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  • Bill Allen

The Mind’s Eye and the Bindu

The Mind’s Eye

First of all, few adults understand the internal dynamics of the phenomenon of the Mind’s Eye, and its significant role in accurate perception and reading. The concept of the Mind’s Eye (M.E.) goes back hundreds of years and can be found in yogic traditions, philosophy, and training in art, but in the year 2020 most parents and children are unfamiliar with the concept.


Dyslexic readers, or for that matter, anyone that can read but does not like to read must become aware of and begin to tame this dragon— your Mind’s Eye. Why? For an individual to have consistent and accurate perception of 2-D letters, words and symbols, they must become aware of and manage their Mind’s Eye on a point of focus. From the yogic tradition, we use the name “Bindu,” which means point in Sanskrit, to identify a focus point where all sensory input can dissolve into a point of consciousness. Magical I Am™ developed the Bindu M. E. Tech™ to help a reader stabilize their Mind’s Eye on a focus point, the Bindu, enabling them consistent perception of words and symbols. Use of the Bindu M.E. Tech demonstrates to parents, teachers, and even to students how and why their perceptions can be different from what is on the written page.


Typically, CONFUSION developed when reading triggers the Mind’s Eye to manipulate sensory input. For example, when reading, the sense of vision can see a p, or it can become seen as a… d, b, or q. Likewise, the word “was” can be manipulated to be viewed as the word “saw”. There are any number of views that the Mind’s Eye can take. This type of sensory manipulation of multiple viewpoints takes place within the subliminal band of thought (below conscious awareness) in an attempt to MAKE SENSE of the word or words being read. Perhaps more importantly, the individual who is reading is not aware what his mind, or really Mind’s Eye, is attempting to do, and the confusion of multiple perceptual viewpoints makes consistent perception of letters, words, and symbols impossible.


Technically, the Mind’s Eye is the viewer of your thinking, imagining, and feeling; and it views the perceptual construction of external stimuli and sensory information into recognizable objects, events. It works to make SENSE of things. Simply put…The Mind’s Eye is what sees one's imagination. The Mind’s Eye is intangible and is like an “inner eye that sees.” The Mind’s Eye sees, whether your actual eyes are open or closed, what you think, imagine, dream, feel, and sense about your inner world and the outer world.


“Imagination Is More Important Than Knowledge” ~ Dyslexic Albert Einstein

The Bindu

Bindu is a Sanskrit word that means point or dot, and we use Bindu to name the point of focus for the Mind’s Eye. The Bindu point of focus is 3-5 inches above the center of the top of the head. While reading, when the Mind’s Eye is positioned on the Bindu, consistent perception and recognition of words by the Mind’s Eye becomes possible.

Metaphysically, when the Bindu is momentarily viewed or “checked” – which means the person checks to see if their Mind’s Eye is positioned on the Bindu above their head - all of one’s senses converge into this one point and perception of what is viewed is consistent every time - without distortion or alteration.


How to use the Mind’s Eye on the Bindu is taught to players of Magical I Am by use of our Bindu M.E. Tech. Correct positioning of the Mind’s Eye while reading is reinforced throughout our game. Managing the Mind’s Eye in this way progressively builds neural pathways for consistent recognition of words and symbols as the player plays the game with its embedded academic skill-training. Moreover, checking this point has worked for thousands and has become a fun integral part of playing our games.

Why is Consistent Perception not Automatic for all Readers?

The automatic tendency of the Mind’s Eye to wander in search of a viewpoint that makes sense to the viewer occurs most often in the sensory or dyslexic thinker. This makes them prone to inconsistent perception.


Their best-developed neural pathways for initiating thinking involve processing sensory input from the world. They first experience the input of their senses. When confused about what they are seeing, the rapid shifting of the viewpoints of the Mind’s Eye can provide many options for the dyslexic unconsciously to process. The Mind’s Eye is unlikely to land on the same perception of a word or object each time this happens.


The instantaneous production and processing of multiple viewpoints adds to the CONFUSION created by not recognizing the initial view of the word or object. And if a viewpoint provides a word recognized by the Mind’s Eye that is not the one intended by the author, then comprehension of the text is confused. For example, the word “was” could be viewed and recognized as the word “saw” when looking at it from right to left. Imagine how the word “saw” could change the meaning of a sentence – e.g. “The man saw scared.”


From years of experience with parents and students, we have observed that when the Mind’s Eye is positioned on the Bindu for the moment of reading a word, the Mind’s Eye always has the same, consistent perception of the word, and the word looks the way the author wrote it.


Thus, one of the major sources of confusion that can impair learning to read is eliminated.

Abstract words and symbols are the words that most often cause CONFUSION when met while reading. Go to magicaliam.com/resources to learn more about why abstract words cause confusion in the reader’s mind.


The INTERRUPTION of not recognizing abstract words causes confusion in the reader’s mind. The more interruptions the reader meets due to words that cannot be recognized, the more confusion builds, and this can translate into debilitating STRESS in the brain. As stress builds in the brain, needed brain function becomes impaired or lost. We have all experienced this disintegrated-brain state due to stress that makes us fumble, forget, mis-speak, or perform poorly at something we know well. Being tested, speaking before an audience, or being stopped by a policeman are three prime events for creating enough stress that the brain operates poorly for many people, and they struggle to perform at that moment. Once the stress is relieved, brain integration can return and learning, reading, or performing can continue.



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