A WARM WELCOME TO OUR NEW MEMBERS.
A Warm welcome
Whether you are new to this concept or are familiar with it or are
"trying to open a busines "
We will not ask you to explain your motive for joining us:
Presumably, your reasons may have included professional curiosity, learning about another practitioner’s approach, research, networking, or identifying useful ideas.
This is a new field. Science is beginning to recognize its potential.
We can all learn something new from each other.
You are also welcome to contact our trainers.
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Private Course
START HERE
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Private Course
MODULE 2 - THE POSSIBLE HUMAN
What might become possible when children are given calm, structured opportunities to develop imagination, attention, intuition and wider perception?
This module introduces the idea of the Possible Human and explores capacities that ordinary education may overlook. It encourages curiosity without demanding belief, dismissing unusual experiences or making exaggerated promises, while helping parents understand NOVA’s broader vision beyond seeing without eyes.
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Private Course
MODULE 3 — CALMNESS, MINDFULNESS AND READINESS
Before children can notice subtle impressions, they need to feel safe, settled and unhurried. This module explains the NOVA state, shows how pressure and excitement can interfere with perception, and gives parents simple ways to create calm readiness without forcing concentration
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Private Course
MODULE 5 — INTUITION AND FIRST IMPRESSIONS
Intuition often arrives quietly—as a first colour, word, feeling, image, bodily sensation or simple knowing. This module helps parents recognise these early impressions, understand the difference between receiving and analysing, and respond without leading the child. It also introduces simple, playful activities that strengthen trust in first impressions while valuing honesty, curiosity, careful observation and the freedom to say, “I don’t know.”
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Private Course
RESEARCH SCIENTIST CONFIRMS OUR VISION & MISSION
Many trainers of blindfold perception make an inspiring claim: “Seeing without eyes is the gateway to expanded human potential.”
I agree. It is a gateway. But a gateway is not a destination. Once a child or adult has passed through it, an obvious question arises: where does the path lead—and how do we help the learner travel along it?
We are in contact with a research scientist who confirms we have mapped out the pathway.
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