visual and spatial w a y to take
notes. It helps activate materials b e c a u s e it uses the w h o l e mind. •
Activation
associations
stimulates
y o u r brain has
the
brain
constructed.
giving As
cues a
to
result,
the you
Bullets c o n s c i o u s l y c o n n e c t , m e e t y o u r n e e d s , a n d s a t i s f y y o u r p u r p o s e for
reading.
T h e final step o f the P h o t o R e a d i n g w h o l e m i n d s y s t e m i s t o rapid read w h i c h is presented in Chapter 7.
A thirteen year old boy attended the first PhotoReading course in Mexico. Although he has been sighted in only one eye since birth, he applied the skills of PhotoReading eagerly. A month after the course, one of his teachers asked, 'Does PhotoReading really work for y o u ? ' His response was to hand her his dictionary, which he had PhotoRead several times. He told her, 'Give me any w o r d , and I will tell you where the w o r d is positioned on the page.' He correctly identified the
position of nine out of ten w o r d s , to which the teacher
responded, ' H m m m , maybe it does w o r k ! '
An electrical engineer at a large power generating utility found himself contributing in a meeting—actually leading the g r o u p — o n a topic for which he had almost no experience. He was baffled by his obvious expertise. W h e n back in his office, he wondered where his sudden influx of knowledge came f r o m . Then he noticed a stack of trade journals on his shelf that he had recently PhotoRead. Sure e n o u g h , the most recent journal contained an in-depth analysis of the meeting's topic.
A postal employee entered zip codes into a computer while in the accelerative learning
state.
He
became
more
relaxed
and
made
fewer mistakes
than before.
A home-brewer PhotoRead a new book on beer-making. dreamed of a new recipe which he later tried.
That night he
It was his best batch to date.
7
Step 5: Rapid Read
D u r i n g the P h o t o R e a d i n g seminar, I ask participants a q u e s t i o n after w e h a v e p r e p a r e d , p r e v i e w e d , P h o t o R e a d , s u p e r r e a d , a n d d i p p e d i n a b o o k : ' H o w m a n y o f y o u w o u l d still l i k e t o get m o r e out of this b o o k ? ' Usually, 40 p e r c e n t of t h e m will raise their h a n d s . T h e n I ask, ' W h a t specifically w o u l d y o u like to get o u t o f the b o o k ? ' To this question, several reply precisely. They k n o w exactly w h i c h parts of the b o o k they m a y w a n t to study in m o r e detail. F o r them, the next step is additional super reading and d i p p i n g to complete their goal. O t h e r s shrug their s h o u l d e r s and say, 'I don't k n o w ; I j u s t w a n t m o r e . ' T h i s u n s p e c i f i e d ' m o r e ' i s a s i g n a l for t h e final s t e p of the system, rapid reading. The choice to rapid read is made w h e n y o u k n o w y o u w a n t m o r e from the text, and the laser-like precision of super reading and dipping will not bring y o u there.
The PhotoReading
Whole Mind System
72
I t a l s o s e r v e s y o u b e s t for p l e a s u r e o r l e i s u r e r e a d i n g w h e n y o u desire to i m m e r s e yourself in the feelings an author evokes in you. Rapid reading is similar to accelerated conventional reading w i t h t w o s i g n i f i c a n t d i f f e r e n c e s . F i r s t , r a p i d r e a d i n g c o m e s after all the o t h e r steps o f the P h o t o R e a d i n g w h o l e m i n d s y s t e m . Second, the speed of rapid r e a d i n g is highly flexible. To rapid read, m o v e swiftly t h r o u g h the text, t a k i n g as m u c h t i m e as y o u need. Go from start to finish w i t h o u t s t o p p i n g . D e p e n d i n g on the c o m p l e x i t y and i m p o r t a n c e of a particular passage, vary your speed. Y o u will r e a d faster w h e n : • Y o u have already read that paragraph or page during o n e o f t h e o t h e r s t e p s . Y o u z i p p a s t it. • Y o u recognize that the information is
simplistic or
r e d u n d a n t . S i n c e y o u a l r e a d y u n d e r s t a n d it, y o u z o o m p a s t i t a t super reading speeds. • Y o u quickly unimportant
to
see that the section y o u are r e a d i n g is
your
purpose
so
you
can
flash past
at
P h o t o R e a d i n g speeds k e e p i n g y o u r intuition o p e n to stop y o u if it tells y o u to c h e c k s o m e t h i n g out. Y o u will read slower when: • T h e text contains n e w information with w h i c h y o u are unfamiliar. • Y o u sense c o m p l e x i n f o r m a t i o n that n e e d s m o r e careful consideration. • Y o u recognize an extremely important passage you want to explore in m o r e detail. The end result is that y o u m o v e at v a r y i n g speeds t h r o u g h the text: s o m e t i m e s faster, s o m e t i m e s s l o w e r d e p e n d i n g u p o n importance,
complexity,
and your prior knowledge
of the
information. An essential point in rapid reading is that y o u keep moving. Never
pause
understand.
to It is
struggle
with
c o m m o n to
information you stop w h e n you
do
might
not
n o t fully
u n d e r s t a n d w h a t y o u are reading. T h a t is part of the old p a r a d i g m . Instead, just keep reading. If y o u stop a n d try to w r e s t l e w i t h w h a t y o u do not k n o w , y o u c a n get s i d e t r a c k e d a n d n e v e r finish. I f y o u k e e p g o i n g , s o o n
Rapid Read
73
y o u will come to information y o u do understand—discovering clues in the text w h i c h a n s w e r the questions y o u were stuck on p r e v i o u s l y . By s t a y i n g in a relaxed, alert state w i t h r a p i d r e a d i n g y o u keep extracting the information y o u want—information that relates directly to y o u r purpose.
Rapid read or super read? A c o m m o n q u e s t i o n i s , h o w d o e s r a p i d r e a d i n g differ f r o m s u p e r r e a d i n g ? A t first g l a n c e , t h e t w o s t e p s m i g h t s e e m s i m i l a r . Rapid reading, h o w e v e r , proceeds straight t h r o u g h the text from b e g i n n i n g to end of an important chapter or the entire book. Super reading, a step of activation, seeks out sections of the text y o u are attracted to a n d zips lightly d o w n the c e n t e r of the p a g e . Rapid reading might involve
slowing d o w n to a more
conventional reading speed; you m i g h t do this to c o m p r e h e n d a technical drawing or mathematical formula, or to s a v o r a line of poetry. In contrast, super reading m e a n s maintaining a brisk
speed
and
dipping into the text at any point; there is no requirement to m o v e t h r o u g h the pages in order. Super compared
reading to
the
has
actions
been of a
S u p e r m a n s c a n n i n g the Earth from outer space and deciding to t o u c h d o w n o n c e r t a i n c o n t i n e n t s . W e n e e d a n o t h e r a n a l o g y for rapid
reading—perhaps
that
of taking
a
river k a y a k
trip.
Sometimes y o u careen over white water rapids, then paddle leisurely on placid waters. T h e n y o u might be b a c k to rapids a g a i n . T h e p o i n t i s t h a t w e s t a y a c t i v e a n d alert, a n d o u r s p e e d varies depending on the material b e i n g covered. Rapid reading is not always necessary. At times, previewing, P h o t o R e a d i n g , a n d a c t i v a t i n g m a y b e all y o u n e e d t o a t t a i n y o u r desired reading outcome. M a n y business people never need to use the step of rapid reading. W h e n reading b u s i n e s s related information, such as reports and m a n u a l s , they achieve their purpose using the other steps of the system.
The PhotoReading Students
Whole Mind System studying
74
a textbook
and people
r e a d i n g for
p l e a s u r e w i l l u s e r a p i d r e a d i n g q u i t e often, b e c a u s e i t g i v e s t h e conscious mind more to explore. P h o t o R e a d e r s w h o enjoy
reading novels will preview,
P h o t o R e a d , then m o v e directly into rapid reading, b y p a s s i n g the activation steps altogether. Play with the wonderful options the P h o t o R e a d i n g w h o l e m i n d s y s t e m p r o v i d e s y o u . Y o u w i l l find t h e b e s t p a t h t o a c h i e v e y o u r p u r p o s e for r e a d i n g .
Demonstrate
how
the system
worksfor you
The rapid reading technique is reassuring, because it builds full c o n s c i o u s c o m p r e h e n s i o n o f t h e m a t e r i a l s y o u a r e s t u d y i n g . Like the manual activation techniques from the previous chapter, rapid reading w o r k s mostly w i t h the conscious mind. As y o u achieve y o u r reading goals using the P h o t o R e a d i n g w h o l e m i n d system, y o u m i g h t w o n d e r w h i c h step is having the greatest impact u p o n y o u r success. It will be easy to assume that the techniques i n v o l v i n g the conscious m i n d are the biggest contributors, because y o u gain conscious comprehension w h e n y o u u s e t h e m . I t m a y b e difficult t o t h i n k t h e n o n c o n s c i o u s s t e p o f P h o t o R e a d i n g r e a l l y d i d a n y t h i n g a t all. T h e s y s t e m w o r k s b e c a u s e it is a whole mind s y s t e m . B o t h t h e conscious m i n d and the other-than-conscious m i n d participate. B y all m e a n s , e n j o y t h e b e n e f i t s y o u r e c e i v e c o n s c i o u s l y . A t t h e s a m e t i m e , k e e p n o t i c i n g o t h e r p o s i t i v e effects i n y o u r life t h a t w e might assign to the d o m a i n of the nonconscious mind. The m o s t stunning d e m o n s t r a t i o n s of the P h o t o R e a d i n g step often c o m e as s p o n t a n e o u s activation. Stories of s p o n t a n e o u s activation
from
PhotoReading
graduates
are
wonderful
e n c o u r a g e m e n t t o a l l b e g i n n i n g P h o t o R e a d e r s . T h e y all h a v e similar characteristics. T h e r e p o r t s s o u n d like this: ' I w a s i n the s i t u a t i o n i n w h i c h I n e e d e d or w a n t e d s o m e information, and it s h o w e d up. I w a s n o t e v e n t r y i n g a t t h e t i m e t o r e m e m b e r it. I t j u s t h a p p e n e d . T h e information j u s t appeared, j u s t p o p p e d into mind, not b e c a u s e I w a s t r y i n g t o r e c a l l it, b u t a l m o s t o n a w h i m . ' The
'aha!'
e x p e r i e n c e of s p o n t a n e o u s activation is a
convincing demonstration.
I t h a s b e e n p r o o f for m a n y p e o p l e
Rapid Read
75
t h a t t h e P h o t o R e a d i n g s t e p o f t h e s y s t e m i s a c t u a l l y w o r k i n g for t h e m . T h e p a r a d o x is, h o w d o y o u p l a n t o h a v e a s p o n t a n e o u s experience? Y o u cannot—because it must be spontaneous. Do
not
sit a r o u n d w a i t i n g for
spontaneous
activation
e x p e r i e n c e s . T h e r e are other w a y s to test the system. In my original studies of P h o t o R e a d i n g , I had compelling evidence that PhotoReading spontaneous
was
working.
activation,
but
Some mostly
evidence it
came
came from
from
manual
activation techniques. F o r t h e first y e a r o f m y g r a d u a t e s t u d i e s , I d i d n o t h a v e t h e PhotoReading whole mind system.
In the remaining eighteen
m o n t h s , I u s e d P h o t o R e a d i n g for e v e r y t h i n g . T h e c o n t r a s t w a s e n o r m o u s . I k e p t on t o p of every subject, c o m p l e t i n g r e a d i n g assignments and research reports with ease. The pressures of keeping up with my studies vanished. Since those early days of P h o t o R e a d i n g , I have consistently seen that students in school have the best o n g o i n g demonstrations that P h o t o R e a d i n g w o r k s . W h y ? B e c a u s e they are u s i n g a n d t e s t i n g t h e s y s t e m all t h e t i m e , b o t h o b j e c t i v e l y a n d s u b j e c t i v e l y . I f y o u a r e n o t i n s c h o o l , y o u n e e d t o set u p y o u r o w n measures.
I w a n t y o u to have a c o n v i n c i n g e x p e r i e n c e of
P h o t o R e a d i n g . H e r e a r e s o m e w a y s y o u m i g h t t e s t i t for y o u r s e l f : • For one week, P h o t o R e a d everything and activate anything that y o u n e e d to c o m p r e h e n d . The next week, go b a c k to regular reading. Decide which week was most productive. • W h e n y o u see a b o o k at a friend's h o u s e that he h a s recently read, ask if it w a s w o r t h reading and h o w long it took to read. B o r r o w the b o o k and spend one-tenth the time w i t h the b o o k ( o r o n e - t h i r d t h e t i m e i f y o u a r e l e s s d a r i n g ) , u s i n g t h e five steps of the P h o t o R e a d i n g w h o l e m i n d system. Then, get t o g e t h e r w i t h y o u r friend a n d d i s c u s s t h e b o o k , w i t h o u t m e n t i o n i n g t h a t t h i s i s y o u r o w n p r i v a t e test. A f t e r w a r d s , l e t y o u r f r i e n d d e c i d e if y o u understood the book. • F i n d a quiet time to notice the w a y y o u r b r a i n responds to PhotoReading. Select a novel with high emotional content such as a lusty r o m a n c e n o v e l or a s u s p e n s e thriller. T h e n , go in a r o o m w i t h few d i s t r a c t i o n s . L i g h t only the b o o k s o y o u c a n see little else, k e e p the r o o m quiet, w e a r comfortable clothing, a n d m a i n t a i n a comfortable r o o m temperature. T h e idea is to m a k e it as easy as
Read Bullets
The PhotoReading
Whole Mind System
76
possible to notice w h a t e v e r c o m e s up from the n o n c o n s c i o u s m e m o r y stores. S p e n d m a y b e a m i n u t e getting into state and e n t e r i n g the quiet scene w i t h i n y o u r mind. T a k e a few m o m e n t s to study the i m a g e s and feelings within you.
T h e n P h o t o R e a d notice any
t h o u g h t s (pictures, sounds, feelings, etc.) that c o m e into a w a r e n e s s . If a picture or strong feeling pops into y o u r mind, y o u can turn b a c k a few p a g e s a n d read the text. C o m p a r e h o w y o u r i n n e r experience m a t c h e s the content of the b o o k . After P h o t o R e a d i n g and u s i n g y o u r closing affirmations, look around in y o u r inner quiet scene again. Notice any changes in the images, sounds, or feelings within you. Take two minutes to
d r a w pictures that y o u see in m i n d or to r e p r e s e n t any
e m o t i o n s y o u feel. Y o u c a n t h e n g o b a c k t h r o u g h t h e b o o k t o s e e h o w y o u r e x p e r i e n c e m a t c h e s the content of the b o o k . Or, b e t t e r yet, tell s o m e o n e w h o k n o w s the b o o k w h a t y o u e x p e r i e n c e d a n d t h e n let t h e m tell y o u a b o u t the story. •
B e f o r e a b u s i n e s s m e e t i n g , p r e v i e w a n d P h o t o R e a d five
b o o k s related to the topic y o u will discuss at the meeting. A f t e r w a r d s c o n s i d e r h o w y o u r p e r f o r m a n c e m a y h a v e differed from y o u r usual performance at such meetings. All of those tests are easy and low-risk. They allow y o u to explore uses of the P h o t o R e a d i n g whole m i n d system. Play with them and have compelling demonstrations of your own. Y o u do not have to stop here. There are m a n y w a y s to e x t e n d t h e s t e p s i n t r o d u c e d s o far. U s e t h e s u g g e s t i o n s i n t h e remaining
chapters
to
discover
more
applications
for
P h o t o R e a d i n g . M a k e i t a s k i l l y o u u s e d a i l y for a l l y o u r r e a d i n g needs.
Take the five-day test A revealing test y o u should consider reliably d e m o n s t r a t e s t h e p o w e r o f P h o t o R e a d i n g a n d d o u b l e s a s a f i v e - d a y p l a n for i m p r o v i n g activation. I n v e s t i n g thirty m i n u t e s or less p e r day, the plan helps condition y o u to get w h a t y o u w a n t and need from books you PhotoRead. W h e n you want a strong way to convince yourself that y o u r b r a i n can P h o t o R e a d successfully, c o m m i t to
Rapid Read
77
following the plan. D a y 1 - Select a b o o k y o u are interested in reading. P r e p a r e and P h o t o R e a d the book. D a y 2 - P r e p a r e , p r e v i e w for n o m o r e t h a n t w o m i n u t e s , a n d P h o t o R e a d t h e b o o k . P o s t v i e w for 1 5 t o 2 0 m i n u t e s , i n c l u d i n g w r i t i n g trigger w o r d s a n d q u e s t i o n s y o u are e a g e r t o a n s w e r . D a y 3 - Prepare and P h o t o R e a d . T h e n super read and dip so that y o u get t h r o u g h the entire b o o k in the thirty m i n u t e s . Do not w o r r y about c o m p r e h e n s i o n . At the end, review y o u r trigger w o r d s t o g e t a f e e l i n g for h o w m u c h r e c o g n i t i o n m a y b e c o m i n g t o g e t h e r for y o u . D a y 4 - P r e p a r e a n d P h o t o R e a d . S p e n d the rest of the thirty m i n u t e s super reading and dipping or skittering the entire book, at a pace that will get y o u t h r o u g h the b o o k by the end of the session.
Again,
look at your trigger words,
and formulate
additional questions following the mind probing technique. D a y 5 - P r e p a r e and P h o t o R e a d . L o o k at the Table of C o n t e n t s a n d g o t o t h e s e c t i o n s t h a t y o u feel y o u n e e d m o r e information.
S u p e r read a n d dip or skitter to a n s w e r specific
q u e s t i o n s . R a p i d read i f y o u d o n o t h a v e specific q u e s t i o n s b u t w a n t m o r e information. Save ten minutes at the end to m i n d m a p the b o o k . K e e p it simple, limiting the a m o u n t of detail. T h e goal is not to mind m a p the entire contents of the book, but to m i n d m a p t h e b o o k a s i t r e l a t e s t o y o u r p u r p o s e for c h o o s i n g t h e b o o k i n t h e first p l a c e . At this point y o u h a v e spent t w o h o u r s plus a bit. M o s t p e o p l e w i l l s e e t h e b o o k c o m i n g t o g e t h e r for t h e m . M a n y feel they have e n o u g h information and that they k n o w the book. T h e g o a l i s n o t t o k n o w t h e b o o k 100 p e r c e n t — t h a t d o e s n ' t e v e n happen with regular reading. Y o u may want to spend two more ' D a y 4 s , ' b u t i t i s likely y o u will say that y o u k n o w e v e r y t h i n g i n t h e b o o k y o u n e e d . Y o u m a y find i t fun t o r e v i e w y o u r m i n d m a p after a f e w d a y s t o r e c o g n i z e y o u r g r a s p o f t h e m a t e r i a l . Overall, y o u s h o u l d finish w i t h the b o o k in a b o u t one-third the time it w o u l d take to read the b o o k in the traditional manner.
The PhotoReading
Whole Mind
System
A PhotoReader was giving a radio interview about PhotoReading.
78
She
PhotoRead a book by an author w h o had just been interviewed. The author asked her specific questions about the book and the PhotoReader spoke in great detail precisely answering the questions. On another radio show, the astounded host exclaimed after hearing the PhotoReader's answer to a question, 'You are almost rereading this page. That is page 97 randomly pulled out of the book. That's exactly what it says t h e r e . ' Later in the show he said, 'It sounds like I have the author o n . ' A man in his thirties w i t h a neurological disorder PhotoRead books at the university's medical library hoping to find clues. He later woke from a nap w i t h an unusual dream regarding the disorder. hadn't considered that.
He called his doctor w h o said, 'I
Let me consult a colleague.'
A Systems Manager for the United States Air force used PhotoReading to get his degree in Computer Information Systems Management. He took 15 credit hours w o r t h of exams in humanities, social sciences and world religions within one week having never attended classes on the subject matter. To graduate he had to pass these tests, so his motivation was high. He PhotoRead six books on each topic a couple days before each exam. Not only did he pass and get 15 credit hours, but he got a B plus average on the exams. This score was higher than the average of the students w h o took the exams after attending a semester of classes. He is now using PhotoReading to earn a commission as an officer. A college senior used PhotoReading to prepare for the final exams. As a senior working to secure a j o b for after graduation, he dropped his regular studies hoping to get caught up at the minute. He phoned a PhotoReading coach at Learning Strategies Corporation in a panic the night before the exams. After the conversation, he got into a relaxed state and PhotoRead his class materials. He ate dinner, worked out, and went to bed relaxed. The next day he confidently took his exam and passed.
PhotoReading put him at ease and
allowed him to prepare mentally for the test. Before giving a presentation on peripheral development to a technical college supervisory management t e a m , an instructor PhotoRead ten background books.
She activated the books using syntopic reading strategies.
The
presentation went so well that the management team invited her to return as the subject matter expert for another presentation. An average student PhotoRead a novel for a literature exam and scored 100 percent.
Part Three: Develop and Integrate Your Skills
8
Make the PhotoReading W h o l e M i n d System Part of Your Daily Life
$
N o w that y o u have b e e n e x p o s e d to the steps of the system, y o u c a n certainly apply t h e m to this b o o k , if y o u h a v e not d o n e so already. H e r e are my suggestions on h o w to proceed.
R e a d
Bullets
•
U s i n g this b o o k w h i c h y o u k n o w c a n support y o u i n y o u r
c u r r e n t life g o a l s , e s t a b l i s h a c l e a r p u r p o s e for r e a d i n g i t a n d enter the ideal state of m i n d . • P r e v i e w t h e b o o k for five m i n u t e s , n o t i n g t r i g g e r w o r d s as y o u g o . • P h o t o R e a d the b o o k by
following the
steps
of the
p r o c e d u r e in Chapter 5. Y o u can P h o t o R e a d this b o o k in fewer than three minutes by flipping a page every two seconds. W h e n finished, g i v e y o u r s e l f the c l o s i n g affirmations a n d relax for a few m o m e n t s . • I d e a l l y , g e t u p a n d t a k e a b r e a k for a s h o r t w h i l e . T h e n come b a c k to activate. • Activate by mind probing to formulate questions. Y o u c a n p l a y w i t h t h e b o o k t o a c c o m p l i s h t h i s i n five m i n u t e s . •
Activate
further by
super
reading
and
dipping,
or
skittering. Concentrate on activating the r e m a i n i n g chapters of t h i s b o o k . T a k e n o m o r e t h a n t w e n t y m i n u t e s for t h i s . • R e v i e w a n d s u m m a r i z e all y o u g a t h e r e d d u r i n g y o u r first activation session with a one page m i n d m a p of the entire b o o k . • T a k e a m i n u t e to affirm y o u r ability to
apply these
a d v a n c e d r e a d i n g s t r a t e g i e s i n y o u r d a i l y life. A s y o u d o s o , y o u
Make PhotoReading Part of Your Daily Life
81
are t a k i n g action that could c h a n g e the w a y y o u read forever. •
F i n i s h by rapid r e a d i n g the last section of this b o o k . This
i s y o u r c h a n c e t o d i s c o v e r h o w m u c h faster y o u r r e a d i n g has b e c o m e b y u s i n g the t r e m e n d o u s l y flexible skills y o u h a v e learned.
Five
instant
time
management strategies
Organizing y o u r time and reading materials can enhance y o u r use of the P h o t o R e a d i n g w h o l e mind system. Use these strategies and discover the benefits. 1. Prioritize y o u r r e a d i n g . Sort y o u r printed m a t e r i a l s into t h r e e l e v e l s o f p r i o r i t y : ' A ' for m a t t e r s t h a t a r e u r g e n t , ' B ' for i t e m s t h a t a r e i m p o r t a n t b u t n o t u r g e n t , a n d ' C ' for i t e m s t h a t can be t h r o w n away. B e g i n using the P h o t o R e a d i n g w h o l e m i n d system w i t h the
'A' p r i o r i t y i t e m s .
2. H a n d l e papers only once. Decide h o w y o u will respond t o e a c h p i e c e o f p a p e r t h e first t i m e y o u r e a d it. J o t y o u r d e c i s i o n right on letters and m e m o s . 3. Always carry reading materials with you. Use waiting t i m e for r e a d i n g .
Y o u will be
surprised h o w m u c h y o u can
a c c o m p l i s h i n t h e five o r t e n m i n u t e s b e t w e e n a p p o i n t m e n t s using the whole mind system. 4. Preview everything that is important. If y o u do nothing e l s e w i t h it, a t l e a s t p r e v i e w a d o c u m e n t for t h i r t y s e c o n d s b e f o r e f i l i n g it. 5. Use the P h o t o R e a d i n g whole mind system at every o p p o r t u n i t y . P h o t o R e a d e v e r y t h i n g y o u c a n get y o u r h a n d s on. W h e n the quarterly trade j o u r n a l arrives or the w e e k l y n e w s magazine is delivered, P h o t o R e a d them. Just take a m o m e n t to d r o p i n t o s t a t e a n d flip t h e p a g e s b e f o r e y o u r P h o t o F o c u s e d e y e s . E v e n if y o u do not activate, the exposure can serve y o u in the future.
Use the PhotoReading whole mind system on all kinds of materials P h o t o R e a d i n g c a n a c c o m m o d a t e all p r i n t e d m a t e r i a l . T h i s includes letters, email, m e m o s , w e b pages, n e w s p a p e r s , trade journals, magazines, novels, textbooks, technical manuals—any
The PhotoReading Whole Mind System
82
d o c u m e n t s t h a t y o u e n c o u n t e r i n d a i l y life. A s y o u w o r k w i t h t h e s e m a t e r i a l s , feel free t o a d a p t t h e s t r a t e g i e s o f t h e s y s t e m a n d y o u will significantly reduce the time y o u spend on routine reading. • D a i l y n e w s — I n v e s t i n g a few m i n u t e s a day will b u i l d a powerful m o m e n t u m that lets y o u blast t h r o u g h n e w s p a p e r s a t t r e m e n d o u s rates. In many metropolitan newspapers, journalists Read B u l l e t s
are r e q u i r e d to put 90 p e r c e n t of the relevant information in the title, subtitle,
a n d first p a r a g r a p h s o f t h e i r a r t i c l e s . Y o u c a n
l e v e r a g e t h i s fact t o k e e p o n t o p o f t h e n e w s . Start by P h o t o R e a d i n g the entire newspaper. Try standing u p a n d s e t t i n g t h e p a p e r o n a t a b l e i n front o f y o u s o t h a t y o u c a n P h o t o F o c u s at the center of the o p e n paper. T h e n notice any headlines that catch y o u r attention, b a s e d on y o u r purposes or n e e d s . S e l e c t t h r e e t o five a r t i c l e s t h a t c a r r y t h e h i g h e s t v a l u e a n d p r e v i e w e a c h for t h i r t y s e c o n d s . I f y o u d e s i r e m o r e i n f o r m a t i o n , super read and dip to capture the core concept. In m o s t cases, today's
news
was
previewed yesterday,
and will
conclude
t o m o r r o w . U s e the P h o t o R e a d i n g w h o l e m i n d system to spot r e l e v a n t i n f o r m a t i o n , q u i c k l y g r a b it, a n d m o v e o n . A t t h e e n d o f t h e d a y , s c a n t h e n e w s p a p e r for a n y t h i n g e l s e y o u m i g h t w a n t t o read in m o r e detail. Y o u will d i s c o v e r a g r o w i n g confidence that you have acquired what you need. • M a g a z i n e s — B e playful. C o n s i d e r b r o w s i n g from b a c k to front i f y o u like. G o t o t h e articles t h a t c o n t a i n i n f o r m a t i o n y o u desire. P h o t o R e a d then postview each of those articles. Limit y o u r p o s t v i e w i n g t o n o m o r e t h a n t h r e e m i n u t e s for t h e l o n g e r articles. Super read and dip or skitter to get the core concepts y o u want. Y o u can activate most ten-page articles in seven minutes. Y o u c a n finish shorter articles m u c h m o r e q u i c k l y . After c o v e r i n g all y o u n e e d , d e t e r m i n e i f y o u w a n t a n y t h i n g m o r e . • J o u r n a l s — T h e s e should be read with a cross b e t w e e n m a g a z i n e strategies and textbook strategies. My favorite technique involves a brief preview of the table of contents. P h o t o R e a d the entire j o u r n a l a n d follow it w i t h a few m i n u t e s of p o s t v i e w i n g to determine w h i c h articles deserve more time. articles by
importance
R a n k order the
and b e g i n activation with the
most
important one. If the publication provides an abstract or s u m m a r y at the b e g i n n i n g of an article, read that a n d t h e n briefly p r e v i e w
Make PhotoReading Part of Your Daily Life
83
the article. Finish y o u r activation with a quick super read and dip, or y o u m a y w a n t to skitter it to get w h a t y o u need. M i n d m a p p i n g c a n s e r v e y o u i f y o u w a n t t o c a p t u r e a n d r e t a i n w r i t t e n n o t e s for future use. • N o v e l s — S o m e readers enjoy r e a d i n g a b o o k as m u c h or more than going to the m o v i e s . I found out that w h e n my w h o l e m i n d is engaged, reading a novel is m o r e exciting t h a n a m o v i e . I p r e p a r e as usual by fixing my tangerine point and e n t e r i n g the a c c e l e r a t e d l e a r n i n g s t a t e . N e x t , I p r e v i e w t h e s t o r y , l o o k i n g for the n a m e s of significant persons, places, and things. T h e n I P h o t o R e a d the b o o k , w h i c h , of course, does not spoil the ending. Finally, I follow P h o t o R e a d i n g w i t h rapid reading. Super reading a n d d i p p i n g serve little or no p u r p o s e for e n j o y m e n t of a story. • T e x t b o o k s o r t e c h n i c a l m a n u a l s — A strategy o f p r e v i e w i n g f o l l o w e d b y P h o t o R e a d i n g i s the ideal start.
Determine the
c h a p t e r s o r m a j o r s e c t i o n s y o u w a n t t o a c t i v a t e first. C h o o s e y o u r activation steps a c c o r d i n g to h o w m u c h of the content y o u w a n t to recall at a c o n s c i o u s level.
I u s u a l l y start w i t h s u m m a r y
questions at the e n d of a chapter to do my m i n d p r o b i n g . W i t h a purpose clearly in m i n d and questions well formulated, y o u can use
super reading and
dipping or skittering to
gather the
information y o u need. Here y o u might choose to eliminate the r a p i d r e a d i n g s t e p . I f y o u a r e a s t u d e n t n e e d i n g t o s t u d y for s c h o o l o r a p r o f e s s i o n a l r e t u r n i n g t o c l a s s e s for p r o f e s s i o n a l development and continuing education, read the section c o m i n g up titled 'Study w i t h y o u r w h o l e mind.'
Email, web pages, and electronic files One executive b e m o a n e d the deluge of information c o m i n g t o h e r e a c h d a y . ' I f I a m a w a y f r o m m y office for a d a y o r t w o , I return to an email in-box with over one hundred emails!' Another executive using the P h o t o R e a d i n g w h o l e mind system boasted that in less t h a n ten seconds p e r p a g e he could digest email text a n d e n t e r m e e t i n g s fully p r e p a r e d .
' N o w I need a class on
PhotoTyping!' Studies have s h o w n that people read from c o m p u t e r screens at rates 25 p e r c e n t slower than w h e n reading printed materials. Speed of t r a n s m i s s i o n across the internet used to be the b i g g e s t
The PhotoReading
Whole Mind System
84
p r o b l e m in i n f o r m a t i o n transfer. N o w it a p p e a r s that getting the i n f o r m a t i o n f r o m t h e s c r e e n a n d i n t o t h e m i n d for p r o c e s s i n g h a s b e c o m e the biggest challenge. Related p r o b l e m s of low screen resolution, p o o r writing quality, and inadequate organization of material will not slow d o w n the P h o t o R e a d e r . T h e P h o t o R e a d i n g w h o l e m i n d system trains the b r a i n to quickly locate units of meaning and respond with purpose, without wasting time and e n e r g y focusing on e a c h w o r d or sentence in an electronic text. S h o r t e l e c t r o n i c files, w e b p a g e s , a n d e m a i l a r e b e s t h a n d l e d w i t h p r e v i e w i n g followed b y rapid reading. L o n g e r p i e c e s are b e s t h a n d l e d u s i n g t h e full s y s t e m . T h e s p e e d a t w h i c h e l e c t r o n i c p a g e s c a n flash on the
screen adds a thrilling d i m e n s i o n to
P h o t o R e a d i n g . It is not u n u s u a l for s o m e o n e to P h o t o R e a d at s p e e d s from 1 0 0 , 0 0 0 to 1,000,000 w o r d s a m i n u t e . T e n s of t h o u s a n d s of b o o k s are already available on the I n t e r n e t for P h o t o R e a d i n g . Y o u c a n P h o t o R e a d m a n y b o o k s i n a w e b browser while others require downloading onto a computer to be v i e w e d in a w o r d processing p r o g r a m . A show p r o d u c e d by a British television company and presented on The Learning Channel showed the program's host Paul M c K e n n a PhotoReading novels on the internet. His P h o t o R e a d i n g rate e x c e e d e d 2 5 0 , 0 0 0 words a minute,
and he a n s w e r e d test questions at over 70
percent comprehension. W h e n y o u w a n t t o r e a d e l e c t r o n i c files, y o u s h o u l d m a k e
the s a m e decisions to preview, P h o t o R e a d , super read and dip,
skitter, and rapid read as y o u w o u l d w i t h regular b o o k s . H o w e v e r ,
Read
the m e c h a n i c s of those steps will change due to the high speeds
Bullets
pQssJbig i n g c o m p u t e r s . C o n s i d e r the following modifications. us
• P h o t o F o c u s — B e c a u s e e l e c t r o n i c files a r e u s u a l l y n o t presented on two side-by-side pages as is a book, y o u will not be able t o see the b l i p p a g e . O n c e y o u h a v e m a s t e r e d P h o t o F o c u s , y o u w i l l b e a b l e t o u s e P h o t o F o c u s o n e l e c t r o n i c files w i t h o u t n e e d i n g t h e b l i p p a g e for v e r i f i c a t i o n .
Less
experienced
P h o t o R e a d e r s should follow the alternate P h o t o F o c u s strategies p r e s e n t e d i n C h a p t e r 5 . A soft g a z e a t t h e c e n t e r o f t h e c o m p u t e r s c r e e n a s t e x t f l a s h e s s e e m s t h e b e s t s t r a t e g y for t h e P h o t o R e a d i n g step. • P a g e flipping—No p a g e s to turn on the computer, so this b e c o m e s fast a n d e a s y . ' S c r o l l i n g ' t h r o u g h t e x t t e n d s t o b e m o r e
Make
PhotoReading
Part
of
Your
Daily
Life
85
confusing to the brain than using the 'page d o w n ' and 'page u p ' functions on the k e y p a d .
T r a n s f e r r i n g l a r g e files i n t o a w o r d
processing p r o g r a m and manipulating it w i t h these functions m a k e s for e a s y P h o t o R e a d i n g . T h e n , u s e t h e s c r o l l i n g f u n c t i o n t o m o v e t h r o u g h t e x t for t h e o t h e r s t e p s o f t h e s y s t e m .
Study with your whole mind The P h o t o R e a d i n g w h o l e mind system naturally creates a p e r f e c t s t r a t e g y for m o v i n g t h r o u g h a s e m e s t e r o f r e a d i n g . I m a g i n e p r e v i e w i n g a n d P h o t o R e a d i n g e v e r y b o o k for t h e e n t i r e s e m e s t e r o n t h e first d a y o f c l a s s . T h r o u g h o u t t h e n i g h t , i n y o u r d r e a m state, the m a t e r i a l is r e v i e w e d and o r g a n i z e d a c c o r d i n g to y o u r needs and purpose. W h e n y o u r e c e i v e a r e a d i n g a s s i g n m e n t for a t e x t b o o k , p r e v i e w and P h o t o R e a d the chapters, plus P h o t o R e a d one or t w o on either side of t h e m . F o r e x a m p l e , if y o u are a s s i g n e d C h a p t e r s 3 and 4, preview those and P h o t o R e a d Chapters 2 t h r o u g h 5. U s e rhythmic
perusal
to
read
the
chapter
summary
and
study
questions at the end of the assigned chapters. Then, super read a n d d i p t o find t h e a n s w e r s t o t h e q u e s t i o n s . W h e n y o u attend class, y o u naturally and spontaneously a c t i v a t e t h e c h a p t e r s . C r e a t e m i n d m a p s d u r i n g t h e l e c t u r e for all y o u r class notes. F o r instant review of the entire lecture, take y o u r multiple mind m a p s and combine t h e m into one. D e t e r m i n e if y o u need a n y t h i n g else from the reading assignment. W h e n y o u n e e d s p e c i f i c i n f o r m a t i o n , s u p e r r e a d a n d d i p t o find it. T o h a n d l e v a g u e feelings of uncertainty, use skittering or rapid reading to cover anything else y o u w a n t to study in the chapters. M i n d m a p i m p o r t a n t points that y o u n e e d to m e m o r i z e , s u c h as specific facts, f o r m u l a s , t h e o r e m s , a n d h i s t o r i c a l e v e n t s . Before writing reports, use syntopic reading described in Chapter 11. Y o u can preview and PhotoRead dozens of books on the subject of y o u r report. T h e n super read and dip in the m o s t i m po r t an t texts to get the core concepts y o u need. M i n d m a p y o u r first draft a n d w r i t e y o u r r e p o r t f r o m y o u r m i n d m a p . W h e n s t u d y i n g for t e s t s ,
look over your mind
maps,
P h o t o R e a d y o u r a s s i g n m e n t s to get y o u r s e l f in the flow state, t h e n u s e r a p i d r e a d i n g t o r e v i e w c h a p t e r s a s s i g n e d for t h e test.
The PhotoReading The
Whole Mind System
night before
an e x a m ,
86
listen to
t h e Memory
Supercharger
Paraliminal tape. W i t h these potent study skills, the ease a n d pleasure of learning will astound you. A P h o t o R e a d e r , attending a college h u m a n i t i e s class, had nine b o o k s to study during the semester. W i t h o n e b o o k o v e r six h u n d r e d p a g e s long, she i n v e s t e d f e w e r than thirty minutes w h o l e m i n d reading in order to write a p a p e r t h a t r e c e i v e d a n A g r a d e . S h e r e c e i v e d a n A for t h e s e m e s t e r a n d c l a i m e d she h a d spent a b o u t t w o h o u r s total u s i n g the system. I f y o u d o u b t the story, p r o v e it to yourself. E x p e r i m e n t w i t h the following p r o c e d u r e as y o u study. T h e idea here is to study in b l o c k s of thirty m i n u t e s , w h i c h c o n t a i n m e n t a l p r e p a r a t i o n a n d p h y s i c a l b r e a k s . T h e effect i s a n i n c r e a s e i n c o n c e n t r a t i o n , r e t e n t i o n , a n d r e c a l l o f all y o u s t u d y . 1 . G a t h e r all t h e r e a d i n g m a t e r i a l s y o u i n t e n d t o u s e d u r i n g t h e s t u d y s e s s i o n . L a y t h e m o u t i n front o f y o u . 2 . T a k e t h r e e t o five m i n u t e s t o state y o u r p u r p o s e a n d enter the ideal state of m i n d . W h e n stating y o u r p u r p o s e consider y o u r d e s i r e d o u t c o m e for t h i s s t u d y s e s s i o n . E n t e r t h e i d e a l s t a t e for l e a r n i n g a n d r e p e a t a f f i r m a t i o n s . P h r a s e y o u r a f f i r m a t i o n i n the present tense. For example: • I am r e a d y to a b s o r b C h a p t e r s 5 a n d 6 of t h i s p h y s i c s t e x t t o p r e p a r e for c l a s s t o m o r r o w a n d a n s w e r t h e q u e s t i o n s a t t h e end of the chapter. • A s I s t u d y for t h e n e x t t w e n t y m i n u t e s , I d o s o w i t h full a l e r t n e s s a n d effortless c o n c e n t r a t i o n . • W h e n I a m t h r o u g h s t u d y i n g , I feel r e f r e s h e d , r e l a x e d , and
confident. • W h e n I call u p o n this i n f o r m a t i o n in the future, I r e l a x
a n d l e t g o . T h e i n f o r m a t i o n f l o w s freely t h r o u g h m y m i n d . I easily retrieve the information I desire. 3. B e g i n you r study in the flow state of relaxed alertness. P r e v i e w t h e m a t e r i a l for a f e w m i n u t e s , t h e n f o r t h e r e m a i n d e r o f the twenty minutes use w h a t e v e r c o m b i n a t i o n of P h o t o R e a d i n g , activating,
or rapid reading suits y o u r purpose.
G o for z e r o
distractions. 4. T a k e a five m i n u t e b r e a k . This is essential. completely a w a y from y o u r study
Move
area, b o t h physically
and
Make PhotoReading Part of Your Daily Life
87
m e n t a l l y . E v e n i f y o u a r e o n a r o l l a n d feel a s t h o u g h y o u c o u l d s t u d y for h o u r s , t a k e t h e b r e a k ! Y o u a f f i r m e d a s p e c i f i c t i m e commitment of twenty minutes. Keep your commitment, because i t n o t o n l y b u i l d s self t r u s t , t h e b r e a k a l s o h e l p s y o u r b r a i n a b s o r b , retain, and recall information y o u study. 5. Go b a c k to Step 2 and repeat the cycle two m o r e times f o r a t o t a l o f n i n e t y m i n u t e s . T h e n g i v e y o u r s e l f a fifteen m i n u t e break b e t w e e n the ninety minute cycles. P l a y i n g p l e a s a n t m u s i c softly i n t h e b a c k g r o u n d a s y o u study
may add to your relaxation.
Studies have found that
classical and N e w A g e music can help m a k e a greater impact on t h e b r a i n w h i l e l e a r n i n g . T h e P a r a l i m i n a l t a p e Personal Genius i s extremely valuable prior to studying, because it boosts confidence a n d trains y o u r b o d y / m i n d t o enter the ideal l e a r n i n g state. T h e Memory
Supercharger P a r a l i m i n a l
tape
helps
after
studying
to
solidify l e a r n i n g a n d b e f o r e tests to aid in fluent recall.
Take tests with your whole mind W h e n taking tests on materials y o u h a v e studied using the w h o l e m i n d system, follow these tips: •
Get into the ideal state of r e l a x e d alertness.
• P h o t o R e a d all t h e q u e s t i o n s . T h e n r e a d t h e first q u e s t i o n . • A n s w e r all t h e q u e s t i o n s t h a t c o m e e a s i l y first. S t a y focused on the present m o m e n t . Let go of the previous question, as well as any anticipation of the next question. • If an a n s w e r does not c o m e to y o u after r e a d i n g a q u e s t i o n , l e t i t g o a n d m o v e t o t h e n e x t q u e s t i o n . T h e r e q u e s t for an answer to the earlier question has already b e e n given to y o u r m i n d . W h e n y o u h a v e a n s w e r e d all t h e q u e s t i o n s t h a t c o m e easily, go b a c k and reread those y o u passed up.
The second
reading reinforces the request and helps the appropriate a n s w e r s appear in your conscious mind. • D i s c o v e r h o w y o u r d e e p e r m i n d signals you that it has a correct or a p p r o p r i a t e a n s w e r to a test question. R a t h e r t h a n o v e r a n a l y z i n g the test question, study the response y o u r b r a i n offers a s y o u n o t i c e y o u r i n t u i t i v e s i g n a l s . F o r e x a m p l e , i m a g i n e a traffic l i g h t w h i c h w i l l g i v e y o u d i r e c t i o n . G r e e n m e a n s g o . Y e l l o w m e a n s m a y b e y o u k n o w the answer, but y o u should
The PhotoReading
Whole Mind System
88
p r o c e e d cautiously. R e d m e a n s stop; do not a n s w e r this one. • Release any need you m a y h a v e to perform well. The r e s u l t s o f a n y s i n g l e t e s t fade i n i m p o r t a n c e o v e r t i m e . M o r e o f t e n t h a n not, force only leads to frustration. G e t w h a t y o u n e e d by l e t t i n g g o o f y o u r n e e d t o h a v e it. • W h e n taking tests, pause m a n y times to relax deeply. • T h e night before y o u r e x a m , listen to audio cassette tapes
such
as
Memory
Supercharger
and
Personal
Genius
that
p r o m o t e relaxation, learning, a n d m e m o r y skills.
Integrate
your
skills
Y o u a r e b o r n w i t h a b r a i n e q u i p p e d for P h o t o R e a d i n g . H o w e v e r , y o u a r e n o t b o r n w i t h all t h e s k i l l s o f t h e P h o t o R e a d i n g whole mind system. The system—a cluster of learned skills— must be used in order to integrate them and make them second nature to you. P h o t o R e a d i n g and the other steps in the system are learned j u s t l i k e a n y o t h e r skill, s u c h a s p l a y i n g t h e p i a n o o r u s i n g a p e r s o n a l c o m p u t e r . If y o u w a n t to t u r n a n e w skill into a habit, follow the strategy of learning specialists D a v i d W. J o h n s o n from the University of M i n n e s o t a and F r a n k P.
J o h n s o n from the
University of Maryland. Y o u can apply their approach to learning the skills o f the P h o t o R e a d i n g w h o l e m i n d s y s t e m : • U n d e r s t a n d w h y t h e skills are i m p o r t a n t and h o w t h e y w i l l b e o f v a l u e t o y o u . T o l e a r n a s k i l l , y o u m u s t feel a n e e d for it. Y o u r d e t e r m i n a t i o n m e a n s e v e r y t h i n g . D e t e r m i n e t h a t y o u w a n t these skills and the results they will p r o d u c e . • U n d e r s t a n d the o u t c o m e o f u s i n g the skills a n d m a s t e r its c o m p o n e n t b e h a v i o r s . U s i n g the P h o t o R e a d i n g w h o l e m i n d system helps y o u to get y o u r reading d o n e in the time y o u have a v a i l a b l e a t t h e l e v e l o f c o m p r e h e n s i o n y o u n e e d . T h i s l a r g e r skill c o n s i s t s o f five s t e p s ; p r e p a r i n g ,
previewing, PhotoReading,
activating, and rapid reading. E a c h step contains a sequence of c o m p o n e n t behaviors. Perform the behaviors according to the instructions several times until y o u k n o w the sequence of steps to perform. Often it helps to observe s o m e o n e w h o has already m a s t e r e d t h e skill p e r f o r m i t s e v e r a l t i m e s . A t t e n d i n g a l i v e P h o t o R e a d i n g
Make PhotoReading Part of Your Daily Life seminar or
listening
to
the
89
PhotoReading Personal Learning
Course
provides coaching as you examine and perform each component b e h a v i o r in a step-by-step m a n n e r . O n c e y o u k n o w w h i c h skills y o u w a n t to perform, w i t h mental rehearsal and skilled practice y o u c a n q u i c k l y a c q u i r e t h e m . T h e P a r a l i m i n a l t a p e t i t l e d New Behavior
Generator
can help
remove barriers
guides y o u r m i n d to install the n e w
to
learning
and
skills i n y o u r o n g o i n g
behavior. • Find situations in w h i c h y o u can u s e the skills. To m a s t e r a skill, u s e i t a g a i n a n d a g a i n . U s e t h e s k i l l f o r a s h o r t t i m e e a c h d a y i n a v a r i e t y o f s e t t i n g s . T h e Belief Paralimmal t a p e h e l p s y o u develop your capabilities
as
a P h o t o R e a d e r and builds the
c o n f i d e n c e for s t r e t c h i n g b e y o n d p r e v i o u s c o m f o r t z o n e s . • A s k s o m e o n e t o w a t c h a n d tell y o u h o w w e l l y o u are p e r f o r m i n g . G e t t i n g f e e d b a c k i s n e c e s s a r y for s t a y i n g o n c o u r s e to y o u r goal. In the P h o t o R e a d i n g seminar and personal learning course, we guide y o u through PhotoReading books, explore various forms of activation, and provide n u m e r o u s assessments of y o u r progress that give y o u direct feedback. • B e p e r s i s t e n t . K e e p d o i n g it! T h e r e i s a r h y t h m t o l e a r n i n g m o s t s k i l l s : a p e r i o d o f s l o w l e a r n i n g f o l l o w e d b y a p e r i o d o f fast improvement and then a period in w h i c h performance remains a b o u t the s a m e . T h e s e p l a t e a u s are quite c o m m o n i n skill l e a r n i n g . If y o u encounter one, just keep using the
skill a n d r e m i n d
yourself that another period of rapid i m p r o v e m e n t is on the w a y . T h e Automatic Pilot P a r a l i m i n a l t a p e f a c i l i t a t e s t h e e f f e c t i v e u s e o f any skill. It h e l p s y o u e l i m i n a t e self-sabotage a n d a c c o m p l i s h goals with greater ease. • L o a d y o u r learning t o w a r d success. As y o u stretch y o u r capacity, add refinements that y o u can easily master. F o r e x a m p l e , using a stopwatch, determine h o w long it takes to read the m o r n i n g n e w s p a p e r in your usual manner. T h e n do same level of r e a d i n g i n five m i n u t e s less t i m e t o m o r r o w . A c c o m p l i s h this b y refining y o u r use of previewing, super reading and dipping, or skittering. • A s k f r i e n d s t o e n c o u r a g e y o u t o u s e t h e skill. W h e n y o u take a P h o t o R e a d i n g seminar, y o u will have the opportunity to exchange support with other PhotoReaders.
The best support
n e t w o r k y o u w i l l e v e r find for y o u r u s e o f P h o t o R e a d i n g i s t h e
The PhotoReading
Whole Mind System
people with w h o m y o u attend the PhotoReading
Personal
Learning
Course.
90 seminar or w h o use the Share
the
PhotoReading
idea w i t h supportive friends and h a v e t h e m c h e e r y o u on. • U s e the s k i l l s u n t i l t h e y feel real. T h e m o r e y o u u s e a skill, t h e m o r e n a t u r a l i t b e c o m e s . W h i l e l e a r n i n g a skill, y o u m a y feel self-conscious and a w k w a r d . It m a y s e e m as t h o u g h y o u are simply going through the motions.
D o n o t let this n o r m a l
a w k w a r d n e s s stop y o u from m a s t e r i n g the skill. P e o p l e d o not l e a r n to t y p e by t y p i n g only w h e n it feels n a t u r a l . It is t h r o u g h u s i n g the t e c h n i q u e s and w o r k i n g t h r o u g h the initial discomfort that skills are learned. In summary, it is up to y o u to apply the techniques presented in this b o o k and apply t h e m in w a y s that achieve y o u r purposes. If y o u w a n t to master w h o l e m i n d reading, then follow these t h r e e s u g g e s t i o n s : u s e it, u s e it, a n d u s e it. A v o i d c r e a t i n g a n artificial ' p r a c t i c e t i m e . ' T h i s c a n b e c o m e drudgery. Y o u have reading y o u w a n t and need to do. Use the system! Y o u may even consider enrolling in a PhotoReading seminar
or listening
to
the PhotoReading Personal Learning
Course.
In the m e a n w h i l e , dig into those piles of b o o k s laying around the house.
Choose how you will use the PhotoReading whole mind system As y o u finish this chapter, think of a specific r e a d i n g task that y o u often face, s u c h a s r e a d i n g r e p o r t s a n d t r a d e j o u r n a l s , studying textbooks, or cruising the internet. U s e the P h o t o R e a d i n g whole
mind
reading
system in ways
that will
accomplish
y o u r goal. Imagine h o w and w h e n y o u will use the techniques. For e x a m p l e , y o u m i g h t see y o u r s e l f p r e v i e w i n g the m o r n i n g p a p e r by scanning the headlines and photo captions. Determine the specific t i m e and place y o u will u s e the t e c h n i q u e y o u c h o s e . The P h o t o R e a d i n g w h o l e m i n d s y s t e m is a tool with countless applications. Y o u have just seen yourself experiencing some of them. Now, add another application to your reading repertoire as y o u learn how to...
9
Share Information Through Group Activation
I h e a r m a n y b u s i n e s s people c o m p l a i n about thick, ugly documents
they
encounter
at
work—specification manuals,
r e q u e s t s for p r o p o s a l s , s t a c k s o f c o m p u t e r p r i n t o u t s , t e c h n i c a l m a n u a l s for e q u i p m e n t , s o f t w a r e m a n u a l s , a n d s o o n . I s e e t h e s e people's eyes sparkle w i t h anticipation, if not a m a z e m e n t , w h e n I suggest an alternative that involves P h o t o R e a d i n g . W h e n I first p r e s e n t e d P h o t o R e a d i n g a t I D S / A m e r i c a n Express in Minneapolis, I worked with an information systems and data processing
group.
After a class
session,
several
participants c a m e up to m e . The one holding a stack of reports said, 'This s e m i n a r h a s b e e n v e r y interesting. B u t h o w d o w e u s e t h e t e c h n i q u e s o n these?' H e d r o p p e d t h e s t a c k o n t h e t a b l e w i t h a thud. F e e l i n g a bit threatened, I told h i m we w o u l d c o v e r applications of this sort d u r i n g the next session. That afternoon,
I
cleared my
desk and took the
first
d o c u m e n t — a b l u e c o v e r e d , c o m p u t e r g e n e r a t e d r e p o r t — a n d set i t i n front o f m e .
I r e a d t h e front c o v e r w h i c h s a i d
'CATS
Unscheduled Disbursements, Systems External Specifications.' M y b r a i n i n s t a n t l y o v e r l o a d e d a n d b l e w a fuse. M y h e a r t s t a r t e d racing at the thought of teaching the next session. I could hear the r i d i c u l e a n d feel t h e h u m i l i a t i o n . M y p a l m s g o t s w e a t y . N o d o u b t a b o u t it, I w a s i n d o c u m e n t s h o c k . I n u m b l y o p e n e d t h e front c o v e r a n d t r i e d t o r e a d t h e t a b l e o f c o n t e n t s . N o t h i n g m a d e s e n s e . I t w a s all c o m p l e t e g i b b e r i s h . N o w my panic was complete.
The PhotoReading
Whole Mind System
92
A l m o s t instinctively, I s t o p p e d everything, t o o k in a d e e p breath, a n d d r o p p e d into the accelerative learning state. I o p e n e d my eyes, entered PhotoFocus, and P h o t o R e a d the report—once right
side
up,
once
upside
down
and
backwards.
After
PhotoReading, I closed my eyes and gave myself the closing affirmation. T h e n c a m e the a m a z i n g part. I o p e n e d my eyes a n d looked at the table of contents again. Miraculously, everything m a d e sense. I w e n t on to p r e v i e w the report and c o u l d clearly see the structure of the entire document, information covered, the purpose for it, a n d t h e c o n c l u s i o n s d r a w n . I s u p e r r e a d a n d d i p p e d , a n d in minutes I k n e w exactly what data processing managers needed t o k n o w f r o m it. F a n t a s t i c ! I b o u n c e d t h r o u g h the o t h e r d o c u m e n t s like a kid in a c a n d y store. It t o o k me b e t w e e n 11 and 13 m i n u t e s to read any one of them well enough to understand and discuss. I m a g i n e my confidence at the next session. I described h o w to read the reports using the P h o t o R e a d i n g whole m i n d system. O n e m a n a g e r c o m m e n t e d that I u n d e r s t o o d the reports b e t t e r t h a n h e did, a n d his d e p a r t m e n t g e n e r a t e d similar d o c u m e n t s quarterly. R e a d i n g stacks of business or teacher generated papers is simple using the P h o t o R e a d i n g w h o l e m i n d system. If y o u need familiarity w i t h a d o c u m e n t , prior to a m e e t i n g or class, the strategy that f o l l o w s is a w i n n e r .
Group
activation
Say that y o u m a n a g e a group of three people, and that each of t h e s e p e o p l e h a s differing d e g r e e s of e x p e r t i s e a b o u t w h a t h a p p e n s i n y o u r c o m p a n y a s a w h o l e . O n e p e r s o n , for e x a m p l e , often w o r k s w i t h the h u m a n r e s o u r c e d e p a r t m e n t , a n o t h e r talks frequently to systems analysts in the data p r o c e s s i n g department, and the third person has responsibilities in marketing and product development. O n e d a y y o u a r e h a n d e d t h e s o f t w a r e m a n u a l for a n e w c o m p a n y - w i d e c o m p u t e r system. L o o k i n g at the table of contents, y o u find t h a t y o u h a v e s i x h u n d r e d p a g e s o f e x t r a r e a d i n g t o c o m p l e t e i n t h e n e x t w e e k . O n e o p t i o n for h a n d l i n g t h i s s i t u a t i o n
Group Activation
93
is the traditional one: y o u and each of y o u r p e o p l e slog t h r o u g h t h e m a n u a l f r o m s t a r t t o finish, r e l e a s i n g m u c h h o p e o f s l e e p f o r the next few nights. I n s t e a d , t r y t h i s : h a n d e a c h o f y o u r staff a c o p y o f t h e m a n u a l . A s k e a c h o f t h e m t o t a k e t h e m a n u a l h o m e for o n e n i g h t , p r e v i e w i t for five t o e i g h t m i n u t e s , a n d t h e n s p e n d a n o t h e r f e w minutes P h o t o R e a d i n g it before they go to sleep. D u r i n g the next w o r k i n g day, meet as a g r o u p to activate and discuss the d o c u m e n t . In the meeting, go a r o u n d the group and ask w h a t they k n o w from p r e v i e w i n g the manual. This will insure everyone is starting from a similar frame of reference. Next, give y o u r group an activation assignment. Ask each person to spend seven to ten m i n u t e s s u p e r r e a d i n g a n d d i p p i n g i n the m a n u a l t o find specific information. G i v e t h e m specific t o p i c s to focus on w i t h specific questions related to areas of personal or professional interest. For example, ask y o u r h u m a n resource expert to super read a n d d i p i n t o t h e m a n u a l t o j u d g e h o w t h i s n e w s y s t e m w i l l affect t h e c o m p a n y ' s n e e d for n e w p e r s o n n e l o r t r a i n i n g p r o g r a m s . A s k y o u r s y s t e m ' s m a n a g e r t o j u d g e t h e t e c h n i c a l fit w i t h e x i s t i n g s y s t e m s , a n d so on. After c o m p l e t i n g this assignment, the next step is to activate t h e m a n u a l i n a g r o u p d i s c u s s i o n . H a v e e a c h p e r s o n s p e n d five minutes describing w h a t they learned from super reading and d i p p i n g into the text. Let one p e r s o n create a giant m i n d m a p that pools the m a i n points described. Follow the mind m a p p i n g with an open discussion, allowing y o u r employees to ask each other q u e s t i o n s a b o u t the specific p o i n t s they h a v e m a d e . E x p e r i m e n t w i t h this strategy, and y o u will be surprised at the richness
and value
of the e n s u i n g discussion.
As your
e m p l o y e e s ask and answer questions, they help each other activate t h e m a t e r i a l t h e y h a v e r e a d . I n effect, t h i s i s P h o t o R e a d i n g followed by group activation. W a t c h i n g g r o u p s use this strategy, I h a v e seen t h e m reduce reading chores from several hours of w a s t e d time to a matter of a few h i g h l y effective m i n u t e s . W h a t ' s m o r e , this p r o c e s s p r o m p t s people to share information across specialties—something that is surprisingly rare in the information age. T h e payoff is concrete: h i g h l e v e l p e o p l e a r e f r e e d f r o m p l o w i n g t h r o u g h m a n u a l s for hours at a time; instead, they can return to w h a t they do best.
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Whole Mind System
94
G r o u p s turn into productive decision m a k i n g forces, using shared i n f o r m a t i o n a n d l e a r n i n g t o b e c o m e e v e n m o r e effective a s t h e y g o . T h i s i s o n e o f t h e m o s t p o w e r f u l t o o l s I k n o w a b o u t for coping with information overload and d o c u m e n t shock. It is no l o n g e r f e a s i b l e t o e x p e c t a n y o n e p e r s o n t o m a s t e r all t h e information on a given topic. Instead, use the P h o t o R e a d i n g whole
mind
system to
create
a regular process
of sharing
information across departments and areas of expertise. If y o u w i s h to use this process in a structured w a y , the following format describes e a c h step. U s e it w h e n e v e r several people need to share an u n d e r s t a n d i n g of a d o c u m e n t . 1. Pre-Session
Assignment
The beginning of the process includes a m e m o from the group leader with the reading assignment attached. The m e m o states the purpose and intended o u t c o m e of the meeting. 2. Individual Preparation C o m p l e t e the assigned reading in stages: • P r e p a r e (one to t w o m i n u t e s ) . • P r e v i e w the material (three to eight m i n u t e s ) . • P h o t o R e a d (one to three m i n u t e s ) . • Optional: super read and dip (ten m i n u t e s m a x i m u m ) . • Before
sleep, visualize
activating the materials and
successfully a c c o m p l i s h i n g the group's o u t c o m e . 3. Group Activation Restate
the
g r o u p ' s intent.
S u m m a r i z e the reading by
describing the d o c u m e n t in general terms, discussing the type of r e p o r t o r a r t i c l e , t h e m a i n p o i n t o f it, a n d q u e s t i o n s t h e a u t h o r addresses. Next, a s s i g n the sections to be a n a l y z e d a n d the specific kind of analysis y o u w a n t from each person. For example, one p e r s o n could look at the report from the position of a m a n a g e m e n t expert. O n e p e r s o n could explore the p r o b l e m s raised. A n o t h e r p e r s o n could e x a m i n e short range implications. A s k e a c h group m e m b e r to rapid read the assigned section o r s u p e r r e a d t h e e n t i r e t e x t for t h e k e y i d e a s t h e y a r e e x p l o r i n g . R e m e m b e r t o s p e c i f y t h e t i m e for c o m p l e t i n g t h e t a s k . ( T r a i n e d P h o t o R e a d e r s g e n e r a l l y a c t i v a t e a fifteen t o t h i r t y p a g e r e p o r t i n seven to twelve minutes.)
Group
Activation 4.
95
Discussion—Analytical Format
Outline the structure and content of the entire d o c u m e n t : • List trigger w o r d s . W h a t are their m e a n i n g s ? Do t h o s e m e a n i n g s shift a t a n y p o i n t i n t h e t e x t ? ( R e f e r b a c k t o C h a p t e r 4 o n p r e v i e w i n g for i n f o r m a t i o n o n t h i s . ) • List the m a i n propositions. W h a t ideas capture the opinion a n d facts p r e s e n t e d i n the d o c u m e n t ? A r r a n g e t h e s e o p i n i o n s a n d facts in a l o g i c a l s e q u e n c e to d i s c o v e r the k e y a r g u m e n t s . If y o u find t h e c o n c l u s i o n first, t h e n l o o k for t h e s u p p o r t i n g r e a s o n s . I f y o u f i n d t h e r e a s o n s first, s e e w h e r e t h e y l e a d . • Examine
the
defined
problems
and
the
proposed
solutions. W h a t p r o b l e m s does the author solve? Are there any that r e m a i n u n s o l v e d ? •
Critique the text. D i s c u s s the merits and d r a w b a c k s of
the ideas presented. W h a t arguments do y o u agree with? W h a t are the points of d i s a g r e e m e n t ? Discussion—Creative
Format
Y o u r group might choose to engage in a creative discussion instead of an analytical one. If that is the case, this format will be more
appropriate. • D e s c r i b e y o u r 'feeling r e s p o n s e ' to the written materials.
K e e p i n m i n d t h a t f e e l i n g s set a s t a g e for h o w i n f o r m a t i o n w i l l b e interpreted. •
State the facts a n d i n f o r m a t i o n y o u h a v e r e c e i v e d from
the text. •
Conduct a brainstorming session about the meaning,
relationship, and r e l e v a n c e of this information to the group's outcome. • P l a n w h a t to do a b o u t all this i n f o r m a t i o n , a n d e s t a b l i s h the group's next step. The benefits of the P h o t o R e a d i n g whole mind system can ripple t h r o u g h o u t y o u r o r g a n i z a t i o n and c h a n g e the w a y y o u get things
done at work.
everyone
shares the
Shared decision-making occurs w h e n same base of information.
Using these
t e c h n i q u e s , i n d i v i d u a l s k e e p u p w i t h a l m o s t n o effort o r s t r u g g l e . A few m i n u t e s d e v o t e d to p r e v i e w i n g a n d P h o t o R e a d i n g at night is not a major project. T a k i n g ten m i n u t e s in a m e e t i n g to turn on the whole m i n d and activate relevant information with a
The PhotoReading
Whole Mind System
96
strong purposeful approach to p r o b l e m solving is enormously productive. W h e n sharing the activated information, the group is totally focused on decision-making.
Succeed in any group A l t h o u g h this chapter has focused on b u s i n e s s applications of g r o u p activation, y o u can use these skills w h e n e v e r sharing information with others. opportunity
to
Community
libraries
use
Consider book clubs as an excellent
and
refine
your PhotoReading
and bookstores
skills.
c a n often refer y o u t o
e x i s t i n g g r o u p s that w e l c o m e n e w m e m b e r s . I f y o u c a n n o t find o n e , start y o u r o w n ! Many
PhotoReaders
attend
study
groups
within their
religious c o m m u n i t i e s . U s e the strategy outlined in this chapter to study scripture and discover h o w quickly y o u gain the benefits you
seek.
PhotoReading may be
o n e o f the b e s t things for
supporting y o u r spiritual growth. I f y o u a t t e n d c o l l e g e c l a s s e s , s o o n e r o r later y o u will find yourself in a group project where reading is involved. Use the t e c h n i q u e s p r e s e n t e d here t o e n s u r e y o u are a l w a y s p r e p a r e d . The
other group
members
will
recognize
your leadership
capabilities b e c a u s e of your a m a z i n g grasp of the information you
study. A n o t h e r type of group, called success teams, are groups of
t h r e e t o five P h o t o R e a d e r s w h o m e e t r e g u l a r l y t o h e l p e a c h o t h e r accomplish personal and professional development objectives. It is a big c o m m i t m e n t to meet every m o n t h to P h o t o R e a d with o t h e r s , b u t i t h a s a l w a y s p a i d off for t h o s e w h o h a v e d o n e it. F o r m o r e i n f o r m a t i o n o n s u c c e s s t e a m s , P h o t o R e a d Teamworks! b y Barbara Sher and A n n Gottlieb.
Get your group
involved
H o w d o y o u get y o u r group m e m b e r s started today using P h o t o R e a d i n g ? B u y c o p i e s o f this b o o k for t h e m . Tell t h e m t o p r e v i e w and P h o t o R e a d the w h o l e b o o k , then activate j u s t this chapter. Do y o u think that will stimulate their curiosity?
Group
Activation
97
Seriously, it is a g o o d idea that e v e r y o n e learn these skills. Tell t h e m to use the guide at the b e g i n n i n g called ' H o w to R e a d This Book' investment. Learning
and r e a d the b o o k to L e v e l 2. Consider
Course.
In
purchasing
it I
will
guide
the you
This is a o n e - h o u r PhotoReading
through
Personal
learning
the
PhotoReading whole mind system on audio tape. This b o o k is included with the package. A n o t h e r w a y to get others i n v o l v e d is to b r i n g a certified P h o t o R e a d i n g i n s t r u c t o r i n t o y o u r c o m p a n y o r c o m m u n i t y for a t r a i n i n g . C a l l L e a r n i n g S t r a t e g i e s C o r p o r a t i o n n o w for i n f o r m a t i o n on sponsoring an in-company training. Y o u c a n say g o o d - b y e t o w o r r y i n g a b o u t h o w t o c o n t r i b u t e in m e e t i n g s b e c a u s e y o u did not read the report. G o n e are the nights of lugging papers h o m e , only to ignore them, and then s h a m e f u l l y let t h e m p i l e .
N o w y o u can stand up and take a
p o w e r f u l l e a d w h e r e v e r y o u a r e . I n f o r m a t i o n i s p o w e r for t h o s e w h o k n o w h o w to access it and share it in useful w a y s . S i m p l y d o it. T h e d e m o n s t r a t i o n s o f s u c c e s s w i l l h a p p e n . Y o u c a n take specific steps to s t r e n g t h e n y o u r a p p l i c a t i o n of t h e s e ideas as y o u learn h o w to...
Needing to learn French, a business w o m a n PhotoRead the English/French dictionary repeatedly for two weeks before attending French classes at the Berlitz school in Brussels. Each night after class, she PhotoRead the course manuals and the dictionary. Within three days, she had advanced to the second book. School administrators told her she was performing two and a half times better than their previous best student. An insurance salesman didn't have enough time to study for his exams, which have always been difficult for him. He used the PhotoReading whole mind system saying, 'The worst that can happen is that I fail and have to retake the class.' He passed. An office manager said retrieving misfiled files became very easy.' I get into the state for PhotoReading, and the files seem to j u m p out of the drawer at m e . '
10 Enrich Your PhotoReading Experience
Y o u b e c o m e more skilled at P h o t o R e a d i n g w h e n y o u put t h e t e c h n i q u e s t o w o r k for y o u . P l a i n a n d s i m p l e : j u s t d o it. U n l i k e speed reading instructors that insist on endless repetition of perfunctory drills, P h o t o R e a d i n g instructors e n c o u r a g e t a k i n g relaxed,
playful,
and
explorative
interactions
with reading
m a t e r i a l s . D o i n g s o p r o m o t e s fast, c o n t i n u o u s s k i l l d e v e l o p m e n t . The concept of 'no pain, no g a i n ' is absurd w h e n it c o m e s to matters of the mind. Y o u simply cannot b e c o m e skilled at P h o t o R e a d i n g while b e a t i n g yourself up. U s i n g the steps of the P h o t o R e a d i n g w h o l e m i n d s y s t e m i n all r e a d i n g e n d e a v o r s h a s p r o v e n to be the best route to b u i l d i n g skills. I also enrich my use of the system w h e n I explore related a r e a s o f self d e v e l o p m e n t . D i s c o v e r for y o u r s e l f t h a t b e c o m i n g m o r e skilled with elements of P h o t o R e a d i n g actually i m p r o v e s t h e q u a l i t y o f y o u r e n t i r e life.
Cultivate
the
eye-mind connection
E x t r e m e l y fast r e a d e r s a r e v i s u a l r e a d e r s . T h e y r e l y o n a direct connection b e t w e e n the eye and the brain. They do not n e e d t o s u b v o c a l i z e — t h a t is, m e n t a l l y h e a r t h e w o r d s o n t h e page—in order to comprehend written materials. Studies indicate that subvocalizing is not critical to c o m p r e h e n s i o n . D e p e n d on y o u r eyes alone to deliver the information y o u w a n t from reading. M a n y of us have spent years d e v e l o p i n g a
Enrich
Your PhotoReading Experience
99
conflicting habit: receiving visual and auditory signals in order to u n d e r s t a n d o u r r e a d i n g . Y o u r b r a i n m o s t likely w i l l not adjust t o a t o t a l shift o v e r n i g h t . T o e n c o u r a g e y o u r d e v e l o p m e n t , r e l a x w h e n y o u r e a d . D o n o t s w e a t t h e c o m p r e h e n s i o n o n t h e first o r s e c o n d p a s s t h r o u g h m a t e r i a l . A n d p r a i s e y o u r s e l f for d o i n g a n y a n d all t e c h n i q u e s o f t h e P h o t o R e a d i n g w h o l e m i n d s y s t e m .
Consider vision
training
V i s i o n Therapy, also k n o w n as Functional V i s i o n Training or Sensory Perceptual Training, may be a way to advance y o u r r e a d i n g skills.
Such training strengthens your eyes and y o u r
b r a i n ' s ability to p r o c e s s w r i t t e n information. V i s i o n t r a i n i n g I r e c e i v e d i n c l u d e d e x e r c i s e s for c o n v e r g i n g a n d d i v e r g i n g t h e e y e s , a c c o m m o d a t i n g m y f o c u s f r o m far t o near, tracking m o v i n g objects smoothly, e x p a n d i n g short t e r m visual memory
storage,
and enlarging my peripheral vision.
D e v e l o p i n g these skills results in a stronger, m o r e b a l a n c e d v i s u a l s y s t e m . T h e p a y o f f i s t r e m e n d o u s e f f i c i e n c y i n all v i s u a l tasks, especially reading.
Expand
your peripheral
awareness
Developing peripheral awareness involves looking at y o u r v i s u a l field a n d n o t i c i n g w h a t e v e r i s not i n h a r d focus.
The
objective is to pull in information that usually eludes the conscious mind. T h e benefit is that information in this other 99 p e r c e n t of t h e v i s u a l field c a n b e a t t e n d e d t o ,
and r e s p o n d e d to, w i t h
r e m a r k a b l e efficiency. Pupil dilation increases peripheral vision.
This occurs
naturally w h e n light intensity decreases or w h e n the eyes diverge, as in the P h o t o F o c u s state. As an aid to this process, I r e c o m m e n d t h a t y o u P h o t o R e a d i n w a r m e r , softer l i g h t . P h o t o R e a d i n g i s d e s i g n e d t o o p e n o u r v i s u a l field. L i k e removing the
'flight b l i n d e r s '
of a student pilot, p r a c t i c i n g
P h o t o R e a d i n g h e l p s y o u n o t i c e m o r e o f w h a t i s t h e r e i n front o f you—for example, the edges of the b o o k rather than a single word or word phrase.
31
The PhotoReading There
are
Whole Mind System other
100
applications
for i n c r e a s e d
peripheral
a w a r e n e s s . W i t h it, y o u i n c r e a s e y o u r r e s p o n s i v e n e s s t o v i s u a l cues in the environment. T h e applications b e c o m e limitless. For example,
you
can
drive
more
defensively,
increase
your
proficiency in sports such as racquetball and tennis, respond better w h e n playing cards,
sing in choirs with greater ease,
f u n c t i o n i n a b u s y office e n v i r o n m e n t m o r e e a s i l y , f i n d i t e m s i n stores m o r e quickly, and increase y o u r typing speed. Here
are
some
simple ways to work with peripheral
awareness: • W h e n driving the car and looking d o w n the road, notice the sides of the road, pick out m o v e m e n t s in the side v i e w mirrors, and read billboards without looking at them. • W a l k w i t h a soft g a z e , l o o k i n g a t a p o i n t o n t h e h o r i z o n , and take in the wide p a n o r a m a of the world around you. • W h e n in conversation, notice w h a t items of clothing or j e w e l r y p e o p l e are w e a r i n g w h i l e l o o k i n g only at their face. • W h e n P h o t o R e a d i n g , pay attention to the edges of the b o o k or the spaces b e t w e e n the paragraphs. • W o r k w i t h a m a r t i a l arts expert. T h e s c h o o l s of T'ai Chi a n d A i k i d o , w h i c h are c o n s i d e r e d the ' s o f t e r ' f o r m s , are ideal. • P h o t o R e a d b o o k s that t e a c h this k i n d of open, relaxed a w a r e n e s s . B o o k s o n Z e n and m e d i t a t i o n are excellent r e s o u r c e s . T h e Inner Game b o o k s b y T i m G a l l w e y d e s c r i b e m a n y o f t h e concepts
of Zen
Westernized way.
meditation
in
an
application-oriented,
T h e s e b o o k s suggest m a n y exercises that
b u i l d skills related to P h o t o R e a d i n g . After
PhotoReading books
on
meditation
and
open
a w a r e n e s s , d o n o t a c t i v a t e t h e m m a n u a l l y for a f e w d a y s a n d notice what happens. Let y o u r magnificent brain surprise and delight y o u w i t h i n c r e a s e d skills. N o t i c e y o u r e x p e r i e n c e and discover that magical m o m e n t s b e c o m e more c o m m o n p l a c e as t h e q u a l i t y o f y o u r life i m p r o v e s . S e e C h a p t e r 1 3 , ' D i s c o v e r Y o u r G e n i u s P o t e n t i a l W i t h D i r e c t L e a r n i n g , ' for m o r e i n s i g h t i n t o h o w this w o r k s .
Enter states
of relaxed alertness
D e c a d e s of r e s e a r c h s h o w us that o u r best r e s o u r c e s for
Enrich
Your PhotoReading Experience
101
learning a n d p e r s o n a l d e v e l o p m e n t are not available to us w h e n w e c a l l o n o u r c o n s c i o u s m i n d , t h e p a r t t h a t u s e s t h e five s e n s e s and focuses outwardly. An expanded range of brain resources are a v a i l a b l e as we c h a n g e o u r state of c o n s c i o u s a w a r e n e s s to a m o r e i n w a r d focus and rely on i n n e r senses to u n d e r s t a n d the world. U s i n g the e x p a n d e d processing capabilities of the brain we can accelerate learning,
i m p r o v e sport performance,
and
enhance personal development. Y o u may k n o w that the h u m a n brain produces an electrical frequency. The w a v e s of electrical energy can be m e a s u r e d in Hertz (Hz) or cycles per second (cps) w i t h a device k n o w n as an electroencephalograph (EEG). The brain normally operates in a range of frequencies from 1 to 3 0+ cycles p e r second (cps). S m a l l e r frequency r a n g e s w i t h i n the n o r m a l r a n g e are a s s o c i a t e d w i t h a variety of b r a i n functions or capabilities. D r . F. N o a h G o r d o n , in h i s b o o k Magical Classroom, d e s c r i b e s the smaller frequency ranges as 'brain channels,' similar to radio or television channels.
At each frequency
setting,
different
information is available to us. As with changing channels on the television, we can change our brain channels and access more of t h e b r a i n ' s full p o t e n t i a l . T h e four c h a n n e l s are major states of a w a r e n e s s that are on c a l l f o r e a c h o f u s a t all t i m e s . T h e s e c h a n n e l s a r e : C h a n n e l 1—Action C h a n n e l (16-30 cps), associated w i t h o u t w a r d p e r f o r m a n c e , critical thinking, and stress. Channel 2—Relaxation Channel (12-15 cps), a stress-release gate o p e n i n g i n w a r d to physically and mentally alert states. Channel 3—Learning Channel (8-12 cps), the h o m e of the real learner w h e r e we p r o c e s s n e w learning, associated w i t h c a l m , effortless, r e l a x e d i n n e r a w a r e n e s s . C h a n n e l 4 — H i g h Creativity / P a t t e r n - M a k e r C h a n n e l (5-7 cps), the place of highest resources and super abilities, associated w i t h r e v e r i e , i n t u i t i o n , c r e a t i v i t y , a n d t h e g e n i u s self. I
have
conducted
numerous
EEG
measurements
on
P h o t o R e a d e r s u s i n g a device called the Interactive B r a i n w a v e V i s u a l A n a l y z e r ( p r o d u c e d b y I B V A T e c h n o l o g i e s ) . A u n i q u e set of frequencies
are
reliably p r o d u c e d w h e n
someone
enters
PhotoFocus and P h o t o R e a d s a book. This characteristic 'brain signature'
appears
almost
instantaneously
upon
entering
The PhotoReading
Wliole Mind System
102
P h o t o F o c u s , s u g g e s t i n g t h a t t h e i d e a l b r a i n s t a t e for P h o t o R e a d i n g m a y be linked m o r e to the state of the e y e s t h a n to the p h y s i c a l relaxation of the b o d y . H o w e v e r , those w h o learn to m a i n t a i n states of relaxed alertness h a v e the easiest time d e v e l o p i n g their P h o t o R e a d i n g skills. F o l l o w the i n s t r u c t i o n s offered in C h a p t e r 5 and
enter
a c c e l e r a t i v e l e a r n i n g state. N o t i c e that y o u c a n c h a n g e the quality of t h i n k i n g and feeling at will. In turn, this state will influence y o u r physiology such as the a u t o n o m i c nervous system, heart rate, pupil dilation, perspiration, and adrenaline secretion. All these functions are controlled at n o n c o n s c i o u s level. This m e a n s that peaceful thoughts can register directly in the b o d y . I t follows t h a t w h e n y o u are p h y s i c a l l y r e l a x e d a n d m e n t a l l y alert y o u h a v e the m o s t flexibility a n d control o v e r the w a y y o u t h i n k a n d feel. S i n c e l e a r n i n g i s a p r o c e s s o f c h a n g i n g t h e w a y y o u t h i n k a n d feel,
learning c a n take place m o s t easily in this
accelerative learning state. T o s t r e n g t h e n y o u r skill a t a c h i e v i n g r e l a x e d a l e r t n e s s : • Establish simple control over diet and exercise. A strong and well nourished body
and brain lead to
a balanced and
h e a l t h y m i n d . E a t l o w fat, l o w s u g a r f o o d s . F o r P h o t o R e a d i n g , drink lots of w a t e r b e c a u s e w a t e r helps the b l o o d carry o x y g e n to the brain. • Take a m o m e n t n o w and then to breathe with deep inhalations and slow exhalations.
Notice the relaxation and
s o o t h i n g feelings w h i c h flow comfortably t h r o u g h y o u r b o d y . • Listen to Paraliminal tapes and other relaxing audio programs. • P h o t o R e a d relevant b o o k s on autogenic training, hypnosis,
guided
fantasy,
Silva methods,
meditation,
selfand
contemplative prayer. R e m e m b e r , you do not have to activate e v e r y b o o k i n o r d e r for t h e c o n c e p t s t o b e n e f i t y o u r life. • Explore meditation. Y o u will discover countless varieties including, Y o g a and Zen. M a n y reputable teachers and centers throughout the world teach courses in meditation. • Use Qigong (pronounced
'chee gung'), the Chinese
s y s t e m o f f o c u s e d c o n c e n t r a t i o n a n d b r e a t h i n g . A n e x c e l l e n t selfstudy course in these techniques is available t h r o u g h L e a r n i n g Strategies Corporation.
Enrich
Your PhotoReading
Experience
103
Use supportive audio
tapes
A p r o v e n w a y to reinforce and enrich w h o l e m i n d reading skills is w i t h the use of a u d i o cassette t a p e s . T h e b e s t t a p e s affirm y o u r abilities to learn, relax, and establish n e w b e h a v i o r s . U s e t h e m often. I developed Paraliminal tapes w h i c h combine progressive relaxation with the technology of N L P . These tapes blend separate tracks of narration. O n e track is m o r e analytical and 'left-brained,' guiding y o u in a step-by-step process to help y o u accomplish y o u r goal. A n o t h e r track is m o r e 'right-brained,' u s i n g stories and symbolic imagery to reinforce the tape's central message. Paraliminal tapes contain no subliminal m e s s a g e s and are not designed to induce hypnotic trances. Rather, they actually b r e a k the negative or self-limiting trances that h a v e kept so m a n y people stuck and unresourceful. S e v e r a l of t h e s e t a p e s are specifically d e s i g n e d to support the steps of the w h o l e m i n d system. Personal Genius h e l p s y o u g e t i n t o t h e f l o w s t a t e a n d u s e t h e full r e s o u r c e s o f y o u r i n n e r m i n d f o r l e a r n i n g . Memory Supercharger g i v e s y o u a c c e s s t o t h e v a s t m e m o r y storage of y o u r w h o l e brain. U s e this tape before a p r e s e n t a t i o n or e x a m to help you perform at your best. Automatic Pilot h e l p s y o u g e t i n t o t h e f l o w s t a t e a n d m o v e toward
your
goals
without
selfParaliminal Tapes and other
s a b o t a g e . T h i s t a p e is g r e a t if y o u habitually talk yourself out o f reading things y o u want or need. J
°
t a k e a c t i o n n o w . I f y o u find y o u r s e l f „
p u t t i n g off r e a d i n g , t h e n t h i s t a p e c a n e
a
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New
S c h e e l e a r e
Learning
Strategies
Corporation
at
Wayzata, Minnesota 5 5 3 9 1 .
procrastination and motivates y o u to
r
P a u l
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900 East Wayzata Boulevard,
Get Around To It h e l p s e l i m i n a t e ,.
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Behavior
establish the
Generator
www.LearningStrategies com
helps
habit of reading
and
overcome resistance. New History Generator h e l p s o v e r c o m e a h i s t o r y of b e i n g a poor reader or of not being good at school. Anxiety-Free
helps
overcome
anxieties
around
reading,
The PhotoReading
Whole Mind System
104
t a k i n g t e s t s , a n d t a k i n g r e s p o n s i b i l i t y for y o u r o w n s u c c e s s . Beliefhelps
change
limiting beliefs
which may
keep you
f r o m e n j o y i n g all t h e b e n e f i t s o f t h e P h o t o R e a d i n g w h o l e m i n d system. Dream
Play h e l p s y o u p r o g r a m a n d r e c a l l y o u r d r e a m s
w h i c h c a n b e a n e f f e c t i v e a c t i v a t i o n t o o l for P h o t o R e a d i n g . Prosperity h e l p s y o u e n j o y t h e b e n e f i t s o f P h o t o R e a d i n g b y attracting p r o m o t i o n s , h i g h e r productivity, b e t t e r grades, etc. Deep Relaxation
helps
access the
P h o t o R e a d i n g state
of
relaxed alertness. Self-Esteem 10-Minute
Supercharger h e l p s b u i l d a p o s i t i v e Supercharger h e l p s
self-concept.
your mind become
mentally
a l e r t a n d p h y s i c a l l y r e v i t a l i z e d . I t i s g r e a t for l o n g s t u d y s e s s i o n s .
Establish
outcomes;
raise
commitment
H a v i n g clear, well-formed goals is essential to a c h i e v i n g m e a n i n g f u l r e s u l t s i n life. T h e b r a i n i s a g o a l - s e e k i n g d e v i c e a n d m u s t a i m at a specific t a r g e t in o r d e r to hit the m a r k . To a c h i e v e significant benefit from P h o t o R e a d i n g ,
continually
set c l e a r
targets. Establish a purpose each time y o u read. S o m e suggested w a y s to support this activity are these: •
I n c l u d e a n o t e o n y o u r d a i l y 'to d o ' l i s t t o u s e t h e
P h o t o R e a d i n g w h o l e m i n d s y s t e m . I n t e g r a t i o n o f these skills happens as y o u apply them. Do not worry about practicing them; simply use t h e m w h e n e v e r you read. The word 'practice' implies artificially created t i m e to do s o m e t h i n g y o u h a v e to do. T a k e the p r e s s u r e off a n d j u s t a d d t h i s w h o l e m i n d a p p r o a c h t o h a n d l e y o u r everyday reading priorities. • Set
specific
reading goals
and
share
them with a
'PhotoReading buddy' who can review your progress. As you e s t a b l i s h y o u r p u r p o s e for r e a d i n g , set y o u r s e l f u p t o w i n . R a t h e r than pressuring yourself with goals y o u think you
'should'
a c c o m p l i s h , set fun g o a l s w h i c h r e p r e s e n t w h a t y o u t r u l y w a n t . S e t g o a l s w h i c h s t r e t c h y o u r c a p a b i l i t i e s ; a t t h e s a m e t i m e , set goals you can reasonably accomplish. • If you do not get the results you w a n t , go easy on y o u r s e l f . K e e p p l a y i n g w i t h o p t i o n s . A f t e r all, i f y o u a l w a y s d o w h a t y o u ' v e a l w a y s done, y o u will a l w a y s get w h a t y o u ' v e
Enrich
Your PhotoReading Experience
105
a l w a y s gotten. Do things differently, confront old habits, a n d affirm y o u r m i n d ' s p o t e n t i a l . • N o t i c e y o u r progress. K e e p track of any concrete indicator of success in the direction of y o u r goals. Let go of perfectionistic t e n d e n c i e s that e x p e c t only total success or c o m p l e t e failure. C e l e b r a t e all o f y o u r s u c c e s s e s , n o m a t t e r h o w s m a l l t h e s t e p m a y be toward y o u r end goal.
Use memory
techniques
T h e 'tip o f the t o n g u e ' p h e n o m e n o n i s a n e x a m p l e o f k n o w i n g something but not being able to consciously articulate it. F o r m a n y p e o p l e , t h i s i s c o m m o n w i t h r e m e m b e r i n g n a m e s . The best technique of letting information b u b b l e up from the o t h e r - t h a n - c o n s c i o u s m i n d into the c o n s c i o u s m i n d is to give y o u r s e l f t h e s p a c e t o r e m e m b e r . F o r e x a m p l e , tell yourself: ' I k n o w this person's n a m e . His n a m e is c o m i n g to me n o w . ' T h e n , d i s m i s s t h e i s s u e f r o m y o u r m i n d a n d a l l o w y o u r m i n d t o r e t r i e v e it. C o n s i d e r t h i s r u l e : want it to h a p p e n ; expect it to h a p p e n ; g e t o u t o f t h e w a y a n d let i t h a p p e n . T h i s i s t h e e s s e n c e o f a p o s i t i v e attitude t o w a r d s yourself. It represents a basic trust that y o u r m i n d is powerful and capable, ready to serve y o u w h e n e v e r y o u want.
A p o s i t i v e faith in the integrity of y o u r m i n d is the
cornerstone of successful w h o l e m i n d reading.
Play
with your dreams
The brain naturally uses dreams to process information that it received preconsciously. Noticing y o u r dreams help activate books you have PhotoRead because w h e n you remember your dreams, you build a bridge to your conscious and nonconscious mind. In turn, this gives y o u m o r e c o n s c i o u s access to the vast 'data b a n k ' of the brain. P l a y w i t h n o t i c i n g y o u r d r e a m s . A t first, s i m p l y r e m e m b e r y o u r d r e a m s w h e n y o u a w a k e n . A s y o u d o s o , y o u m a y find yourself having lucid dreams—those in which you consciously respond to the events of y o u r dream. The m o r e frequently y o u r e m e m b e r d r e a m s , and the clearer and m o r e detailed y o u r d r e a m i m a g e s , the m o r e likely y o u are to h a v e lucid d r e a m s .
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106
M o t i v a t i o n i s k e y . F o r t h e m o s t part, i f y o u w a n t t o r e m e m b e r y o u r dreams, you will. For m a n y people,
simply having the
intention to r e m e m b e r and reminding themselves of this intention just before going to bed is enough. To strengthen this resolve, k e e p p e n and p a p e r b e s i d e y o u r bed, and create a mind m a p of y o u r dreams every time y o u w a k e u p . T h i s activity h e l p s y o u r e m e m b e r m o r e d r e a m s i n the future. A n o t h e r m e t h o d for r e m e m b e r i n g d r e a m s i s a s k i n g y o u r s e l f each time you wake up: what was I just dreaming? This must be y o u r first t h o u g h t u p o n a w a k e n i n g ; o t h e r w i s e , y o u m a y f o r g e t s o m e o r all o f t h e d r e a m . B e p a t i e n t a s y o u try t o r e m e m b e r d r e a m s .
When you
a w a k e n in the morning, do not m o v e or think of anything else. Pieces and fragments of the d r e a m will c o m e to you. E x a m i n e y o u r t h o u g h t s a n d f e e l i n g s a s y o u lie i n b e d . T h i s o f t e n p r o v i d e s t h e n e c e s s a r y c u e s for r e t r i e v i n g t h e e n t i r e d r e a m . K e e p a t it, e v e n i f y o u r e c a l l n o t h i n g o f y o u r d r e a m s a t first. I d e v e l o p e d t h e Dream
Play P a r a l i m i n a l t a p e
to
a i d in
recalling d r e a m s . Y o u can also use this b o o k as a springboard t o n i g h t . M u c h o f t h i s b o o k i s filled w i t h i n f o r m a t i o n t h a t w i l l c h a n g e the w a y y o u look at printed p a g e s forever. This b o o k can help y o u tap into the powerful reserves of y o u r brain. U s e it as one of the m a n y tools at h a n d by P h o t o R e a d i n g it before y o u sleep.
Take
the PhotoReading seminar
E n r o l l in a P h o t o R e a d i n g seminar. T h e s e m i n a r is different than the b o o k in that y o u will be assisted by a professionally trained, L e a r n i n g Strategies C o r p o r a t i o n certified, P h o t o R e a d i n g instructor w h o uses special student course material published by us. E a c h instructor has guided the individual successes of m a n y participants before you. Y o u r individual needs and questions can be addressed as y o u think of them. M o r e in-depth illustrations a n d e x a m p l e s are offered that m e e t y o u r l e a r n i n g style. P l u s , m a n y e x p e r i e n c e s d u r i n g t h e s e m i n a r c a n n o t b e fully d e s c r i b e d i n b o o k form. T h e y b r i n g rich m e a n i n g t o the chapters y o u h a v e read here.
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Experience
107
In addition to learning the t e c h n i q u e s , y o u will learn: • H o w to P h o t o R e a d and activate your brain to achieve your reading goals with higher comprehension. • H o w to reliably enter the a c c e l e r a t i v e l e a r n i n g state in a matter of moments. • H o w to o p e n y o u r p e r c e p t u a l field and see w i t h y o u r mind what cannot be perceived by your eyes. • H o w to instantly balance the hemispheres of y o u r brain with simple physical movement, thereby making reading more effective. • H o w t o p r o g r a m y o u r m i n d for n e w h a b i t a c q u i s i t i o n a n d help b r e a k the c o m p u l s i o n t o read w i t h inefficient r e a d i n g techniques. • H o w to use your dreams as an activation technique. • H o w to m a k e friends w i t h y o u r inner mind,
trusting
y o u r intuitive guidance to solve p r o b l e m s using the vast data base of your nonconscious reserves of mind. The biggest advantage to attending an intensive seminar setting is the p o w e r of doing something and getting feedback. D u r i n g the seminar, y o u will P h o t o R e a d and activate b o o k s u s i n g all t h e t e c h n i q u e s d e s c r i b e d i n t h i s b o o k . W e e v e n t e a c h y o u h o w to P h o t o R e a d a dictionary, think of a word, and k n o w w h e r e it is on the page. W h e n y o u meet others with like-minded attitudes in a course, y o u gain the support needed to get y o u through the stages of learning. Y o u m a y e v e n find s o m e n e w friends in the process.
Use
the PhotoReading Personal Learning Course
I never enjoyed learning from 'self-study' tape p r o g r a m s . S o , w h e n i t c a m e t i m e for t o p r o d u c e o n e , i t h a d t o b e o n e I w a n t e d t o h e a r . A f t e r e i g h t e e n m o n t h s o f d e v e l o p m e n t , t h e PhotoReading Personal Learning Course w a s r e a d y to s h i p to o u r e a g e r c u s t o m e r s . It t u r n e d out to be a smash-hit. I r e c e i v e d a call from the h u m a n r e s o u r c e s d i r e c t o r at a l a r g e Minnesota business w h o asked, 'Would you be open to some feedback on y o u r c o u r s e . ' I g u l p e d o n c e and said, ' S u r e . ' D r e a d i n g the worse, I was a m a z e d at the praise he lavished u p o n m e . ' I w a n t e d t o let y o u k n o w t h i s i s t h e b e s t t a p e l e a r n i n g
The PhotoReading
Whole Mind System
program I have ever used,
108
a n d I've o w n e d a lot of t h e m .
C o n g r a t u l a t i o n s o n e x c e l l e n t w o r k . ' I s i g h e d i n relief. ' Y o u w o u l d n e v e r get me into a s e m i n a r , ' he said. ' I ' m j u s t not comfortable w i t h the typical level of self-disclosure involved i n public p r o g r a m s . Y o u r self-study p r o g r a m g a v e m e t r e m e n d o u s p e r m i s s i o n to p r o c e e d at my o w n rate, w i t h explicit decision p o i n t s t o g o o n o r s t o p . I f i n i s h e d t h e e n t i r e p r o g r a m i n five d a y s by s p e n d i n g a f e w h o u r s e a c h a f t e r n o o n , I f i g u r e d a total of 15 hours.' I felt s i n c e r e l y a c k n o w l e d g e d .
The diligent w o r k of the
g r e a t c r e w t h a t h e l p e d m e p u t t h e p r o g r a m t o g e t h e r h a d p a i d off. N o t h i n g s u b s t i t u t e s for t h e p o w e r o f t h e l i v e s e m i n a r . B u t , the PhotoReading Personal
Learning Course
is
an excellent alternative
i f s o m e o n e c a n n o t a t t e n d the P h o t o R e a d i n g s e m i n a r offered b y certified instructors. T h r o u g h o u t this b o o k I h a v e e n c o u r a g e d y o u to read other b o o k s , enroll in the P h o t o R e a d i n g s e m i n a r or use the self-study course, and listen to supportive audio p r o g r a m s such as my Paraliminal tapes. I do this b e c a u s e , the m o r e information y o u have, the m o r e a c c o m p l i s h e d y o u will be in truly using the innate talents y o u possess. Explore the benefits y o u can achieve using our p r o g r a m s listed at the b a c k of this b o o k . B e free t o d i s c o v e r w h a t a u t h o r P e t e r K l i n e c a l l s
'the
everyday genius' within you. I cannot convince anyone that they p o s s e s s g e n i u s t a l e n t s . E a c h p e r s o n m u s t find this t r u t h w i t h i n . M y s i n c e r e w i s h i s t h a t y o u d i s c o v e r t h i s t r u t h for y o u r s e l f . As you
strengthen your eye-mind
peripheral awareness,
connection,
cultivate powerful mental
expand
states,
and
r e m e m b e r y o u r d r e a m s , y o u will d e e p e n and e x p a n d y o u r skills at PhotoReading. Y o u will experience the culmination of y o u r n e w skills a s y o u d i s c o v e r syntopic r e a d i n g i n C h a p t e r 1 1 .
11 Use Syntopic R e a d i n g for Life-Long Exploration
My professor in graduate school told the class to pick a s u b j e c t i n t h e field o f h u m a n r e s o u r c e m a n a g e m e n t . ' G o r e a d all t h e b o o k s y o u c a n find o n t h e s u b j e c t a n d w r i t e a t e n t o t w e n t y p a g e report on w h a t y o u learn.' I found twelve b o o k s . U s i n g the P h o t o R e a d i n g w h o l e m i n d s y s t e m I f i n i s h e d all t h e b o o k s a n d c o m p l e t e d a m i n d m a p o f m y report—all in one afternoon. I w r o t e the report from t h e m i n d m a p and turned it in. W h e n the p a p e r w a s returned to me it h a d only t w o m a r k s on it:' 1 0 0 % ' and 'Excellent!' N e v e r before in my u n d e r g r a d u a t e or graduate w o r k had such a project ever b e e n so easy. M y colleague Patricia D a n i e l s o n , w h o s e early c o n t r i b u t i o n s to P h o t o R e a d i n g led me to call her c o - d e v e l o p e r , refined the idea into an exercise called 'syntopic reading.' S h e originally tested it in E u r o p e , and it p r o v e d wildly successful. T h e syntopic reading exercise enriches the learning of P h o t o R e a d i n g . T o s y n t o p i c a l l y r e a d , y o u m u s t d r a w u p o n all t h e skills y o u h a v e d e v e l o p e d and go to the n e x t level of m a s t e r y . I m a g i n e r e a d i n g t h r e e t o five b o o k s o n a s u b j e c t i n j u s t o n e afternoon. Y o u can with the b a s i c steps of syntopic reading described in this chapter.
How
it works
L e t u s say y o u h a v e a n i n t e r e s t i n a s u b j e c t a n d find a b o o k y o u really w a n t to read. By P h o t o R e a d i n g and activating three
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additional b o o k s o n the s a m e subject, y o u can k n o w the one b o o k better. But here is the best n e w s : it takes less time to apply our s y s t e m t o all f o u r b o o k s t h a n i t t a k e s t o r e a d o n e u s i n g y o u r o l d reading techniques. T h i n k of reading as a p a t h of lifelong exploration. As we follow this path, we s o o n d i s c o v e r there are o p p o s i n g v i e w p o i n t s o n e v e r y significant t o p i c . F o r the skilled reader, differing v i e w s create a tension that invites the next level of resolution. Syntopic reading provides a n e w v a n t a g e point and an easy route to the synthesis of existing viewpoints. P e o p l e w h o read well u n d e r s t a n d m a n y sides of a topic and c o m e to their o w n conclusions. Syntopic reading ensures that m o r e of y o u r ideas are b a s e d on y o u r o w n thinking. T h i s is d o n e by exposing yourself to various viewpoints and choosing or c o n s t r u c t i n g o n e t h a t u l t i m a t e l y r i n g s t r u e for y o u . Y o u r t r u t h c o m e s from y o u r reasoning, overall k n o w l e d g e , and reflection on e x p e r i e n c e — a n d not j u s t from the last b o o k y o u read. Often, i n fact, y o u m u s t r e a d s e v e r a l b o o k s o n t h e s a m e s u b j e c t t o g a i n a deeper
understanding.
The experience of one PhotoReading student demonstrated h o w easily she g a i n e d the a d v a n t a g e s of r e a d i n g multiple b o o k s o n a s u b j e c t . S h e h a d r e t u r n e d t o s c h o o l 2 5 y e a r s after h i g h s c h o o l to get her college degree in a local c o m m u n i t y college. Prior to taking an essay e x a m in her history class, she P h o t o R e a d seven b o o k s relating to the subject she w a s studying. She b e a m e d as she d e s c r i b e d to me h o w the w o r d s flowed during the exam.
S h e h a d n e v e r felt s o r e l a x e d a n d c o n f i d e n t
during an essay e x a m , and she p r o u d l y added, 'I got an A on the exam!' She had naturally found the transition from P h o t o R e a d i n g to syntopic reading. S y n t o p i c r e a d i n g w a s first d e s c r i b e d fifty y e a r s a g o i n M o r t i m e r A d l e r a n d C h a r l e s V a n D o r e n ' s c l a s s i c t e x t How t o Read a Book.
A d l e r c o n s i d e r e d the t h i n k i n g skills u s e d in syntopic
reading to be the ultimate goal of a well-read person. We added the skills of the P h o t o R e a d i n g w h o l e m i n d s y s t e m to syntopic r e a d i n g to h e l p s y n t h e s i z e ideas m o r e efficiently. O n e m a n in a class of m i n e w a s in a university doctoral program in education. Writing papers had always been a timec o n s u m i n g p r o b l e m for h i m .
He w o u l d have to read several
Syntopic Reading for
Life-Long
Exploration
111
b o o k s , distill the information, g e n e r a t e his o w n ideas, a n d w r i t e the p a p e r . After l e a r n i n g s y n t o p i c reading, he a p p l i e d his skills to writing papers.
He called me several m o n t h s later.
unbelievable!'
he exclaimed.
'This is
'I c a n n o t tell y o u h o w easy
P h o t o R e a d i n g h a s m a d e i t for m e . I c a n finish, i n o n e a f t e r n o o n , a paper that used to take me two or three days.' H o w c a n i t b e ? I t i s all i n t h e b a s i c s t e p s o f w h o l e m i n d syntopic reading w h i c h follow:
1.
Establish a purpose
T h e first a c t i v e s t e p o f s y n t o p i c r e a d i n g i s t o s t a t e a p u r p o s e t h a t h a s m e a n i n g a n d v a l u e for y o u . ^
,
.
3
•
? , „
Be clear a n d specific—it is crucial. S u p p o s e y o u r p u r p o s e is
pt I 0 1
Read,
,„,„„(
to l e a r n m o n e y m a n a g e m e n t strategies. An effective p u r p o s e
all 1 0
statement could be:
steps
•
I w a n t to l e a r n effective m e t h o d s to save m o n e y and
invest wisely so I can build my financial i n d e p e n d e n c e . T h a t statement is clear and specifies a p u r p o s e w i t h p e r s o n a l m e a n i n g . M e a n i n g also increases long-term retention. N o t i c e h o w m u c h m o r e kick it has t h a n a b r o a d e r s t a t e m e n t like 'I w a n t to learn m o r e about financial planning.'
2.
Create a bibliography
T h e s e c o n d active step is to create a b i b l i o g r a p h y — a list of b o o k s that y o u p l a n to read. P r e v i e w y o u r b o o k s to d e t e r m i n e if t h e y fit y o u r p u r p o s e . F o r t h i s e x e r c i s e , c h o o s e n o n f i c t i o n b o o k s by
different
authors
on
a
subject
that
you
really
want
to understand.
3. PhotoRead all materials the day before activating The mind needs incubation time to create new connections. P h o t o R e a d y o u r selected b o o k s the day before y o u plan to activate them. P h o t o R e a d i n g m a k e s the difference in y o u r ability t o p r o c e s s i d e a s a t h i g h s p e e d s . D u r i n g sleep, y o u r b r a i n finds w a y s to categorize information exposed to it during PhotoReading.
The
PhotoReading
v
Whole
Mind
111
System
Keymnt s related. to theme
to theme
Title
S
Author
j
/
' l U e
Keywtnt
tothfime.
KATwnt retorted. to theme
Theme
3>
iei to theme
1
Theme
A
TurpoSft
A
b
Theme
theme
I Ltte

YeLcded.
Author I to theme.
3
4
re(Aie<± . to theme.
A
Ky-pxiit related to theme Ttle
. AuhrjT
T retaKed. to theme
Yetted. to theme
( W r i t e t h e w o r d s about t h e m a j o r thentes a n d c o n c e p t s a r o u n d the e d g e s . T h e s e are y o u r o w n w o r d s t o describe the t o p i c as a w h i l e . )
Syntopic
Reading for Life-Long Exploration
4.
113
Create a giant mind map
T a k e out y o u r b o o k s , a large sheet of paper, and colored m a r k e r s for m i n d m a p p i n g . U s e m i n d m a p p i n g for m a k i n g n o t e s during the remaining steps of syntopic reading. L o o k at the chart s h o w n a s a s u g g e s t i o n for h o w t o o r g a n i z e y o u r m i n d m a p . Y o u r initial statement of p u r p o s e t a k e s a p r o m i n e n t p l a c e in the center of your sheet of paper.
Leave e n o u g h r o o m to revise your
p u r p o s e statement later if y o u desire. T h e p u r p o s e statement in the center will help remind y o u that y o u r m i n d m a p is about your p u r p o s e , n o t a b o u t t h e b o o k s . U s e i t t o c a p t u r e m a t e r i a l f r o m all t h e b o o k s that speak to y o u r purpose. T h e content of any i n d i v i d u a l b o o k takes less priority over the i m p o r t a n c e of y o u r purpose.
5.
Find relevant passages
Super read and dip through each of the b o o k s finding p a s s a g e s relevant to y o u r purpose. In this step, y o u r p u r p o s e reigns s u p r e m e o v e r the p u r p o s e s o f the a u t h o r s . T h e r e a s o n for holding y o u r purpose as the guiding light is to pull out the otherwise obscure passages that can serve y o u r purpose. Continue m i n d m a p p i n g t h e p a s s a g e s y o u find. Let go of y o u r desire to read in too m u c h detail at this point. U s e only light dipping t h r o u g h o u t the b o o k s , and restrict y o u r d i p p i n g t o r e l e v a n t p a s s a g e s . Y o u m a y find d u r i n g this step that y o u r purpose statement will be refined as the complexities of the topic b e c o m e clearer. T h i n k of this as a discussion w i t h the authors of these b o o k s . I m a g i n e these authors sitting a r o u n d in a circle with you. A s k t h e m a q u e s t i o n a n d let t h e m s p e a k t o y o u r p u r p o s e . T h e o b j e c t i v e is not to understand their b o o k s ; it is to understand y o u r purpose.
6.
Summarize in your own words
If y o u step b a c k and look at y o u r m i n d m a p , y o u will notice a
number
of important
concepts being
addressed.
Briefly
s u m m a r i z e w h a t y o u t h i n k a b o u t t h e s u b j e c t s o far. It helps to create neutral, jargon-free terminology of y o u r
The PhotoReading
Whole Mind System
114
o w n . Different a u t h o r s m a y use different w o r d s to say the s a m e things.
Finding a neutral
set of t e r m s
creates
meaningful
associations and m a k e s the concepts your own.
7. Discover
themes
E x p l o r e y o u r m i n d m a p a n d y o u r b o o k s for s i m i l a r i t i e s a n d differences a m o n g the various authors' v i e w p o i n t s . W h e n y o u reach this stage, y o u will b e g i n to u n c o v e r the central t h e m e s that all o r m o s t o f t h e a u t h o r s a r e a t t e m p t i n g t o a d d r e s s . M a k e n o t e of these.
8. Define the issues W h e n authors have o p p o s i n g v i e w p o i n t s , these differences are p o i n t s o f c o n t e n t i o n o r i s s u e s . U n c o v e r differing v i e w p o i n t s , a n d y o u will e n h a n c e y o u r k n o w l e d g e a b o u t the subject. I n t h i s s t e p , y o u s u p e r r e a d a n d d i p t o find k e y p o i n t s related to these issues. Picture yourself as an investigative reporter in a r o o m with y o u r authors. Pose the central questions to each of them. Go
quickly from one b o o k to
another,
answering one
q u e s t i o n at a t i m e . As s o o n as y o u find it in o n e b o o k , l e a v e that b o o k a n d start flipping t h r o u g h the n e x t o n e .
9.
Formulate your own view
As y o u discover issues and explore various viewpoints, you automatically begin to synthesize your o w n viewpoint. Look a t all s i d e s a n d t a k e n o s i d e s a t first. M a k e a d e l i b e r a t e effort t o r e m a i n objective and avoid b e i n g partial in y o u r analysis. After
gathering
enough
information,
create
your
own
position. Formulate y o u r o w n opinion based on y o u r research.
10.
Apply
After c h o o s i n g y o u r p o s i t i o n o n the create
an argument to
subject,
you must
s u p p o r t y o u r v i e w , b a s e d o n specific
i n f o r m a t i o n from y o u r b o o k s .
Syntopic
Reading
for
Life-Long
Exploration
115
O r d e r the key issues in such a w a y as to throw m o r e light on t h e s u b j e c t . B e s p e c i f i c i n c r e a t i n g a n y a r g u m e n t for y o u r p o s i t i o n . To add credibility to your argument y o u should be prepared to quote y o u r sources. In this case, it helps to a l w a y s a c c o m p a n y a statement of an author's v i e w with an actual quotation from the text, referenced b y the p a g e n u m b e r . C r e a t e a n o t h e r m i n d m a p o f y o u r v i e w p o i n t before writing a formal report. This saves time and helps y o u present y o u r ideas clearly. M o s t b u s i n e s s p e o p l e a n d s t u d e n t s fulfill t h e i r n e e d s b y t h e e n d o f t h e p r e v i o u s s t e p . T h a t m a y b e a s far a s t h e y w a n t t o g o w i t h t h e i r s u b j e c t . B u t for t h e p e r s o n w r i t i n g a c o l l e g e l e v e l p a p e r or detailed b u s i n e s s report, this additional step is important. H o w m u c h time do y o u expect to invest in syntopic reading? W e s u g g e s t y o u t a k e o n l y t w o 4 5 - m i n u t e p e r i o d s for a c t i v a t i o n . T h a t is all. T h e i n v e s t m e n t b e f o r e is a p p r o x i m a t e l y 10 to 15 minutes p e r b o o k to preview, and P h o t o R e a d . W h e n finished, most participants recognize that they have achieved 80 to 90 percent of w h a t they really w a n t and need. W h e n y o u s y n t o p i c a l l y r e a d t h r e e t o five b o o k s , y o u m a y find o n e w o r t h y of further study, one that s e e m s to c a p t u r e the subject m o s t concisely. If y o u are interested, c o m p l e t e y o u r study of that b o o k using the activation steps of the P h o t o R e a d i n g w h o l e m i n d s y s t e m . P e r h a p s a q u i c k r a p i d r e a d will be sufficient to gather the remaining information y o u need. D e p e n d i n g u p o n the subject and the b o o k , y o u m i g h t finish this in t w e n t y m i n u t e s or four hours.
The
cumulative power
of syntopic
reading
W h e n y o u l o o k a t all the a u t h o r s listed i n the b i b l i o g r a p h y to this b o o k , y o u will see that these are sources from my syntopic reading. Similarly, the P h o t o R e a d i n g seminar is a product of examining many authors and many researchers. Many authors c i t e d h e r e a l s o r e f e r e n c e d m a n y a u t h o r s — s o m e t i m e s fifty t o o n e h u n d r e d different b o o k s a n d j o u r n a l s . Every time y o u syntopically read, y o u have the a c c u m u l a t e d mental energies of hundreds of thinkers with thousands upon thousands of hours
of labor and experience backing you
in
The PhotoReading
Whole Mind System
116
a c h i e v i n g y o u r p u r p o s e . W h e n y o u feel t h e p o w e r o f t h i s , y o u really u n d e r s t a n d the thrill of syntopic reading. Since y o u c h o o s e the u n i q u e c o m b i n a t i o n of authors, y o u m a y stumble on a n e w point of v i e w that has not b e e n considered by anyone. A stunning example is reported by Patricia D a n i e l s o n about one of her students. A physician from Brussels used syntopic r e a d i n g i n h i s field o f h o m e o p a t h y . E v e r y q u a r t e r , a n u m b e r o f h o m e o p a t h i c physicians from across E u r o p e gather to
share
r e s e a r c h p a p e r s . I n p r e p a r a t i o n for a p r e s e n t a t i o n , h e s y n t o p i c a l l y read and mind m a p p e d the major textbooks of h o m e o p a t h y . W h e n he looked at his m i n d m a p s , they s e e m e d nonsensical. He p u t t h e m i n a file for l a t e r r e v i e w . T w o m o n t h s later, h e p u l l e d o u t his m i n d m a p s a n d laid t h e m o n t h e f l o o r . A m a z i n g l y , t h e y all m a d e t o t a l s e n s e t o h i m . I n fact, t h e n e w i d e a s t h a t c a m e t o h i m w e r e r e v o l u t i o n a r y . H e quickly p r e p a r e d his p a p e r and a few w e e k s later p r e s e n t e d it at the quarterly meeting. D o c t o r s at the m e e t i n g w e r e a s t o u n d e d w i t h the insights this m a n h a d revealed.
One doctor c o m m e n t e d that never in
twenty years had he m a d e the connections explained in this presentation. W h e n the assembly inquired h o w the P h o t o R e a d e r had
made
such leaps
PhotoReading
process
in his and
thinking, syntopic
he
described
reading.
The
the next
PhotoReading seminar in Brussels had seven of those doctors in attendance.
Visualize
the process
Take a m o m e n t to integrate the ten steps of syntopic reading with a quick visualization. T h i n k of a subject that y o u w o u l d like t o s t u d y . W h a t p u r p o s e d o y o u d e s i r e t o fulfill? I m a g i n e g o i n g t o the library a n d selecting a d o z e n b o o k s on the subject. Briefly l o o k t h e m o v e r t o d e t e r m i n e w h i c h t h r e e t o five y o u w i l l t a k e h o m e w i t h y o u . T h e s e a r e t h e o n e s y o u feel w i l l m e e t y o u r p u r p o s e . Imagine that evening, previewing and P h o t o R e a d i n g the b o o k s . The next day y o u a w a k e n raring to go. Y o u create a giant m i n d map, establishing a clear purpose statement and writing it at the center of the mind m a p .
Syntopic
Reading for Life-Long Exploration
117
S u p e r r e a d a n d d i p t o find r e l e v a n t p a s s a g e s a n d m i n d m a p t h e s e . A s y o u n o t i c e p a t t e r n s e m e r g i n g , a d d a list o f y o u r o w n terms around the b o r d e r of y o u r m a p to s u m m a r i z e y o u r findings. Explore the themes being addressed. M i n d m a p these along with significant points of v i e w w h i c h relate to issues of c o n t e n t i o n b e t w e e n authors. R e m e m b e r , y o u r objective is not to figure out t h e b o o k s . Y o u r o b j e c t i v e i s t o fulfill y o u r p u r p o s e . F e e l t h e c u m u l a t i v e p o w e r o f all this i n f o r m a t i o n . I t i s a s i f the a u t h o r s w e r e all p r e s e n t , s p e a k i n g t o y o u r p u r p o s e . I m a g i n e applying the valuable insights y o u gain in a most meaningful w a y for y o u . A s y o u c o n c l u d e y o u r v i s u a l i z a t i o n , e x p e r i e n c e the thrill of syntopic reading.
A successful real estate developer was a true self-made man. He dropped out of school in the tenth grade and never looked back. In his entire life of fifty years, he had read a mere three books. After learning PhotoReading, he r e p o r t e d , ' It's just w o n d e r f u l . I've read a dozen books in the last two weeks, and I'm loving it. The PhotoReading course has been one of the most enjoyable experiences of my life.'
For many years, he never considered himself a person w h o could
learn. Through PhotoReading, he demonstrated he could. A minister PhotoRead a section of the Bible before sleeping one evening.
He
dreamed about a Bible story and how it related to a problem in the life of one of his parishioners. He was able to use his insights to counsel the parishioner. Several PhotoReaders w i t h strong eyeglass prescriptions have reported a shift in their vision impairment. Within a year of PhotoReading regularly, their annual eye exams did not follow the usual course of increasing prescription intensity. In fact, they reported a reversal to a lesser prescription. In each case, the optometrists claimed such reversals were extremely rare. A 17-year old high school student disliked reading.
Now she reads more than
ever before. 'It's turned my life a r o u n d . ' A certified public accountant was asked to serve on a panel of business professionals discussing raising venture capital. Her hectic schedule, left only an afternoon for preparation. She selected several books to PhotoRead and activate. She felt as well prepared as if she had spent several days reading and w r i t i n g . She presented the information concisely, and it was well received.
12 Questions and A n s w e r s for the B e g i n n i n g P h o t o R e a d e r
S i m p l y k n o w i n g a b o u t the c o m p o n e n t skills and t e c h n i q u e s of the P h o t o R e a d i n g whole mind system is not enough. Y o u must d e v e l o p a n d u s e t h e s k i l l s i n r e a l life. T h a t i s w h e n q u e s t i o n s arise. The most c o m m o n question asks, ' A m I doing it right?' To k n o w t h e a n s w e r w i t h c e r t a i n t y , f o l l o w t h e i n s t r u c t i o n s for e a c h step y o u perform. The instructions found in this b o o k have b e e n d e v e l o p e d , refined, a n d e x p l a i n e d to h u n d r e d s of t h o u s a n d s of p e o p l e before y o u . If y o u h a v e doubts about any of the steps, reread the chapter and closely follow the instructions again. E a c h step o f the P h o t o R e a d i n g w h o l e m i n d s y s t e m p r o d u c e s a n effect w h e n y o u u s e it. F o r e x a m p l e , w h e n y o u h a v e p r e v i e w e d a b u s i n e s s report, w i t h i n 3 minutes y o u will k n o w the structure and format of the report, the key t e r m s b e i n g used, and w h e t h e r investing any m o r e time in it will be w o r t h w h i l e to y o u . D i d y o u a c h i e v e the results y o u e x p e c t e d w i t h the t e c h n i q u e ? If not, there is a g o o d r e a s o n . We have found that occasionally a course participant will r e a d or h e a r o n e thing, t h i n k another, a n d p e r f o r m it differently t h a n either. Are y o u performing the steps as explained in the i n s t r u c t i o n s ? E v e n i f y o u d o n o t a c h i e v e y o u r final g o a l w i t h a single technique, y o u will m o s t likely receive indicators that y o u are on track a n d m o v i n g in the direction of y o u r goal. Pay close attention to
any
concrete
indicator of success,
no
matter
h o w small it may be. This will quickly reassure y o u that y o u are on track.
Questions
and Answers
ng
If y o u have followed instructions and produce conflicting r e s u l t s , t h e n y o u r a p p r o a c h t o t h e t a s k c o u l d b e t h r o w i n g y o u off course. In the v a r i o u s sections of this chapter that follow, we explore h o w to ensure y o u maintain the ideal mindset during the use of the PhotoReading whole mind system.
Use the ideas
presented here and y o u will charge ahead with confidence and success.
How can I quickly learn to use PhotoReading? Since the ninth grade, y o u have b e e n able to recognize w o r d s instantly, w i t h o u t h a v i n g to s o u n d t h e m out. Y o u are already well-versed in the exquisite array of visual patterns that w e c a l l w r i t t e n w o r d s . W h y t h e n d o w e feel c o m p e l l e d t o s o u n d o u t e v e r y w o r d ? L e a r n i n g t o r e a d i n s t a l l e d a set o f t r a i n i n g w h e e l s w h i c h m a y h a v e n e v e r c o m e off. P h o t o R e a d i n g n o t o n l y r e m o v e s t h e m ; it helps install rockets in their place. L e a r n i n g a n e w skill will confront y e a r s of e s t a b l i s h e d habitual b e h a v i o r . Y o u n e e d to go easy on yourself. L e a r n i n g can be frustrating, especially if y o u h a v e g r e m l i n s . G r e m l i n s are habits a n d d i s e m p o w e r i n g beliefs that create negative feelings and stop us from learning. They are w o r r i s o m e l i t t l e c r e a t u r e s a c c o r d i n g t o R i c h a r d C a r s o n i n h i s b o o k Taming Your
Gremlin. H o w d o y o u deal w i t h g r e m l i n s ? I f y o u try t o e x t e r m i n a t e
them, says Carson, they only get bigger. Instead, play w i t h them. L o v e t h e m t o death. M o r e specifically, call t o m i n d t h e ' N O P S ' f o r m u l a : N o t i c e it, O w n it, P l a y w i t h it, S t a y w i t h it. W i t h N O P S , a n y f r u s t r a t i o n y o u m a y feel c a n b e e a s i e r t o h a n d l e a n d n e e d n o t b e c o m e an o b s t a c l e to further l e a r n i n g . ' N ' — N o t i c e y o u r f e e l i n g s . F e e l i n g s are not right o r w r o n g ; they j u s t are. 'O'—Own
your
experience.
Admit
any
frustration.
P r o b l e m s w e openly a c k n o w l e d g e are solvable; those w e deny will only continue. Y o u c a n call u p m a n y c o m f o r t i n g t h o u g h t s w h e n e v e r y o u feel f r u s t r a t e d w i t h l e a r n i n g . T a k e a n e w t w i s t o n a n o l d s a y i n g : i f a t first y o u d o n ' t s u c c e e d , y o u a r e n o r m a l . S o d o i t a g a i n .
The PhotoReading WJiole Mind System
120
' P ' — P l a y w i t h your e x p e r i e n c e . P u s h into the tailspin and see w h a t h a p p e n s . Go d e e p e r into y o u r confusion. A s k yourself q u e s t i o n s . D o i n g s o m a y l e a d t o e v e n g r e a t e r c o n f u s i o n a t first. B e childlike—it is okay to learn. ' S ' — S t a y w i t h it. T o o often w e i n t e r p r e t f r u s t r a t i o n a s a sign to give u p . I n s t e a d , see this e m o t i o n as an i n v i t a t i o n to forge ahead. from
If you
do,
you
will
start
producing
new
results
reading. With N O P S in mind, learning the PhotoReading whole
m i n d s y s t e m i s a fast a n d g e n t l e e x p e r i e n c e . I t h e l p s u s e n t e r t h e m i n d s e t o f a c h i l d l e a r n i n g t o w a l k . F a l l i n g d o w n i s n o t a t i m e for self-castigation or p u b l i c h u m i l i a t i o n . It is a signal to get u p , adjust y o u r a p p r o a c h , a n d try a g a i n . U s i n g t h e N O P S f o r m u l a , y o u can be y o u r best cheerleader and quickly m a s t e r the skills.
How can I measure my performance during the PhotoReading step? *-
W h e n it c o m e s to the P h o t o R e a d i n g step, assessing y o u r performance must be done in a nontraditional w a y . Because during the P h o t o R e a d i n g step, the goal is to k e e p c o n s c i o u s interference
to
a
minimum.
If you
ask
yourself while
P h o t o R e a d i n g , ' A m I d o i n g this c o r r e c t l y ? ' , it is already too late. Y o u are n o t . This is the same d i l e m m a created w h e n asking a sleeping p e r s o n ' A r e y o u s l e e p i n g ? ' T h e v e r y act o f i n q u i r i n g i m m e d i a t e l y pulls the subject out of the e x p e r i e n c e in w h i c h he is engaged. N o t only does that stop one's i n v o l v e m e n t in the activity, it also negatively influences the o u t c o m e of the very experiment being performed. W h e n the m i n d studies the mind, a traditional experimental m o d e l does not w o r k . Any experiment w h e r e the e x p e r i m e n t e r (or o b s e r v e r ) i s a l s o t h e s u b j e c t w i l l b e c o n t a m i n a t e d . T h e m i n d w i l l a l w a y s i n f l u e n c e t h e o u t c o m e o f its o w n e x p e r i m e n t . S o , i f y o u are P h o t o R e a d i n g and w o n d e r i n g if y o u are doing it correctly, y o u cannot b e . P h o t o R e a d i n g requires that y o u i m m e r s e yourself i n t h e f l o w o f t h e e x p e r i e n c e , s o t h a t t h e act o f P h o t o R e a d i n g o c c u r s w i t h o u t self-conscious or self-critical a w a r e n e s s .
Questions and Answers
121
To study the effectiveness of y o u r P h o t o R e a d i n g , stay in the flow a s y o u P h o t o R e a d . A f t e r w a r d s , t h i n k b a c k o n y o u r e x p e r i e n c e and consider: • Did I relax physically, mentally, and enter the accelerative learning state? • D i d I affirm m y c o n c e n t r a t i o n a n d p u r p o s e ? • D i d I m a i n t a i n a steady state w i t h relaxed b r e a t h i n g , rhythmic page turning, and a chant in my conscious m i n d ? • Did I m a i n t a i n P h o t o F o c u s , either with the blip p a g e or w i t h a w a r e n e s s of the four corners a n d the w h i t e space on the page? • D i d I s t a t e my c l o s i n g a f f i r m a t i o n s ? If y o u can a n s w e r yes, then y o u did the P h o t o R e a d i n g step c o r r e c t l y . T o e x a m i n e t h e effects o f P h o t o R e a d i n g , y o u m u s t p e r f o r m a t e s t o f s o m e k i n d after t h e fact.
S u c h tests c a n be
subjective or objective. T h r o u g h o u t this book, I have printed the stories given us by P h o t o R e a d e r s from around the world. Their experiences c a n serve as e x a m p l e s of tests y o u might perform on yourself. O t h e r tests that h a v e h e l p e d m a n y p e o p l e d e m o n s t r a t e t h e i m m e d i a t e effects o f t h e P h o t o R e a d i n g t e c h n i q u e c a n b e found at the end of Chapter 7. D u r i n g the early stages of learning the P h o t o R e a d i n g w h o l e m i n d system, I r e c o m m e n d y o u step up to challenges in w h i c h y o u feel y o u c a n w i n . B u i l d y o u r c o n f i d e n c e a n d t a k e o n e v e n b i g g e r c h a l l e n g e s . I f y o u d o n o t feel r e a d y t o p e r f o r m a t e s t o n television like the one d e s c r i b e d next,
pick one that works
for y o u . A P h o t o R e a d e r in G e r m a n y w a s asked to a p p e a r as a test s u b j e c t for a n e w s s t o r y a b o u t t h e P h o t o R e a d i n g w h o l e m i n d system. U n d e r the watchful eyes of the interviewer, p r o d u c t i o n c r e w , a n d c a m e r a , s h e s e l e c t e d a b o o k f r o m s e v e r a l offered. S h e previewed, PhotoRead, activated
with
and mind probed.
super reading,
dipping,
T h e next day she
and
mind
mapping,
s p e n d i n g a total of 45 m i n u t e s w i t h the b o o k . She w a s then asked, w h i l e on c a m e r a , specific questions on the b o o k . She a n s w e r e d every one correctly. W h e n l e c t u r i n g i n M u n i c h , I s h o w e d a v i d e o o f t h e five m i n u t e television story and h a d the P h o t o R e a d e r speak to the g r o u p a b o u t h e r e x p e r i e n c e . She said, 'I n e v e r b e l i e v e d I c o u l d
The PhotoReading
Whole Mind System
122
h a v e d o n e that. B u t w h e n asked, I realized I faced an i m p o r t a n t d e c i s i o n : e i t h e r I c o u l d l i v e t h e r e s t o f m y life b e l i e v i n g I c o u l d n o t p e r f o r m s u c c e s s f u l l y , or, I c o u l d t a k e t h e c h a l l e n g e a n d find o u t the truth.' Interestingly, a m a n from the a u d i e n c e said it w a s too u n b e l i e v a b l e to i m a g i n e that he c o u l d ever do such a thing. Unfortunately, if he maintains that mindset he never will.
Can anyone learn to PhotoRead? We have taught PhotoReading in dozens of countries, in m a n y l a n g u a g e s , to people from ages 9 to 86 w h o c a m e w i t h very diverse b a c k g r o u n d s and reading abilities. The secret to success in every case rests in the m i n d s e t or attitude of the learner. T h e ideal mindset to maintain is one that is determined, persistent, and
patient.
This
mindset has b e e n beautifully
described
t h r o u g h o u t the ages as the ' b e g i n n e r ' s m i n d . ' It h e l p s us into a new paradigm of reading. O n e o f the great t r a p s w e face a s P h o t o R e a d e r s c o m e s from already k n o w i n g h o w to read. O u r previous training gives us certain
notions
about
acceptable
speed
and
levels
of
comprehension. T h e n along comes PhotoReading w h i c h asks us to change how we approach our reading problems. O n l y a c o m p l e t e l y n e w p a r a d i g m will h e l p see us t h r o u g h the pressures of deadlines and paper blizzards. S o m e t i m e s I hear b e g i n n i n g P h o t o R e a d e r s say, 'This is totally redefining w h a t it m e a n s to read.' Maintaining the beginner's m i n d takes us to a place where we can glimpse new options.
This concept goes back to the
ancient school of Zen Buddhism. Shunryu Suzuki, a Z e n master, said, 'In the b e g i n n e r ' s m i n d there are m a n y possibilities, b u t in the expert's there are few.' A n d he added: beginner's mind,
'We must have a
free f r o m p o s s e s s i n g a n y t h i n g ,
knows everything is in flowing change.
a m i n d that
N o t h i n g exists but
m o m e n t a r i l y i n its p r e s e n t f o r m . . . ' T o d a y we live in a w o r l d that requires us to b e c o m e b e g i n n e r s o v e r a n d o v e r a g a i n i n the face o f i m p e r m a n e n c e , c o n t i n u o u s change, and chaos. Re-examining what we have b e e n taught a b o u t r e a d i n g i s j u s t o n e e x a m p l e o f the n e e d for b e g i n n e r ' s m i n d , and
the
dizzying pace
of change
guarantees
that we
will
Questions
and
Answers
123
see m o r e . Y o u do not have to study Z e n to learn PhotoReading. There i s a p l a c e for r u l e s a n d for b e i n g t h e e x p e r t . T h e r e i s a l s o a p l a c e for q u e s t i o n i n g e v e r y t h i n g . P h o t o R e a d e r s h a v e b o t h a t t i t u d e s . W e h o n o r t h e c o n s c i o u s , r a t i o n a l m i n d , w i t h its a b i l i t y t o set goals. We also a c k n o w l e d g e and use the e x p a n d e d capabilities of t h e b r a i n w i t h its a b i l i t y t o f i n d c r e a t i v e w a y s t o r e a c h o u r g o a l s . U s i n g P h o t o R e a d i n g , y o u k e e p y o u r p r e s e n t r e a d i n g skills and gain new options. Y o u not only w i n a n e w relationship with t h e p r i n t e d w o r d , y o u a l s o find o u t h o w t o r e s p o n d w h e n t h e w o r l d c h a n g e s at a hectic pace. As an adult w i t h a b e g i n n e r ' s mind, y o u will rediscover the j o y of continual learning.
How long will it take to learn this system? As an automobile driver, I found learning to pilot an airplane b o t h familiar and
strange.
A
reader learning PhotoReading
e x p e r i e n c e s similarities and radical differences to regular reading. It takes less time to learn the familiar and m o r e time to learn the strange. T h e r e are four stages to l e a r n i n g a n y t h i n g that is different or unusual. The length of time it takes will depend on h o w you m o v e t h r o u g h the stages of learning. Let me illustrate each stage as it applies to learning P h o t o R e a d i n g . I n t h e first s t a g e , y o u n o t i c e p i l e s o f u n r e a d m a t e r i a l a n d feel a pervasive sense of information anxiety. E v e n so, y o u do not r e c o g n i z e t h e s o u r c e o f t h i s p r o b l e m , let a l o n e h o w t o r e s p o n d . S o m e t h i n g i n y o u r life i s b r o k e n , b u t y o u a r e n o t a w a r e o f w h a t n e e d s fixing. A t t h i s l e v e l i t i s c o m m o n t o feel fear, s o m e t i m e s p a i r e d w i t h e x c i t e m e n t o v e r the possibility of solving the p r o b l e m . L a b e l this step U n c o n s c i o u s I n c o m p e t e n c e . Next, y o u sense that y o u r present reading habits are not s e r v i n g y o u w e l l . T h o s e h a b i t s , i n fact, a r e a m a j o r s o u r c e o f i n f o r m a t i o n a n x i e t y . Y o u l e a r n a b o u t P h o t o R e a d i n g a n d e v e n try some of the techniques. These techniques seem unfamiliar. N o w y o u k n o w w h a t is broken, y o u k n o w w h a t to do, b u t y o u are unable to do it yet. Label this stage C o n s c i o u s I n c o m p e t e n c e . This third
stage
represents
a
q u a n t u m leap.
You use
The
PhotoReading
Whole Mind
System
124
P h o t o R e a d i n g skills and e x p e r i e n c e success w i t h t h e m . E v e n so, t h e s e s k i l l s a r e n o t fully i n t e g r a t e d i n t o y o u r life. Y o u still n e e d t o r e m i n d yourself to use this n e w a p p r o a c h w i t h written materials. L a b e l this level C o n s c i o u s C o m p e t e n c e . Finally, y o u enter the stage of mastery. N o w P h o t o R e a d i n g is so familiar to y o u that y o u use it automatically. The techniques b e c o m e as natural as breathing. Y o u experience not only a new r e l a t i o n s h i p w i t h t h e p r i n t e d w o r d , b u t a n e w q u a l i t y o f life. Y o u r e d u c e o r e l i m i n a t e t h o s e u n r e a d p i l e s a n d c o n t i n u a l l y satisfy y o u r p u r p o s e for r e a d i n g . L a b e l this stage E x c e l l e n c e .
fl.utorr*rtt»(J
frustration vs.
excitei*er>t L e a r n i n g m e a n s passing t h o u g h the stage of consciously realizing our i n c o m p e t e n c e — k n o w i n g that we something Not
important
surprisingly,
or
certain
that
we
emotions
lack often
a
do
not k n o w
desired accompany
d i s c o v e r y : c o n f u s i o n , f r u s t r a t i o n , fear, a n d a n x i e t y .
skill. this
Questions
and Answers
125
M y s u g g e s t i o n i s s i m p l e : l o v e i t all. N o m a t t e r w h a t c o m e s
Q3> jfjf
u p for y o u a s y o u l e a r n P h o t o R e a d i n g , e m b r a c e it. N o e m o t i o n y o u e x p e r i e n c e i s w r o n g , a n d all y o u r f e e l i n g s s e r v e a p u r p o s e .
*
Confusion can create curiosity. C h a o s can lead to clarity. W h e n I t e a c h P h o t o R e a d i n g s e m i n a r s a t L e a r n i n g S t r a t e g i e s in¬ c o r p o r a t i o n , I love hearing people m o v e t h r o u g h such feelings. W h e n p e o p l e say t h e y a r e c o n f u s e d , I c h e e r . W h e n t h e y s a y t h e y are frustrated, I quickly do w h a t I c a n to m o v e t h e m into confusion. B e h i n d this apparent craziness is a key insight: confusion is one step we climb on the w a y to excellence. Confusion signals that people are c o m m i t t i n g an act of learning. In contrast, a p p r o a c h i n g p r o b l e m s w i t h a sense of certainty a n d a n u n w i l l i n g n e s s t o let g o o f o l d b e l i e f s l e a d s t o f r u s t r a t i o n . We get stuck in a state of l e a r n e d h e l p l e s s n e s s , a state of n o t k n o w i n g . T h e s e t w o p a t h s are s u m m a r i z e d i n t h e f o l l o w i n g d i a g r a m :
A
The PhotoReading
Whole Mind System
126
Unfortunately, our e d u c a t i o n often lead u s d o w n the p a t h of frustration. In the traditional e d u c a t i o n a l m o d e l of reading, confusion equals failure, and frustration equals i n c o m p e t e n c e . For some, joy in reading never appears and learning stops. Whatever
feelings
you
experience
while
learning
P h o t o R e a d i n g a r e fine. D o n o t s u p p r e s s a n y e m o t i o n a l s t a t e , a n y degree of confusion. Y o u may be t e m p t e d to c o m p a r e yourself w i t h others: 'I am not doing this right. E v e r y b o d y else can do this. W h y can't I ? ' I f y o u d e t e c t s u c h t h o u g h t s , let t h e m c o m e t o full a w a r e n e s s a n d b e w i l l i n g t o l e t t h e m g o . R e m i n d y o u r s e l f t h a t conscious competence is coming your way. R e a d i n g gets right to the heart of self-image.
O u r self-
c o n c e p t i s often b o u n d u p w i t h our s u c c e s s a s learners, a n d m u c h o f o u r e x p e r i e n c e w i t h l e a r n i n g t i e s t o r e a d i n g . I find t h a t p e o p l e label themselves
as poor readers too
r e a d i l y a n d t h u s feel
ineffective. S u c h frustration quickly tarnishes our self-image. T h e alternative is to accept the e m o t i o n a l ups and d o w n s of learning, to see t h e m as a natural and graceful d a n c e . If y o u do, y o u will shorten the path to excellence.
What state of mind should I be in when using the PhotoReading whole mind system? Think about times w h e n you have b e e n absolutely absorbed i n r e a d i n g . I t i s i m p o r t a n t for u s t o e x p l o r e t h o s e e x p e r i e n c e s i n m o r e depth, b e c a u s e , at those m o m e n t s , y o u are transformed into a skilled, powerful reader—effortlessly. R e m e m b e r w h a t those times w e r e like. P e r h a p s y o u w e r e e n g r o s s e d in a n o v e l . M a y b e y o u w e r e s a v o r i n g a love letter. Or p e r h a p s y o u w e r e solving a m u r d e r mystery. In any case, a curious thing h a p p e n e d : y o u w e r e u n a w a r e of a n y t h i n g else going on around you. It w a s as if the pictures, images, and f e e l i n g s i n s i d e y o u w e r e m o r e i m p o r t a n t t h a n t h e b o o k i n front o f y o u . Y o u w e r e n o l o n g e r r e a d i n g w o r d s — y o u had s t e p p e d into a n o t h e r r e a l i t y . W h a t w a s g o i n g o n b e h i n d y o u r e y e s w a s far m o r e i m p o r t a n t t h a n w h a t a p p e a r e d i n front o f t h e m . People describe these experiences with remarkably similar l a n g u a g e . ' I l o s t all t r a c k o f t i m e a n d p l a c e . ' ' I w a s n o t c o n s c i o u s
Questions and Answers
127
of words on a page.' 'I w a s just seeing m o v i e s in my mind.' 'I a b s o r b e d t h e w o r d s w i t h o u t effort.'
' W o r d s j u s t flowed from the
page to my mind.' F l o w — t h a t i s a h a n d y w o r d for it. features
of the
e x p e r i e n c e s ease,
It captures the key
fluidity,
lack
o f effort,
absorption, c o n c e n t r a t i o n , softness, relaxation, efficiency, a n d enhanced
productivity. Although
Stephen Mitchell, a translator of the Tao, describes the flow state: A good athlete can enter
sounds
like
this
an
experience
altered
state
of
consciousness, it is not a b n o r m a l .
a state of body-awareness in
H u m a n beings
which the right stroke or the
t h e ' f l o w e x p e r i e n c e ' for h u n d r e d s
right movement happens by
of y e a r s , u s i n g a variety of t e r m s to
itself, effortlessly, w i t h o u t any interference of the conscious will. This is a paradigm for non-action: the
purest and
describe
it.
have
The
k n o w n about
Tao
te
Ching,
a
spiritual text from C h i n a by L a o Tsu, s p e a k s of effortless action, or n o n -
most effective form of action.
action.
The game plays the game; the
M a s l o w spoke of 'peak experiences,'
poem writes the p o e m ; we can't tell the
dancer from
the dance.
Psychologist
Abraham
describing t h e m in a similar way. Mihaly
Csikszentmihalyi,
a
psychologist from the University of C h i c a g o , r e v e a l e d that flow e x p e r i e n c e s c a n h a p p e n to a n y o n e . H i s studies of this state h a v e i n c l u d e d clerks,
assembly-line
w o r k e r s , athletes, e n g i n e e r s , a n d m a n a g e r s . He says flow states bear a strong resemblance to other well-known p h e n o m e n a — hypnosis and meditation. A h , b u t i f w e c o u l d o n l y flip a s w i t c h a n d e n t e r t h a t f l o w state w h e n e v e r w e read. W e w o u l d b e i n states o f d e e p attention, free o f effort o r s t r a i n , w o r k i n g s m o o t h l y , q u i c k l y , a n d e f f i c i e n t l y . W e w o u l d b e r e l a x e d , a c t i v e , a n d alert, all a t t h e s a m e t i m e . R e a d i n g w o u l d be a b r e e z e — a s easy to flow t h r o u g h technical i n f o r m a t i o n as a n o v e l . The P h o t o R e a d i n g w h o l e mind system is that switch. The flow state is y o u r birthright, o n e of y o u r p o t e n t i a l s as a h u m a n being. T h r o u g h P h o t o R e a d i n g , y o u get a c h a n c e to choose this e x p e r i e n c e instead of l e a v i n g it to c h a n c e . This state is not a fluke or s o m e k i n d of out-of-body e x p e r i e n c e . Rather, it is a naturally o c c u r r i n g e v e n t , a n d t h e s e c r e t i s t o m a k e i t h a b i t u a l d u r i n g all your reading.
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Whole Mind Si/stem
128
What do accelerative learning and PhotoReading have in common? As a child, y o u naturally used strategies of accelerative learning to a c c o m p l i s h the m o n u m e n t a l tasks of learning to walk and talk. N o t h i n g we learn as adults will e q u a l the c o m p l e x i t y of those tasks. T h e s k i l l s o f a c c e l e r a t i v e l e a r n i n g a r e still w i t h u s f r o m childhood,
obscured as they might be from years
of abuse,
misuse, and disuse. We simply need to r e a w a k e n our mastery and apply it to the task of reading. The P h o t o R e a d i n g w h o l e m i n d system d r a w s heavily from accelerative learning, m a k i n g it e a s y a n d fun t o l e a r n a n d u s e . O n e of the best k n o w n researchers in the study of accelerative learning is Georgi L o z a n o v , a B u l g a r i a n psychologist. Dr. L o z a n o v has written m a n y p a p e r s supporting the claim that we use barely t e n p e r c e n t o f o u r b r a i n c a p a c i t y . H e a n d h i s staff o f r e s e a r c h e r s believe that we
can systematically
learn to tap
the h i d d e n
reserves—the other ninety percent—of the mind. He developed h i s f i n d i n g s i n t o a n a p p l i e d s y s t e m for l e a r n i n g . L o z a n o v ' s m e t h o d s allow b o t h h e m i s p h e r e s of the b r a i n to w o r k together as an orchestrated team. W h e n that happens, our capacity to learn increases exponentially. Lozanov claimed you can expose yourself to vast amounts o f i n f o r m a t i o n , a b s o r b i t e f f o r t l e s s l y , a n d u s e i t w h e n y o u n e e d it. T h o s e are p r e c i s e l y the skills we n e e d to s u r v i v e in the age of information overload and d o c u m e n t shock. At the heart of L o z a n o v ' s l e a r n i n g m e t h o d s are three steps: decode, concert, and activate. T h e s e steps p a r a l l e l the P h o t o R e a d i n g whole mind system. D e c o d i n g is a 'once over lightly'—a quick overview of the material to be learned. D u r i n g the c o n c e r t session, l e a r n e r s enter a state of r e l a x e d alertness to receive a m o r e c o m p l e t e e x p o s u r e to the material. T h i s information is
often p r e s e n t e d
as
a story
or play
and
a c c o m p a n i e d by classical music playing in the background. Finally, learners activate the material, that is, call it to the c o n s c i o u s m i n d a n d a p p l y it. I n s t e a d o f d r i l l s e s s i o n s a n d r o t e m e m o r i z a t i o n , activation uses g r o u p discussion, g a m e s , skits,
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129
and other nontraditional m e t h o d s . See the connection? L o z a n o v ' s decode-concert-activate is our preview-PhotoRead-activate. The P h o t o R e a d i n g whole mind system incorporates many aspects of Lozanov's m e t h o d s as does the teaching of the P h o t o R e a d i n g seminar.
I know I rely too heavily on my conscious rational mind. What else can I do? In the early 1980s, H o w a r d Gardner, a H a r v a r d psychologist, d e v e l o p e d an idea that c o m p l e m e n t s L o z a n o v ' s work.
Gardner
said that our s c h o o l i n g w o r k s mostly on t w o k i n d s of i n t e l l i g e n c e : one that involves language and one that involves logic. Gardner c o n c l u d e d that this w a s only a small part of the picture, h o w e v e r . A m o r e a c c u r a t e v i e w o f i n t e l l i g e n c e i n c l u d e s all o f t h e f o l l o w i n g capacities: • L i n g u i s t i c I n t e l l i g e n c e — t h e a b i l i t y t o skillfully d e s c r i b e the world with w o r d s . •
Logical-Mathematical
Intelligence—the
ability
to
represent the world with n u m e r i c symbols and m a n i p u l a t e those symbols according to the rules of logic. • M u s i c a l I n t e l l i g e n c e — t h e ability to a p p r e c i a t e and u s e the nonverbal ' l a n g u a g e ' of melody,
rhythm, harmony,
and
tone color. • Spatial I n t e l l i g e n c e — t h e ability to p e r c e i v e the v i s u a l world accurately and recreate it in the m i n d or on paper. • B o d i l y - K i n e s t h e t i c I n t e l l i g e n c e — t h e ability to u s e the b o d y for s k i l l e d s e l f - e x p r e s s i o n or as a t o o l for l e a r n i n g . • Interpersonal I n t e l l i g e n c e — t h e ability to p e r c e i v e and understand other people's feelings and desires. • I n t r a p e r s o n a l I n t e l l i g e n c e — t h e a b i l i t y t o clarify p e r s o n a l values and gain insight through solitude. • Naturalist
Intelligence—the
ability
to
see
patterns,
d i s t i n g u i s h , a n d classify t h i n g s i n t h e n a t u r a l w o r l d . Think of a time y o u learned s o m e t h i n g masterfully. Consider w h i c h of the eight intelligences y o u used. Y o u already k n o w h o w to excel at learning and can do so again at any t i m e . U s e the strengths y o u already possess. I m a g i n e a p p l y i n g all e i g h t i n t e l l i g e n c e s p l u s i n t u i t i o n t o
The PhotoReading
230
Whole Mind System
your reading. The PhotoReading whole mind system helps you do e x a c t l y that. A l l y o u r i n t e l l i g e n c e s are i n v i t e d to the act of reading. In this sense, P h o t o R e a d i n g is not a r e a d i n g p r o g r a m b u t a l e a r n i n g p r o g r a m — a s e t o f s t r a t e g i e s for l e a r n i n g a n y t h i n g . Anything.
How does activation tap into the expanded processing capabilities of the
brain?
A c c o r d i n g t o D r . W i n W e n g e r , a u t h o r o f The Einstein Factor, the n o n c o n s c i o u s storage capacity of the brain exceeds the capacity of the conscious m i n d by ten billion to one. These are the reserves of the m i n d w h i c h we draw from during activation. A n e x a m p l e o f a c t i v a t i o n i s t h e tip o f t h e t o n g u e p h e n o m e n o n that often takes p l a c e i n r e m e m b e r i n g n a m e s . Y o u k n o w the scene: y o u see a familiar p e r s o n at a party, b u t his or her n a m e slips y o u r m i n d . Y o u try for a m i n u t e to recall t h e n a m e . T h i s stimulates the neural circuitry of y o u r brain. Then, a few m i n u t e s later, the n a m e s u d d e n l y flashes i n y o u r m i n d , often w h i l e y o u are talking to s o m e o n e else a n d not consciously trying to r e m e m b e r it. Y o u r b r a i n g e n e r a t e d t h e n a m e b a s e d o n t h e s t i m u l a t i o n o f neural
pathways
established
when you
first
learned
the
person's name. A c t i v a t i o n can also take place on a g r a n d e r scale. A writer I k n o w practices meditation, w h i c h is another way of entering the state of relaxed alertness we cultivate in P h o t o R e a d i n g . He says that some of his best ideas c o m e during periods of meditation, particularly w h e n he is struggling with the content or structure o f a m a n u s c r i p t . F r e q u e n t l y , o u t l i n e s for e n t i r e b o o k s c o m e t o h i m in this w a y . A r t i s t s o f all t y p e s d e s c r i b e s i m i l a r e v e n t s i n t h e i r l i v e s . A a r o n C o p l a n d , the d i s t i n g u i s h e d A m e r i c a n c o m p o s e r , said that writing music begins with transcribing themes that b l o s s o m spontaneously from within. in
As he p u t it in What to Listen for
Music: T h e c o m p o s e r s t a r t s w i t h h i s t h e m e , a n d t h e t h e m e i s a gift from H e a v e n . He doesn't k n o w w h e r e it c o m e s from—has n o c o n t r o l o v e r it. I t c o m e s a l m o s t l i k e a u t o m a t i c w r i t i n g .
Questions
and Answers
131
T h a t is w h y he k e e p s a b o o k very often and w r i t e s t h e m e s d o w n w h e n e v e r they come. We do not have to be great composers or writers to draw on these deep, creative reserves. We need a relaxed alertness along w i t h a g e n t l e r e q u e s t for t h e i d e a s w e s e e k t o s u r f a c e i n t h e conscious mind. This has profound implications. The secret is to get out of t h e w a y a n d let o u r s e l v e s P h o t o R e a d .
Will hard work help me develop my skills? P h o t o R e a d i n g m a y seem like a b u n d l e of p a r a d o x e s , b e c a u s e it is. T h i n k a b o u t w h a t I am s u g g e s t i n g : to get m o r e out of y o u r r e a d i n g , s p e n d l e s s t i m e w i t h it; t o g a i n m o r e i n f o r m a t i o n , d o n o t worry about conscious comprehension; to succeed at reading, quit t r y i n g so h a r d and start p l a y i n g ; and to get w h a t y o u w a n t , let g o o f y o u r n e e d for r e s u l t s . During one
seminar I
met a woman who
understood
p e r f e c t l y t h e p a r a d o x i c a l n a t u r e o f P h o t o R e a d i n g . S o o n after w e b e g a n P h o t o R e a d i n g b o o k s , the n u m b e r of her correct answers on c o m p r e h e n s i o n tests c l i m b e d into the 90 percent range and stayed there. I asked her h o w that happened. 'I simply decided u p f r o n t t h a t I h a v e n o t h i n g t o p r o v e . I f t h e t e c h n i q u e s w o r k , fine. If they don't, fine. F o r me the i m p o r t a n t t h i n g is to simply experience a n e w a p p r o a c h to reading.' W h e r e v e r I t e a c h P h o t o R e a d i n g , I find t h e s a m e a t t i t u d e s i n s u c c e s s f u l P h o t o R e a d e r s . P e o p l e w h o 'try h a r d t o d o r e a l l y w e l l ' with
PhotoReading
often
strap
themselves
with
a
big
r e s p o n s i b i l i t y . R i g h t a w a y , t h e y feel a p e r s o n a l o b l i g a t i o n t o p r o v e or disprove the w h o l e m i n d reading system. T h a t is like w a n t i n g t o t a k e t h e final e x a m i n c a l c u l u s b e f o r e y o u h a v e learned how to
a d d — a n d then claiming that y o u
are
lousy
in math. Y o u do not have to believe everything about P h o t o R e a d i n g u p front. A little s k e p t i c i s m a b o u t t h e t e c h n i q u e i s fine. N o n u m b e r of testimonials can replace the results y o u p r o d u c e with y o u r o w n efforts. B e w i l l i n g t o g i v e P h o t o R e a d i n g a fair t r i a l a n d r e m a i n o p e n for p l e a s a n t s u r p r i s e s . A r e q u i r e m e n t for s u c c e s s i s
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Whole Mind System
132
an open mind. I urge people to ease into the experience of P h o t o R e a d i n g — to play, embrace confusion, and tame the gremlins. Ironically, it is w h e n we stop trying so hard to succeed that our intuition flowers a n d w e r e k i n d l e o u r natural skill a t l e a r n i n g . W h e n w e let go of s u c c e s s or failure, we start to get w h a t we w a n t .
When will I attain the levels of comprehension I need? R e m e m b e r that the P h o t o R e a d i n g w h o l e m i n d system is based on multiple passes through printed material.
First we
preview. That can be followed, as we choose, by P h o t o R e a d i n g , super reading, dipping, and rapid reading. C o m p r e h e n s i o n c o m e s in layers. P r e v i e w i n g gives us a sense of structure. By using the r e m a i n i n g steps of the system, we build on that foundation, gaining a level of c o m p r e h e n s i o n that i s c o n s i s t e n t w i t h o u r p u r p o s e . T h i s a p p r o a c h frees u s . P e r h a p s t h i s feels l i k e full c o m p r e h e n s i o n i s d e l a y e d — t h a t y o u are not getting the ' g o o d i e s ' from y o u r reading as soon as y o u w a n t them. My suggestion is to greet this ..
feeling w i t h the N O P S
.
^
formula and
discover what emerges.
Notice it. O
w
n
it.
Play w i t h it. Stay w i t h it.
For example, a PhotoReader took a seminar during his doctoral p r o g r a m in w h i c h he had to read twenty t h o u s a n d p a g e s . M o s t students i n that p r o g r a m take b e t w e e n six a n d nine m o n t h s to finish the r e q u i r e d r e a d i n g and write the necessary
papers.
For
an entire
week
he
previewed
and
P h o t o R e a d . The next w e e k he tried to activate the b o o k s and write his p a p e r s ; n o t h i n g c a m e to him. He e x p e c t e d to k n o w the m a t e r i a l . I n f r u s t r a t i o n , h e let i t all g o , f e e l i n g h e h a d w a s t e d t h e week. T h e following w e e k the P h o t o R e a d e r e x p e r i m e n t e d w i t h entering the
'beginner's mind.'
He once again activated the
b o o k s , astonished that this time e v e r y t h i n g m a d e sense to him. H i s w r i t i n g f l o w e d , a n d h e f i n i s h e d t h e c o u r s e , r e c e i v i n g a n A for his w o r k . His total i n v e s t m e n t w a s only three w e e k s from the time he started. W a s the second w e e k of activation a w a s t e ? Or was it the
Questions and Answers
133
e s s e n t i a l p e r i o d o f i n c u b a t i o n a n d fine t u n i n g n e c e s s a r y t o a c h i e v e the end result? A P h o t o R e a d i n g student d e s c r i b e d his e x p e r i e n c e like this: 'I realized that w h e n using the P h o t o R e a d i n g whole mind system, I am actually adding time to do extra things to my reading.
I naturally resisted.
I c o u l d j u s t start r e a d i n g a n d
c o m p r e h e n d i n g as I go. Or, I c o u l d u s e this n e w s y s t e m — a d d i n g time to p r e v i e w and P h o t o R e a d before I
c o u l d a c t i v a t e for
c o m p r e h e n s i o n . M y natural response w a s , w h y ? W h y not j u s t get i n t o it? ' I ' v e b e e n t e l l i n g m y k i d s for y e a r s t h a t y o u h a v e t o i n v e s t a little b i t e x t r a i n t h e l e a r n i n g c u r v e u p front b e f o r e t h e p a y o f f comes. W h e n y o u go to school, it is not the information y o u need. W h a t y o u are really learning is h o w to l e a r n — s o w h e n y o u get into the real world, y o u will be able to get w h e r e y o u w a n t to go i n life. H e r e , I h a d b e e n g i v i n g t h i s a d v i c e w i t h o u t t a k i n g i t myself! ' I s o o n d i s c o v e r e d t h a t t h e f e w m i n u t e s I i n v e s t e d u p front paid back huge dividends. I could save hours reading reports by t a k i n g five m i n u t e s t o p r e v i e w a n d P h o t o R e a d . I c o u l d s a v e t e n to eighteen hours or more on b o o k s that used to take twenty hours to read regularly.' In s u m m a r y this chapter h e l p e d y o u learn: • T h e N O P S f o r m u l a — n o t i c e it, o w n it, p l a y w i t h it, s t a y w i t h it—will help o v e r c o m e frustrating habits w h i c h prevent learning. • T h e b e g i n n e r ' s m i n d is the perfect mindset to m a i n t a i n during the PhotoReading whole m i n d system. • T h e r e are four levels y o u m u s t p r o g r e s s t h r o u g h w h e n l e a r n i n g a n e w skill. •
Confusion is
an appropriate
experience
during
any
learning activity. • T h e P h o t o R e a d i n g w h o l e m i n d s y s t e m uses flow states of consciousness. • D r . L o z a n o v ' s a c c e l e r a t i v e l e a r n i n g i s a m o d e l for t h e PhotoReading whole mind system. • W e u s e all e i g h t i n t e l l i g e n c e s d e s c r i b e d b y D r . G a r d n e r with the P h o t o R e a d i n g whole mind system to make reading
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Whole Mind System
134
m u l t i d i m e n s i o n a l a n d m o r e useful. •
The expanded data base we access while PhotoReading
o u t w e i g h s the data base of the c o n s c i o u s m i n d by ten billion to one. •
The
goal
of
comprehension
is
achieved
in
layers.
P a r a d o x i c a l a s i t m a y s e e m , t o a c h i e v e y o u r g o a l , y o u m u s t let it g o . The PhotoReading whole mind system works. Y o u must u s e i t t o d e m o n s t r a t e t h e b e n e f i t s i n y o u r o w n life. A f t e r y o u h a v e enjoyed h o w easily y o u can p r o d u c e results with P h o t o R e a d i n g , y o u might consider h o w your inner mind can b e c o m e an active ally i n p e r s o n a l d e v e l o p m e n t . I n C h a p t e r
13, y o u will explore
p o w e r f u l n e x t s t e p s a n d find...
A male PhotoReader PhotoRead a couple dozen books on w o m e n ' s health issues over several weeks. He did no structured activation. Several months later his sister-in-law had a hysterectomy after a troubled birth. He surprised himself and his family with the depth of knowledge he had on fibroid tumors and endometriosis, the primary cause of the problems. An executive went from being computer illiterate ('I mean, I barely even t y p e ! ' ) to a daily user of his machine by PhotoReading computer books, magazines, and manuals. 'After about a month of doing this, I suddenly realized that those stupid machines were starting to make sense!' A CPA attended a continuing education seminar for her profession. Since she arrived early, she had the luxury of reviewing the handout materials before the presentation. Entering the PhotoFocus state she quietly and quickly reviewed the materials. As the day progressed she realized she had a firm grasp of the subject even t h o u g h she had not previously studied it. She attributes the immediate comprehension of the material to having PhotoRead the handouts. A copy-editor repeatedly PhotoRead a Thesaurus. His supervisor commended him for a marked improvement in his speed and clarity of w r i t i n g . An executive reads his email in three minutes, instead of never getting to it.
1 3
Discover Your Genius Potential with Direct L e a r n i n g
A t L e a r n i n g S t r a t e g i e s C o r p o r a t i o n , w e often a s k o u r c l i e n t s , ' N o w that y o u can P h o t o R e a d , w h a t else can y o u r brain a c h i e v e ? ' W h e n t h e y r e a l i z e w e are s e r i o u s , t h e y b e g i n a s k i n g u s , ' W h a t i s the next step b e y o n d P h o t o R e a d i n g ? ' S i n c e first d e v e l o p i n g t h e P h o t o R e a d i n g s e m i n a r , I h a v e discovered ways to
access remarkable
abilities that extend
P h o t o R e a d i n g far b e y o n d m e r e l y g a t h e r i n g i n f o r m a t i o n . T h r e e c o n c e p t s p r e s e n t e d h e r e can h e l p y o u t o e x a m i n e and enjoy powerful n e w skills right a w a y .
Experience the miracle of 'direct learning' In the early
days of teaching PhotoReading, we were
surprised w h e n graduates reported
spontaneous improvement
i n s k i l l s s u c h a s t e n n i s , golf, r a c q u e t b a l l , p i a n o p l a y i n g , t y p i n g , and public speaking to n a m e a few. The anecdotes invariably involved syntopic reading. W h e n a PhotoReader syntopically read books
relating to topics
of intense personal
interests,
s o m e h o w a c t u a l skill d e v e l o p m e n t o c c u r r e d . T h e s e r e p o r t s o f s p o n t a n e o u s skill d e v e l o p m e n t s t r o n g l y c h a l l e n g e d the c o n v e n t i o n a l w i s d o m in adult e d u c a t i o n . I h a d b e e n t a u g h t t h a t k n o w l e d g e a c q u i s i t i o n a n d skill d e v e l o p m e n t are t w o very
different l e a r n i n g a c t i v i t i e s . B u t e v i d e n c e w a s
pushing me to consider that behavioral learning could e m e r g e even though no physical practice of the behaviors took place.
The PhotoReading My
Whole Mind System
colleagues
and
I
136 hypothesized
that
because
P h o t o R e a d i n g routes information into the brain preconsciously, s o m e h o w t h e b r a i n m u s t c r e a t e n e u r o n a l l i n k s for b e h a v i o r a s i t d o e s for c o g n i t i o n . L i t e r a t u r e o n t h e p h e n o m e n o n o f ' i m p l i c i t l e a r n i n g ' — l e a r n i n g w i t h o u t c o n s c i o u s or 'explicit' m e m o r y — suggested o u r hypothesis m i g h t be right on target. The distinction b e t w e e n explicit and implicit learning can be t h o u g h t of as the difference b e t w e e n w h a t y o u r h e a d k n o w s and what your body knows. Explicit memory involves learning w i t h a w a r e n e s s a n d k n o w i n g facts t h a t y o u c a n recall t h r o u g h c o n s c i o u s l y directed r e m e m b e r i n g . I m p l i c i t (or i m p l i e d ) m e m o r y involves learning without awareness and knowing h o w to perform s k i l l s w i t h o u t b e i n g a b l e t o d e s c r i b e h o w y o u d o it. A c c o r d i n g t o n e u r o l o g i s t R i c h a r d R e s t a k , M . D . , different p a r t s o f t h e b r a i n a r e i n v o l v e d i n t h e t w o t y p e s o f m e m o r y . I n fact, it has b e e n demonstrated that a person with brain d a m a g e to the e x p l i c i t l e a r n i n g p a r t o f t h e b r a i n c a n still l e a r n t o p e r f o r m t a s k s e v e n though they
have no
conscious
recollection of having
learned them. Could it be that P h o t o R e a d i n g naturally activates the implicit learning and m e m o r y s y s t e m of the b r a i n ? To test this idea, a m e d i c a l d o c t o r f r o m S o u t h A f r i c a , I z z y Katzeff, s u g g e s t e d t h a t brain studies be performed to track the parts of the brain activated during PhotoReading.
A team of medical doctors at the US
Veterans' Administration Hospital took up the challenge. The research team, headed by nuclear medicine specialists Irma Molina, M.D., and Sandra Gracia, M.D., performed brain studies on P h o t o R e a d e r s . The results of their study w i t h a small subject sample e n c o u r a g e d the
research committee to
seek
additional studies. I n t h e m e a n w h i l e , c o n s i d e r t h a t after P h o t o R e a d i n g s e v e r a l b o o k s on a skill y o u are i n t e r e s t e d in d e v e l o p i n g , the skill c a n s u d d e n l y s h o w u p i n t h e s i t u a t i o n s w h e n y o u n e e d it. W e c a n t h i n k of this implicit l e a r n i n g as a sort of s p o n t a n e o u s a c t i v a t i o n happening behaviorally.
'Direct learning'
is our systematic
approach to capitalize on the p h e n o m e n o n of direct behavioral activation.
Discover
Natural
Your
Follow
Brilliance
137
these steps for direct learning
Here is how y o u perform the direct learning exercise on your own: • K n o w w h a t n e w b e h a v i o r s y o u desire. T h e m o r e specific y o u can be, the b e t t e r this process will work.
It should be
s o m e t h i n g y o u have a strong personal desire to learn. • Select several b o o k s that speak authoritatively about the subject. It is i m p o r t a n t that these b o o k s t e a c h the n e w b e h a v i o r s y o u w a n t in a practical, how-to fashion. B o o k s on theory c a n be helpful, as l o n g as they discuss practical application. E a c h b o o k represents several y e a r s of the author's k n o w l e d g e a n d skills and the essential ideas from m a n y b o o k s .
I m a g i n e w h a t y o u are
d o w n l o a d i n g this into y o u r neural circuitry. • P h o t o R e a d y o u r b o o k s . R e m e m b e r to state y o u r p u r p o s e clearly before e a c h b o o k a n d to say a solid c l o s i n g affirmation after e a c h o n e . I t m a y b e a g o o d i d e a t o t a k e a b r i e f s t r e t c h o r d r i n k water between books. Allow yourself to remain centered and relaxed throughout the process. If something h a p p e n s to distract you
between books,
take
a
few
moments
to
get b a c k
into state. • Direct y o u r m i n d to generate the behaviors. R e m e m b e r h o w y o u imagined doing things as a child? Y o u called it 'Playing P r e t e n d . ' G e s t a l t t h e r a p i s t s c a l l i t ' P l a y i n g A s If.' S e e a m e n t a l simulation of the
future,
which encodes
the b r a i n w i t h the
n e c e s s a r y i n f o r m a t i o n to give rise to the b e h a v i o r s a c c o r d i n g to y o u r needs. This is the direct learning activation stage. T h e information will be activated spontaneously in the appropriate contexts. found
T h e c o m p l e t e p r o c e d u r e for direct l e a r n i n g c a n b e
in my
Natural Brilliance b o o k .
W h e n performing the direct learning process, I suggest not activating y o u r b o o k s consciously b e c a u s e the conscious m i n d tends to interfere by trying to control the process. Y o u see, m o s t p e o p l e in our culture have b e e n schooled in the 'Puritan Work Ethic,' which means
'You must work hard to achieve
rewards.' Y o u r athletics c o a c h m a y h a v e said 'No pain, no gain' t o r e i n f o r c e t h e i d e a t h a t h a r d w o r k , effort, a n d s t r u g g l e a r e the fastest routes to success. D i r e c t learning c h a l l e n g e s such traditional assumptions by demonstrating that the inner mind
The PhotoReading Whole Mind System
138
can p r o v i d e a 'path of least r e s i s t a n c e ' to our success. As living life e f f o r t l e s s l y i s a r e a l h u m a n o p t i o n for t h e first t i m e i n h i s t o r y , w h y n o t g o for i t ? In summary,
the direct learning p r o c e s s invites y o u to
answer the simple question, ' W h a t do y o u w a n t ? ' W h e n y o u can a n s w e r t h a t q u e s t i o n w i t h c l a r i t y , y o u are w e l l o n y o u r w a y t o accomplishing y o u r desires. W i t h direct learning, y o u P h o t o R e a d a stack of b o o k s that e n c o u r a g e s the u s e of the skills y o u n e e d . T h e n , y o u i m a g i n e y o u r s e l f in the future, in the m o m e n t of enjoying the a c c o m p l i s h m e n t of y o u r goal. This tells y o u r brain to spontaneously generate the behaviors y o u need to achieve y o u r future s u c c e s s . T h i n k o f y o u r b r a i n a s a n ally i n p e r s o n a l a n d p r o f e s s i o n a l d e v e l o p m e n t . A s k it to help,
and trust it to demonstrate the
w o n d e r s i t c a n p e r f o r m for y o u .
Use the Natural Brilliance model You
can
realize
your
genius
potential
with
ease.
P h o t o R e a d i n g gets y o u started. T h e four-step N a t u r a l Brilliance m o d e l for l i f e l o n g l e a r n i n g k e e p s y o u o n t r a c k . N a t u r a l B r i l l i a n c e i s a p r o c e s s for c o n s i s t e n t l y b r e a k i n g t h r o u g h t o s u c c e s s i n a r e a s o f y o u r life w h e r e y o u m a y feel s t u c k . T h e steps are: R e l e a s e , N o t i c e , R e s p o n d , and W i t n e s s . I c o v e r these
steps
in
detail
Feeling
Stuck
to
Achieving
Learning
Course.
Personal
in my b o o k Natural Brilliance: Movingfrom Success
and
in
the
Natural
Brilliance
T h e first s t e p , R e l e a s e , d r a i n s s t r e s s o u t o f t h e p h y s i c a l s y s t e m s . R e l a x i n g y o u r b o d y a n d m i n d i s t h e e s s e n t i a l first s t e p t o p r o m o t e t h e o p t i m a l s t a t e for l e a r n i n g — r e l a x e d a l e r t n e s s . Tension and resistance characterize a person trying to change the present situation. Paradoxically, tension and stress cause us to narrowly focus our attention. We m a n a g e microdetails and miss the big picture. You can release in m a n y w a y s . C h a n g i n g posture, e y e f o c u s , b r e a t h i n g , a n d t h o u g h t s c a n p r o d u c e a c a l m i n g effect. B y draining stress out of the b o d y
and m i n d , y o u automatically
m i n i m i z e the b e h a v i o r s that k e e p y o u stuck. S i m u l t a n e o u s l y y o u
Discover
Your Natural Brilliance
139
restore the natural acuity of y o u r sensory systems, giving y o u access to new information and choices. R e l e a s e l e t s y o u p u l l y o u r f o r e h e a d off t h e t r e e l o n g e n o u g h t o see t h a t y o u are i n the forest.
W h e n y o u put your sensory
systems b a c k online, y o u step out of tunnel vision and the w o r l d opens up. T h e s e c o n d step, N o t i c e , m e a n s e n t e r i n g a state of i n c r e a s e d awareness and paying attention to information in the present situation. W h e n y o u attend to the input in y o u r sensory systems, y o u will naturally generate creative options and promising responses. The speed of the m i n d is tremendous.
The inner mind
w o r k s at m a k i n g associations m u c h faster t h a n the c o n s c i o u s m i n d can duplicate. W h e n given the proper direction, the w h o l e m i n d can a c c o m p l i s h virtually any p r o b l e m - s o l v i n g task. A p e r s o n in a stuck state oscillates b e t w e e n w a n t i n g to p u s h forward and pull back at the same time. This happens w h e n a goal is desired b u t potential failures or p u n i s h m e n t s m u s t be a v o i d e d . T h e c o m b i n a t i o n of rele asing and n o t i c i n g a l l o w s y o u to step out of the oscillation and stuck state. Noticing involves becoming aware of what is happening around and in you. It helps y o u d e v e l o p a n e w point of view, a p e r c e p t u a l p o s i t i o n i n w h i c h y o u c a n see w h a t y o u are d o i n g i n t h e s i t u a t i o n i n w h i c h y o u a r e d o i n g it. T h e n , f r o m t h e r i c h information about your outer experience and inner experience, you can make decisions and respond to people and events. A n ' o u t s i d e y o u r s e l f ' a w a r e n e s s o p e n s t h e p o s s i b i l i t y for b a l a n c e . A stuck state is like r u n n i n g b a c k a n d forth on a s e e s a w o n t h e s c h o o l p l a y g r o u n d . W i t h t h e s t e p o f N o t i c e , y o u h o p off and choose a new position to w o r k from—alongside the oscillating system. It is m u c h easier to minimize the oscillation and bring the teeter-totter into b a l a n c e . By c o m b i n i n g the steps of Release and Notice, y o u achieve the o p t i m a l l e a r n i n g state, the state o f r e l a x e d alertness. O n c e y o u have developed relaxed alertness and increased your foundation of information, y o u c a n c h o o s e n e w r e s p o n s e s from a rich set of options. Step 3, Respond, involves taking action to discover h o w things c h a n g e . Any response either increases the oscillation and the inability to m o v e , or it d a m p e n s the oscillation and increases
The PhotoReading
Whole Mind System
140
m o v e m e n t t o w a r d a satisfying o u t c o m e . Y o u r actions will either m a k e the situation be tte r or it will not. In either case, m o v e m e n t w i t h i n a system provides real and i m m e d i a t e feedback. O n c e y o u r b r a i n r e c o g n i z e s y o u r d o i n g (or not d o i n g ) something makes y o u r situation better or worse, you have the b e g i n n i n g s o f c h a n g e a n d t h e first s t e p i n g a i n i n g c o n t r o l o f t h e o u t c o m e s y o u w a n t t o p r o d u c e . W h e n y o u feel y o u c a n c a u s e y o u r life t o g e t b e t t e r , y o u c a n g e n e r a t e a p o s i t i v e effect t h a t builds self-confidence and self-esteem. W i t n e s s i n g the results of y o u r actions, Step 4 of the model, puts y o u in charge of p r o d u c i n g the success y o u want. W h e n y o u w i t n e s s , y o u find a n o n j u d g m e n t a l p o s i t i o n f r o m w h i c h y o u observe learning taking place. W h e t h e r your response in Step 3 h a s s u c c e e d e d or failed is not significant. T h e i m p o r t a n t t h i n g is to get feedback that can lead to learning. In this step the feeling is o n e o f safety a n d b l e s s i n g . Do
you
desire
to b r e a k t h r o u g h to
a
new
level
of
performance? The Natural Brilliance model leads y o u to replicate a n d r e c l a i m t h e safety a n d b l e s s i n g s o f y o u r n a t u r a l l e a r n i n g g e n i u s . Unfortunately, m a n y of us e x p e r i e n c e d school as a place of w o u n d i n g . Natural Brilliance will assist y o u in o v e r c o m i n g y o u r w o u n d s a n d r e p l a c i n g t h e m w i t h the s t r e n g t h s o f safety a n d b l e s s i n g . T h e great o p p o r t u n i t y for y o u as an adult is to w i t n e s s y o u r continued learning e a c h day. As y o u develop the Natural Brilliance in you, the results y o u create will shine throughout y o u r life. I f y o u e v e r feel s t u c k w h e n l e a r n i n g t o u s e p a r t o f t h e P h o t o R e a d i n g w h o l e m i n d system, use the four steps of N a t u r a l Brilliance. R e l e a s e the p u s h and pu 11 of trying to do it right. N o t i c e m o r e of the rich information around and within you. R e s p o n d in n e w and creative w a y s that lead to greater ease and flow. W i t n e s s t h e results y o u p r o d u c e a n d stay o n t r a c k t o y o u r g o a l s .
Awaken
your
intuition
I n t h e first p u b l i c P h o t o R e a d i n g s e m i n a r i n J a n u a r y , 1 9 8 6 , I a s k e d a q u e s t i o n at the b e g i n n i n g of our third session: ' W h a t different o r u n u s u a l e x p e r i e n c e s h a v e y o u n o t i c e d s i n c e b e g i n n i n g to PhotoRead?'
Discover Your Natural Brilliance
141
T o m , w h o h a d b e e n fairly s h y u p t o t h a t p o i n t , s t o o d u p b o l d l y a n d said, 'I don't k n o w if this h a s a n y t h i n g to do w i t h P h o t o R e a d i n g , b u t I w a s h o p i n g m a y b e y o u could explain this to m e . I am a v o l u n t e e r fireman. On W e d n e s d a y night last w e e k , I a w o k e t o t h e fire a l a r m , g o t d r e s s e d , a n d w e n t o v e r t o t h e s t a t i o n . I w a s s u r p r i s e d t o f i n d t h a t I w a s t h e first p e r s o n t h e r e . I h a d n e v e r b e e n first b e f o r e . I s t o o d t h e r e a m i n u t e , a n d s u d d e n l y t h e a l a r m w e n t off.
I had actually r e s p o n d e d to the alarm ten m i n u t e s
b e f o r e i t w e n t off! C a n y o u e x p l a i n h o w t h i s h a p p e n e d ? ' For years, I had taught seminars designed to help people gain access to their intuitive powers. Tom's uncanny experience typified h o w people's intuition can spontaneously a w a k e n . W h a t appeared as an improbable coincidence was a demonstration of h o w t h e finely t u n e d i n n e r m i n d c a n c o m m u n i c a t e i n a p u r p o s e f u l way. When you PhotoRead
and
activate,
you increase the
communication b e t w e e n your conscious and other-than-conscious mind.
That
is
exactly
what
intuition
is—the
conscious
communication of other-than-conscious perceptions.
Here is
h o w y o u can increase access to y o u r o w n intuitive awareness: • Explore the sensory representations inside y o u including y o u r inner pictures, inner dialog, and inner feelings. • Notice information at the periphery of y o u r awareness by opening your peripheral vision.
Listen to
multiple
auditory
information such as several conversations in b u s y places like restaurants, and the multiple voices on Paraliminal tapes. Also notice subtle kinesthetic experiences. For example, right n o w notice the feeling of h o w y o u are sitting, y o u r e m o t i o n s , a n d the temperature on the b a c k of y o u r neck. • Be curious and receptive to information c o m i n g to y o u from y o u r external and internal e n v i r o n m e n t s . • Play g a m e s with y o u r intuition. W h e n standing at a b a n k of elevators, p u s h the call button, and guess w h i c h one will o p e n first. T h e d u a l b e n e f i t t o y o u for a w a k e n i n g y o u r i n t u i t i o n i n c l u d e s enhancing your PhotoReading simultaneously
enriching the
and
quality
activation
skills
while
a n d e a s e o f y o u r life.
14 The Secret of the PhotoReading W h o l e M i n d System
T h e true secret of P h o t o R e a d i n g a t 2 5 , 0 0 0 w o r d s per minute i s that y o u a l r e a d y h a v e the ability. Y o u r b r a i n i s h a r d w i r e d for g e n i u s . R e d i s c o v e r y o u r n a t u r a l g e n i u s . P l a y w i t h it, a n d a l l o w i t t o b e c o m e p a r t o f y o u r e v e r y d a y life. Actively e n c o u r a g e yourself. Y o u will d i s c o v e r that y o u h a v e a b i l i t i e s r e a c h i n g far b e y o n d P h o t o R e a d i n g .
A call to active reading I am privileged to have studied the m o s t masterful learners in the w o r l d — b a b i e s . B a b i e s are active, purposeful, goal oriented, insatiable learners. My wife and I h a v e loved w a t c h i n g our three children engage the physical and mental universe. Their hunger t o m a k e s e n s e o f life i s e n o r m o u s . A l t h o u g h our three b o y s are n o w w e l l b e y o n d the b a b y s t a g e , t h e y still a c t i v e l y e x p l o r e t h e i r w o r l d . L e a r n i n g i s a c t i v e ; a c t i v i t y i s t h e fuel o f g e n i u s . O u r g e n i u s f a d e s w h e n p a s s i v i t y takes over. T e l e v i s i o n t e a c h e s us to be p a s s i v e . It tells us to wait; e v e r y t h i n g w e w a n t w i l l c o m e t o u s — r i g h t after t h i s c o m m e r c i a l . I f r e a d i n g b e c o m e s p a s s i v e , o u r g e n i u s i s stifled. R e g a r d l e s s o f w h a t t y p e o f r e a d i n g y o u do, stay a c t i v e . T h e m o r e active y o u are, the m o r e fluent y o u r r e a d i n g b e c o m e s a n d the m o r e effective y o u will b e a t a c h i e v i n g the results y o u desire. Fluent
readers
maintain a high degree
of focus by
reading
purposefully and by asking questions of the author as they read.
The Secret of the PhotoReading Whole Mind System
143
Concentration, the essence of active reading, is not nearly so m u c h a d i s c i p l i n e as it is an a t t i t u d e . R e a l i z e that y o u are r e a d i n g by c h o i c e and that y o u w a n t to c r e a t e v a l u e for y o u r s e l f . C h o i c e m a k e s a r e a l d i f f e r e n c e i n h o w e a s i l y y o u a c c o m p l i s h y o u r p u r p o s e for r e a d i n g , b e i t a d e s i r e t o gain information and skills, to evaluate ideas, or to simply r e l a x . W h e n y o u consciously choose to read, y o u engage your mind's full c a p a b i l i t y . As I write these w o r d s , I think of G e o r g i L o z a n o v , the grandfather of accelerative learning. Early in his career, L o z a n o v b e l i e v e d t h e p u r p o s e o f h i s m e t h o d s w a s t o e l i m i n a t e fear f r o m the c l a s s r o o m and increase p e o p l e ' s suggestibility—their ability to receive information on an other-than-conscious level. O v e r the years, his thinking changed, and his overriding goal b e c a m e to offer l e a r n e r s m o r e c h o i c e s . T h i s i s p r e c i s e l y t h e a i m I h a v e for y o u i n r e a d i n g . M y g o a l i n t h i s b o o k h a s b e e n t o lay o u t a n e w p a r a d i g m for r e a d i n g a n d a n a c c o m p a n y i n g set o f t o o l s t h a t m a x i m i z e y o u r c h o i c e s w h e n interacting with the printed p a g e . M a k e t h e P h o t o R e a d i n g w h o l e m i n d s y s t e m y o u r ally a s y o u b e c o m e a m o r e active, purposeful, and d e m a n d i n g reader. R e a d with speed and efficiency. Take the opportunity to extend y o u r u n d e r s t a n d i n g b e y o n d y o u r c u r r e n t l i m i t s . A b o v e all, u s e your mind's
full p o t e n t i a l t o
accomplish your personal
and
professional goals, and discover an abiding joy in the process. Y o u c a n d o it!
A new scenario, a closing thought R e m e m b e r the scenario of choice from C h a p t e r 2? Let us r e t u r n t o i t for a m o m e n t . Y o u a r e r e a d y t o enjoy any p a r t o f i t you desire. You begin each work day feeling on top of the information needed to make effective and timely decisions.
Whenever you
read, you do so
with a sense of effortlessness and relaxation. You find it easier to win approval for your proposals because your recommendations are backed by
solid evidence. Reading technical reports,
a
task that used to consume hours,
now
requires only minutes per document. At the end of your day you look at
The PhotoReading
Whole Mind System
144
a clear desk feeling ready for the following day. This quality extends to your home life as well. of untouched books, your living space.
magazines, You
keep
newspapers, up with
Gone are the piles
and mail that once crowded
the latest daily news
in
10-15
minutes a day.
In a single sitting you pare down or eliminate your
be read' piles.
And with
top-priority
tasks
Your complete learning
time, you
consistently complete the
on your to-do lists.
advanced
degrees,
knowledge,
the extra
'to
reading
gain
abilities
promotions,
and satisfy your general
enable learn
curiosity.
you
new
to skills,
take
courses,
expand your
The ease of it all makes
fun.
Draw you create time for novels,
magazines,
andpleasure reading
which go beyond the immediate demands of your job. In the process, you create free time to play as well. As y o u embrace the possibilities,
savor the experience.
W h a t i s y o u r c o m m i t m e n t n o w ? W h a t step can y o u take i n the n e x t t w e n t y - f o u r h o u r s t o m a k e m o r e o f t h i s s c e n a r i o a r e a l i t y for you? P e t e r S e n g e , in h i s b o o k The Fifth Discipline, offers a p e r f e c t summary: T h e learning process of the y o u n g child provides a beautiful m e t a p h o r for t h e l e a r n i n g c h a l l e n g e f a c e d b y u s a l l : t o continually expand our awareness and understanding, to see m o r e and m o r e of the i n t e r d e p e n d e n c i e s b e t w e e n actions a n d our reality, t o see m o r e a n d m o r e o f o u r c o n n e c t e d n e s s to the w o r l d around us. W e w i l l p r o b a b l y n e v e r p e r c e i v e fully t h e m u l t i p l e w a y s w e influence our reality. B u t simply b e i n g o p e n to the possibility i s e n o u g h t o free o u r t h i n k i n g . C h a n g e is as inevitable in our lives as it is in the world a r o u n d u s . P h o t o R e a d i n g , a c a t a l y s t for p e r s o n a l g r o w t h ,
frees
o u r t h i n k i n g a n d e x p a n d s o u r a w a r e n e s s t o c o p e effectively w i t h c h a n g e . W i t h the skills o f the P h o t o R e a d i n g w h o l e m i n d system, P h o t o R e a d e r s adjust to the c h a n g e s in their schools, w o r k p l a c e s , professions, societies, nations, global c o m m u n i t y , and planet.
The
Secret
of
the
PhotoReading
Whole
Mind
System
145
W i t h PhotoReading, y o u can actively pursue mastery in the face o f c h a n g e — b y c h o i c e . C h o o s e n o w t o m a s t e r any p a r t o r all of the P h o t o R e a d i n g w h o l e m i n d system. Every action y o u take leads to y o u r personal excellence.
A mountain biker flies d o w n hills faster, because his field of vision opened up 'I trust my inner knowing I feel relaxed, and the bike floats over b u m p s ' A new employee attended a meeting on the first day of her j o b
She had spent
a few minutes PhotoReading reports before the meeting and contributed to the conversation as if she had been working there forever 'The meeting was an activation of the materials I don't know w h o as more surprised, me or my new coworkers' Two friends read novels in front of the fireplace during the evenings while on a skiing vacation
The PhotoReader brought five novels, the other just one
A chemist discovered that PhotoReading his college text books helped develop his understanding of charts which in the past presented problems Two friends played tennis for years One of them took the PhotoReading course and PhotoRead five books on tennis
His game immediately improved so
significantly that the other man was stunned
W h e n he discovered how the
miraculous improvement occurred, he signed up for the next PhotoReading class
The end result was the same improvement in his own tennis game
A beginning PhotoReader PhotoRead ten books a day for several weeks so that the process became second nature One morning he PhotoRead a book on how quantum physics relates to the brain
That afternoon, during a slow period of
a Minnesota Vikings football game, he spontaneously imagined thoughts, ideas, concepts, principles, and theories about physics Several days later, he told colleagues of his experience, one of w h o m was a physics expert
After
quizzing the PhotoReader, the physics expert said that the PhotoReader, as a lay person,
knew a heck of a lot about physics
The PhotoReader had
tremendous confidence that, if he went back to the book and activated it, he w o u l d easily gain additional knowledge since PhotoReading had given htm a solid basis of understanding
Quick Reference Guide: Steps of the P h o t o R e a d i n g W h o l e Mind System
O n e o f t h e m a x i m s o f t h i s b o o k i s t o forget a b o u t ' p r a c t i c i n g ' w i t h t h e P h o t o R e a d i n g w h o l e m i n d s y s t e m . I n s t e a d , j u s t u s e it. T o reinforce w h a t y o u h a v e learned from P h o t o R e a d i n g , c h o o s e another b o o k y o u w a n t to read and apply each of the steps listed b e l o w . T h e sooner y o u do this, the better. Either do it n o w , o r set a t i m e n o w t o d o i t i n t h e n e x t t h r e e d a y s . U s e this guide w h e n e v e r y o u n e e d to as a refresher.
Quick
Reference
Guide
147
Step 1: Prepare • C l e a r l y s t a t e y o u r p u r p o s e for r e a d i n g . • E n t e r the ideal state of m i n d for l e a r n i n g . T h i s is t h e state of relaxed alertness.
Step 2: Preview • Survey the written materials. • Pull out trigger w o r d s from these materials. • R e v i e w the information y o u have u n c o v e r e d and establish y o u r g o a l for g o i n g further. • Consider the traps of previewing. It may be best to survey b r i e f l y , for o n l y a m i n u t e , t h e n p e r f o r m t h e a b o v e a s p o s t v i e w i n g after y o u P h o t o R e a d .
Step 3: PhotoRead • P r e p a r e to P h o t o R e a d . • E n t e r the accelerative learning state. • Affirm y o u r personal abilities
and the goal y o u will
achieve from these materials. • E n t e r the P h o t o F o c u s state by getting a fixed p o i n t of a w a r e n e s s (tangerine technique) and the 'blip p a g e . ' • M a i n t a i n a steady state w h i l e t u r n i n g p a g e s a n d chanting. K e e p y o u r breathing deep and even. • I n c l o s i n g , affirm t h e i m p a c t t h e i n f o r m a t i o n h a s h a d a n d y o u r a b i l i t y t o a c t i v a t e it. •
If y o u
kept your
preview
to
a
m i n i m u m before
P h o t o R e a d i n g , consider performing y o u r p o s t v i e w at this point. That m e a n s playfully explore the text to survey, pull out trigger words, and formulate questions without reading to answer them. 10 to 15 m i n u t e s is u s u a l l y sufficient.
Step •
Ideally,
wait
a
4: Activate few
minutes,
or o v e r n i g h t ,
after
P h o t o R e a d i n g before activating. This is a period of incubation.
The PhotoReading
Whole Mind System
148
• Probe y o u r mind. A s k yourself questions about the material y o u P h o t o R e a d . This starts y o u r activation. • S u p e r read the parts that attract you. M o v e y o u r eyes quickly d o w n the center of the page to trigger large b l o c k s of text into conscious awareness.
T h e i d e a l s t a t e o f m i n d for a c t i v a t i o n
is one in w h i c h y o u are attentive to subtle cues in the p e r i p h e r y of your awareness. • D i p into the text to read selected p a s s a g e s and a n s w e r specific q u e s t i o n s y o u a s k e d yourself. T h e t e c h n i q u e of r h y t h m i c perusal is the best way to dip. • Skitter as an adjunct or alternative to super reading and dipping. After r e a d i n g the topic s e n t e n c e of a p a r a g r a p h , skitter y o u r eyes over the
augmentation,
t h e n read the c o n c l u d i n g
sentence. • Create a m i n d m a p by m a k i n g a visual d i a g r a m of the k e y ideas from the written materials. • E x p l o r e other forms of activation including discussions and dreaming that use multiple intelligences.
Step 5: Rapid Read M o v e rapidly t h r o u g h the text, r e a d i n g c o m f o r t a b l y from start to finish w i t h o u t stopping. T a k e as m u c h t i m e as y o u desire. Vary y o u r reading speed depending on the complexity
and
i m p o r t a n c e of the material.
Syntopic
Reading
1. E s t a b l i s h a p u r p o s e . T h e first a c t i v e s t e p o f w h o l e m i n d s y n t o p i c r e a d i n g i s t o state a p u r p o s e that h a s m e a n i n g a n d v a l u e for y o u . 2. C r e a t e a b i b l i o g r a p h y . T h e s e c o n d a c t i v e s t e p i s t o c r e a t e a b i b l i o g r a p h y — a list o f b o o k s that y o u plan to read. P r e v i e w y o u r b o o k s to determine if t h e y fit y o u r p u r p o s e . 3 . P h o t o R e a d all m a t e r i a l s 2 4 h o u r s b e f o r e a c t i v a t i n g t h e m . The mind needs incubation time to create new connections. PhotoRead your selected b o o k s 24 hours before y o u plan to activate them.
Quick Reference Guide
149
4. Create a giant m i n d m a p . K e e p y o u r b o o k s , a large sheet of paper, and s o m e colored m a r k e r s o n h a n d for m i n d m a p p i n g . U s e m i n d m a p p i n g t o t a k e notes during the r e m a i n i n g steps of syntopic reading. 5. Find relevant passages. S u p e r read a n d dip t h r o u g h e a c h of the b o o k s to find p a s s a g e s that are relevant to y o u r purpose. 6. Summarize in your own words. S t e p b a c k a n d l o o k a t all t h e p a s s a g e s y o u h a v e w r i t t e n o n y o u r m i n d m a p . Briefly s u m m a r i z e w h a t y o u think the subject is all a b o u t u s i n g y o u r o w n t e r m i n o l o g y . 7. Discover themes. L o o k for s i m i l a r i t i e s a n d d i f f e r e n c e s b e t w e e n a u t h o r ' s p o i n t s o f v i e w . W h a t a r e t h e p r e d o m i n a n t t h e m e s t h a t all t h e a u t h o r s seem to address. M a k e note of these. 8. Define the issues. O p p o s i n g v i e w p o i n t s b e t w e e n authors are the k e y issues about y o u r subject. U n d e r s t a n d i n g these points of c o n t e n t i o n greatly e n h a n c e s y o u r k n o w l e d g e o n the subject. S u p e r read and dip to find k e y p o i n t s r e l a t e d to t h e s e i s s u e s . 9. Formulate your own view. In discovering issues, you begin to synthesize y o u r o w n v i e w p o i n t . T h e skilled s y n t o p i c r e a d e r l o o k s a t all sides a n d t a k e s n o s i d e s a t first. A f t e r g a t h e r i n g e n o u g h i n f o r m a t i o n , f o r m u l a t e your o w n position. 10. A p p l y . A c c o r d i n g to y o u r o w n needs, apply the k n o w l e d g e y o u have acquired.
PhotoReading
Bibliography Many books used as reference in the development of the PhotoReading whole mind system were published in the first and second editions of this book This bibliography contains more updated versions of many of those ideas To obtain a copy of the originally published bibliography, contact the publisher.
Adler, Mortimer J, and Charles Van Doren How to Read A Book New York Simon and Schuster, 1972 Bennett, J Michael Four Powers of Communication Skills for Effective Learning New York McGraw-Hill, 1991 Bennett, J Michael Four Powers of Greatness Personal Learning Course Wayzata, MN Learning Strategies Corporation, 1998 Barker, Joel Future Edge Discovering the New Paradigms of Success New York William Morrow & Company, Inc, 1992 Belt, Ten-E, and Charlotte Ward Simply Live It UP Brief Solutions Bethesda, MD Purposeful Press, 1995 Buzan, Tony The MindMap Book New York Penguin Books, 1996 Cartwnghr, Rosalind, and Lynne Lamberg Crisis Dreaming Using Your Dreams to Solve Your Problems New York Harper Collins Publishers, 1992 Campbell, Don G 100 Ways to Improve Teaching Using Your Voice and Music Pathways to Accelerate Learning Tucson, AZ Zephyr Press, 1992 Carson, Richard Taming Your Gremlin New York Harper Perennial, 1983 Copland, Aaron What to Listen for in Music New York New American Library, 1957 Csikszentmihalyi, Mihaly Flow The Psychology of Optimal Experience New York Harper & Row Publishers, 1990 Csikszentmihalyi, Mihaly FmdingFlow The Psychology of Engagement with Everyday Life New York Harper & Row Publishers, 1997 Cudney, Milton and Robert Hardy Self Defeating Behaviors Free Yourself from the Habits Compulsions Feelings and Attitudes That Hold You Back New York Harper Collins Publishers, 1991 Davis, Ron D The Gift of Dyslexia Why Some of the Smartest People Can t Read and How They Can Learn San Juan Capistrano, CA Ability Workshop Press, 1994
Bibliography
151
Denmson, Paul E , and Gail E Denruson Brain Gym Simple Activities for Whole Brain Learning Ventura, CA Edu-Kinesthetics, 1986 DePorter Bobbi Quantum Business Achieving Success Through Quantum Learning New York Dell Publishing, 1997 Diamond, Marian Cleves Enriching Heredity New York The Free Press, 1988 Dilts Robert B Strategies of Genius Albert Einstein Capitola, CA Meta, 1994 Ddts, Robert B, Todd Epstein, Robert W Dilts Tools for Dreamers Strategies for Creativity and the Structure of Innovation Cupertino, CA Meta, 1991 Dixon, Norman F Preconscious Processing Chichester, NY Wiley, 1981 Dixon, Norman F Subliminal Perception The Nature of a Controversy New York McGraw-Hill, 1971 Dryden, Gordon, and Jeannette Vos The Learning Revolution A Life Long Learning program for the World s Finest Computer Your Amazing Brain Rolling Hills Estates, CA Jalmar Press, 1994 1
Edelman, Gerald M Bright Air Brilliant Fire On the Matter of the Mind New York Basic Books, 1992 Edelman, Gerald M Remembered Present New York Basic Books, 1989 Edwards, Betty Drawing on the Right Side of the Brain Los Angeles J P Tarcher, 1979 Gardner, Howard Multiple Intelligences The Theory in Practice New York Harper Collins Publishers, Inc ,1993 Gelb, Michael How to Think like Leonardo da Vina New York Delacourte Press, 1998 Goleman, Daniel Emotional Intelligence Why It Can Matter More Than IQ New York Bantam, 1995 Gordon,F Noah Magical Classroom Creating Effective Brain friendly Environments for Learning Tucson, AZ Zephyr Press, 1995 Harman, Willis, and Howard Rheingold Higher Creativity Liberating the Unconscious for Breakthrough Insights Los Angeles, CA Jeremy P Tarcher, Inc, 1984 Hunt, D Trinidad Learning To Learn Maximizing Your Performance Potential Kaneohe, HI Elan Enterprises, 1991 Jensen, Eric Brain based Learning & Teaching Publishing, 1995
Del Mar CA Turning Point
Jensen, Eric Introduction to Brain Compatible Learning San Diego The Brain Store, Inc, 1998 Jensen, Eric The Learning Brain San Diego Turning Point Publishing, 1994 Kandel, Eric R, James H Schwartz, and Thomas M Jessell Essentials of Neural Science and Behavior Norwalk, CN Appleton & Lange, 1995 Kline, Peter The Everyday Genius Restoring Children s Natural joy of Learning Arlington, VA Great Ocean Publishers, 1988 Kline, Peter, and Laurence Martel School Success The Inside Story Arlington, VA Great Ocean Publishers, Inc, 1992
The PhotoReading
Whole Mind System
152
LaBerge, Stephen, and H Rhemgold Exploring the World of Lucid Dreaming New York Ballanhne Books, 1991 Lao Tsu Tao Te Ching Translated by Gia-Fu Feng and Jane English New York Vintage Books, 1972 LeDoux, Joseph The Emotional Brain The Mysterious Underpinnings of Emotional Life New York Simon & Schuster, 1996 Lozanov, Georgi Suggestion in Psychology and Education New York Gordon and Breach, 1978 Marguhes, Nancy Mapping Inner Space Learning and Teaching Mind Mapping Tucson, AZ Zepher Press, 1991 Masters, Robert Neurospeak Transforms Your Body While You Read Wheaton, IL Quest, 1994 Mmdell, Phyllis Power Reading A Dynamic System for Mastering All Your Business Reading Englewood Cliffs, NJ Prentice-Hall, Inc, 1993 McCarthy, Michael Mastering the Information Age Los Angeles J P Tarcher, 1991 Musashi, Miyamoto A Book of Five Rings The Classic Guide to Strategy Woodstock, NY The Overlook Press, 1974 Ostrander, Sheila, and Lynn Schroeder, with Nancy Ostrander Super-Learning 2000 New York Delacorte Publishing, 1994 Perkins, David Outsmarting IQ The Emerging Science of Learnable Intelligence New York Free Press, Simon & Schuster, 1995 Pert, Candace B Molecules of Emotion Why You Feel the Way You Feel New York Scnbner, 1997 Pinker, Steven How the Mind Works Pinker, Steven New York Norton, 1997 Pnchard, Allyn, and Jean Taylor Accelerating Learning The Use of Suggestion in the Classroom Novato, CA Academic Therapy Publications, 1980 Promislow, Sharon The Top 10 Stress Releasers Simple, effective self care to re-educate your reaction to stress from the inside out Vancouver, B C Kinetic Publishing Corporation, 1994 Ramachandran, F S and Sandra Blakeslee Phantoms In The Brain Probing the Mysteries of the Human Mind New York Morrow, 1998 Restak, Richard M The Modular Brain How New Discoveries in Neuroscience Are Answering Age Old Questions About Memory, Free Will, Consciousness, and Personal Identity New York Macmillan, 1994 Robinson, Adam What Smart Students Know MaximumGrades Optimum Learning Minimum Time New York Crown, 1993 Rose, Colin and Malcolm Nicholl Accelerated Learning for thellst Century The SixStep Plan to Unlock YourMaster-MmdNY Delacorte Press, 1997 Rose, Steven The Making of Memory New York Doubleday, 1992 Scheele, Paul The PhotoReading Whole Mind System Wayzata, MN Learning Strategies Corporation, 1997 (2nd ed ) Scheele, Paul PhotoReading Personal Learning Course Wayzata, MN Learning Strategies Corporation, 1995 Scheele, Paul Natural Brilliance Move from Feeling Stuck to Achieving Success Wayzata, MN Learning Strategies Corporation, 1997
Bibliography
153
Scheele, Paul Natural Brilliance Personal Learning Course Minneapolis, MN Learning Strategies Corporation, 1997 Seigel, Robert Simon Six Seconds to True Calm Santa Monica, CA Little Sun Books, 1995 Senge, Peter The Fifth Discipline New York Doubledav, 1990 Sher, Barbara, and Ann Gottlieb Teamworks' New York Warner Books, 1989 Shlain, Leonard The Alphabet Versus the Goddess The Conflict Between Word and Image New York Viking, Penguin Group, 1998 Smith, Frank Reading Without Nonsense 2d ed Columbia University, New York Teachers College Press, 1985 Smith, Frank To Think Columbia University, New York Teachers College Press, 1990 Stauffer, Russell Teaching Reading as aThinking Process New York Harper&Row, 1969 Suzuki, Shunryu Zen Mind, Beginner s Mind New York John Weatherhill, Inc, 1970 Talbot, Michael The Holographic Universe New York Harper Collins Publishers, 1991 Watzlawick, Paul Ultra-Solutions Or How to FailMost Successfully New York W W Norton & Company, 1988 Wenger, Win A Method for Personal Growth and Development Gaithersburg, MD Project Renaissance, 1990 Wenger, Win, and Richard Coe The Einstein Factor A Proven New Method for Increasing Your Intelligence Rocklm, CA Prima, 1996 Witt, Scott How To Be Twice As Smart Boosting Your Brain power and Unleashing the Miracles of Your Mind West Nyack, New York Parker, 1983 Wise, Anna The High Performance Mind New York Tarcher, Putnam, 1997 Wolf, Fred Alan Star Wave Mind, Consciousness, and Quantum Physics New York Macmillan, 1984 Wohnsky, Stephen Trances People Live Healing Approaches in Quantum Psychology Falls Village, CT The Bramble Company, 1991 Wurman, Richard Saul Information Anxiety New York Doubleday, 1989 Wycoff, Joyce MindMapping New York Berkley Books, 1991
Index
associations 54, 56, 67
A
attention 27, 30 accelerative learning
seven units of 27
128
accelerative learning state 4 1 , 49 attitudes
how to m a i n t a i n 50 payoffs 42 activation 7,16, 20, 53, 7 6 , 1 2 8 ,
131
6 Bacon, Francis 25
130
barriers 89
by discussion 57
beginner's m i n d 122, 132
d i p 5 8 . See also d i p dreams 105. See also dreams
benefits 8 Bennett, J . M i c h a e l 6 1 , 6 4
electronic files 84
blip page 4 8 . See also
email 83
PhotoFocus
journals 82
brain channels
magazines 82
101
brain frequency
m a n u a l 54 m i n d m a p p i n g 66. See also
101
B u z a n , T o n y 67. See
also mind
mapping
mind mapping m i n d probing 57. See also questions
c
newspapers 82
C a r s o n , Richard 119
novels 83
chanting 49
rhythmic perusal 54
choice
skittering 64
importance to reading
spontaneous 54 super read and dip.
See super
read
32, 54, 60, 61, 64, 69, 73, 74, 98, 99,131
guideline
61
h o w to achieve
textbooks 83
132
levels of conscious
w i t h group discussion 93
comprehension 54
active reading 14, 143
concentration 28, 143
Adler, Mortimer
concert session
affirmations
143
comprehension 3 , 4 , 1 3 , 1 6 , 2 1 , 27,
110
51
'aha!' experience 74. See also spontaneous activation
128
confusion 120, 125, 132 conscious competence
124
Index
155
incompetence
123
feel self-conscious 90
m i n d 57, 123, 129
five-day plan
conventional reading 72 Copland, Aaron
76
fixed point of attention 3 1 . See
130
also tangerine technique
Csikszentmihalyi, Mihaly
127
curiosity 57
flow
127
flow state 29, 31 frustration 119, 125, 126. See
D
also learned helplessness
D a i l y news 82
G
Danielson, Patricia
109,
116
D a v i s , Ron 30
Gallwey, Tim
decision m a k i n g 60, 94
Gardner, H o w a r d
decoding
genius 7, 8, 140, 142
128
100
diet 102
giant m i n d m a p
d i p 20, 58, 60. See also
goals 43
activation: dip direct learning
113
in reading 104
135
gremlins 119, 132
h o w to 137
group activation 91
mental simulation
137 guilt 26, 60
distractions 49 document shock dreams
129
14 H
105
habit 26, 99, 105
as activation 53 dyslexia 30
I
E
ideal brain state 102
E d e l m a n , G e r a l d , M.D.
68
ideal state 27, 29, 4 9 . See also flow state
E d w a r d s , Betty 44
implicit learning
electronic files 84 elementary reading email 83
inner m i n d
enter the accelerative learning
integrate
state.
136
incubation 56, 133
13
7
skills 88
See accelerative
integration 88
learning state excellence 124. See also stages of
intuition 60, 132, 140 intuitive signals 62, 87
learning exercise 102
J
expanded brain 7 expanded capabilities explicit learning
136
explicit m e m o r y
136
123
e y e - m i n d connection 98 F fear 4, 2 1 , 143
James, W i l l i a m 35 Johnson, D a v i d W. 88 Johnson, Frank P. 88 journals 82 j u m p start 55
The
PhotoReading
Whole
Mind System
156 3 respond
K
139
4 witness
140
Kline, Peter 108
negative attitudes 17. See also
L
neural networks 69
limitations Noah Gordon Lao Tsu 127
101
nonconscious data base 57, 59
learned helplessness left hemisphere
125
nonconscious m i n d 7,
15
39,105
nonconscious storage capacity of
limitations 7
the brain
perfectionism 17
NOPS
130
119
limits 13 o
Lozanov, Georgi 128, 143
oscillation
M
139
other-than-conscious m i n d
magazines 82 martial arts 100
overwhelmed
Maslow, Abraham
P
61
meditation
paraconscious m i n d
102
m e m o r y 33, 68,
paradigm
105
tip of the tongue p h e n o m e n o n 105, 130
131
Paraliminal tapes 43, 87, 103
m i n d . See conscious m i n d ; inner mind;
7
13,15, 60, 6 8 , 1 2 2 , 1 4 3
shifts 17 paradoxes
m e n t a l s u m m a r y 64 other-than-conscious
m i n d ; nonconscious m i n d mind map
14
127
M c K e n n a , Paul 84 meaning
7,16,
4 2 , 44, 7 4 , 1 0 5 , 1 4 1 , 1 4 3
115
helpful titles 103 payoffs 27 perceptual defense 46 peripheral awareness 99. See
mind mapping
also p e r i p h e r a l vision
h o w to 65
applications of 100
m i n d m a p p i n g . 20
peripheral vision 20, 99, 141
m i n d probing 57. See also
PhotoFocus 44, 4 5 , 59
questions
blip page 47
more-than-conscious m i n d
7
m o t i v a t i o n 36
cocktail weenie effect 46 PhotoReading 14, 40, 62, 69
m u l t i p l e intelligences, theory of spatial intelligence 67 M u s a s h i , M i y a m o t o 45 music 87
a f f i r m 43 close 51 enter the accelerative learning state 41 in business 76
N
mentally p h o t o g r a p h
2
m i n d m a p of 66 N a t u r a l Brilliance four-step m o d e l 1 release 138 2 notice 139
next step 138
135
payoffs 6, prepare
144
41
r e q u i r e m e n t f o r s u c c e s s 132
Index
157
research 136
formulate 55
secret of 142
questioning 14
secret p o w e r of system 7 R
steady state 49 technique of 19
rapid read 7 , 2 1 , 7 1 , 7 2
testing it 75 tests 121
kayak analogy 73
to master 17
versus super read 73 w h e n to do it 71
P h o t o R e a d i n g P e r s o n a l Learning Course
reading 2
107
PhotoReading seminar
speed 13, 72
106
versus PhotoReading
PhotoReading w h o l e m i n d
relaxation gate
in business 91
18, 27, 28, 57, 100. See also
13
ideal state
w i t h novels 83 w i t h texbooks or technical
right hemisphere
posture 49 Postview 55
16
s
37 104
schema
preconscious m i n d
7
preconscious processing 5, 40 prepare 7, 18, 24 h o w to 29
author's scheme for w r i t i n g 63 self-image
126
Senge, Peter 144
Preview 1 1 1 , 132 preview 7,19, 32, 3 6 , 1 1 6 , 1 1 8 , 129
serendipity 56 seven intelligences 129. See also multiple intelligences:
payoffs 35
theory of
review 19, 35
Sher, Barbara 96
secret to success 35 trigger w o r d s prioritize
136
rhythmic perusal 20, 6 1 , 6 5
132
practice
Restak, Richard, M . D . review 35
manuals 83
postview
101
relaxed alertness
recapping the steps 80 versus elementary reading
play
15
recall 43, 54, 57, 69, 83, 130
system
19
81
probing the m i n d 20. See also m i n d probing purpose 13,18, 25, 26, 35, 54, 6 1 , 73, 8 0 , 1 0 4 , 1 1 1 , 137 being purposeful 14 setting your 25
skepticism
131
skill d e v e l o p m e n t 135. See also direct learning skitter 20, 64 skittering steps of 65 S m i t h , Frank 61 soft eyes 45. See also PhotoFocus soft gaze 100 spatial intelligence 67. See also
Q
multiple intelligences,
q u e s t i o n s 5 7 . See also mind
theory of
probing
speed reading 3, 5, 64 spin. See also confusion
The
PhotoReading
Whole
Mind
metaphor 4 spontaneous activation 74. See also a c t i v a t i o n
158
item unconscious mind 7 V
stages of learning 123 state of m i n d .
See accelerative
learning state; ideal state
visual cues 58 visual field 59. See also
Stauffer, Russell 61 stuck state
vision training 99
peripheral vision
139
visual m e m o r y 67, 99
study skills 7 1 , 85 sub-conscious m i n d 7
w
subliminal perception 5 subvocalizing 98
w e l l - f o r m e d goals 1 0 4 . See also
success teams 96
goals
super read 20, 58. See also activation: super reading a n d d i p 71
W e n g e r , W i n 37, whole mind
130
74. See also m i n d
Wycoff, Joyce 67. See also m i n d
payoffs 64
mapping
versus rapid read 73
z
S u p e r m a n analogy 58 survey 19, 33. See also p r e v i e w
Z e n 100, 102, 122. See also
h o w to 33 S u z u k i , S h u n r y u 122 syntopic reading power of
meditation
109
115
steps of 111
T t a k i n g tests 87 tangerine technique
27, 29
tests 104, 121 time m a n a g e m e n t 26 prioritize
81
strategies 81 time required to learn
123
traditional education reading
126
train of thought 62 transformations
7
trigger w o r d s 34. See also preview tunnel vision 139
u unconscious incompetence 123. See also stages of learning
y
30