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UNITED STATES GOVERNMENT
memorandum
DATE:
7 October 1985
REPLY TO
ATTN OF:
DT (SUN STREAK)
SUBJECT:
SUN STREAK Third Quarter Training Report (U)
TO:
DT (DR. Vorona)
1.
(S/SK/NOFORN)
The mission of the SUN STREAK
prototype
Operational Group (POG) is to undertake operational intelligence
applications using an aspect of psychoenergetics known as remote
viewing (RV). An integral part of the mission is to train
personnel in RV. With the completion of SRI-International RV
external training in December 1984, and the absence of
continuing external training program, this RV training became
the responsibility of the POG.
This in-house training began in
January 1985.
2.
(S/SK/NOFORN)
A portion of the POG RV training is modeled
SG1J
after
the SRI-International
subcontractor
( Ingo Swann) RV
training program.
is
responsible for the
development and implementation of
this in-house program.
Attached is his Training Report for the Third Quarter, CY 1985.
All references to years in the training report refer to calandar
years.
3. (U) Although not normally included in a report of this
nature, I feel some comments concerning the general attitude and
morale of the office are appropriate here. During this quarter
there were many external factors influencing project personnel.
At the start of the quarter the POG experienced a change in
leadership. Throughout the quarter the remote, but very real,
fear was present that Congress might not approve the Project and
it simply would cease to exist.
There were also the normal
frustrations that accompany any change of organization, where
personnel have to discover the new organizations' ways to do
things.
On the individual level, one Project Officer was
preparing to get married, one experienced a death in the family,
preceded by a painful and prolonged illness, and other project
members experienced a variety of personnel problems.
It
is
impossible to estimate how much of an effect these factors had
on training, however it is realistic to assume that training was
degraded at least to some degree. At the present time morale in
the office is high and there is a positive attitude as our
people look forward to the transfer of the project to DIA.
NOT RELEASABLE TO FOREIGN NATIONALS
HANDLE VIA SKEET CHANNELS ONLY
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MEMORANDUM
SUN STREAK Third Quarter Training Report (U)
4.
(S/SK/NOFORN)
Training went well this quarter.
The number
of training sessions was down, as expected, due to the normal
summer leave schedule. Those factors discussed in paragraph
3
also accounted for the decrease in the number of sessions
conducted.
I have every reason to expect the three advanced
trainees will complete Stage VI training in the fourth quarter.
This will complete their training in the technology transferred
from SRI-I.
They should all be ready to begin the Operational
Utility Assessment next quarter. The fourth Trainee will begin
Stage IV Training this quarter and therefore will be able to
participate in the Operational Utility Assessment.
SG1J
SG1J
5.
(S/SK/NOFORN)
Our main concerns at this point are the
SG1J
acquisition of an
interviewer (we are working on getting
to assist
with training and operations and the
recruitment of two new trainees to begin training after the
first of the year. We are attempting to bring
(a
SG1J
prior member of the project) here and have been looking at
possibly recruiting one more military trainee.
Hopefully we
will be able to recruit and begin training some civilian sources
in the summer of 1986.
6.
(U) The next formal
training report will be prepared in
January 1986. In the meantime I will keep you informed verbally
on training developments.
SG1J
1 Encl
Training Report
CF: DT 5A
SG1J
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TRAINING REPORT
Third Quarter 1985
1.
(S/SK/WNINTEL)
BACKGROUND: (U)
a.
(S/SK/WNINTEL)
In December 1984 training of three
source personnel by an SRI - International (SRI-I) subcontractor
was brought to an end upon completion of the training contract.
During the CY 1985, training of these personnel continues using
an in-house program modeled after the SRI-I subcontracted
training procedure. This procedure was developed by the
subcontractor to satisfy R&D demands on SRI-I to enhance the
reliability (scientific replicability) of remote viewing (RV) .
The subcontractor's approach to improving the reliability of RV
was to focus on the control of those factors that in his view
tend to introduce "noise" into the RV product (imaginative,
environmental, and interviewer overlays) .
The basic components
of this training procedure consist of :
(1)
Repeated site-address (coordinate) presentation,
with
quick-reaction response by the remote viewer ;
coupled with
a restrictive format for reporting
perceived information (to minimize imaginative overlays) .
(2)
The use of a specially-designed, acoustic-tiled,
relatively featureless, homogeneously-colored "viewing
chamber" (to minimize environmental overlays) .
(3)
The adoption of a strictly-prescribed, limited
interviewer patter (to minimize interviewer overlays) .
This training procedure requires that the trainee learn a
progressive multi-stage acquisition process postulated to
correspond to increased contact with the site. Prior to
WARNING NOTICE:
SENSITIVE INTELLIGENCE SOURCES
AND METHODS INVOLVED
HANDLE VIA SKEET CHANNELS ONLY
SPECIAL ACCESS REQUIRED
CLASSIFIED BY :
DIA/DT
DECLASSIFY BY:
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December 1984 three source trainees were schooled in the first
three "stages" of the training. At this point they were able to
remote view and describe "stage one" sites (islands, mountains,
deserts, etc.), "stage two" sites (sites of quality sensory
value -- sites which are uniquely describable through touch,
taste, sound, color, or odor -- such as glaciers, volcanoes,
industrial plants, etc.), and "stage three" sites (sites
possessing
significant dimensional characteristics such as
buildings, bridges, airfields, etc.).
It is this procedure
which, as
a result of technology transfer
(SRI-I to this
office), is being modeled and administered.
The three personnel
schooled by the SRI-I subcontractor have continued this
multi-stage acquisition process through "stage four" and "stage
five" and into "stage six." Stage four training was completed
during the first quarter of 1985, stage five training was the
principle effort through the second and third quarters of 1985,
and stage six training began in September 1985.
The reader is
invited to review the training reports for the first and second
quarters of 1985 for details of that training.
b.
(S/SK/WNINTEL)
In
spring 1984 an individual
was
assigned to this office with the intent of exposing him to the
SRI-I subcontracted training program. In-house orientation to
psychoenergetics lasted through the summer of 1984 and the
individual was ready for the external subcontracted training
program by the fall ..
However, attempts to carry this effort
forward were thwarted by an overall program reorganization and
by congressional funding restrictions.
For this reason,
an
introduction to the model program was given to this individual
in the fall of 1984 and formal in-house training was initiated
in the first quarter of 1985 with his joining the program
outlined above. During the first quarter of 1985 training for
the fourth source was limited to stages one and two until mid
March 1985, when he was introduced to the concepts of stage
three. During the second quarter of 1985 the number of stage
three sites to which the source was exposed was increased while
maintaining practice in stage one and two sites.
Stage three
training continued through the third quarter of 1985.
The
reader is again invited to review the training reports for the
first and second quarters of 1985 for details of that training.
2.
(S/SK/WNINTEL)
GENERAL :
As stated previously,
this
training procedure requires that the trainee learn a progressive
multi-stage acquisition process postulated to correspond to
increased contact with the site. In "stage four" the source
trainee begins to form qualitative mental percepts (technical
area, military feeling, research, etc.) of the site.
In "stage
five"
the source trainee
learns to "interrogate"
these
qualitative mental percepts in an attempt to produce analytical
target descriptions
(aircraft tracking radar,
biomedical
research facility, tank production plant, etc. ) .
"Stage six"
involves the viewer in direct, three-dimensional assessment and
2.
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modeling of the site and/or the relationship of site elements to
one another (airplanes inside one of three camouflaged hangars
or a military compound with a command building, barracks, motor
pool, and underground weapons storage area). As stage six is
engaged, an assessment of relative temporal and spatial
dimensional elements along with further qualitative elements
evolve into the consciousness of the trainee.
During the first
three quarters of 1985, 201 training exercises were conducted.
3.
(S/SK/WNINTEL)
SUMMARY OF THIRD QUARTER TRAINING:
(U)
a.
(S/SK/WNINTEL)
Third quarter training
for
the
advanced trainees continued stage five practical exercises until
the desired level of expertise was obtained.
Each student then
provided an end of stage essay detailing their experience with
stage five.
The fourth trainee continued stage three practical
exercises.
In September 1985 stage six training began for the
advanced trainees with appropriate
lectures, drills, and
practical exercises commensurate with the trainees' demonstrated
levels of expertise.
The following chart depicts the
distribution of the 201 remote viewing training exercises
conducted by the trainees (viewers) to date inclusive of the
first three quarters of 1985.
At . Appendix A is an explanation
of Class A, B, and C training.
Viewer
------
Class A
Class B
Class C
Totals
#03
16
26
14
56
#18*
0
3
48
51
#21
11
25
11
47
#101
11
34
2
47
*New source trainee.
b.
(S/SK/WNINTEL)
If one measures the progress of the
training by the overall quality of the RV product one must first
have a scale for measuring RV quality.
This in turn assumes
that some optimum or ideal quality standard for RV is known.
The R&D community has not yet determined such a standard.
Training progress herein is, therefore, measured on the basis of
achieving a level of expertise within the parameters set forth
by the aforementioned modeled SRI-I subcontracted training
procedure. For example, if a trainee is involved in "stage two"
training his progress is measured by observing his ability to
report appropriate sensory (stage two) information about the
site. At Appendix B are illustrations of training exercises
conducted during the third quarter of 1985.
c.
(S/SK/WNINTEL)
Measurement
of the trainee sources'
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progress by the above method does not reflect their readiness
for intelligence collection operations. For this reason, during
the third quarter of 1985, training in processes designed to
develop RV source abilities commensurate with operational goals
continued for the advanced sources.
This training included the
use of sites which would mimic operational scenarios as well as
the use of a modified stage five reporting technique.
The SRI-I
subcontracted training procedure, as stated previously, was
developed by the subcontractor to enhance the reliability
(scientific replicability) of RV, not to refine or develop RV
resolution to a point of operational usability within the
intelligence community.
The
SRI-I subcontracted
training
described above, or a program modeled thereafter,
is alone
insufficient to prepare sources for operational intelligence
collection.
Even the best of RV sessions
produced by the
training method, though impressive,
falls
short of
many
operational expectations/requirements.
The SRI-I subcontracted
training format is beneficial in that
it
is learnable, it
instills confidence, it provides experience, and it may serve as
a foundation for later development of operational capabilities.
4.
(S/SK/WNINTEL)
PLANS :
During the fourth quarter of 1985
stage six training will continue for the advanced trainees and
the junior source
trainee will begin stage four training.
Training will also include continued development of RV source
abilities commensurate with operational coals.
The association of the undersigned
with
the
intelligence
community is classified CONFIDENTIAL.
SG1J
OPS/TNG Officer
4
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APPENDIX A
TRAINING REPORT
SUBJECT:
Classes of Training (U)
1.
(S/SK/WNINTEL)
There are three classes of Remote Viewing
(RV) training used in that portion of the in-house training
which was modeled after the SRI-I subcontractor program. These
classes deal with feedback requirements during the RV session,
control of interviewer patter, trainee skill development, and
motivation.
These three classes (A, B, and C) are discussed
below. *
2.
(S/SK/WNINTEL)
CLASS C: The majority of the training
sessions for novice trainees are Class C. During this phase,
the source trainee must learn to differentiate between emerging
site relevant perceptions and imaginative overlay.
To assist
the trainee in this learning, immediate feedback is provided
during the session. The interviewer is provided with a feedback
package which may contain a map, photographs, and/or a narrative
description of
the site.
During Class C sessions the
interviewer provides the trainee with immediate feedback for
each element of data he provides, with the exception that
negative feedback is not given. Should the trainee state an
element of information that appears incorrect, the interviewer
remains silent. Feedback, in order to prevent inadvertent cuing
(interviewer overlay), is in the form of very specific
statements made by the interviewer.
These statements and their
definitions are as follows :
Correct (C)
This indicates that
the
information i
correct in context with the site location, but is not
sufficient to end the session.
*NOTE:
The use herein of the terms Class A, B, or C differs
from the definition applied and published by SRI-I for Class A,
B, or C Coordinate Remote Viewing (CRV) .
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Probably Correct (PC)
This statement means that the
interviewer, having limited information about the site,
though he cannot be absolutely sure, believes that the
information provided is correct.
Near (N)
This indicates that the information provided
is not an element of the specific site, but is correct
for the immediate surrounding area.
Can't Feedback (CFB)
This statement indicates that, due
to limited information about the site, the interviewer
cannot make a judgment as to the correctness of the
data.
It means neither correct nor incorrect.
Site (S)
This indicates the site has been correctly
named for the specific stage being trained (manmade
structure for Stage I, bridge for Stage III, etc.) .
"Site" indicates that the session is completed.
During the session the trainee writes the abbreviation (see
above) of the feedback next to the data.
This allows the
trainee to review the correct elements and produce a summary
which describes the site. The training session continues until
the interviewer responds with the feedback of Site.
3.
(S/SK/WNINTEL)
CLASS
Once
a
trainee
begins
to
demonstrate his ability to reliably distinguish
imaginative
B:
overlay and report site relevant data elements, feedback is
withdrawn. In Class B training sessions the interviewer knows
what site he desires the trainee to describe but does not
provide the trainee with any direct feedback during the course
of the session.
This process develops the trainee's ability to
internalize
his awareness
of relevant
(correct)
versus
extraneous
(incorrect)
cognitive
structures
(mental
perceptions) . During Class B sessions the interview may ask the
trainee to elaborate on specific elements of data provided,
thereby guiding the trainee to describe specific areas of the
site. The interviewer is only permitted to ask the trainee to
elaborate on specific elements already reported by the trainee.
The interviewer may not introduce new elements into the session
(cue the source) in an attempt to encourage the trainee to
properly describe the site.
Class B sessions are especially
helpful in developing refined skills in the trainee.
For
example, when the interviewer knows that a particular site area
within a site may be of interest (i.e., a specific room in a
building) , he can guide the trainee's attention to that area by
asking the trainee to elaborate on specific elements of data
which the interviewer knows to pertain to the area of interest.
With practice in Class B, the trainee soon learns to control bis
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own perceptual faculties, a necessary step for further training
and operational intelligence collection.
4.
(S/SK/WNINTEL)
CLASS A: Class A training is similar to
what the R&D community refers
to
as
"double blind"
experiment. The purposes for Class A training and for R&D
double blind experiments differ however. The R&D community uses
double blind experimental protocols to test a variable under
controlled conditions. Class A training is not a test for the
trainee, but a process whereby the source learns to function
with the interviewer in a team effort to acquire and describe
information concerning a site of interest. In Class A - the
interviewer is provided very little or no information concerning
the site and the trainee is provided no feedback during the
session.
Rather than trying to please the interviewer with his
descriptions, the trainee is motivated to work with the
interviewer in producing valid information about the site of
interest.
This motivational difference is critical in forcing
the trainee to use his RV ability to acquire and describe site
dependent information as opposed to interviewer dependent
telepathic data (in an attempt to please the interviewer) or
data RVed from the feedback package.
Working as a team in a
Class A session, the interviewer and source trainee combine
their aptitudes (the interviewer with his directive, analytic
skill and the trainee with his exploratory, perceptual ability)
to report information of interest about the designated site.
5.
(S/SK/WNINTEL)
The three classes of RV training (A, B,
and C) are interdependent.
Each is designed to deal with
separate learning requirements in the acquisition of RV skills.
It must be remembered that the concept of classes herein applies
to training. Operational application of RV requires its own
unique, specifically designed feedback requirements and task
dependent control of interviewer/source interaction.
Trainee
sources also require operational training beyond the narrow
confines of the SRI-I subcontractor modeled training
program
timely
before they can be expected to produce dependable,
intelligence information.
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APPENDIX B
TRAINING REPORT
SUBJECT: Training Illustrations (U)
1. (S/SK/WNINTEL)
Stage V Illustration: (U)
a. (S/SK/WNINTEL)
Source #101, 12 August 1985.
b. (S/SK/WNINTEL)
Class B, using encrypted geographic
coordinates; post session feedback consisted of an encyclopedia
extract.
c.
(U) Actual Site:
Statue of Daibutsu, Japan.
d.
£
(S/SK/WNINTEL)
Source's summary (provided prior to
feedback while still in a Class B environment) : Site is a large
man made structure. It is attractive. The word colossus seems
appropriate. In a way site is a monument. There is a towering
quality.
Site has something to do with wisdom, medicine,
knowledge, and peace.
Site has a feeling of awe and a feeling
of God, but is is not a church or a place one goes to worship
God, but is a symbol.
£
Site is probably two-parted, one part
stone or natural materials; the other part bronze like. Site is
old. Is is an anchor; like a heavy stone in the fast flowing
river of time.
e.
(U) Encyclopedia Extract:
Statue of Daibutsu.
Great
Buddha, located in the temple of Kotoku, at Kamakuka, Japan.
This statue is 42 feet in height and weighs 103 tons. The
interior is hollow and has a staircase that reaches to the
figure's shoulders. The Buddha is in a seated position, resting
on a pedestal resembling an open lotus flower. The statue is
located outdoors on the temple grounds.
2. (S/SK/WNINTEL)
Stage VI Illustration: (U)
a.
(S/SK/WNINTEL)
Source #03, 17 September 1985.
b. (S/SK/WNINTEL)
Class B, using encrypted geographic
coordinates; post session
feedback consisted of a National
Geographic extract.
c. (U) Actual Site:
Masakin dwelling, Africa.
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d.
(S/SK/WNINTEL)
Source's summary (provided prior
to
feedback
while still
in
a Class B environment) :
Site
is
a
communal dwelling or a 3d world extended family-relationship
habitat
in a composite
structure complex, labyrinthian
in
design, with many compartments, substructures, levels, cubicles,
etc. Separate compartments have various functions.
e.
(U)
National Geographic Extract:
See attached.
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CPYRGHT
In a mud-walled Camelot, castlelike huts con-
form to centuries-old plans. The five-turret dwell-
ing of the Masakin reserves a separate room for
each household activity (right). Husband and wife ANTU POR
live with their own families until she first becomes
pregnant: then he starts building the complex.
Repairs go on regularly on thatch roofs and crum-
bling walls of dried mud.
Framed by an oval doorway, a woman grinds
WITH AGE
the day's ration of millet. A tined stick, anchored Gavwell
in the wall, substitutes for a cupboard. Calabashes.
clay pots, and a jain tin from the expedition's
supplies clutter the flour mill.
GRANARY
STORAGE POTE
BEER AND
MAIN
INTRANCE
COURTYARD
WEEPING
HUT
COCK ISC PLACE
SHOWEN
.- ANIMALS
10
CHAL-REN'S LEFT
1, N. 1.5.
viewer's
model
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