RV TRAINING, FY`83

• Document Type: CREST
• Collection: STARGATE
• Document Number (FOIA) /ESDN (CREST): CIA-RDP96-00788R001500110015-9
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 5
• Document Creation Date: November 4, 2016
• Document Release Date: September 5, 2003
• Sequence Number: 15
• Publication Date: December 16, 1982
• Content Type: CONT

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LTC Robert J. Jachim
FROM H. E. Puthoff, Ph.D.
SUBJECT RV TRAINING, FY' 83
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This memo is in response to your letter of 23 November 1982, as regards SRI
International providing further RV training during FY'83 to"INSCOM personnel.
Description of Training Procedure
a. Tasking
SRI International has been tasked during the FY'81--'83 period to work
toward the development of RV enhancement procedures that accommodate DoD needs.
Of particular interest are the development of procedures that can be transmitted
to others in a structured fashion (i.e., "training" procedures), and that can
be used in targeting on distant sites of military or intelligence significance.
b. Six-Stage RV Enhancement Procedure
At the beginning of the DIA/Army Joint Services Program. (FY'81), SRI, in
conjunction with its sponsors, made a decision to go forward with developing
and codifying the most promising RV enhancement procedure that had emerged from
earlier work, a six-stage training procedure developed by SRI consultant
I. Swann. The procedure focuses on improving reliability of remote viewing by
controlling those factors that tend to introduce noise into the RV product.
The basic components of this procedure consists of (1) repeated target-address
(e.g., coordinate) presentation, with quick-reaction response by the remote
viewer to minimize developing imaginative overlays, (2) the use of a specially-
designed, acoustic-tiled, featureless, homogeneously-colored viewing chamber,
to minimize environmental overlays, and (3) the adoption of a strictly-
prescribed, limited interviewer patter to minimize interviewer overlay. A
broad overview of the procedure, derived empirically on the basis of a decade
of investigation into the RV process, is presented in Ref. 1.*
Ref. 1: II. E. Puthoff, RV Reliability, Enhancement, and Evaluation (U), Final
Report, SRI Project 3279-1, SRI International, Menlo Park, CA (February 1982),
SECRET/NOFORN.
CLASSIFIED BY: DT-5A This document contains 5 pages.
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At this stage of near-completion of the development, the RV
training Procedure Proceeds through a series of six stages of
Proficiency hypothesized to correspond to six stages of increased
contact with the target site. These are outlined in Table 1. In a
given remote viewing session an experienced remote viewer tends to
recapitulate the six stages in order.
STAGES IN REMOTE VIEWING
(1) Major gestalt Land surrounded by water, an island
(2) Sensory contact Cold sensation, wind-swept feeling
(3) Dimension, motion, mobility Rising up, panoramic view,, island
outline
Scientific research, live, organisms
I (5)
Significant analytical
preparation site
aspects
(6) Specific quantitative aspects Name of island
Personnel associated
with site
c. Contents of Training Program (Stages I-IV)
The characteristics of the various stages can be Presented in an
educational form to a trainee of Proper calibre through a method that
includes tutelage and coaching. This system of orientation and
training enables the trainee to identify, practice, take command of and
utilize the signals in a meaningful and Predictable manner. The
course contents of Stage I--IV training are given below. The procedures
outlined are carefully presented and overseen by the training monitor.
Trainees are required to keep full notes, and numerous essays on each
feature are requested from the trainees to ensure competency of
understanding.
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Contents of Stage One Training
* General orientation
? Major Stage One signals, lectures and practical exercises
? Major sources of noise, lectures
? Stage One signal identification, lectures and practical
exercises.
* Specific components of Stage one signals, lectures
? Specific components of noise interference, lectures
? Types of major Stage One signals, lectures and practical
exercises.
? Simultaneous handling of signals and noise, practical
exercises.
? Objectification procedures, lectures and practical exercises
? Analysis of signals, lectures and practical exercises
? Anomalies encountered in signal identification
? Self--correcting mechanisms inherent in signal/analysis, lectures
? Methods of recording, preparing and presenting work materials,
lectures and practical exercises,
? Culminating features of Stage One signals, leading to emergence
of Stage Two signals, lectures.
? Final checking to ensure that competency has been gained
concerning Stage One Phenomena.
Contents of Stage Two-Traini_n;
? General orientation
? Major Stage Two signals, lectures and practical exercises
* Separating Stage Two signals from Stage One signals
Specific characteristics of Stage Two signals, lectures
? Types of major Stage Two signals, lectures and practical
exercises
? Simultaneous handling of signals and noise, practical exercises
? Stage Two objectification procedures
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Analysis of Stage Two signals, lectures and practical exercises
Culminating characteristics of Stage Two signals, leading to
acquisition of Stage Three types of signals.
? Final checking to ensure that competency has been gained
concerning the ability to identify, decode and handle Stage
Two phenomena.
Contents of Stage Three Training
? General orientation
? The three major Stage Three signal lines, leading into increased
flexibility concerning discriminating site characteristics, lectures
and practical exercises.
Reduction of noise: general orientation, lectures and precise
monitoring of signal lines, leading to flawless signal/noise
identification.
Why Stage Three competency indicates threshold operational
status, lectures.
Exhaustive practical exercises on all three types of Stage
Three signals.
Contents of Stage Four Training
General orientation
Major Stage Four signals, appearing as a result of Stage Two
and Stage Three competency, lectures and practical exercises.
Specific identification of refined Stage Four signals,
lectures and practical exercises.
Why Stage Four signals are of operational importance, lectures
and study.
Objectification of Stage Four signals, lectures and practical
exercises.
Anomalies encountered in Stage Four signal identification,
lectures,
Self-correcting mechanisms as a result of competency gained in
Stages One through Four?
The operational poise and analysis techniques, lectures and practical
exercises, utilizing operational sites as qualifying training sites.
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3. With regard to scheduling additional training, a recommended pace
for advancing through. Stages II and III consists of a six-week
effort for each trainee, broken up into working sessions of two-
weeks duration each, interspersed by two or three weeks leave.
The cost breakdown based on the six-week scheduling is as follows:
(a) $18K for the first trainee, $7K for the second, if
training of two individuals carried out in parallel,
i.e., at the same time.
(b) $18K for the first trainee, $12K for the second, if
training of two individuals carried out in series,
i.e., at separate times.
(c) Training of individuals on different stages each would
Preferably be handled in series in accordance with the
Provisions of (b) above.
4. The point at which completion of one stage has occurred and commencement
of another is begun is determined on the basis of a complex of factors
which constitutes an art and a craft, as much as the science which
involves double-blind testing and evaluation. The transition is,
however, driven by the natural dynamics of the process in such a way
that higher-stage characteristics begin to emerge spontaneously once
lower-stage characteristics are integrated into the trainee's RV
process. Rather than permit haphazard development of such character-
istics on their own, tutelege of such is initiated. Therefore, should
a trainee complete Stages II and III before the end of the si.x-week time
frame set aside, advancement to Stage IV would be undertaken. Similarly,
if for some reason a trainee has exceptional difficulty integrating the
characteristics of a given stage, care will be taken not to advance him
prematurely, as the proficiency of handling the elements of any given
stage depends on the thorough integration of the elements of previous
stages. In this case, the cost breakdown based on an estimated six-week
c:ommittment would need to be augmented for stage completion as per
(a) and (b) above.
5. We recommend that the above-described training of client pe --
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best equipped to track the interests of the
client community and
insure viability of the client-contractor relationship.
6. I hope the above outline provides the information you need to plan
for your Potential FY'83 Participation in the SRI training program.
If any of the Points need clarification, or if special circumstances
require other solutions, please contact either or me for SG1J
further discussion.
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