Read the book and decided to share the Commission TEXT practitioners FRIENDS

part 1
ACTIVATIONMETHODINFORMATIONCENTRE
OFPERCEPTIONinthebrainMETHODFORBRANDKOMISSAROVA.Thistechniquewasdevelopedbyme
toactivatethecenterofinformationperceptionoftheworldindirectcontactwiththestudents.Thatis,
atschoolorataseminar.Distancelearningrequiressomeadaptationtechniques,theuseofotherways
tocommunicatewithstudents.Therefore,leavingthekeyprovisionsofthemethodologyIwillcorrect
andcommentattachedtodistancelearning.indispensableattributeofyourindependentcourseisa
videoapplication.Capturedonvideoallyouneedforasuccessfullearningmaterialbeingpresented.
activationmethodInformationCenterPerception(DSC)isbasedontheremovalofapsychological
barrierinthehumanmindtothepossibilityofinformationperceptionoftheworldandtoencourage
thebraintothetopforexternalinformationonanewchannelforit.Availabilitypsychologicalbarrierin
thebrainduetothefactthathundredsofmillionsofyearsofevolution,alltheinformationfromthe
worldentersourbrainonlyfivechannels-throughthefivesenses.Thiswayofinformationseemstous
theonlypossibility.Forsolongthisideastuckinour"genetic"level.Ourbrainsareconvincedthat
differentandcannotbe.purposeoflessons-toovercomethispresumptionandtoopenanewchannel
forthebrainreceivinginformationfromtheoutside.Idevelopedmethodsofteachingandtoachieve
thisgoal.
Part 2
activationDSCtechniqueinvolvestwosuccessivestages:
I.Removingthepsychologicalbarrieratthelevelofhumanconsciousness.
II.Removingthepsychologicalbarrieratthesubconsciouslevelperson.I.Removingthepsychological
barrieratthelevelofhumanconsciousness.Purpose:Removingplaquefromthemysticalphenomenon
of"clairvoyance"andprovidingstudentsconsciousapproachtothedevelopmentofinformation
perceptionoftheworld.Hereyouhavetowatchthevideoonthedisknumber1.Itrepresentedreal
peoplewithactivatedInfoCenter.Youwillseetheiropportunities.Rather,thepossibilitiesof
informationperception.Further,theCDcontainsmypresentation.Italkabouttheseamazing
opportunitiesandanswerquestions.reviewingthesubmittedmaterials,youwillrealizethatInfovidenie
notmysticism,andtherealitythatitreallyexists.youbelieveinitattheconsciouslevel.Butthisis
absolutelynotenough.Thefactisthatourbrainsatthegenelevel"knows"whattoseewithouteyes
cannot.Convincehimthatonasubconsciouslevel-that'sthemainandmostdifficulttask.difficult,but
possible.Therefore,forward,tothesecondstage!

Part 3
II.Removingthepsychologicalbarrieratthesubconsciouslevelofman.Goal:Overcomingthegenetic
memoryofthebraincannotgetinformationfromtheoutsideexceptthroughthefivesenses.basic
technique:Intheclassroomthestudentisplacedinasituationwherehisbrainisnotabletoobtainthe
requestedinformationinatraditionalway.Brainhasto"seek"anewchannelofinformation.Assuchit
becomesachannelforDSC.Thebrainbeginstoreceiveinformationfromtheoutsideonthenew
channelforitselfinacontrolledmodeofperception.Thatis,eachtimeastudentchecksthevalidityof
theinformationavailabletohim.multiplerepetitionofpositivereinforcesubconsciousperceptionof
realityoftheinformationthatwouldeventuallyleadtotheremovalofexistingbarriersandenhancethe
DSC.Herewearewithyouandgettopracticaltraining.Followmydirections.andwriting,andwhatyou
seeonthedisknumber2.
Part 4
oftheManual,necessaryfortraining:
1)Asetofcoloredsheetsofpaper
2)Coloredplasticorpapercups
3)Colortennisorrubberballs
4)Adeckofcards
5)Children'sbookaboutanimalswithlargebrightpictures
6)Whitesheetsofpaperwithprintedinlargeletters,thewords
7)Grandstationeryenvelope
8)shoebox.
Earlier,IsaidthattomyselfactivateDSCmancan.Necessaryphysicalparticipationofanotherperson.
Betterifitwillbeattheworkshopundertheguidanceofanexperiencedcoach,preparedatmyschool.
But,ifwearetalkingaboutdistancelearning,letitbeyourgoodfriend.Orsupporter,whoalsowantsto
learnhowtolearntheinformation.
Part 5
Replacingeachotherasastudentandacoach,youwillbeabletoconductthenecessaryexercises.The
mainthingisthatyouunderstandthemeaningandpurposeofeachoftheseexercises.Anddonotfear
failure.Itjustcannotbe.
First,andmostimportant.Formillionsofitsevolutionaryhistoryofthebrainofanylivingbeing"knows"
whattogetvisualinformationfromtheoutsideitcanonlyhelpyoureyes.Anotherisgiven.Whenwe
wanttoseesomething,weturnourfacetowardstheobjectsofinterestandthebrain"asks"theeyes,

"eyesthatyousee?"Andbeingintheeyesvisualimageandidentifyit,thebrainreceivesaresponseto
aquestion.
Wewilllearntoreceivevisualinformation,avoidingtheeyes.Oureyesareclosed.Butthebrainisonly
oneknownwayofseeing-eye.
Sowhenyoucloseyoureyes,pickupacoloredpieceofpaperandtrytodeterminewhatcolorisit,in
yourheadbetweenthebrainandtheeyeswillbeginthefollowingdialogue:
Brain:"Theeyeswhatyousee?"
eyes,"Nothing.We'reclosed."
Brain:"Sowhat!Onthedrive,Isawthatyoucanseewithyoureyesclosed.Comeon,look!Whatdoyou
see?"
Part 6
Andyoustarttryingtoseesomething.Seeeyes.Youwillbegintomovehiseyebrows,eyelasheswill
activelyshake,butseethecolorofthepaperthroughclosedeyelidsyoucannot.
"Well,whatdoyousee?"-willcontinuetosticktotheeyesofyourmind.
"Yes,wedonotseeanything.We'reclosed!"-Willrespondwithsomeirritationinhiseyes.
"Well...AndifIPridvinietoyouthispiecebetter?"
"Wedonotsee.'
"A-away?"
"Donotseeit!"
"Andturnittotheotherside?"
"Yes,wedonotsee!-Explodeintheendeyes.-We'reclosed!"
Andinthecourseofthisdialogueyourhands,itwillzoomintotheeyesofthepaper,wepostponeit,
thenturnthispieceofpaperfromdifferentangles.
Theseshakecenturyandhandmovementsindicatethatyouaretryingtoseeeyesclosed.
Thisisimpossible!
Whentheeyesareclosed,theycannotsee.
shouldbreakthelinkwiththebrainthroughtheeyes,tointerrupttheirconversation.

inemploymenttoenhancetheDSCshouldexcludepartofthevisionintheprocessofobtainingvisual
information.
Howcanthisbedone?
Therereceiving"Internallocator."
chast7
Imaginethatyouhaveintheforeheadisaninternallocator.Thesameasattheairport.Heisableto
detectaircraftatadistanceandtobringthisinformationtothescreen.Locatordoesnotseetheplane.
Hedoesnotgivetheoutlinesonthescreen.Onlytheinformationintheformofapoint-atthispoint
theobjectis.That'sall.
Justgettingtothesameinformationyoushouldseek.
Yourbraindoesnothavetoaskfortheeyes.Theyareclosed,andstilldonotseeanything.Trytoget
theinformationfromthe"radar."
"Whatcoloristhispieceofpaper?"
Andinmyheadyouaresuretocomesomecolor.Thiswillbetheanswertothequestion.
Howtomakethereplywascorrect?
'swhywe,just,andwearegoingtolearn.Introductoryexercise.Hisgoal-togivethebrainthefirst
performanceofthetrafficchannelofperception,toshowthedifferencebetweeninformationand
thought.introductoryexerciseisperformedwithtwosheetsofcoloredpaper.Redandyellowcolors.
Requirestwopeople-astudentandacoach.studentcloseshiseyes.Itinnowaybetryingto
concentrate.
Part 8
Onthecontrary,youshouldstaycalm,relaxed,enjoythelessons.
Remember,youarestartingtoengageinveryunusualthings,anditwillbeveryinteresting!
Coachgivesstudentsapieceofpaperinhishandsandcallsitthecolor.
Attheseminar,hisstudent,Iusuallysaythefollowing:
"Igaveyouaredsheetofpaper.
Lookathim.
No,nottheeyes.Theyhaveyoucovered.Afterall,themostthatyoucancatchthroughclosedeyelids-
adarksheetorlight.Butnotthecolor.

Andhowwillyoudistinguishcolors,iftheyaredarkorlight?So,donottrytobe.
I'mtellingyouthatthisisaredpieceofpaperandyoujustknowthatit'sred.
And-enjoyit.
Whyareyouhappy?
Yeahthatisred!"
Maybeitsoundsstupid!
Butthis-welcome.
factthatthebrainlikethepositiveemotions.Heeasily"remembers"thestateinwhichtheyare
received.Andcommittedtothisstate,itiseasytoenter.
ThatshouldhelpthebraintorememberthestateoftheInformationPerception.
Rejoice!
Further
,"Verygood!
Youdoeverythingright.
Youdonotmovehiseyebrowsandeyelashestrembling.Soyou'renotlookingattheeyes.Sobeit.Just
knowthatyouholdinyourhandsaredpaper.That'sit!Yourbrainwillrememberthefeelingofself-red.
Youareallverygood!"
Coachmustpraisethestudent.Afterstudentreallytriestodoincrediblethings.Andthataloneis
worthyofadmirationandpraise!
"Andnow,I'mtakingyouandgiveredleafyellow.
Andyoudothesame-justseethiscolor.Noeyes.
KNOWthatitisyellow.
Afterall,it'sgreatthatheisyellow,notred!
coolWhy?
Becausethisisfine,exceptthatintheworldthereisaredandyellow!
Trynottolookforthecauseforjoy,justbehappy!"

"consider"eachcoloredsheetstudentneedabout40-60seconds.Thenthenextcolor.Theeyesshould
betrainedwiththepermanentlyclosed.Havetowork,sothathehadforgottenaboutthem,excluded
fromtheprocessofeyeperception.
Alternateyellowandredleaveshave10-12.
Afterthat,thecoachmustgivethestudentinonehandbothleaf,offertotakethemindifferenthands,
spreadtheminsideandsaywhichcolorisinwhichhand.
Repeatthisexercise3-4times.
Now,tomoveontothenextpartoftheintroductoryexercises.
Coachgivesstudentsoneofthesetwocolors,butdoesnotspeak,and
asks,"Whatcolorisleaf?"
Beforeyoubegintoimplementthispartoftheexercise,verycarefullyreadandunderstandwhatI'm
goingtotellyou.
ThisisakeymomentintheprocessofrevitalizationandeducationinInformationperception.
receivedfromCoachpaperandheardhisquestion:"Whatcolor?"Youhavetogiveananswerwithout
hesitation,almostinstantly.
Thisisverydifficult.

more
AfterwebecameHomoSapiens,becauseIalwaysthinkofhisactionsonwhatwesay.Rememberthe
accusationsofourlovedones,"Thinkaboutwhatyousay!."
Here,everythinghastobeexactlytheopposite.Givingananswertothequestionofthecolor,inany
casecannotthink.
Overmillionsofyearsofevolutionofthebrainofthelivingbeingslearnedtodistinguishinformation
signalsitreceivesfromthedifferentsenses.Andheneverconfusethevisualsignalwiththesound,odor
withtactile.
signalcomingtoitfromInfochuvstvanew.Hewillnotsign.Andthemaindifficultyisthatthesignalisno
differentfromthethought.Theonlypossibilitytodistinguishbetweenthem:
Thefirstthoughtisinformation!
Everythingelse-istheworkofourconsciousness.

Anddoyourememberthefirstpartofthatinterventioninthefunctioningoftheorganofconsciousness
feelingtotallyunacceptable.
then
whenyougetacoloredpieceofpaperandyouhavetoanswerthequestion:"Whatcolorisit?",thefirst
thoughtthatcametomind:"Red."But,youkeepquiet.
braincannotthink.
"So-hethinks.-Everyownerissilent,soreddoesnotsuithim.Letthemthinkthatitisyellow.
Againsilent?
Well,Green?Blue?Theownerisstillsilent?Whatdoeshewantfromme??"Everything!youlose
information.Nextyouwillfindcleanwaterdivination:youhavetochooseananswerfromtherangeof
colorsthatyouthrewyourbrain.ThisdivinationtoInformationPerceptionhasnorelation.Yourtask:to
catchthefirstideaandimmediatelyannounceit.Donotgiveyourbraintheopportunitytothink,to
throwyouotherideas.Whyfirstthoughtisinformation?pointisthatinordertoanswerthequestion,
somethingshouldcometomind.Concretequestion:"Whatcoloristhispieceofpaper?"Toanswerthis
questionthebraintoreceiveinformationfromtheoutside.Butonwhatsource?onlyfamiliarbrain
sourceofvisualinformation(andcolor-avisualinformation)-theeyes-closed.Howcanthatbe?brain
desperatelysearchingforachannelavailable.And,throughthestillveryweakoperatingInfochuvstvo,
herealizes:"Red."Thiscomesasathought.Butthebrainisnotunconditionaltrustthatchannelthe
flowofinformation.Hedoesnotknowhimatall.Theincomingsignalisnotdistinguishablefromthe
thought.Therefore,notstuckonit,thebrainbeginstogenerateotherideas.
more
andifyoudonotcutofftheinformation,itwillsinkinaseriesofthoughts.
Youwilllose.
Sooncevoicedbythefirstthought.
This-information!
youutteredit-missionaccomplishedforthebrain.Decisionismade.Hestopstogenerateother
solutions.And,ifyoumentionedthecoloriscorrect,thebrainreceivesapositiveemotionofknowing
thathehadfoundtherightanswer.
Suppose,first,thebrainthinksit'srandomotgadka.Butwhenhe"guesses"5(!)Times25(!)Times125
(!)Times,yourbrainwillunderstand,"I-donotguess!I-Iknow!"And,gradually,hewill"turntoface"a
newsourceofhisinformation,moreandmoretrustingit.Infochuvstvoentersintoeverydaylifewillbe
thesamesenses,asusualforus,seeing,hearing,andsoon.
purposeofthetrainingwillbeachieved.

Well,thefirstthoughtistheinformation,andrequiresimmediatepublicaddress.Butitisimportantnot
toslideintotheotherextreme.
Myexperiencewithstudentsshowsthatforthebraininformationonthenewchannel,ittakesawhile.
veryshorttime,aboutasecond.
Butnecessary.
Ifthestudentsaysthecolorimmediatelymikrozaderzhkiwithoutthis,itislikelythathedecidedto
namethecolorbeforeitisreceived.
So,itworkedconsciousness.Theydecided,"I'llcallthiscolor",evenbeforeyougivestudentcolored
pieceofpaper.AndthisdecisiontotheInformationPerceptionhasnorelation.
studentmustpickupapieceofpaperandonlythenrequestandreceiveinformation.Inthiscase,the
answeristaken.
receivedviathesenses,andnotimaginaryconsciousness.
againtotheQuickStart.
Coachgivesstudentsthered,theyellowsheetofpaper.Studentwithhiseyesclosedcallscolor.Coach
tellsstudentrightorwrongcolornamed,takesthepaperandgivesthefollowing.Student,whileholding
theeyepermanentlyclosed.
then
whenthecoachholdsoutanotherstudentapieceofpaper,itdoesnothavetobeadifferentcolor.
Recommendedtodoeverythingpossibletocalculatethestudentwasunabletochangethecolorofthe
algorithm.It,thisalgorithmdoesnothavetobe.Thelogicintheactionsofcoachesshouldbe
completelyabsent.
Brainstudentshouldunderstandthatthedefinitionofthecolorofthepaper,hecanonlyrelyonitsnew
channel-Newsperception.No"prompting"thesignalsfromtheoutsidedonothavethemtakeninto
account.
Neitherrustling,allegedly,isreplacedpaper.
TrainerNowordlike:"thisiswhatcolorIamgivingyounow?'.
trainershouldconstantlychangetherhythmofcolorchange.Sometimesitisnecessarytogivestudents
thesamecolor5-7timesinarow.Thatheceasedtocount.
Afterall,withhiseyesopen,hewillnotpayattentiontoallofthesetricks,andwillcallthecolorthathe
holdsoutcoach.Regardlessofthenumberofrepetitions.

Whencoachfeelsthatthestudentsbegantotrustmyself,tolistentothatobtainedtheinformation
signalinthebrain,Imustsaytohim:
"Listentomecarefully.Youknow,Ihavealotofdifferentcoloredsheetsofpaper.So,I'llgiveyounowis
notredoryellow,andsomethingelse.
You'llhavetocallit.
Similarly,asyoucallpreviouscolors,withouthesitation.
I'llgiveyouapieceofpaper,andyoucallmethecolor.
Ready?
Here'sthepaper.
Whatcolorisit?"
Usually,attheseminar,Igivethestudenttheblue,greenororangepaper.
Oncetheanswerisofferedtostudentstoopentheireyes.Mostoften,astudentnamedcoloriscorrect.
Studentstruckhisrightanswer
...Itisalsowelcome.
Whenyougiveastudentonlytwocolors,heunwittinglyhaveachoice:eithertheRedorYellow.And
thenyouchangethecolor.Andwhathegets-notknown.
calculatesthereisnothing.
more
remainstocountonlyonthemselves,ontheirInfochuvstvo.
Anditusuallyfails.
.ThusastudentstrongerconfidenceintheexistenceInfochuvstva,emergingbraintrusttothe
informationavailabletohimonthenewchannel.
purposeoftheintroductoryexercisescanbeconsideredtobeachieved
Thecoachandstudentexchangeroles.firstexercise-searchofaspecifiedcolor.Allowancesforthefirst
exercise:threeleavesofredandoneyellowpieceofpaperCoachoffersstudentsclosetheireyes.then
"hiding"oneyellowsheetofpaperofthethreered.proffersthispackstudent,andoffershimwithher
eyesclosedtofindapieceofpaperyellow.Ifastudentfindsthecorrectsheet,Coachinviteshimto
openhiseyesandtomakesuretheirdecision.Ifastudentmakesamistake,Coachinviteshimto
continuetoseektoobtainthecorrectresult.Exerciserepeated10-15times.then,studentandtrainer

switchroles.Recommendationsinthisexercise.Initially,itisnecessarytoputapieceofamberinthe
secondorthirdpack.Afterall,ifapieceof"hidden",atasubconsciouslevel,apersonisdifficultto
assumethatthedesiredcolorisfirstorlast.Hecouldnothelplookingforitsomewhereinthemiddle.
TaskTrainertohelpstudentscopewiththetask,andnottrytocomplicatethesolution.Therefore,place
thesheetinthemiddle.Andonlywhenyouseethatstudentagainandagaincorrectlylooksyellowleaf
andstartputtinginotherplaces.Moreover,todosowithoutnotice.secondexercise-sortoftwosheets
ofpapercolors.
Further
benefitsforthesecondexercise:
Threesheetsofpaperredpaperandthreeyellow.studentcloseshiseyes.Trainerblendssheetsofred
andyellow.Givesstudentpackandoffersittosortbycolor:onewaytodelayapieceofredcolor,
another-yellow.Attheendofsortingstudentscontinuetokeepyoureyesclosed.Iftheexerciseis
doneproperly,Coachallowstudentstoopentheireyes.Ifyoumakeamistake,Coachtellsstudenthow
manysheetsofdifferentcolorarenotintheirpack.studenttriestofindthewronginthefirststackof
sheetsandshiftthemtotheirdestination.Whenhedidmanagetodo,hemustlearnfromthesecond
packmistakenlygotthereadifferentcolorplatesandshiftthemcorrectly.thenheisallowedtoopen
hiseyes.Exerciseisrepeated10-15times.then,studentandtrainerswitchroles.Recommendationsin
thisexercise.Whenmixedsheetsdonotputtheminone-Thestudentisabletocatchthealgorithm,
andsortlistsbythelogicandnotonInfochuvstvo.Initiallynotplacesheetsofthesamecolorinarow-
thiswillcreateunnecessarydifficultiesstudent.Onlylater,whenyoufeelthatitissortofsheetsbased
onInfochuvstvo,sheetscanmixinanyorderandinarow,andinone...
Further
trainershoulddrawtheattentionofstudents,andit'snotthathedidnotconsiderthenumberofsheets
ofthesamecolor.Attheworkshop,itoftenhappens:thestudentwaswrong,putinapileofredleaves
yellow.Andwhenthiswasgoingtopackthreesheets,hefeltthatalltheothersheetsinyellow.Andnot
"considering"thecolorisautomaticallyputtheminonepack.
Error.
Ialwaystellmystudents:
"Alwaysallowthepossibilityoferrors.
Youcouldputthewrongcolor.Therefore,to"considerallthecolorstotheend.And,ifyouarealready
containedinonepackofthreesheetsofred,andyou,intheremainingsheetsagain"feel"red,putitto
red.
Finishgradingandcomebacktothestack,wherethe"extra"color.
revisionofthispack.

errorsarefound.
correctit."
Hefoundtheerrorandcorrectsit.thirdexercise-sortingsheetsinthreecolors.allowancesforthethird
exercise:3sheetsofpaperred,3sheetsofyellowpaper,3sheetsofpapergreen.Studentcloseshis
eyes.Trainerblendssheetsofred,greenandyellow.Givesstudentpackandoffersittosortbycolor:
onewaytopostponethesheetsofred,theothergreen,andthethird-yellow.Attheendofsorting
studentscontinuetokeepyoureyesclosed.Iftheexerciseisdoneproperly,Coachallowstudentsto
opentheireyes.Ifyoumakeamistake,Coachtellsstudenthowmanysheetsofdifferentcolorarenotin
theirpack.
more
studentstrytofindthewrongsheetsinthefirstpackandshiftthemtotheirdestination.Whenhedid
managetodo,hemustlearnfromthesecondpackmistakenlygotthereadifferentcolorplatesand
shiftthemcorrectly.Thesameshouldbedonewiththethirdpack.
thenstudentsareallowedtoopentheireyes.
Exerciseisrepeated10-15times.
Next,studentsandcoachswitchroles.
Recommendationsinthisexercise.
sameasifthesecondexercise.Fourthexercise-sortingsheetsinthreecolorswithanunknownnumber
ofsheetsofeachcolor.allowancesforthethirdexercise:5sheetsofpaperred,5sheetsofyellow
paper,5sheetsofpapergreen.
Studentcloseshiseyes.
Trainerblendssheetsofred,greenandyellow.
Heputsthembackadifferentnumberanddoesnottellhowmanysheetsstudentwhatcolorisinthe
pack.
Givesstudentpackandoffersittosortbycolor:onewaytopostponethesheetsofred,theothergreen,
andthethird-yellow.
Attheendofsortingstudentscontinuetokeepyoureyesclosed.
Iftheexerciseisdoneproperly,Coachallowstudentstoopentheireyes.
Ifyoumakeamistake,Coachtellsstudenthowmanysheetsofdifferentcolorarenotintheirpack.

Studenttriestofindthewrongsheetsinthefirstpackandshiftthemtotheirdestination.Whenhedid
managetodo,hemustlearnfromthesecondpackmistakenlygotthereadifferentcolorplatesand
shiftthemcorrectly.Thesameshouldbedonewiththethirdpack.
thenstudentsareallowedtoopentheireyes.
Exerciseisrepeated10-15times.
Next,studentsandcoachswitchroles.
Recommendationsinthisexercise.
Ifastudentrepeatedlycopeswiththetask,youcancomplicateit.DonotTellstudentswhenmixed
packsorplacewhereoneofthecolors.Thepurposeofthiscomplication:Thestudentshouldnotpreprogramitselfnotonlyonthenumberofsheetsofeachcolor,butingeneral,thepresenceofallcolors
inapack.Afterall,withopeneyeshehadnotmadeamistakewhensorting.Iwillnotlookforcolors
thatarenotinthepack.
thesameresultmustbeachievedinworkingwithInfochuvstvom.Withoutpriorprogrammingforthe
presenceofallcolorsproposedforsortingthepack.
Thisisdifficult,butitmustbeachieved.
ThisisthemeaningInfochuvstvaworkout.
Thisisthemeaningofallyouhavestartedclasses.
Rememberthat.

"Train hard, fight easy."

TrainedintheclassroomInfochuvstvowillbeyourreliableanderror-freetoolinthemostdifficult
situations.fifthexercise-sortingsheets5colorswithanunknownnumberofsheetsofeachcolor.
allowancesforthethirdexercise:4sheetsofpaperred,4yellowsheetofpaper,4sheetsofpaper
green,4bluesheetofpaper,4sheetsofpaperorange.studentcloseshiseyes.Trainerblendssheetsof
allcolors.Givesstudentpackandofferscaptureonetopsheet,callingitscolor.Coachsilently,without
tellinganythingstudent,calledaleaflaysontwopacks-rightandwrong.Attheendofsortingstudent
openshiseyes.Trainercountssheetsofbothpacks.announcetheresults.Exerciserepeated2-3times.
Next,studentsandTrainerswitchroles.Recommendationsinthisexercise.Whencountingcorrect
answersinpercentageterms,rememberthatthesamplewasmadenottwo,butfive(!)colors.And,
therefore,ifastudentfrom20sheetsof6namedcorrectly,itisnot30%,asinthetwocolors,and50%
(!).Besuretoemphasizethisintheirevaluationofthestudent.15correctanswerscorrespondto95%.

18-99%.
19-99.7%ofthefifthexerciseisthefinalinthefirstsetofexercises.firstgroup-areexerciseswith
coloredsheetsofpaper.Coloredpaperisessentiallyveryinformative.Itislarger,hasnovolume,isof
thesamematerial,monochrome.Thus,informationsignalcoloredsheetissimpleandpowerful.Thisis
whywestarttrainingwithcoloredsheetsofpaperasatrainingmanual.And,ifyouaresuccessfulwith
thisgroupotzanimalisallowances,thefollowingexerciseswillbegiventoyoueasilyenough.practices
forworkingwiththefirstgroupofexercises.Duringthefirstdayofclass,youareadvisedtocarryan
introductoryexercise,andexercisenumber1.toExercisenumber2youcangoto,onlybyachieving
consistentresultsduringexercisenumber1.Typically,ittakesonedayandthenextday,you'reready
forthesecondexercise.Classeswithexercisenumber2doesnotrequireonedayoftraining.Donot
rushyourself.Howmuchtosomanyandexercise.Exercisenumbertwoisfundamental.Therestofthe
exercisesinthisgroupwillbeamorecomplicatedversionofthesecondexercise.Havingstablepositive
resultsinExercisenumber2,youcanproceedtotheexercisenumber3.thenawaityouexercise
number4andnumber5.
Istronglyrecommendnottooverload.Classesshouldextendfromonehourtoanhourandfifteen
minutesaday.Notanymore.Andohotku.Donotforceyourself.Violenceonthebraindoesnotgive
results.Onlyjoy.Withoutstrain.
AndagainIsaytoyou:"Donothurry!".
Tothechildwasbornnormal,heshouldstayinthewomb9months.Thenhewillbestrong,healthy,
viable.Ifwestarttorushtheprocessofitsemergenceintothelight,hewillbebornprematurely.Thatis
flimsyandweak.Ifwetrytofurtheracceleratetheprocessofbirth,itwillendinmiscarriage.
Alittleaboutwhooperatesundertheguiseofaghost-ofMarkKomissarov.Mark,anativeofMoscow,
inthelate80's,"toescapethetotalitarianregime",wenttotheUnitedStates.Nomatterhowrichin
America,butthere,aselsewhere,thatwouldnormallylivetowork.Inquality-vechemicalengineerforty
MarkforU.S.employers,apparentlyturnedouttobeneitherherenorthere.Ataxidriverwitha"higher
education,"hedidnotwant.Forthisreason,"poraskinuvbrain,"hetookupthestudyofclairvoyance,
gooddialecticalmaterialismatMoscowuniversitieshammeredwell.Hisknowledgeofparanormal
phenomenaitforacoupleofOlgaLulovoy-sameemigrantfromSoy-last,begantosharewiththeir
compatriotsinNewYorkattheRussian-languageradioDAVIDZONRADIO.Andto"knowledge"gave
dividends,OlgaandMarkestablishfirmOlmaLLC(OLMA=Olga+Marco)-massage,whichbeganto
practiceandother"nonmedicalmethodsimprovement."Oneofthesemethodswasthe"open"Mark,
"avisionofinformation"-infovidenie,whichinhisviewallowsapersonto"seewithoutsight."Olgaand
herdaughter,Natasha,wasthefirststudentMark.Educationalachievementswereso-so-Natasha
couldnotpass"test"to"visionwithoutsight"famousAmericanillusionist,broadcasterandpopularizer
ofscience,JamesRandihasnotbeenabletoobtainfromitsfund$1million,whichhadbeenpromised
toanyone"clearlyandunequivocallydemonstratehowanyoftheso-calledpsychicorpsychic
phenomena."MarktriedtochallengetheobjectivityofthedecisionRandyinhisarticle"Exposingthe

whistleblower,"but"conservative"Americansdonotunderstandtheimpulseofhissoul,andthemedia
obhihikaliNatasha.

Butastart,andin2005intheU.S.,MarkestablishescharitablefundBLINDCAREFOUNDATION-
FoundationfortheBlind"(clicktoview),whichaimsto"nottohelpblindpeopletoadapttolifeinthe
dark,andliftthemoutofpowerdarkness,togiveachancetoseethelight."Applicationfor"charity"
willreleasehistaxes.Markgavethefoundationaninternationalstatus,callingonhiswebsite"RussianAmerican",butwithoutconfirmationthatknowabouttheregistrationauthoritiesofRussiaandtheUSA.
Atspeed,almostallofthefundhasbeentransferredtoothercountries,mainlyRussia,andnotfor
charity.In2008,MarkpatentsintheU.S."Themethodologyofdevelopinganewapproachto
understandingthevisualinformation."
Patentingprecededby"researchinfovideniya"bothintheU.S.andinRussia.Anyintelligiblematerialon
researchintheUnitedStatescouldnotfind,butthe"research"inRussia,youcantellthefollowing:In
February2007,Markbasedonhisnotyetpatentedtechnique,withtheparticipationoftheleading
membersoftheInstituteofEvolutionaryPhysiologyandBiochemistry.IMSechenov(IEFB)ofthe
RussianAcademyofSciences(RAS)andtheauthorofGDV(gasdischargevisualization)Ph.D.Korotkov
KG,heldattheSt.Petersburgschooloftheblindandvisuallyimpairedchildrentothem.KKGrot
experimentsactivationTsIVahavesighted,poorly-sightedandblindstudents.Thesightissopuzzled
scientistsoftheInstitutethattheprofessor,MDANShepovalnikovandProfessor,MDZvonnikovVM,
withKorotkovKG(Anotherbrand)signedaprotocolinwhichitissaid:

"1.Allvisuallyimpairedchildrenaged8-11years,whichwerecarriedoutover-making,afterthefirst
sessionrevealedtheabilitytorecognizeimages(chi-thiefinthetext)andnavigateinspacewithout
directvision(opaquemask).
2.Blindchildren16yearsafterthefirstsessionrevealedtheabilityofGRO-coloredsheetsofpaperused
toknowimposedM.Komissarovrandomlyandviewedindependently.Samplingwascarriedoutin6
colors.
3.Duringtraining,anincreaseinthenumberofcorrectanswersfrom20-30%to90-100%indifferent
children.
4.WithrecordedEEGandGDVbeforeexperimentsandintraining.
5.GDVdataonanumberofchildrenduringtheprocessrevealedasharpimprovementinthe
psychosomaticstate-thetransitionfromthepower-hungrystateinoneorbothhandsintheinitial
statetoastablestateofequilibriumafter2daysofclassesSx.

6.Processingandpresentationofallthedatawillbeheldfollowingofanadditionalseriesof
measurementsofchildreninthedaysaftertheendoftraining."

ThisprotocolandbecamethebasisfortheproofoftheU.S.patent"novelty,realityandembeddable"
methodologyMark.Inthiscase,itwasnotimportantthat:
whatissaidinparagraph3.1inthefuturewasnotconfirmedandwastotallygroundless;
dataobtainedfromstep4,donotpermitanyreliableconclusions;
andthedata"ontheGDV"referencedinsection4and5,thedataareidenticalwith"bestguesses";
"processandpresentdata...more...afteraseriesofmeasurements..."inparagraph6.never
implementedduetolackof"additionalseriesofmeasurements."

WhydoscientistsIEFBsignedasquestionabledocument?AttheturnofthemillenniumAcademicianNP
spondylitis(Nowdeceased)metwiththe"childrenoftheBronnikovhavinganalternativevisionofthe
phenomenon,"andonthebasisofdegenerateconductionexperimentswiththemattheInstituteof
HumanBrainSciencesinSt.Petersburg,cametotheconclusionthatsuchaphenomenon.Whatwas
saidandfromthehightribune.Thisstatementwas"metwithhostility,"theothermembersoftheRAS
andfoundpseudoscientific,butNPBekhterevdisagreedandcontinuedtoinsistonthe.Isthatwhyin
2007,herstudentsfromIEFBtriedtosupporther,totakepartinexperimentsMark?Whatwasfixed
protocol.
FollowingthedeathofNataliaPetrovna,hersonandideologicalheir-DirectoroftheInstituteofHuman
BrainofRAS,RAScorrespondingmemberSvyatoslavMedvedevinaninterviewwith"TheMiraclein
feathers"WG9from01/20/2010hadtoadmitthatchildrenBronnikov"notatallphenomena.They
areeitherveryskilledpodglyadev-vayut(!),Orexercisinghard,learnedtorecordaverysmallnumberof
quantaoflight,duetowhattheyseeandthetext(?).Thereisnothingunusual.."

Butaghostinfovidiniyathingsremainedthesame:noscientistIEFBdidnotdisavowthesignatureon
theabove-mentionedreport;furtherexplore"wasrepeatedinexperimentsphenomenon""scientific
method"inIEFB"noagreementsilsya",andremainedinMark"handouts"experimentsinschool(but
withoutthesignaturesofscientistsIEFB)thatMarklikestoquote.
Specifically,itstates(extractedbythetextpublishedonthewebsiteoftheInformationCenterof
Perception):
"ThesestatisticallysignificantresultssuggestthatwhentestingSergeyD.abilitytodefinecolorsand
readthetextinahitexceptionimageontheretina,thereisareorganizationofthespace-time

relationshipsofoscillationsbrainactivitythatcanbeassociatedwiththeactivationoftheanalyticsyntheticactivityofthebrainassociatedwiththereceiptofinformationthroughcommunication
channels,whichdoesnotusetheperipheralpartofthevisualanalyzerofSkye.
Thisconclusioncontradictsthecurrentscientificparadigm,however,theobtaineddatacouldbeseenas
unfairtoartifactsornedobrosove-stnoemanipulatinganyunaccountedfactors.Itisadvisableto
continuetoliveadetailedstudyofthephenomenondescribedinadditionalstrictlyindependentcontrol
ofhighlyqualifiedspecialists.

SpecialattentionshouldbeobservedbystaffoftheLaboratory(A.Shepovalnikov,E.Galperina,D.
Tsaparina)observationsfromtotallyblindfrombirthOlgaM.(9-rclass,age15),which,after20
minutesoftraining,almostwithouterrorsatadistanceofabout50-60cm,suchthatanyofthe6CEEingtoprovidesheetsofpaperthesizeofa4."
(endofexcerpt).Basedonthesedocumentsghostactivelypromotinghismethod,propylene'm
following:"Thepresenceofapsychologicalbarrierinthehumanbrainduetoitsrepresentationleniem
onhowtoobtaintheirinformationfromtheoutsideworldthroughthefivesenses,astheonlypossible
ones.Thisviewisundera"genetic"basisandisbasedonhundredsofmillionsofyearsofevolutionof
lifeonEarth.Thepurposeoftechnique-toovercomethispresumptionandtoopenanewchannelfor
thebrainreceivinginformationfromtheoutside.developedmethodofactivatingtheDSCincludestwo
stages:removalofapsychologicalbarrieratthelevelofhumanconsciousness.Removalpsychological
barrieratthesubconsciouslevelofman.'