OverviewRVProcess

An Overview of the Remote Viewing Process with Session Examples
Introduction
The following is an overview of the
viewing, examples pages from actual
as a visual aid.
The term remote viewing session
session, can refer to the pages written
on during a session, or the actual
spent remote viewing. The pages are
essentially and ideally a transcript of
everything that comes into the
awareness of the remote viewer during
a session, including imagination and
distractions.
A remote viewing session, the actual
practice, has a definite beginning and
ending, denoted by the viewer with a
beginning time on the first page and
ending time on the last page. Breaks are
allowed, but the habit is discouraged
and must be documented within the
session.
The data received during session is broken
down into digestible sections called
Aspects are determined early in session and
given a letter designation. The ordering to the
right uses the letter “X” as an example.
The process involves eight distinct
of which are repeated a number of times,
depending on the number of aspects
by the viewer. *Steps 4-7 are completed for
each aspect, before moving on to the site
template.
the Remote Viewing Process with Session Examples
overview of the remote viewing process. To help you better understand remote
actual remote viewing sessions and other helpful materials
session or
to the pages written
uring a session, or the actual time
spent remote viewing. The pages are
essentially and ideally a transcript of
everything that comes into the
awareness of the remote viewer during
ing imagination and
on, the actual
practice, has a definite beginning and
ending, denoted by the viewer with a
ning time on the first page and an
Breaks are
iscouraged
must be documented within the
The data received during session is broken
down into digestible sections called aspects.
d early in session and are
The ordering to the
uses the letter “X” as an example.
eight distinct stages, four
of which are repeated a number of times,
on the number of aspects identified
are completed for
efore moving on to the site
Stages
1. S1S stage 1 of the site
4. S1-[X] stage 1 of [X]
8. ST site template
the Remote Viewing Process with Session Examples
To help you better understand remote
s and other helpful materials are provided
stage 1 of the site
stage 2 of the site
stage 3 of the site
stage 1 of [X]*
stage 2 of [X]*
stage 3 of [X]*
stage 4 of [X]*
site template

Overview of the Process
A session begins with stage 1 of the site and ends with the session template. After completion, a short
report is written containing a summary and a list of postulates.
Typically a session has about 16 pages. The number of pages is determined in part by the number of
aspects identified by the remote viewer at the beginning of the session.
A particular kind of number is essential to begin the session. This number is called a coordinate
reference number or C.R.N. and is commonly 2 sets of 4 or 5 digits, separated by a forward slash and
encased by two brackets. It is usually applied to a photograph or a special kind of question, called a cue.
Once this number has been assigned, it represents that which you wish to remote view.
Example: [12345/12345]

This association between number
and assignment allows a viewer to
make a connection to the site and
complete a session, free from
conscious knowledge of the
assignment before the session
begins.
The only time this number is not in
brackets and separated by a slash is
when the session begins. All other
references to this number must be in
the above stated configuration.
Knowing anything about the assignment before beginning a session is called
to have a “good” session while being front loaded, but it can complicate matters when it comes to
trusting the recorded data.
Beginning the Session
The session begins with a page
called S1S or stage 1 of the
site. This is where connection
to the site is made.
Site is a general term that can
mean location, event, thing,
entity, concept or whatever
the assignment is focused on.
An ideogram or several
ideograms are completed.
Ideograms are simple, quickly
executed squiggles on paper.
Basically this can be thought of
as the physical manifestation
of connecting to the site.
This association between number
and assignment allows a viewer to
make a connection to the site and
complete a session, free from
conscious knowledge of the
assignment before the session
The only time this number is not in
by a slash is
All other
references to this number must be in
the above stated configuration.
Knowing anything about the assignment before beginning a session is called front loading
le being front loaded, but it can complicate matters when it comes to
front loading. It is possible
le being front loaded, but it can complicate matters when it comes to

A series of two initial stages is then completed. This
3 of the site. Stage 3 of the site is the springboard for the remainder of the session.
or key components, of the assignment are identified and labeled
your intuitive sense.
These aspects are also written out using brackets at all times.
important is [A] followed by [B] and so on.
aspects. Over a period of practice sessions it will become easier to “feel out” aspects.
When first
three ideograms
completed. There are
no correct number of
ideograms, only what is
needed to feel a
connection to the site.
In time it will become
apparent when a “solid
connection” i
This is a subtle feeling
initial stages is then completed. This includes S2S or stage 2 of the site and S3S or stage
Stage 3 of the site is the springboard for the remainder of the session. It is where asp
or key components, of the assignment are identified and labeled in order of apparent importance u
These aspects are also written out using brackets at all times. The most important aspect is [X], the
and so on. While learning the protocols you will need to have at least
riod of practice sessions it will become easier to “feel out” aspects.
When first starting out,
three ideograms are
completed. There are
no correct number of
ideograms, only what is
needed to feel a
connection to the site.
In time it will become
apparent when a “solid
connection” is made.
This is a subtle feeling.
S2S or stage 2 of the site and S3S or stage
It is where aspects,
in order of apparent importance using
st important aspect is [X], the next
While learning the protocols you will need to have at least 3
riod of practice sessions it will become easier to “feel out” aspects.

Continuing the Session
From these aspects produced during S3S,
repeated for each aspect. In the Pinnacle Remote Viewing Methodology, aspects are completed from
last to first, in other words [X] is completed last
Example: You have determined that there are 5 aspects during stage 3 of the site.
Directly after S3S you complete a series of four stages for each aspect, starting with [D],
proceeding with [C] and [B], continuing on with [A] and finishing with [X].
skip around, but always use this order, no matter how many aspects you have.
For each aspect there is another stage 1.
stage is similar to stage 1 of the site.
Example:
S1-[B]
or
Stage 1 of [B]
produced during S3S, another series of stages is completed. These stages are
In the Pinnacle Remote Viewing Methodology, aspects are completed from
[X] is completed last.
You have determined that there are 5 aspects during stage 3 of the site.
u complete a series of four stages for each aspect, starting with [D],
proceeding with [C] and [B], continuing on with [A] and finishing with [X].
aspect there is another stage 1. This
Instead of simply writing out the letter A, a
prompt is used.
Example:
SO [B] SBP
or
something of [B] should be
another series of stages is completed. These stages are
In the Pinnacle Remote Viewing Methodology, aspects are completed from
You have determined that there are 5 aspects during stage 3 of the site.
u complete a series of four stages for each aspect, starting with [D],
proceeding with [C] and [B], continuing on with [A] and finishing with [X]. You do not
Instead of simply writing out the letter A, a
] should be perceivable

When first starting out, the remote viewer will write out the prompt. This is partially to help memorize
it, but is also a small tool to stay focused.
Helpful Hint: During session, whenever possible, everything that comes to mind should be
spoken, this includes prompts. This helps keeps your mind focused on the task at hand and
drowns out any distractions, externally or internally. It is not just a beginner’s aid, but good
habit.
For each aspect there is also a stage 2. This
Example:
S2-[B]
or
stage 2 of [B]
Sensories
1. Colors
2. Textures
3. Smells
4. Tastes
5. Temperatures
6. Sounds
7. Dimensions
8. Energetics
9. Aesthetic Impact
There are nine categories in stage 2, that are
moved through one by one - beginning with
colors and ending with aesthetic impact, or how
you would feel at the site if you were there. For
each sensory, a new row is started.
When first starting out, remote viewers use the
Stage 2 Descriptor Reference List, a categorized
list of acceptable words to use in session.

Using and memorizing these “safe” words assists in several
1. The viewer may become distracted by some
mind. For example, the word “smoky
unnecessarily lead the viewer to becom
from the actual task. Keeping to the
2. The viewer needs to pull away from analytical thinking.
by labeling experiences. For the most part
than name. Having the word list nearby
3. Having these “safe” words at your disposal
the time spent in session. When first starting out
picking descriptor words at random. This is perfectly acceptable and expected during t
sessions. The goal of practicing is not to “be right” but
the word list.
4. Cadence is essential to experiencing a quality session.
the list helps move you along at a steady pace,
moving along, perceiving and recording,
start to creep in to fill in the gap.
beginning this is made easier by having
eventually no longer be needed as a crutch.
nd memorizing these “safe” words assists in several ways:
The viewer may become distracted by some assumptive descriptive words that n
smoky” can remind many people of fire. Using these types
to become mentally distracted about ideas of fire, pulling attention
to the “safe” list minimizes these mental distractions.
The viewer needs to pull away from analytical thinking. Naturally our minds want to
. For the most part, the purpose of performing a session is to describe, rather
nearby helps pull the remote viewer away from “naming mode”.
at your disposal improves the quality of session work, making the most o
When first starting out it may seem like you are using your imagination
picking descriptor words at random. This is perfectly acceptable and expected during t
ing is not to “be right” but to become familiar with the protocols
ntial to experiencing a quality session. Besides eventually learning acceptable words,
the list helps move you along at a steady pace, preventing you from feeling “stuck”. If
moving along, perceiving and recording, perceiving and recording - imagination and other distractions
start to creep in to fill in the gap. It is paramount to keep the flow going during session. In the
made easier by having a reference list of words. With regular practice the list will
eventually no longer be needed as a crutch.
For each aspect there is also a
stage 3. This stage
different than stage 3 of the site.
Stage 3 of an aspect is
representing what was
perceived
Example:
S3-[B]
or
stage 3 of [B]
that normally come to
types of words may
ideas of fire, pulling attention away
want to fill in the blanks
is to describe, rather
away from “naming mode”.
session work, making the most of
em like you are using your imagination or just
picking descriptor words at random. This is perfectly acceptable and expected during the first 5-20
with the protocols as well as
Besides eventually learning acceptable words,
If you do not keep
imagination and other distractions
keep the flow going during session. In the
With regular practice the list will
For each aspect there is also a
This stage is a bit
han stage 3 of the site.
Stage 3 of an aspect is a sketch
representing what was
Example:
[B]
stage 3 of [B]

Nothing is assumed or embellished. For example, if you saw something that looked boxy, but did not
actually perceive the far corner, do not draw it, just leave it open. If you are having trouble representing
what you saw, some simple words may help your expression, such as if something is indented or
rounded. If there is movement, arrows or cartoon like action lines may help, especially if accompanied
by the corresponding descriptive words.
You do not need to think of yourself as an artist. Images assist in describing, but using accurate and
precise words in session is more important than a pretty picture. Everyone has their strengths and
weaknesses. Simply do your best and focus on the positive. (If you feel your drawing skills are not
strong, there are exercises you can do outside of session that can eventually help. There are also some
recommended instructional books and videos available. These resources will be presented later.)
On the other hand, do not spend a lot of time sketching out your perceptions, fussing over small details
that will no doubt fuel imagination. The purpose of this stage is to create simple representations,
quickly, that will later be used to create a diagram like image that includes words from other parts of
your session.
For each aspect there is a stage 4. This is the final stage for each aspect. All needed breaks should be
taken at the end of stage 4, if at all possible.
Example:
S4-[B]
or
stage 4 of [B]

Stage 4 Categories
1. S Sensories
2. D Dimensions
3. E Energetics
4. AI Aesthetic Impact
5. EI Emotional Impact
6. T Tangibles
7. I Intangibles
8. AOL Analytical Overlay
9. M Metaphors
Completing the Session
Although there may be some lingering perceptions as the aspects are combined, for all intents
purposes, the “remote viewing” portion of the session is completed. The site template is the
assimilation process. Nothing is added that has not already bee
Dimensions
Aesthetic Impact
Emotional Impact
Intangibles
Analytical Overlay
Metaphors
There are 9 categories in stage 4
represented by a letter or letters at the top of
the page. As the perceptions are received, the
corresponding word is placed under the
appropriate category.
Stage 4 allows for more freedom to explore the
aspects. It uses what is cal
preformed grid referencing specific categories.
Abstract concepts are described here and more
complex idea sets that go beyond the simple
descriptor words of stage 2 are allowed. This is
where the “meat and potatoes” exist within the
session.
Once the
been completed,
template is created.
The site template
final page in a session. It is
where all the sketches from
all the third stages of the
aspects are combined and
redrawn to for
complete picture of the
site. Select words from all
the fourth stages of the
aspects are added to the
page to create a diagram
like image.
Although there may be some lingering perceptions as the aspects are combined, for all intents
assimilation process. Nothing is added that has not already been recorded onto previous pages.
There are 9 categories in stage 4 that are
represented by a letter or letters at the top of
perceptions are received, the
corresponding word is placed under the
Stage 4 allows for more freedom to explore the
. It uses what is called a matrix, a
preformed grid referencing specific categories.
Abstract concepts are described here and more
complex idea sets that go beyond the simple
descriptor words of stage 2 are allowed. This is
where the “meat and potatoes” exist within the
Once the stage 4 of [X] has
been completed, the site
template is created.
site template is the
final page in a session. It is
where all the sketches from
all the third stages of the
are combined and
redrawn to form a more
complete picture of the
site. Select words from all
the fourth stages of the
aspects are added to the
page to create a diagram
like image.
Although there may be some lingering perceptions as the aspects are combined, for all intents and
n recorded onto previous pages.

After the Session
Once the session ends, the remote viewer may take a short break or proceed directly into creating a
brief report that includes a summary and list of postulates.
The summary should contain words that were written in session, with only connector words needed to
create complete sentences without changing the perceived meaning of the words. A typical summary
begins with the words “At the site there is…”
The postulates can be written on the same page. This is where your ego is allowed to play. You should
have at least two, but even six is acceptable. Employ common sense and think back to the session or
review the site template.
If this is a practice session, this is the time when you would typically receive your feedback. It is so
important to focus on the positive. When you go to sleep after receiving feedback, your brain rewires
itself to adapt. Every time you accept “what is as is”, you allow your mind to incorporate what it has
learned so that it can assist in presenting you with similar data in a more precise manner the next time.
When you focus on your “hits”, your mind knows to provide you with more of these, rather than
reinforcing that which you perceive as “wrong”.
There are several steps after receiving feedback that are usually helpful, such as going back in time
inside your head while you review the pages of your session. Sometimes a thesaurus can assist in
finding a more accurate word to describe what you perceived in session. In other cases you may find
that there was a better way to “fit the pieces together” and you can redraw your aspects in a more
appropriate configuration on a separate sheet of paper. With regular practice, all of these and more can
help improve the quality of your sessions.
Summary
A session is completed with a black pen and a stack of white unlined paper. The average session lasts
about 45 minutes and has a definite beginning and ending time. The pages of a completed remote
viewing session are essentially and ideally a transcript of everything that entered the mind of the
remote viewer, including imagination and distractions, along with perceptions.
There are eight basic stages. Each stage is completed on a separate sheet of paper. Four stages are
repeated for each aspect.
The session begins with S1S or stage 1 of the site. A special number called a C.R.N. is used to represent
the assignment and to make contact with the site in this first stage. This number is written out and an

ideogram is produced. Ideograms are representations of the remote viewer making contact with the
site.
From stage 1 of the site the viewer moves on to stage 2 of the site. While in training, a helpful list of
acceptable descriptor words is referenced while completing stage 2. There are nine categories in stage
2. Each category must be explored in a specific order, starting with colors and ending with aesthetic
impact.
The viewer moves directly from stage 2 of the site to stage 3 of the site. This is the springboard for the
remainder of the session, as this is the stage that the aspects are determined. Each aspect is denoted
with a letter. The aspect that the remote viewer feels is most important is labeled [X]. The next
important is labeled [A], then [B] and so on.
Each aspect is then explored with four stages, beginning with the last aspect and working up to [X].
Stage 1 of the aspect is very similar to stage 1 of the site, with the exception that a prompt is used rather
than using the C.R.N. as in stage 1 of the site. Stage 2 of the aspect is also very similar to stage 2 of the
site. The dimensions and energetics perceived during stage 2 are used to make a quick sketch in stage 3
of the aspect.
Stage 4 of the aspect utilizes a matrix, or grid, to help organize the nine categories. It is here that more
specific descriptive words are allowed. The last stage 4 should always be stage 4 of [X]. Once
completed, the recording of perceptions ends and a site template is created. On the site template the
sketches from all the third stages are combined and redrawn. This sketch is then labeled with some of
the words used in the fourth stages to form a diagram like image. The session then ends and a brief
report including a summary and a short list of postulates is produced.
It is not essential to remember everything in this lesson. This has simply been an introduction to the
process of remote viewing and a glance at pages from actual session work.
5 Important Things to Memorize:
1. The order of the stages
2. The proper ordering of aspects
3. How to properly write out the prompt for stage 1 of an aspect
4. The order of the categories in stage 2
5. The words on the descriptor list

Looking Forward
Soon you will be remote viewing, receiving feedback and celebrating your “hits”. You may even feel as if
you are seeing the world around you with new eyes.
In future lessons, each stage will be studied in detail. Upcoming lessons have you remote viewing as you
learn, starting with stage 1 of the site. You will quickly move on to completing stage 1 and 2 of the site
and so on. In between you will learn good habits such as preparing your session area, cooling down and
minimizing distractions. You will also learn how to set up a blind pool of assignments, write powerful
cues, choose good practice photos, analyze your session data and manage your own personal projects.
This will assist you in becoming a self-sufficient remote viewer.
In most cases the goal is to be able to take action on the information remote viewed. It may not appear
fathomable to you right now that you can do anything of much significance, with much confidence,
based on a bunch of words and shapes gleaned bit after bit while sitting in a chair for 45 minutes, but it
happens on a regular basis in the world of remote viewing. Although there are advanced stages of
remote viewing, in most cases these are not needed to receive actionable data during an operational
assignment.
The basic protocols introduced to you here are a powerful tool, having the potential to change how you
interact with the world, breaking open a new paradigm of life, the universe and everything – as long as
you abide by the rules and practice on a regular basis!
As you practice with photo assignments and gain practical experience with remote viewing and how it
fits into your life, you will come to trust the data recorded in session. However, it must be understood
that the tool is only as good as the operator, and we humans are fallible. On average, the data gained
from one site template, produced by a properly trained remote viewer, is 85% verifiable as truth. There
is a work around to this uncertainty principle. In operational assignments the same cue can be given to
two or more people, with the corresponding data from those sessions approaching 100% accuracy. The
data simply needs to be reviewed for similarities, taking into account the utilization of personal lexicons,
or the way in which an individual describes something based on their previous knowledge and
experiences.
The collective experiences of a person and the words they have at their disposal to describe those
experiences, assist in the description process during a session. Thankfully we as humans are able to
communicate in a cogent way. In other words, if a group is tasked with finding the location of a lost
object, the average viewer’s lexicon should provide sufficient descriptors so that the analyst is able to
make sense of the basic concepts presented, compare and contrast data across all sessions completed
and formulate a hypothesis regarding the location.
If you want to be a well-rounded remote viewer, you need to wield a large and varied lexicon.
Resources to expand your vocabulary will be provided in future lessons.

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