1. Overview

Scientific Rationale & Importance

This study builds upon a growing body of independent explorations into latent human perceptual abilities. While blindfold perception remains under-explored in formal scientific literature, many researchers, educators, and practitioners—including those featured in Superhuman and The Telepathy Tapes—have observed similar phenomena.

Scientific scrutiny has often dismissed blindfold perception (aka blindfold vision) as a cognitive illusion, attributing it to peeking, sensory substitution, or unconscious inference. However, emerging data suggests that multiple perceptual mechanisms may be occurring under this broad label, requiring systematic classification. Rather than assuming a one-size-fits-all explanation, this study aims to establish whether a replicable phenomenon exists and, if validated, begin mapping its possible variations.

Our firsthand experience activating over 100 children in blindfold perception has shown that this ability emerges not through force or rote practice, but through a relaxative environment fostering playfulness and a focus on intuitive discernment. Unlike conventional cognitive training, the activation process unfolds without stringent adherence to a defined protocol as children learn to distinguish between guessing, intuitive hunches, and direct knowing. If validated, this ability may expand our understanding of sensory perception and provide insights into new paradigms of learning, cognitive engagement, and neuroplasticity.

Furthermore, emerging qualitative data suggests that blindfold perception training may activate broader cognitive and perceptual capacities, such as heightened creativity, emotional intelligence, and confidence. Mary Rodwell’s work on emerging human cognitive abilities aligns with reports of children developing unconventional perceptual skills (Rodwell, 2016).

In addition, recent research into neuroplasticity and sensory adaptation has demonstrated that the brain is highly flexible when processing sensory input. Studies suggest that the visual cortex can be repurposed to interpret non-visual stimuli in blind individuals (Sheldrake, 2011; Radin, 2006) and that the human retina may be sensitive to a broader range of electromagnetic wavelengths than previously recognized (Merabet, 2008). This raises the question of whether blindfold perception is not an extrasensory phenomenon, but rather a retraining of the brain’s processing pathways in response to alternative stimuli.

This study seeks to bridge the gap between anecdotal claims and empirical science by applying a rigorous, controlled experimental design that addresses conventional explanations such as peeking, suggestion bias, and cognitive inference.

Funding, Facilities & Ethics Approvals

This study is currently self-funded, with ongoing efforts to secure grants and research funding to support its expansion. Securing funding will ensure the study maintains standardized testing protocols, structured statistical validation, and comparative analysis with control groups.

The study will be conducted in a virtual setting via Zoom, where trained facilitators will guide participants through structured interviews and testing protocols. To ensure consistency and scientific rigor, all sessions will adhere to a standardized procedure, and participants will use specialized blindfolds that minimize light exposure while allowing the participant to keep their eyes open in darkness.

Institutional Review Board (IRB) approval is not included in this phase, as the study is privately conducted. However, future iterations of the research may seek IRB approval once foundational data collection is complete. The study is committed to maintaining strict ethical standards, particularly given its work with children. All participants will be required to provide parental consent before engaging in the study. To protect privacy, all collected data will be fully anonymized and securely stored. The study adheres to ethical guidelines in participant recruitment, data collection, and reporting, ensuring transparency, integrity, and fairness throughout the research process.

Estimated Timeline

The study will be conducted in three phases: a pilot study, followed by the main research phase, and concluding with data analysis and reporting. Each phase is designed to refine and validate training protocols, testing conditions, and statistical significance.

Phase 1: Pilot Study (2 Months)

Conduct a small sample of interviews and follow-up testing sessions with 10–15 past participants to refine testing protocols and confirm methodology.
Incorporate insights from previous activations of 150+ children to optimize study design and facilitator guidance.

Phase 2: Main Study (Est. 7 Months, depending on availability of trained participants)

Conduct retrospective interviews and follow-up testing with 100 previously trained children and their parents.
Implement standardized blindfold testing protocols to measure perceptual outcomes.
Allocate a buffer period to accommodate scheduling adjustments and unforeseen delays.

Phase 3: Data Analysis & Reporting (3 Months)

Process, analyze, and review both quantitative and qualitative data.
Conduct statistical analysis to measure outcomes and assess whether trained individuals perform above chance levels compared to the control group.
Compile findings into a structured research report prepared for peer review and potential publication.

Data Sharing Commitment

All collected data will be fully anonymized to protect participant privacy and will be shared in accordance with open science principles. Data will be stored securely and made available only to qualified researchers and professionals who adhere to ethical research standards.

This study will generate both quantitative and qualitative data. Quantitative data will include statistical performance measures, error rates, and comparisons to control groups. Qualitative data will document participant experiences, parent’s observations, training progress, and observational insights from facilitators. Together, these datasets will provide a comprehensive foundation for further scientific exploration and validation.

Findings that are publicly released will be presented in aggregate form, ensuring that individual participants cannot be identified. Additionally, documentation outlining study methodology, data collection protocols, and analytical procedures will be published to promote transparency and reproducibility. This commitment to open-access research will support future studies in further validating, refining, or expanding on the findings of this work.

2. Introduction

Background & Literature

The following pioneers have been instrumental in establishing the field of blindfold vision. They have meticulously documented methods, participant experiences, and instructional techniques in their fine works. Without their dedication, this body of knowledge would not exist. Their contributions have provided invaluable insights and inspiration, shaping the foundation upon which future exploration can be built.

Michaela Istrati & Mark Komissarov - creators of Infovision, Romania
Noé Esperón - creator of “Extra Ocular Vision” system (EOV) from Mexico
Marina Kaspirova and Nikolai Denisov, from Russia
Evelyn Ohly & Axel Kimmel, “Seeing Without Eyes” Germany
Caroline Cory, documentary filmmaker of “Superhuman” film.
Wendy Gallant of www.SeeingBeyondEyes.com
Rob Freeman of www.VisionWithoutEyes.com
Sean McNamara, author of “Mind Sight: TRAINING TO SEE WITHOUT EYES Pilot Program for Adults” (2021)
Karen Osborn, author of “Original Sight: A Blindfolded Sight Manual for Accessing Your True Potential” (2024)
Nicole Farmer, author of “Seeing More Than Their Eyes Can See: Discovering Childhood Potential” (2025)
Jordi Imbert Riera & Tania Agorreta Albert, authors of “Seeing Without Eyes is Possible. Intuitive Vision and Expanded Intuition” (2023)
Irena Lang, author of “Three Eyes More Than Two” (german)
Dr. Oec. Katharina Friedrich, author of “Seeing Without Eyes” (2020)
Lloyd F Hopkins, author of “Training Manual for Sight Without Eyes - Through Mind Sight and Perception” (2008)
Robert John Smith III, author of “Blindfolded Sight and Chi Generation: A Training Manual for Superhuman Abilities” (2020)

The contributions of these pioneers have been immeasurably valuable. However, scientific research on blindfold vision remains scarce, leaving many questions unanswered.

This study seeks to honor their work by applying rigorous methodologies to further investigate and validate this phenomenon.

Blindfold perception, where individuals claim to perceive visual information while their eyes are covered, has been reported across different historical periods and cultures. These claims have gained attention through modern training programs that suggest such abilities can be developed with practice. While mainstream scientific scrutiny often dismisses blindfold vision as a cognitive illusion, attributing it to peeking, sensory substitution, or unconscious inference (Dunning, 2018), some researchers propose that structured training methods might cultivate a real, measurable perceptual ability (Rodwell, 2016).

Research in neuroplasticity and sensory substitution has demonstrated that the brain can repurpose neural pathways when visual input is absent. Studies show that blind individuals frequently exhibit enhanced auditory and tactile perception, with the visual cortex adapting to process non-visual stimuli (Sheldrake, 2011; Radin, 2006). Neuroscientific research on Rapid Cross-Modal Reorganization suggests that the visual cortex can be recruited for non-visual sensory processing when sight is restricted (Merabet et al., 2008). Sensory substitution devices, such as the BrainPort and vOICe system, have enabled individuals to “see” using touch or sound, further reinforcing the idea that the brain can integrate non-visual sensory information in meaningful ways (Tart, 2009).

Related research on blindsight suggests that perception can occur without conscious visual awareness, indicating that the brain may process information outside traditional pathways (Bem, 2011). Studies of echolocation in sighted and blindfolded individuals further demonstrate that humans can develop heightened non-visual perception under the right conditions, reinforcing the idea that perceptual expansion is possible beyond standard vision-based mechanisms.

While independent efforts such as those documented in the film Superhuman and Seeing Without Eyes have explored the potential for blindfold vision, no peer-reviewed studies have conclusively validated the phenomenon (Cory, 2020). Historically, mid-20th-century Soviet studies on dermo-optical perception and alternative training methods like the Bronnikov Method proposed that extraocular vision could be developed, but these studies failed to gain widespread scientific acceptance (Komissarov & Istrati, 2015).

Anthropological and historical perspectives, as explored in Wallis’ Echoes of Eden, suggest that ancient cultures may have recognized and cultivated expanded perceptual abilities (Wallis, 2022). While the mechanism of action in blindfold perception is not yet known, some researchers, such as Radin in Entangled Minds, have proposed that quantum-level phenomena could play a role in unexplained perceptual abilities (Radin, 2006).

Skepticism & Challenges

Several investigations into blindfold perception (blindfold vision) have raised concerns about experimental controls and methodological flaws. One of the most frequently cited issues is inadequate blindfolding techniques, where participants may unknowingly have access to residual light due to improper sealing around the nose or cheek areas. Investigations into past blindfold vision training programs have revealed that some children were unintentionally peeking, even when they believed they were fully covered. In cases where opaque, tamper-proof blindfolds were introduced, the effect often disappeared, raising skepticism about whether the phenomenon is a result of genuine perception or an unintended loophole in testing procedures (Broughton, 1991).

Another critical challenge is expectation bias and unconscious cueing, commonly known as the Clever Hans effect. In previous studies, facilitators or parents who knew the correct answers may have unknowingly provided cues through body language, verbal tone, or subtle reinforcements. This makes it difficult to determine whether participants were truly perceiving non-visually or simply responding to subtle environmental hints.

Some researchers argue that psychological suggestion, unconscious inference, and sensory substitution could explain reported blindfold vision cases. In particular, cross-modal perception, where the brain reorganizes sensory inputs to compensate for vision loss, has been proposed as a possible explanation. However, past studies have failed to implement strict double-blind and randomized testing conditions, leaving the question of whether blindfold perception exists beyond cognitive illusion unanswered.

These challenges have led to widespread skepticism within the scientific community. Many researchers view blindfold perception as a cognitive illusion rather than a genuine perceptual skill because no study has yet definitively ruled out conventional explanations such as peeking, unconscious inference, and cueing bias.

The goal of this study is to begin to address these methodological weaknesses and apply a more rigorous, controlled research framework. The following section, Bridging the Research Gap, will outline how this study is designed to overcome the challenges presented here.

Bridging the Research Gap

Despite skepticism, this study seeks to approach the topic with neutrality and scientific rigor by applying robust experimental controls to address common methodological flaws found in past research. Unlike previous studies, this research incorporates randomized testing conditions, addresses blindfold integrity, and conducts statistical analysis of performance beyond chance to ensure that results are not influenced by peeking, unconscious cueing, or suggestion bias. The use of specialized blindfolds reduces the possibility of residual light perception, ensuring that any reported perception is not due to conventional vision.

Additionally, this study expands beyond simply testing whether blindfold perception is possible. It seeks to determine whether the ability can be consistently demonstrated under controlled conditions. If validated, this research could challenge conventional models of learning, sensory perception, and human cognitive flexibility. The ability to access expanded perception abilities could provide insights into new methods of cognitive development, sensory training, and education, moving beyond traditional reliance on sight.

By systematically collecting both quantitative and qualitative data, this study will create a structured, scientific foundation for further exploration into blindfold perception. Regardless of whether results confirm or disprove the ability, the findings will contribute to broader scientific discussions on neuroplasticity, sensory processing, and human perception. This study aims to provide empirical, peer-reviewed research that will allow for future scientific discourse on whether non-visual perception is real, trainable, and applicable to human development.

Research Questions

Can trained children accurately identify visual stimuli while blindfolded at a level that exceeds chance and rule out conventional explanations, including peeking, blindfold integrity issues, unconscious inference, and expectation bias?
Are there improvements in physical vision and cognitive, intuitive, or sensory abilities following the training?
How do children and parents subjectively describe the impact of the training on confidence, awareness, and self-perception?
Are there any secondary benefits to learning, focus, or emotional intelligence that emerge following activation?

Additional goals:

Qualitative Data Collection – Gathering insights from children, parents, and facilitators to document their experiences and any perceived developmental changes beyond the primary perceptual task.

Hypotheses

H1 (Primary Hypothesis): Trained children will perform statistically above chance in blindfolded perception tasks, suggesting that the ability is legitimate and trainable.

H2: Parents and children will self-report additional benefits, such as increased confidence, academic performance, expanded awareness, and perceptual shifts. These subjective reports will be analyzed separately from statistical results to distinguish personal experiences from controlled performance data.

H3 (Exploratory Hypothesis): Children who complete the training will show perceived improvements in the months post-training in areas like: intuition, focus, or cognitive adaptability, though this study is not designed to confirm causation.

Impact Statement

This study will provide empirical data on a widely claimed but scientifically untested ability. Its primary goal is to determine whether blindfold perception can be validated under controlled conditions. If confirmed, these findings could open new avenues in sensory perception research, cognitive training, and educational models. Additionally, this research may contribute to future investigations into neuroplasticity, sensory adaptation, and alternative perceptual processes.

Findings will serve as a foundation for:

Larger-scale studies using neuroscientific methods, such as EEG and fMRI, to explore potential neural correlates of non-visual perception.
The refinement and expansion of training methodologies, allowing a greater understanding of how blindfold perception develops and whether training enhances blindfold perception over time.
Applications in educational and developmental science, potentially informing new pedagogical approaches for enhancing sensory awareness, focus, and cognitive adaptability.

Regardless of outcome, this study aims to shift the discourse from anecdotal speculation to structured, empirical analysis, providing a transparent and reproducible model for future research in perception and human sensory potential.

3. Study Foundations & Considerations

Differentiating and Mapping Perceptual Phenomena

One of the primary challenges in researching blindfold perception is that many different types of phenomena are often treated as if they are the same. Skeptics often assume that if one form of reported perception can be explained by conventional means—such as peeking or sensory substitution—then all instances must have the same explanation. However, a review of historical cases, modern training programs, and empirical research suggests that multiple distinct phenomena may be occurring under the broad umbrella of “blindfold perception” or “blindfold vision.”

To move beyond generalizations, this research aims to map and classify different perceptual experiences, rather than forcing them into a single explanatory model. By systematically collecting data, codifying participant experiences, and identifying potential patterns, we can begin to distinguish between different categories of perception, such as:

Expanded Visual Sensitivity – The possibility that the retina perceives wavelengths beyond the standard visible spectrum and that training enhances this ability.
Neuroplastic Adaptations – The brain’s ability to repurpose visual processing areas to interpret alternative sensory inputs, akin to cross-modal plasticity observed in blind individuals. Cognitive or Unconscious Visual Processing – Cases where participants may be detecting light or patterns without conscious awareness, similar to blindsight.
Non-Standard Perceptual Awareness – Situations where perception appears qualitatively different from standard vision, possibly involving higher-order cognition or unknown sensory mechanisms. Example: “skin vision” or “dermo-optimal perception”.
Synesthesia - The possibility that subjects have the neurological condition where stimulation of one sense automatically triggers another sense (e.g., seeing colors when hearing music).
Telepathy - the purported ability to transmit and perceive information from one person to another without using known physical senses or physical interaction.

Rather than assuming a one-size-fits-all explanation, this study will serve as an initial step in systematically categorizing these experiences. The goal is not just to confirm or debunk blindfold perception, but to create a vocabulary, experimental framework, and data foundation that future research can build upon.

Controlled Light Exposure & Sunlight Influence

A distinguishing factor in Luminous Kids Blindfold Vision Training is that it does not assume light penetration is detrimental to the process. Unlike skepticism-driven research that sees any light leakage as a failure in controls, this training method deliberately introduces a small amount of light in early stages—not to allow for direct vision, but to stimulate visual processing in an alternative way.

Some children describe seeing binocular-like apertures in the darkness within the blindfold mask, which may suggest an adaptation of perception rather than traditional sight. It is hypothesized that this training does not create an entirely new ability but instead teaches individuals to interpret subtle light signals that the retina may already detect but that the brain typically does not process consciously.

Additionally, children demonstrate stronger activation when training in natural sunlight rather than artificial indoor lighting. This may indicate that:

Sunlight provides a broader spectrum of wavelengths, including near-infrared and ultraviolet, which are not present in most indoor lighting.
Higher light intensity stimulates the visual system differently, even when the eyes are covered.
Natural light interacts with biological rhythms and may enhance perceptual tuning.

Age-Related Sensitivity and Neuroplasticity

Observations suggest that children aged 5 to 11 are significantly more responsive to blindfold vision training than older individuals. This could be due to several biological and neurological factors:

Increased neural plasticity, making it easier for the brain to integrate new sensory experiences.
Less perceptual filtering, meaning younger children are more open to registering non-traditional sensory inputs.
Greater optical transparency in childhood, possibly allowing more subtle wavelengths to reach the retina.

As children age, perceptual narrowing—a cognitive process where the brain optimizes for conventional experiences—may reduce their ability to access these alternative perceptual modes. This raises the possibility that adults may require more extensive training to achieve activation.

Distinction from Remote Viewing

It is important to clarify that blindfold vision is different from remote viewing. Remote viewing is typically described as perceiving information at a distance, beyond sensory input, typically associated with parapsychological research or intuitive cognition techniques. In contrast, Luminous Kids Blindfold Vision Training is hypothesized to be rooted in sensory perception, potentially linked to expanded awareness of light and electromagnetic frequencies interacting with the visual system.

Rather than perceiving distant locations or events beyond physical presence, this phenomenon remains localized to the participant’s immediate surroundings. The process appears to be a direct, sensory-based experience rather than a non-local cognitive retrieval of information. This distinction is crucial, as it suggests this phenomenon is an underexplored adaptation of visual perception that may be interacting with light in unconventional ways.

Skepticism & the Role of Belief

A critical observation in this training is that belief is not necessarily a prerequisite for activation. While many participants approach blindfold training with curiosity, some express deep skepticism. In one recent case, a child who was openly doubtful of the process was still activated and successfully identified colors and shapes while blindfolded. Their response—“How am I doing this? I don’t understand!”—demonstrates that this ability is not dependent on expectation, belief, or prior assumptions about human perception.

This is particularly important in distinguishing blindfold training from psychological suggestion or placebo effects, which typically rely on an individual’s belief in the process. If blindfold vision were purely a learned trick or belief-driven experience, skeptics would likely struggle to achieve results. However, training data suggests that even those who doubt the process can access this ability once activation occurs, reinforcing the idea that it is a functional phenomenon rather than a psychological illusion.

4. Methods

Participants & Sample

The study will include 100 children, ages 5–11, who have undergone structured activation training. This age range has been selected based on developmental factors, including greater neural plasticity and reduced perceptual filtering, which may increase the likelihood of successful activation. A control group of 100 untrained children will complete the same tests without prior training to establish a performance baseline.

Inclusion criteria require that participants have no known visual impairments, obtain parental consent, and demonstrate an openness to participation. To maintain a controlled study population, children with neurological conditions affecting perception or prior exposure to blindfold training will be excluded.

Parents undergo a detailed application process to ensure they provide a supportive, non-pressuring environment for the child. Children must show curiosity and willingness, but belief in the process is not required for participation. Previous training in blindfold perception methods disqualifies a child from the study to ensure that all participants begin with no prior exposure to structured activation techniques.

Materials & Procedures

All participants in the trained group of this study will have completed the six-session Luminous Kids Blindfold Vision Training program. The following is an overview of the program.

Parental Preparation and Follow-Up: The First and Sixth Sessions

The first session is dedicated entirely to parental preparation and orientation, ensuring that families understand the structure, purpose, and expectations of the training. This session is critical because parental support plays a key role in a child’s success with activation. Parents receive guidance on how to create a stress-free, encouraging environment, reinforcing the importance of playfulness, curiosity, and a non-pressuring approach. This session also serves as an opportunity for parents to ask questions about the training process, clarify any concerns, and review the materials their child will need.

A key part of this session is ensuring that children do not play with or experiment with the blindfold before training begins. Early, unsupervised exposure to the blindfold could lead to negative experiences, frustration, or the perception that the blindfold is a barrier rather than a tool. Additionally, allowing a child to interact with the blindfold outside of a structured setting may result in habits like peeking or discomfort, which could interfere with their ability to activate perception during training. By ensuring that the first exposure to the blindfold occurs in a controlled, supportive environment, we set the stage for a positive and constructive learning process. This session also ensures parents have the necessary materials required for the training sessions like colored paper, colored cups and cutlery, playing cards, etc.

The sixth session serves as a follow-up and reflection session, giving parents and children an opportunity to discuss their experiences, address any remaining questions, and gain insight into how perceptual training can be integrated into daily life. This session is particularly valuable because some children may continue developing their abilities beyond the structured training. Parents are provided with strategies to encourage continued progress while ensuring that children feel supported rather than tested. Additionally, this session helps researchers collect qualitative feedback, offering insight into how families experience the training process and whether additional support structures are needed post-training.

By bookending the training with parent-focused sessions, this structure ensures that children receive the best possible environment for their learning and development, while also allowing parents to actively participate in and understand their child’s developmental journey.

Training Process

Children ages 5-11 in the trained group complete a four-session structured activation process designed to develop and refine their blindfolded perception abilities. The training follows a progressive methodology:

Early exercises introduce broad color differentiation using large, high-contrast materials.
Intermediate exercises involve object recognition tasks with varied shapes and multiple colors simultaneously.
Advanced exercises guide children toward perceiving finer details, including text identification and 360 degree awareness like perceiving colors via the side of head and behind the head.

The training requires:

Blindfold Integrity Check: we rely on participants' assessment of blindfold integrity. I.E. is any light visible.
The environment must be stress-free, joyful, and playful to facilitate activation.

Facilitator Techniques & Approach

Facilitators use gentle guidance, cueing, and encouragement to help children tune into their subtle sensory perceptions. Key techniques include:

Removing Pressure from Mistakes: "Good, that one was not correct. Were you guessing? Do you notice what it feels like when you’re guessing vs. seeing?" (Encouraging children to embrace learning rather than fear failure.)
Adjusting Session Structure: Sessions are flexible and adapted based on children's responses and engagement.
One-on-One Interventions: Individual breakout sessions are conducted as needed to provide personalized guidance and overcome any perceived blocks.

Testing Protocol

Testing will be conducted via Zoom after the training has been completed to evaluate whether trained children can perceive colors blindfolded at a level exceeding chance. The test will be structured as follows:

Stimuli & Presentation: Each child will be presented with 20 randomly selected colored sheets of paper, one at a time.
Blindfold Integrity Check: All children will wear specialized blindfolds. Facilitators, parents, and students will ensure the integrity of the blindfold to eliminate peeking.
Randomization & Control: The order of colors will be randomized for each participant to prevent pattern recognition. The control group (untrained children) will complete the same task under identical conditions to establish a baseline performance level.
Response & Data Collection: Children will verbally state the color of each sheet. Facilitators will record the responses and categorize them as correct or incorrect.
Performance Measurement: The percentage of correctly identified colors will be compared to chance-level expectations (random guessing) and to the control group’s performance.

Planned Analyses

Power analysis indicates at least 64 participants are needed for strong statistical significance. The target of 100 participants allows for the possibility of missing/corrupt data.

Statistical Tests: Binomial probability tests and t-tests will compare trained children’s performance against both chance expectation and control group performance. The control group receives no training but is tested with the same conditions as in class four.

Preprocessing: Data cleaning will include removing incomplete trials or errors due to miscommunication.

Contingent Analysis:

If trained children consistently perform above chance expectations, this will provide statistical evidence of blindfold perception.
If no significant difference is observed, the study will explore potential methodological refinements such as variations in testing conditions.
Facilitators will document qualitative observations, including confidence levels, response time, and participant-reported experiences during the test to supplement quantitative findings.

Ethics & Data Management

This study does not have IRB approval at this phase, as it is a privately conducted research initiative. Future studies may seek IRB approval once foundational data collection is complete.
Anonymized data stored securely, with no identifiable participant information published.
Aggregate results will be made available upon study completion to ensure transparency and contribute to open scientific discourse.

Limitation of Methods

While this study is designed to provide valuable insights into blindfold vision, certain methodological limitations must be acknowledged. These limitations reflect current resource constraints and technical feasibility, ensuring transparency in the study’s design while establishing a foundation for future improvements.

Reliance on Subjective Light Level Reporting

This study relies on participant and parent reports to assess whether external light is leaking into the blindfold, as the complexity of integrating a blindfold light detection system exceeds the scope and budget of this phase. While efforts will be made to standardize blindfold fitting and minimize variations, self-reported assessments introduce variability and potential bias. Future iterations of the study aim to incorporate objective light sensors to remove this dependency.

Absence of Real-Time Light Sensor Integration

A dedicated ambient light detection system (within the blindfold) was initially planned but was not implemented due to the lack of commercially available sensors small enough for this application. Developing a custom solution would require extensive hardware integration, real-time data synchronization and testing, which are beyond the current study’s scope and budget. Future research will integrate a light sensor system to log lux values (within the blindfold).

Variability in Blindfold Effectiveness

Fit and placement may differ between participants, affecting how much light is blocked. MindFold blindfolds are used to minimize light leakage, but minor inconsistencies in fit could result in differences in perceived darkness. To mitigate this, parents are instructed on proper placement and fit guidelines, although slight variations remain unavoidable. A future hardware solution could objectively measure and record light conditions inside the blindfold to eliminate this variable.

Limitations of Remote Testing

Since testing is conducted remotely via Zoom, researchers cannot directly control environmental conditions such as overall lighting, background noise, and parental oversight, which may affect data consistency. To mitigate these conditions, parents are provided clear guidance and guidelines to address environmental factors before the training begins and during each training session. While remote testing allows for broader participant diversity, it also introduces environmental variables that would be more controlled in a laboratory setting.

Conclusion

Despite these limitations, this study establishes structured data collection and analysis methods, forming a strong foundation for future advancements that will improve accuracy and reduce reliance on subjective reporting.

5. Existing Data From Past Trainings

Researcher Experience: Lead researchers Bohdan Dolban and Dr. Edith Chan have a decade of combined experience training children.
Number of Participants: Training of 100+ children
Age Range: 5–11 years old
Duration: 6-week training programs

Six-Week Training Program Session Overview

Session 1: Parent preparation and orientation
Sessions 2-5: Child activation training, progressive exercises from color recognition to object differentiation
Session 6: Parents training and completion meeting.

Observations from Training & Testing

Collectively, Bohdan and Dr. Edith have trained over 200 children thus far, all have demonstrated some level of activation with the training process. Varying range of abilities were expressed, with some children displaying immediate proficiency, while others required more practice to develop confidence in their perception. Across training sessions, facilitators have observed that:

Children experienced different modes of perception, such as intuitive recognition, inner visualization, or a sense of "knowing."
Confidence appeared to play a role in performance, with more self-assured children reporting clearer perceptions.
Parental support and a stress-free, playful environment seemed to enhance activation outcomes.

There was no formal measuring of student ability in these studies other than student and parent satisfaction in the results of the experience. Internally we defined successful blindfold perception as the ability to identify 8.5x11 size color sheets accurately in front of the face with the blindfold mask on. Thus far, no control group have been included, and no structured data collection has been conducted. Observations were primarily qualitative, based on facilitator feedback and participant experiences.

Participants’ Post Training Experiences

During post-session reflections, parents and children consistently reported:

Enhanced confidence and self-awareness – Parents noted an increase in their children's trust in their own abilities.
Improved physical eye sight.
Improved academic performance – such as reading fluency or mathematics.
Improvements in focus and emotional regulation – Several children became more patient and calm in their daily lives.
Greater access to the “flow state.”
A shift in perception from effort to allowing – Many students described the process as "seeing without trying," reinforcing the idea of attunement rather than force.
Greater truth discernment and intuition – Parents observed their children demonstrating an increased ability to trust their inner knowing in daily decision-making.

Key Takeaways & Adjustments for Full Study

The varying range of ability suggests that individual differences in learning styles and perception modalities should be considered in future training methods.
Parental involvement and creating an environment of curiosity rather than pressure appear to support better outcomes.
Further refinement of warm-up exercises may enhance activation consistency.
Implementing structured testing and a control group in the formal study will be essential for validating results.

6. Budget

This study aims to raise at least $100,000 to support its execution.

Funding will be allocated to:

Supporting lead researchers’ time for conducting the research study.
Expanding the research team to include additional co-facilitators.
Hiring data analysts to process, evaluate, and interpret the study findings.
Hiring project manager, and assistants to help manage study operations and logistics.
Data collection and management, ensuring proper documentation and security of all research materials.
Materials and technology costs.

Blindfold Vision Study - Budget Breakdown

Total Fundraising Goal: $100,000

Funding Source Breakdown

The total budget for the Blindfold Vision Study is $100,000.

This budget ensures that key areas such as participant recruitment, research personnel, technical infrastructure, and data analysis are appropriately funded.

1. Participant Recruitment & Incentives - $20,000

Study Participants (100 individuals at $100 each): $10,000
Control Testers (100 individuals at $75 each): $7,500
Recruitment & Screening Costs: $2,500 (advertising, outreach, and application processing)

2. Research Team & Training Facilitation - $30,000

Lead Researchers (2 Primary Investigators & 1 Study Designers): $20,000
Administrative Support (Scheduling, Compliance, Participant Coordination): $10,000

3. Data Analysis, Processing, Publication Creation - $15,000

Statistical Modeling, Data Analysis, & Validation: $5,000
Data Cleaning & Preprocessing: $5,000
Writers & Editors / Interpreting Results & Report Writing: $5,000

4. Technical Infrastructure & Tools - $10,000

Communications, Scheduling, Data Storage, Specialized Research Tools and Software: $10,000

5. Administrative Costs & Miscellaneous - $25,000

Project Management & Oversight: $6,500
Technical Support: $5,000
Legal Advisor: $3500
Bookkeeping, Budget and Financial Tracking: $5,000
Unforeseen Expenses & Contingency Funds: $5,000

Total Budget: $100,000

The ideal sample size for this study is 100 children in the trained group, plus an additional control group of comparable size. However, if funding limitations arise, the sample size may be adjusted while maintaining the integrity of the study design with clear explanations of statistical impact.

Additional funding beyond the baseline goal will enable additional levels of data collection, detailed surveys of participants and families for additional qualitative data, further research expansion, replication studies, and broader accessibility to participants.

7. References

Bem, D. J. (2011). Feeling the Future: Experimental Evidence for Anomalous Retroactive Influences on Cognition and Affect. Journal of Personality and Social Psychology, 100(3), 407–425.

Broughton, R. S. (1991). Parapsychology: The Controversial Science.

Cory, C. (2020). Superhuman: The Invisible Made Visible [Film].

Komissarov, M., & Istrati, M. (2015). Infovision: Developing Blindfold Perception in Children.

Merabet, L. B., Rizzo, J. F., Amedi, A., Somers, D. C., & Pascual-Leone, A. (2008). Rapid and Reversible Recruitment of Early Visual Cortex for Touch. PLoS ONE.

Radin, D. (2006). Entangled Minds: Extrasensory Experiences in a Quantum Reality.

Rodwell, M. (2016). The New Human: Awakening to Our Cosmic Heritage.

Sheldrake, R. (2011). The Science Delusion: Freeing the Spirit of Inquiry.

Tart, C. (2009). The End of Materialism: How Evidence of the Paranormal is Bringing Science and Spirit Together.

Wallis, P. (2022). Echoes of Eden.

8. Example Definitions & Key Terms

One of the critical contributions of this study is the formal definition and categorization of the blindfold vision phenomenon. Currently, terminology surrounding this ability is inconsistent, and many discussions lack scientific rigor. Establishing precise definitions helps to:

1. Differentiate Blindfold Vision from Other Phenomena

Clearly separate blindfold vision from remote viewing, intuition, and other non-visual perception claims to avoid confusion and misinterpretation.
Define how blindfold vision is activated, experienced, and tested in a structured way.

2. Create a Shared Language for Future Research

By codifying terms such as Perceptual Activation, Inner Visualization, Knowing vs. Guessing, and Flow State, future researchers will have a consistent framework to build upon.
This allows for comparability between studies and greater scientific collaboration.

3. Improve Training & Facilitation Methods

Precise definitions help facilitators refine techniques, interventions, and success indicators when guiding students.
Understanding the differences between subtle perception states enables facilitators to tailor activation exercises to different learning styles.

4. Enhance Credibility & Distinguish from Skepticism

Many discussions about blindfold vision remain anecdotal or mixed with unverified claims.
Creating scientific definitions allows the study to move from subjective experience to objective terminology, making the topic more accessible to mainstream researchers.

5. Support Broader Applications in Education & Human Potential

By defining these perceptual abilities, the study provides a foundation for integrating non-traditional sensory awareness into learning models.
If validated, it could lead to new educational approaches that enhance concentration, cognitive processing, and self-awareness in children.

Conclusion

The study’s definitions and framework will provide credibility, structure, and clarity for understanding blindfold vision, allowing for future research, practical applications, and widespread discussion based on scientific rigor rather than anecdotal claims.

Sample Definitions

To ensure clarity in describing this phenomenon and distinguishing it from other perceptual studies, we define key terms below:

Blindfold Vision: The ability to perceive colors, objects, or text without using conventional sight while wearing a light-blocking blindfold.
Perceptual Activation: The process of tuning into subtle sensory inputs that are typically overlooked by conscious awareness.
Inner Visualization: A form of perception where children describe "seeing" images internally rather than externally.
Knowing vs. Guessing: A key distinction facilitators teach—"knowing" refers to confident recognition, whereas "guessing" is uncertain.
Remote Viewing: A separate phenomenon in which a person describes objects or locations without being physically present; this study does not explore remote viewing.
Flow State: A mental state of heightened focus, relaxation, and clarity often reported by children during successful activation.

Prepared by: Dr. Edith Chan & Stephan Wilmas / The School of Dan Tian Wellness LLC
Date: April 22nd, 2025

Funding

Funding

Blindfold Perception in Children: An Empirical Investigation into the Activation and Development

Funding Progress

Nonprofit Recipient

Funders

Topics

DOI