Extraocular Vision: Syntergic Theory & Quantum Field Decodification

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Psychoenergetics, Vol. 5, pp. 141-158
027 8-6060 I 83 10s02-01 41 $1 8.s0i0
Gordon and Breach Science Publishers, Inc., 1983
@
Printed in the United Kingdom
Extraocu lar vision
JACOBO
GR
INBE RG.ZYLBE RBAUM
Facultad de Psicologia. Universidad Nacionat Autonoma de Mexico.
Ciudad Universitaria Mexico D.F. 04510 Mexico
and
lnstituto Nacional Para el Estudio de ta Conciencia.
Experimental evidence is presented demonstrating that children can see without using their
eyes or any other external aids. This phenomenon is called extlaocular vision. The evidence
shows that extraocular vision foilows the same laws of perspective, contrast, acuity, superimposition and movement as retinal vision, as well as quality.
Extraocular vision is consistent with, and explained by the syntergic theory of the creation of experience. This theory holds that the brain creates an energetic field (the neuronal
field) that interacts with the structure of space (the quantum field). This interaction forms
a holographic-like interference pattem that constitutes the energetic structure of perceptual
experience. The awareness of visual experience and its quality (e.g., redness, greenness)
appear when this structure interacts with a central processor. In the absence of retinal
activation, the neuronal field lacks its normal visual components, but its interaction with the
quantum field's 'visual' elements still occurs. Thus, a direct and extraocular visual decodification of objects is explainable in psychophysiological terms
1. THEORETICAL BACKGROUND
According to the syntergic theory of the creation ofexperience, the appearance
of a visual percept implies the interaction between an energetic field created
from cerebral activity (the neuronal field) and the energetic structure which
forms the substratum of the space-matter continuum (the quantum field)
(Grinberg-Zylberbaum, I 98 l, I 982).
When the retinal receptors transduce the quantum field (Capra, 1976) into
neuronal language, the information thus transformed is sent to the visual cortex
where the malleable structure of the quantum field acquires cerebral properties.
In the interior of the brain, the quantum field, thus transformed into neuronal
activity, adjusts and mimics the cerebral circuits through which a hyper-complex
and dynamic network of ionic, electric and chemical activition travels. The
three-dimensional structure of the neuronal network of activation 'bathes' the
brain and unifies it until, as a result of its radiation, an extremely complex
energetic field is created. This field is called the neuronal field (Gtinbery-Zylberbaum, 1982).
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142
The energetic structure of the neuronal field, in addition to incorporating the
structure of the neuronal circuits (remember that any electrical charge moving
through a conductor creates an electromagnetic field which in some way represents the lineal structure of the conductor), includes the current state of cerebral
activation, the specific dynamics of the relationships and interplay among the
different cereblal stfuctures, and the components of the transfolmed quantum
field. In this way, if a subject is in front of a landscape lit up by the sun, his
retinal receptors and the rest of his visual nervous system incorporate the 'visual'
components of the landscape and they become part of his neuronal field.
The next step in the creation of perceptual visual experience is the interaction of the neuronal and quantum fields. The neulonal field is continually
expanding into space and interacting with the quantum field. For a perceptual
visual experience to be created, the visual components of the neuronal field
should fit together with the visual components of the quantum field in such a
way that a specific interference pattern emerges and stands out above the "noise"
produced by the global interaction. This specific interference patteln replesents
the structure of experience. In this structule, the perceptual components which
will iater be perceived as lines, geometric forms, concrete objects, etc., are contained in the form of hypercomplex energetic morphologies. The actual percept,
the image we see as if it were in front of us with its colours, contrasts, objects,
Iines, superimpositions and othel phenomenological components, is created from
this pattern of energetic interference.
Neither the transformation from the energetic structure to the image, nor the
mechanism responsible has ever been successfully explained or understood.
However, it can be postulated that this transformation implies a new interaction, one between the interference pattem which results from the interaction
between fields and a central processor, which is independent of the previous
interaction but able to impose the quality of actual experience on the energetic
structure of the interference pattern.
This interaction might behave in a way similar to the holographic process, in
which the frequency of a laser beam used to retrieve a holographic image must
be identical to the frequency of the reference laser light used during the creation
of the holographic interference pattern (Caulfield and Sun, 1970). A change in
the frequency of the retrieval beam can produce not only an alteration in the
holographic image, but a complete absence of it.
with respect to the central processor, it has been postulated elsewhere (Grinberg-Zylberbaum, 1976, 1981, 1982) that the activity of the cerebral circuits
which integrate neuronal information organizes such information in an increasingly inclusive manner. Theoretically, the most inclusive organization would
contain an algorithm of the activity of the totality of the brain. The central
processor may have to do with the activation of this most inclusive neuronal
algorithm.
EXTRAOCULAR VISION
JACOBO GRINBERG-ZY LBERBAUM
143
The idea of a central processor is also consistent with the occurrence of states
of high inter- and intrahemispheric coherence which'are associated with the
activation of the experience of self-identity (Grinberg-Zylberbaum, 1982), and
with studies which indicate a high capacity ofintegration, synthesis and abstraction, which appear to be associated with the activation ofthe tertiary cortex of
the brain (Luria, 1973). Thus, the central processor would be associated with
the qualitative transformation of experience and with the phenomenological
experience of the self described in oriental literature as the Atman or purusha
(Vivekananda , 197 5).
It can be postulated that the central processor, the neuroalgorithmic activation through convergence circuits, and the states of high inter- and global brain
coherence are related in the following way: when an activation of high order
convergence networks occurs, neuroalgorithms of high power unify brain
activity through their integration. This activation produces an increase in coherence (see Grinberg-Zylberbaum, 1 982).
whatever the exact nature of the central processor, given that a visual percept
arises from the interaction between it and the interference pattern produced by
the interaction between the neuronal and the quantum fields, it is theoretically
possible that a visual image could be created in the absence of the visual components of the neuronal field. In other words, a blindfolded subject could see a
landscape or any other percept, decoding the interaction of his neuronal field
(which contains no visual components due to the blindfold) and the visual
components of the quantum field. In this case, the central processor would
be able to extract the visual components of the quantum field using the inter-
ference pattern created
by the interaction of the
quantum field with the
'neutral' (regarding visual components) neuronal fields.
In this study, highly sensitive subjects (children) were blindfolded and asked
to 'see', following training in Yoga which was aimed at allowing them to achieve
direct contact with their central processors (their experience ofoneness centred
in self-identity). under these circumstances, the children applied themselves
to the decodification and direct experience of the visual components of the
quantum field.
The fundamental consideration of this study is that, if it is possible to demonstrate that a subject can 'see' without using his eyes or any other external aid
(electronic or otherwise), it would support the idea that retinal and extraocular
perceptual processing are associated with an interaction of fields, and that the
creation of perceptual experience can be achieved by the direct decodification
of the quantum field. From this point of reference, extraocular vision (once its
existence is demonstrated) would support the syntergic postulate that the interaction between the neuronal and quantum field forms the basis of the creation
of experience in general. In the final section of this report, I extend the former
concepts based on and supported by the experimental evidence obtained. Here,
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JACOBO GRINBERG.ZYLBERBAUM
is enough to say that this evidence leaves no room fol doubt as to the existence of extlaocular vision, and demonstrates that this type of processing cannot
be explained as a hypersensitive dermic, tactile, or calorific phenomenon, but
rather as a direct detection of some type of subtle energy.
it
2.
SUBJECTS
Nineteen children were studied, 11 girls and 8 boys, ranging in age from 5 to 13
years.
All the children
enjoyed excellent health throughout the study, and
expressed their willingness to participate in the experiments. None of them
had any history of extraocular visual experiences, nor did they have any previous
training in this type of phenomenon. The children attended six different schools,
and in all of them were considered highly intelligent, but very restless and
rebellious against rigid discipline and behaviour norms. Although their family
situations varied, this factor did not generally appear to produce notable differences in their ability to plocess visual information extraocularly. Exceptions
worth mentioning wele five girls and two boys who demonstrated special initial
shills and came from families which could be categorized as highly motivating
and of optimal stabilitY.
3. TRAINING OF SUBJECTS
Prior to initiating the experimental sessions, all the children participated in one
to three training sessions. This training was also lepeated in the experimental
sessions which followed the initial training. In this way, the children were
.sensitized' prior to and throughout the entire study, until they acquired sufficient automatic skills that they no longer needed additional training.
The characteristics of the training are explained below in the sequence in
which they occurred. with the child comfortably seated, his back straight,
three breathing exercises were done, which consisted of: (a) with the eyes
closed, forcibly expelling air through the nose during 60 seconds, followed
by 20 seconds of concentrated attention on the space between the eyebrows;
(b) breathing alternately through each nostril (inhale right, exhale left, inhale
left, exhale right, etc.) for 60 seconds, followed by 20 seconds ofconcentrating
attention on the space between the eyebrows; and (c) forced inhaling and
exhaling in rhythmic form, sustained until the child felt he had reached his
limit, followed by meditation as described next'
Maintaining the same posture, each child received the following instructions: 'with your eyes closed, concentrate on the space between your eyebrows
and let your thoughts flow without blocking or controlling them. Once you can
EXTRAOCUT-AR VISION
145
do this, concentrate on yourself and ask 'Who am I?'. Try to leel yourself
and keep concentrating as long as you can." These instructions were adapted to
the level of understanding of each child. Total meditation time varied from
approximately 5 to 13 minutes.
Following meditation, the trainer sat facing the child and intertwined his
fingers with the child's, visualizing a ray of light going from the child's palms
to the child's brain. This visualization continued until he was able to maintain
the image of the ray of light - brilliant, white, and continuous. On occasion,
the trainer held a quartz crystal on or near the space between the child's eyebrows. It was discovered that this procedure improved the training and accelerated the extraocular process.
Once the former was attained, the extraocular detection phase was initiated.
The child's eyes were blindfolded, using a special blindfold, completely opaque
and adjusted over the eyelids in such a way that retinal vision was totally
impossible. Sometimes adhesive tape was used in order to assure complete
opaqueness. The child was shown several different high quality photographs with
brilliant colours and diverse contents. The trainer placed either one or both of
the child's hands on a photograph, making dermic contact with the surface.
The child was asked to follow his own intuition regarding the dermic exploration
of the photograph, as well as the exploration of the mental content which the
photograph stimulated. If the child asked for help in this process, ways of
exploring were suggested.
The child was asked to give a detailed description of all his experiences. When
the child requested it, verbal feedback was offered regarding the details of the
photograph, as well as the match between his description of the figure and its
actual content. Using natural expressions of surprise and pleasure, the trainer
reinforced appropriate matches and corrected those which were inappropriate.
The feedback process was continued until the child showed signs of fatigue or
lack of interest, in which case training was discontinued to be pursued at a later
time.
When the child was able to describe correctly the figures in the photographs,
he was asked to take his hands off the surface and to try to visualize their
content without dermic contact. Next, the child was asked to make sweeping
movements in the space between his body and the photographs, using rapid
contractions of his fingers. The children reported that this procedure strengthened details and improved focusing, in addition to increasing the distance
at which the child could distinguish subtle forms such as printed letters.
A similar effect was achieved when the child held a quartz crystal in one
of his hands.
Finally, the child was encouraged not to use his hands at all and to
the contents of the photographs directly, without the aid of any movement.
'see'
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J
4- MATERIALS
ACOBO GRINBI'RG-ZY LBI]RBAUM
EXTRAOCULAR VISION
USED
Many and varied visual materials were used. The following is a list of some of
them:
(i)
colour photographs ofscenery;
(ii)
colour photographs ofvegetables, fruits and household utensils;
(iii) conventional books with linguistic content (letters, words,
etc.
phrases,
);
(iv) other children;
(v)
environmental objects;
(vi) programmes on the television;and
(vii) the children were asked to walk around the school (playground,
class-
l4'7
objects with no difficulty whatsoever. This control eliminates the possibility that
the energetic medium decodified by the children is of a photonic nature, at least
one which is above the threshold of retinal vision.
The previous control raises the question of how the extraocular sensitivity
compares with the retinal. Even though stdct measurements of thresholds were
not carried out, a test of the ability to read at a distance was done. One of the
children was asked to read printed material of different dimensions at different
distances. With letters of I mm in size at a distance of approximately 70 cm, the
child showed signs of difficulty in decodifying the images extraocularly. At this
distance, the child was asked to use sweeping movements with his hands. Upon
doing so, he could read the material without difficulty, even increasing his
distance from the material by another 30 cm. The same child, the trainer, and
three other children had difficulty reading the same material at this distance
using their retinal receptors. Similar effects were obtained when the child used
rooms, etc.) describing what they saw.
a quafiz crystal.
5.
A conventional mirror was used to study the possibility of extraocular vision
with reflected objects. The printed material was placed at a 45" angle with
respect to the mirror, and the child was asked to describe the mirror. The child
CONTROLS AND OBSERVATIONS
not only described the printed materials, but
Of course such a novel and strange phenomenon as extraocular vision requires
(in order to be accepted as having been demonstrated) strict controls regarding
its characteristics.
The blindfold which was used was continually examined in order to eliminate
any possibility of imperceptible accidental breaking or tearing which would
permit some degree (minimal as it might be) of retinal vision. No flaw was ever
located in the blindfold. In addition, adhesive tape was used, on occasion, to
reinforce the opaqueness.
The materials which were shown to the child were continually changed in
such a way that no child could predict what materials he or she would be shown.
Given that one of the possible explanations of the phenomenon is that the
trainer transmitted the content of the materials using movements, sounds, or any
other conscious oI unconscious means, special care was taken to insert graphic
content that the trainer was neither aware of nor saw during the presentation.
Other children were also asked to serve as trainers, varying the content of the
materials used. In no instance could it be demonstrated that the trainer was
sending subtle messages and, given that in the cases where the trainer was unaware
of the materials being presented this would have been impossible, this mode of
explanation of the phenomenon can be discarded'
when the training reached the stage of direct vision without using the hands,
two of the more advanced children were placed in a totally dark basement and
asked to describe objects. None of four witnesses used in this control could
perceive any object. The two trained children, however, appeared to see the
also other objects which the mirror
reflected, and which the researcher had not noticed. This control was conclusive
in discarding the possibility that it is a thermic or calorific field which is decodified in the extraocular visual process.
A piece of glass 5 mm thick was placed between the child and the material.
In each case in which this control was used, the extraocular vision occurred
without difficulty. On the other hand, when the material was covered with
a
piece of paper, or a block of wood, the children reported seeing the paper or
the wood, but not that material which was covered. On one occasion, a piece of
wood was placed in such a way that it separated the child's body from the
printed material, but not his hands and lower arms. The child was then asked to
make the sweeping manual movements and try to see the printed material. The
child was unable to perceive the printed material extraocularly, but he described
perfectly the piece of wood. This control shows that it is not only receptors
located in the hands which mediate the extraocular phenomenon, but rather
that some part or parts of the rest of the body are necessary.
Following the logic of the previous control, several parts of the body were
tested as possible mediators of extraocular vision. With five children, an opaque
screen was placed under their chins, above the materials they were being shown.
In four of the five cases, the image disappeared. In the fifth case, the child
continued to report correctly the contents of the photograph he was being
shown, but tinted red, which was the colour of the screen being used.
To try to locate with even greater precision the parts of the body which serve
as mediators in the extraocular process, the following procedure was used with
148
EXTRAOCULAR VISION
JACOBO GRINBERG-ZYLBERBAUM
one of the more advanced children. The child's body was placed behind a metal
plate, with his head behind a 6 mm thick glass plate which was used as a window
through which coloured pictures were presented. The child was completely
blindfolded, leaving his forehead, chin, nose and cheekbones uncovered. His
hands and arms were behind the metal plate. In this condition, the child described the material presented to him without any difficulty.. Immediately
afterwards, the child's entire forehead was covered, he was shown more material,
and there was no noticeable change in his ability. Nor was any change noted
when his cheekbones and nose were covered. Howevet, when his mouth was
covered, a marked decrease in his ability was noted;he began to show difficulty
in detecting the material and to commit errors. When his chin was coveled he
was completely unable to perceive the material.
However, this case is neither typical nor specific. With the same child, as well
as with others, the critical zone varied over time in such a way that it is not
possible to define with precision the existence of a corporal zone which is
indispensable or specific to mediate the extraocular visual process. An illustrative example of the above occurred with a six-year-old girl.
This giri, extraordinarily bright and active, learned to 'see' extraocularly
iqr her second training session, and soon demonstrated a special facility for
development in this activity. The following tests were carried out with her:
Graphic materials were presented, placing them behind the girl's back. She
not only was abie to identify the material generally, but also could read printed
words and phrases.
Using a pair of swimming goggles filled with cotton wool in such a way that
retinal vision was totally impossible, the child was invited to walk freely around a
public park, describing everything she could'see'. At first with caution, but soon
with complete lack of inhibition, the child walked throughout the entire park
describing, without difficuity, the trees, benches, other children, dogs, vendors,
and the rest of the things commonly found in a park.
The most amazing part of the experience was not only the exactness and ease
with which she described things, but that the descriptions reflected omnidirectional perception. She described not only what was in front of her at any
given moment, but also what was behind her or at her sides.
This girl, as well as her brother, learned to perceive the interior organs of the
human body. The training which preceded this ability was the same as that
described earlier, with the exception that the children's attention was focused
not on the surface, but rather on the interior of the body. Both children were
able to describe the specific characteristics and altered pulmonary states of a
man with emphysema. Three other children were able to describe the exact
location and dimensions of the scars of bone fractures several years old. These
descriptions coincided with those of the people who had the fractures.
Two children offered to try to alleviate ear pain and reduce infection in two
r49
adults. The children were trained to see the inside ofthe body and locate alterations in it. Both recognized infected ears in two adults. They perceived a strange
colouration in the infected ear and proceeded to transform this colouration
until it approximated that of the healthy ear. The adults experienced an immediate improvement which lasted approximately three days. One of the adults (the
children's father) repeated the 'treatment' three times, after which a recurrence
has not reappeared as of the writing of this article (five months later).
All the children decided to learn to use their extraocular ability to perceive
corporal zones affected by pain or tissue alterations. The children were able to
describe organs and other aspects of the interior of the body without the help
of any type of anatomy manual. They located abnormal zones spontaneously,
as if these zones emitted signals which were easily recognized and discriminated
by them. In cases of infections, the children were instructed to destroy pathogenic agents by emitting energy from their fingers.
During the training sessions, a slight movement of the entire head was noticed.
The children inclined their heads at a 20" or 30o angle to the left or the right in
such a way that one side of their face was almost parallel to the material being
shown. The impression given was that the child sought a more direct interaction
between one or the other cerebral hemisphere and the material to be decoded.
At the beginning of the training, the children followed the forms of the
objects in the materials they were shown with their fingers. Similarly, they
put their fingers beneath a letter or object immediately before describing it.
This observation was noted in all the cases studied, and constitutes evidence
for the existence of some type of corporal awareness which was later able to
be verbalized.
6.
RESULTS
Many of the results of this study have already been described in previous sections. Therefore, in this section I shall try to integrate all the results obtained
without unnecessary detail or repetition.
The clearest and most basic result of this study is that it is possible to perceive visually without using retinal receptors. The fineness of detail as well
as accuracy of objects perceived in extraocular vision appears to be similar
to that encountered with retinal vision. Extraocular vision appears to be able to
represent a visual world entirely similar to that presented by retinal vision,
without the need to use the extremely complex retinal structure and presumably
without the participation of the cerebral structures commonly associated with
decodifying the visual world.
One of the more intriguing observations, and one of the first to be suggested
by the evidence, was that the children who appeared to be most in contact with
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JACOBO GRINBERG.ZYLBERBAUM
themselves, i.e., sure of themselves and intense in their own personal identity,
were those who acquired the extraocular visual ability with greatest ease.
The phenomenon of extraocular vision exists and, moreover, its development
appears to follow a logical and repetitive sequence in the caseS studied. The
children who, after training, are confronted with graphic material to which they
have no visual access, use their hands and fingers to scan this material and try to
decodify it. In the cases of very adept children, one training session is sufficient
for them to begin to'see'extraocularly; in the more common case, it takes
about three sessions. In their first non-retinal contact with the materials, the
hand(s) begin to sweep the page with no predictable pattern or scheme, until
something occurs which allows the outline of the object to be detected. If a
photograph contains an orarge, for example, the child's hand will follow the
outline of the orange, but if the child is asked what he feels, he is unable to
describe anything which is consistent with his motor movements.
If this is pointed out to him, he quickty notices that it must be a round
object, but the extraocular visual phenomenon still does not appear. Soon the
child tires or becomes impatient with his manual movements and decides to
stop making them. He remains still with his hand on the paper, concentrating on
his sensations, with a tendency to incline his head. In some cases, after this
concentration, the phenomlnon appeared. In others, the child needed to
receive more detailed feedback, perhaps to discount images which didn't correspond to the actual material and to strengthen those which did. In either case,
when the extraocular vision did appear, it did so in a kind of qualitative
quantum leap, from a complete lack of ability to detect the objects to the ability
to decodify almost perfectly.
Once this occurred, the children were able to perceive any material presented
to them with an exactness and fineness of detail which was truly amazing. Generally, the first session in which the phenomenon appeared involved the use of a great
deal of energy, as the children manifested clear signs of tiring and in some cases
complained of intense pain in their eyes. This pain, and the associated fatigue,
diminished at the second detection. In more advanced cases, the extraocular
vision appeared to involve no special energy use; the children were able to detect
objects with no major preparation and with total naturalness and mastery.
When other children saw their peers' performance, they expressed the desire
to participate and learn, too. When this happened, the appearance of the phenomenon appeared to become accelerated. Thus, it seems that the absence of
doubts about the existence of the phenomenon, and confidence in the trainer,
seem to be facilitating influences.
In order to try to establish the degree to which extraocular vision follows the
same laws of perspective and Gestalt as retinal vision, the following tests were
conducted: One child was asked continually to describe his experiences during
extraocular vision, as the material he was seeing was gradually moved away from
I'XTRAOCULAR VISION
him without his knowledge. Without any doubt, the child
151
described the
material as being moved away from him, and not as growing smaller in size or
changing in any other way. In other words, the child perceived the manoeuvre
exactly as he would have done with retinal vision. Moving objects were continually presented to the child, and in every case his detection and perception were
accurate.
Virtually all colours of the spectrum, in various hues, were presented, and in
all cases they were accurately described.
Each child, in spite of receiving exactly the same training, demonstrated a
personal style during extraocular vision. One girl, for example, always made
rapid sweeping movements with her fingers when presented with the material
because, according to her description, this made it easier and more exact. A boy
preferred reading words to looking at photographs. Another child preferred
figures to reading material. The reading of words was carried out gradually,
starting with the detection ofisolated letters, generally placing a finger under the
letter to be read. A few minutes were usually sufficient for the child to begin to
read complete words (or see them, in the case of texts in languages foreign to the
child), and later reading speed became similar to what the child was capable of
with retinal vision. Two exceptions to the latter were the cases of two children
whose reading speed and interest in reading were increased in the extraocular
mode, this proving advantageous for the children in their schoolwork.
One interesting aspect of this study was finding a visible manifestation of a
psychic ability to motivate the children to learn techniques of putting themselves in contact with their 'true being'. This is the reason for continually
emphasizing meditation centred on the experience of the self and on the question "Who am I?".
In this regard, the author admits his ignorance regarding the possible effectiveness of other training methods not used in this study. Some children took it
upon themselves to train their friends, brothers and sisters, as well as using their
ability on their own (without the help of the trainer) with excellent results.
Another interesting observation is in regard to the age at which extraocular
vision is exhibited. Although more extensive study would be needed to draw
well founded conclusions, it appears that it is difficult to evoke the phenomenon
after an age of about 15 years. The author tried with several older teenagers and
adults and none of them was able to 'see' extraocularly after training similar to
that the children received.
On occasion, group meditations were carried out in which 'lights' were visualized and contact with the self was stimulated. Always, following this experience,
extraocular vision was facilitated. The author's impression is that the phenomenon appears with greater intensity and more clearly when the child, as well
as the trainer, are calm and concentrating on themselves at a level in which the
self loses its borders or limits.
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JACOBO GRINBERG.ZY LBERBAUM
Another interesting observation is that the trainer does not need to be able to
see extraocularly in order to train others to do so.
The children were questioned on many occasions about their internal experiences during extraocular vision. Some of them said that what they saw was
exactly the same as what they normally perceived with their eyes open. In fact,
one girl watched television with her eyes blindfolded and described perfectly
what occurred as if the screen were inside her. Other children described the
appearance of a small screen inside their "mind" on which the images appeared.
No child mentioned that he had consciously to create the extraocular vision.
Rather, the image occurred 'by itself in the same way we experience visual
perception.
As the children used their extraocular ability more and more, a series of
allied phenomena were stimulated. Such phenomena have already been described
in part and consisted of a strange skill which allowed the child to perceive the
internal organs of the body through the skin and to detect damaged or sick
areas as well as reversing the sumptoms. This ability to heal, together with the
intracorporal vision, will be discussed later in this article.
The final result I would like to emphasize is the relationship between the
extraocular phenomenon and the quartz crystal. In the Discr.rsslon section, I will
present a theoretical postulate which attempts to elucidate the facilitating
effect of quartz crystals. Here it is enough to say that this facilitating effect was
evidenced in five children (three girls and two boys) and that its discovery was
surprising. One of the girls involved in the study offered to demonstrate her
ability to watch television extraocularly. Using a Sony videotape recorder,
a colour programme in English (with Spanish subtitles) was shown. The girl
expressed difficulty reading the subtitles at a distance of 5 m from the screen
(the screen was approximately 60 cm), although she could describe the action
and the colours being shown. She also mentioned that lines and dots were
interfering with her vision. Suddenly she asked me for the quartz crystal I
carried with me and use in my meditation. When she held the crystal in her right
hand, she reported that the distracting lines and dots had disappeared, she could
read fluently the subtitles and she described in complete detail the scenes she
was viewing. The effect was so dramatic and clear that it was tested with other
children. Two other girls reported that when they held the quartz crystal in their
hand, the landscapes they were being shown acquired tridimensionality. It was,
they said, as if, with the crystal, they were inside the photograph (in the middle
of the landscape) and that without the crystal they were outside of and ohserving
the landscape as a bidimensional photograph.
Finally, two boys and two girls were able to increase the distance at which
they could read printed material with the aid of quartz crystals.
EXTRAOCULAR VISION
7.
1s3
DISCUSSION
The visual world presents us with an appearance of such extemal objectivity,
reality, and concreteness, that its elements - trees, rocks, clouds, animals, faces,
buildings and the like - would appear to constitute the initial elements of a
perceptual process which is phenomenologically isomorphic. For this reason, we
rarely realize that what we see as objects with diverse forms, colours and
textures are not there, in and of themselves, waiting to be seen by a kind of
magic mirror which simply reflects their characteristics but, on the contrary,
that they are created through an extraordinarily complex cerebral process.
Given that we are unable directly to perceive the neuronal process responsible
for the creation of our visual images, that we have access only to the final
product of that process, we suppose the existence of an independent and
separate exterior environment to which we have access, and we forget that what
we see is product of our transformation of an exterior world to which we have
no
access
in and of itself. This myopia is responsible for our
emphasis on the
material world and our forgetting the role we play in the creation of experience.
The existence of the extraocular visual phenomenon is a warning against this
deception and illusion, in the same way that retinal vision should be.
Actually, the phenomenon of extraocular vision and normal retinal vision do
not differ in any essential aspect, as I shall try to demonstrate in this discussion.
The most mysterious and essential aspect of the perceptual process is the
transformation of the energetic structure of the percept to the quality of the
image. This energetic structure is given by the interference pattern which results
from the interaction between the neuronal and the quantum fields. The cerebral
and spatial process which gives rise to this structure is extremely complex and
still very far from being understood, but in it there are no "quasimiraculous"
qualitative changes. In other words, light does not exist, either in the cerebral
circuits charged with giving form to the neuronal field, nor in the interference
pattern resulting from the interaction of the neuronal field with the quantum
field. However, light does exist in the visual image.
Given that the children reported that they perceived a luminous visual image,
even though it was processed extraocularly, this vision and retinal vision do not
differ in this aspect. I have already mentioned the theoretical possibility that it
is a central processor associated vrith either the neuroalgorithmic activation, or
with the energetic unification of a neuronal field, which, upon interacting with
the structure of the interference pattern, activates the qualitative image. It is
not my intention here to assess whether the central processor is a circuit of high
inclusion or an algorithm with high power of integration. Rather, that it is the
activation of these processes which, in some way, is associated with the functioning of a central processor.
It is tempting to think that, when the nervous system reaches a high degree of
154
EXTRAOCULAR VISION
JACOBO GRINBERG-ZY LBERBAUM
intemal unification through the activation of high-level integrative circuits and
structures, high inter- and intra-hemispheric levels of coherence are reached and
thus, the neuronal field and the energetic process which result, make possible the
interiction of this nervous system with some spatial energetic level representative of the totality of the universe, and that it is this contact which is responsible
for the different levels that our consciousness is able to reach, and for the
quality of experience. In this case, the central processor would be closer to the
totality than to the existence or starting up of some specific cerebral circuit or
neuronal field (see Grinberg-Zylberbaum, 1982).
The most notable difference between extraocular and retinal vision, besides
the non-use of the eyes as transducers, is the absence of visual components in
the neuronal field. In this regard, the energetic structure of the visual experience
in retinal vision (that is, when visual components do exist in the rieuronal field)
should contain some type of matching of the energetic morphology of the interference patterns given by the interziction of the visual components of both fields,
the neuronal and the quantum. In extraocular vision (in the absence of visual
components in the neuronal field), the interference pattern should be different,
at least with respect to this matching factor, which should also be absent. In
onder to decodify an image jn the absence of this factor, the central processor
should be more active than during retinal vision. That this seems to be the case
is demonstrated by the fact that the children with greater capacity for being
themselves were those who most easily achieved extraocular vision and allied
phenomena such as intracorporal vision. The existence of the latter is critical
for discounting the possibility that dermic surfaces could mediate the extraocular vision phenomenon. All the evidence gathered to date indicates that the
mediating corporal zone (if, indeed, one is necessary) is not specific. The location
of the zone which, when obstructed, interfered with extraocular vision, varied
(from the chin to the back or palms) both in the same child, and from child to
chiid. However, in all the children a similar development was observed. The child
began to see extraocularly by establishing Cirect contact between his fingertips
and the graphic material. Later, he was able to decodify the material while
separating his hands from it. Afterwards, he made sweeping movements in the
space between his body and the material, using his hands. Then, he could see
with his hands hidden behind his back. Finally, the material could be placed
behind the child's back or the child could walk and describe what was in front
of and behind him, apparently with no particular corporal zone mediating. This
development indicates the existence of a process of distancing or separating the
body from the object(s) being seen extraocularly. The clearest indication ofthis
independence is the intracorporal vision. This appeared when the previous
process was completed.
One observation which was very surprising when it appeared, and which is a
finding with great possibilities, is the relation between the extraocular vision and
155
quartz crystals. When the children held one of the crystals, the extraocular image
became better focussed and acquired greater detail and precision and, in the case
of bidimensional graphic material, a new dimension was acquired and it became
tridimensional.
One possibility for explaining this relationship is that the molecular and
atomic structure of the quartz crystal affects the energetic structure of the
neuronal field, modifying its morphology in such a way that its interaction with
the quantum field produces an interference pattern whose visual components are
more easily decodifiable by the central processor.
I have postulated previously (Grinberg-Zylberbaum, 1981, 1982) that the
cerebral activity, the neuronal field, and the quantum field itself are able to
change their informational organization within a syntergic continuum which
varies from low to high extremes of syntergy. In the extreme of low syntergy,
the informational organization is of low inclusion in each of its elements, of low
algorithmic power or capacity, of low redundancy and organization, and at a
poor level of interaction among its parts. On the other hand, in the extreme of
high syntergy, each element of the organization is highly inclusive, of great
algorithmic power, the organization is complex, connections exist among the
elements, and redundancy is at a maximum. Each element of an organization
having high syntergy contains the totality of the organ2ation. An organization
or space of high syntergy is better able to give rise to emergent properties than
a space of low syntergy. A brain in a state of high neuronsyntergy is more
coherent, organized, inclusive, integrated and more centered in itself than a
brain in a functioning state oflow neurosyntergy.
It has also been demonstrated that a brain having high syntergy is able to
communicate more fluidly, to alter gravitational forces, and to establish direct
contact with other brains (Grinberg-Zylberbaum, 1982).
If a quartz crystal increased the syntergic organization of a neuronal field,
it would be expected that this field would acquire a greater capacity to interaot
with the quantum field and that this would facilitate phenomena such as extraocular vision.
The molecular structure of the quartz crystal lends itself to the idea that its
effect could be an increase in the syntergic level of the neuronal field. Its
structure is made up of one atom of silicon (Si) connected with oxygen atoms
(O2 ), forming tetrahedra which form tridimensional spirals whose shapes are
repeated every four molecules. The first molecule of each spiral occupies the
same position as the fourth, and this same disposition is repeated the length and
width of the crystal. The interatomic distance within each tetrahedron is l.6l I
0.03 A for the distance Si-O and the angle Si-O-Si is l42o . The fundamental
crystalline unit is formed by a spiral of four molecules which can be included
within a cube with sides of 4.913 L and 5.405 A. The wave length associated
with these dimensions falls within the range of X-rays (between 0.01 and 100 A).
156
Now, from the point of view of the energetic structure of space, the actual
solid crystal and the space that surrounds it form a continuum in which the solid
crystal is just one pole. The molecular structure of the crystal permeates the
space that surrounds it as if this space were the origin of the crystal. In other
words, the structure of the solid crystal affects the space in which it is located,
transferring to it its molecular structure, but in the dimension of the energetic
structure of space.
Thus, the high redundancy, organization and symmetry of the quartz crystals
could serve as an energetic modulator of the neuronal field which, on passing
through the space that surrounds the crystal and also interacting with the solid
crystal itself, mimics its structure, thus increasing its syntergy. The fact that
an interaction between the neuronal field and the crystal is possible, could mean
that the neuronal field contains components with frequencies of the order of
X-rays. The capacity for intracorporal vision manifested by the more advanced
children indicates that what mediates their perceptual experience must be
associated with a field which has high capacity to penetrate opaque bodies.
If the neuronal field has a wavelength similar to that of X-rays, this could begin
to explain the phenomenon observed here, as well as the weight change observed
in obiects located in metal shields studied in other experiments (Grinberg-
Zylbeibaum, I 981, I 982).
The discrete characteristic of the phenomenon and its quantum appearance,
i.e., either all or nothing, deserves an attempt at explanation. Some relationship
must exist between this characteristic and the energetic expenditure the children
experience during the early sessions. Possibly, the establishment of a direct
interaction with the quantum field and the decodification of the anomalous
interference pattern (without visual components in the neuronal field) requires
the expenditure of an enornous amount of energy to permit the individual to
pass over some unknown threshold.
A similar case of a threshold frontier occurs when a bidimensional cymatic
pattern (Jenny, 1967, 1974), produced by the interaction between a vibrating field of a certain frequency and a metal plate in which fine lycopodium
powder is located, becomes tridimensional when the frequency of the vibrating
field is increased. In fact, the cymatic pattern remains bidimensional but increases
I]XTRAOCULAR VISION
JACOBO GRINBERG-ZYLBERBAUM
157
to occur in many realms of reality, from the electron, quantically jumping from
orbital to orbital in the atom, to the activation of that which permits extraocular vision to occur. One explanation of the occurrence of the latter, is that
the activation of convergence 'trees', with the subsequent neuroalgorithmic
stimulation, brings about an increase in brain coherence which stimulates a
highly syntergic neuronal field capable of interacting with its homologous space
organization. This interaction appears when a threshold in the neuronal field's
energetic morphology is reached, which stimulates the activation of the central
processor and with it the awareness of the self. It is as if contact with a preexisting state is something which is attained and not simply created from brain
activity
as an emergent
property.
it
would appear that experience in general, and visual perception in
particular (including extraocular vision), also share similar laws of threshold
Thus,
activation.
Finally, it is tempting to speculate that the interaction between the neuronal
and the quantum fields is the physiological counterpart of unity and oneness.
In other words, it is possible to assume that the neuronal field has no borders
or frontiers as it interacts with the structure of space. Thus, each brain is functionaily connected with the rest of the universe. It might be postulated that the
central processor, and the process that activates the qualitative dimension upon
the energetic structure of experience, is related more to this whole than to a
specific and concrete neuronal circuit or even to the whole brain. Thus, what
really experiences is the whole manifested in each one of us.
Whatever it might be, the phenomenon of extraocular vision seems to open
many possibilities for studying and understanding cerebral functions which are
presently unknown.
Acknowledgements
The author wishes to express his gratitude to Eileen Stryker for her help and encouragement
during this study and also to Roberto Prado-Alcala for his comments on the manuscript.
its complexity (maintaining a fundamental form) until a threshold is
reached, when the pattern jumps into a new dimension of space (becomes
tridimensional). In one sense, the third dimension of the pattem is newly created,
but in another sense, the pattern merely expands itself into a preexisting dimension of space.
In the case of extraocular vision, the child's body begins to show signs of
sight before some threshold of conscious awareness is reached. When this threshold is reached, the phenomenon appears in all its richness, as if the children
could enter into a new dimension already in existence. This quantum leap seems
References
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GrinbergZylberbaum, J., John, E.R. Evoked potentials and concept formation in man.
Physiology and Behaviour, 27,749-7 51, 1981.
Jenny, H. Cymatics, Basilius Presse, Basel Switzerland, 1967 , I97 4.
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Vivekananda, S. Raya Yoga,Kier, Buenos Aires, 1963.
Psychoenergetics, 1983, Vol. 5, PP. 159-170
027 8-6060 I 83 10s02-0 l s9 $ 1 8.s0/0
@ Gordon and Brcach Science Publishcrs,
Inc., 1983
Printed in thc United Kingdom
lmplications of relativity, quantum
and information theories for
parapsychology
O. COSTA DE BEAUREGARD
Institut Henri Poincar4, 1l rue P. et M. Curie,75005 Paris
guided tour is taken through theoretical physics, displaying the fundamentals of thc
relativity, quantum and information thcories, in which suggestions coming from what is
displayed, not always seen by the busy expert, are drawn to the attention of the specialist
A
from other fields.
1. IMPLICATIONS
OF THE RELATIVISTIC PARADIGM
The 1905 Einstein relativity theory establishes the invariance of the laws of
physics under the group of the spacetime Lorentz-Poincar6 transformations.
These were interpreted by Poincar6 as a 'rotation' of Cartesian axes in a fourdimensional pseudo-Euclidean spacetime, a concept promoted in 1908 by
Minkowski as the paradigm of the relativity theory.
Why spacetime is termed pseudo-Euclidean is because the expression for the
squared distance of a point-instant from the origin includes three plus and one
minus signs, so that there exists a real null-cone, or light-cone, trissecting spacetime into past, future, and elsewhere, whereas Newton's absolute, or universal
time / made only a dissection between past and future. So while, in Bergson's
wording, the Newtonian universe was quite naturally conceived as "dying and
springing up at each (universal) instant t" - the past "existing no more" and the
future "not yet" - the Minkowskian world, if space extended (which it certainly
is) must, by mathematical necessity, also be time extended. In Fantappie's wording (1961), past, present and future "necessarily exist together" -'togefher'not
meaning "at the same time".
The bridge between Newton's and Minkowski's paradigms - the gangway
over a chasm - is understood in this way: In practical length and time units
(say the meter and the second) the velocity of light, c, is very large. Why such
units are found convenient stems, of course, from our existential situation in the
universe; it may well be related to the velocity of our neryous flux. The light159