Does heaven exist? With well over 100,000 plus recorded and described spiritual experiences collected over 15 years, to base the answer on, science can now categorically say yes. Furthermore, you can see the evidence for free on the website allaboutheaven.org.

Available on Amazon
also on all local Amazon sites, just change .com for the local version (.co.uk, .jp, .nl, .de, .fr etc.)


This book, which covers Visions and hallucinations, explains what causes them and summarises how many hallucinations have been caused by each event or activity. It also provides specific help with questions people have asked us, such as ‘Is my medication giving me hallucinations?’.

Available on Amazon
also on all local Amazon sites, just change .com for the local version (.co.uk, .jp, .nl, .de, .fr etc.)

Common steps and sub-activities

Spoon bending




Spoon bending is the deformation of objects, especially metal cutlery and keys, without physical force.

Spoon bending attracted considerable media attention in the 1970s when Uri Geller, appeared on television in Israel and then in Europe and the USA bending metal spoons as well as metal keys and several other objects and materials.

We have a section in the science section - please follow this LINK - providing more information on the experiments that were carried out by the following:


  • Professor John Halsted in the UK
  • Dr Wilbur Franklin at Kent State University; Dr Targ and Dr Puthoff at Stanford Research Institute; Eldon Byrd at the Office of Naval Research Laboratories, Washington; Dr Ronald Hawke at Livermore and Elizabeth Rauscher at Berkeley all in the USA
  • Dr Ducrocq, Dr Wolkowski and, scientists at the Pechiney Aluminium Company in France;
  • The Freiburg University group in West Germany;
  • Dr Walti in Switzerland
  • Professor Dierkens in Belgium
  • Dr Mattuck and Scott Hill in Copenhagen
  • Professor Ferdinando Bersani and Dr Aldo Martelli in Italy
  • Dr Charles Osborne in Melbourne
  • The New Horizons Group in Toronto, and also Dr Bob Cantor;
  • Professor Shigemi Sasaki in Tokyo, Japan plus a number of other laboratories
  • and finally there are reports of serious researches in China


But this section does not answer the question 'HOW did the hundreds and hundreds of people, including an extremely large number of children, who were the subject of this research do it?'

We believe that Professor Halsted’s explanation is one of the clearest and the best providing some very useful pointers on 'how'.

Perhaps the most important aspect of his explanation is the use of Biofeedback equipment, a feature which appears to be missing from the other self help books on this subject:


A most important lesson which is taught to the metal-bender by use of the strain gauge detector is the avoidance of over-concentration; he must learn ‘sudden inattention’ if he wants results.

The insomniac who concentrates his mind on going to sleep will have little success; it is often the same with paranormal metal-bending. The strongest events often take place, it appears, when the subject relaxes directly after concentration.

He must learn to be patient and not to ‘concentrate on concentration’. If the experimenter makes it obvious that he is scrutinizing or is suspicious of the subject, then the effects are likely to be weak or altogether absent; if the experimenter conceals his scrutiny, and the metal-bender avoids over-concentration, then some signals may come.

Parapsychologist Julian Isaacs has embarked on a series of experiments with groups of subjects and an audio-recorder, studying the psychological tensions at moments when signals are recorded.

Of course this ‘learning of inattention’, on the part of all present, is particularly unfortunate from the point of view of the observer. On the one hand he must develop reliable techniques of observation and instrumentation; on the other hand he must learn to appear inattentive if he wishes the effects to be stronger.

Obviously some compromise is necessary.

Most of the time is spent keeping a careful watch; but if rapport between the experimenter and the child is sufficiently good, then there is less danger of touching if the head is turned. One must judge whether the child is himself really interested in the experiment; in that case he will report an inadvertent touch. But always the experimenter must return to the pattern of good video observation. If bad habits of touching should develop, we can make use of the touch detector; we can also use partial screening of the target, and even a moving target.

When the child and the family first realise that bending can take place without the necessity of the metal being touched, this is a great step forward in their understanding. Sometimes the child is a little frightened by this realization, and sometimes he never faces up to it at all.

If we are to make the detection of strain within untouched metal a valuable method of investigation, then we must encourage its use by other investigators. At the time of writing, ten other groups of workers have successfully used essentially the same equipment as ours; their reportings of signals obtained with various subjects can be regarded as an important confirmation of our findings. The most extensive experiments have been carried out in France and in Japan.

For most children, it is a matter of learning inattention, or avoidance of concentration on concentration. This is a skill rather similar to learning not to stay awake at night. The intention to bend metal, like the intention to sleep, must be firmly maintained, but the subject can allow the conscious thought and the senses at times to wander. I find that while observing I must keep conversation going, so as to induce what by experience I believe to be the correct proportion of inattention on the part of the subject. I also find it useful to play upon motivations that I know by experience to be successful. These include the following:

  1.  competition: on one occasion I organized a race between children in the rate of production of signals;
  2.  relaxation: for example, saying that we are now going to break for tea will sometimes induce signals;
  3. feedback: for example, drawing the child’s attention to special features of the signal just recorded;
  4. the need for antagonism to the scientist or parent: the motive to prove him wrong, by producing data which are at variance with preconceived ideas he may be unable to put aside;
  5. vindication of the child’s belief and confidence in himself; finally, but rarely
  6. affection and joy at being close to the wonders of nature.

My experience is that any feeling on the part of the child that the watching is entirely directed at the detection of cheating can inhibit the action. …..

With younger children there are good reasons, as there are in education, for making the whole thing into a kind of game. Games demand goals, and displays and rewards when they are achieved. For example, dynamic strain gauge signals can be made to switch on lights, or can be incorporated into the scoring system in a game of chance. The game remains essentially one of chance because the phenomenon remains essentially spontaneous; in researching it we are trying to reduce it to a succession of observations.

This process is an unnatural one which cannot be forced, though it may be assisted. …..With very young children, dynamic strain gauge signals can be made to operate puppets with which the child can identify.



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