3
Releasing Our Intuition

In Chapter 2, we detailed the phenomenon and the perception of the corporeal vibration of intuition through training exercises. If intuition cannot be perceived yet, this chapter will aim to discuss the conscious or unconscious processes that provide access to intuition and, therefore, it will allow everyone to find a way of accessing intuition.

The exercises for gaining access to intuition encourage us to explore human barriers like fears, the lack of self-esteem, beliefs and more generally to become interested in different human behaviors. Their goal is to remove these obstacles to finally allow everyone to gain access to intuition.

In the face of intuition, everyone has a specific dialog, relation or barrier. The parameters that come into play include, among other things, education, the mind, beliefs and fears. Accepting facts, things and intuition relies on the way someone sees, believes and understands the world. Let us ask ourselves the following question: “How do I see the world and what does it represent for me?”. Close your eyes, take three deep breaths and on the spur of the moment complete the following sentence: “For me, the world is…”. Whichever word occurs spontaneously qualifies the world such as it is perceived by an individual. Among the descriptions that we have gathered in our research, here are the main answers:

  • – positive descriptions: “the world is” an opportunity, a challenge, an adventure, a game, a learning process, love, human, alive, discovery, nature, pleasure, a delight, poetry, positive, harmony, to be invented, knowledge, in movement, creative, musical, intriguing, etc.;
  • – negative descriptions: “the world is” a fight, a risk, difficult, hostile, unfair, a battle and ruthless;
  • – surprising descriptions: “the world is” magical, visible and invisible, mysterious and astonishing.

Everyone conceives his or her own reality in the world in relation to his or her frame of reference, what he or she sees and reads and depending on the people with whom he or she mixes. This specific representation relies on the individual’s thoughts, beliefs and fears.

Our world views change dramatically from individual to individual, they depend on our respective ecosystems and the fears that agitate us may hinder access to intuition.

3.1. The door of fears

The door of fears is most likely the most significant door, since an individual in a prolonged state of stress will release cortisol1, which can attack the neurons in the hippocampus in excessive quantities. This slows down their multiplication, decreases the number of neurons and over time destroys them [DEK 05, PAD 03, STA 06].

Therefore, fear affects the brain and may block bodily perceptions. For example, a no. 5 enneatype (see section 3.4 on the enneagram) can block and put off the perception of his or her emotions (in order to feel them at a later stage). Thus, the brain is a formidably complex system that can hinder or provide access to intuition. Fears play a part as drivers of our mental activities.

As fears may hinder access to intuition, how can intuition be released? First of all, we should become aware of the actual and mental fears that are not based on reality, which thwart and prevent us from taking action.

Once we have identified these fears, it is necessary to classify them in order of importance to recognize the three greatest fears and therefore find the deepest fear. This fear will regulate our behavior when a lived situation sends back or reactivates the memory of this fear. The three main behaviors related to this fear are flight, rejection (fight) and immobility (paralysis).

It is necessary to work on our deepest fear to get rid of past emotional traumas and to a certain extent free ourselves from emotional memories.

Overcoming our main fears allows us to reduce the source of unconscious stress, decrease our anxiety and therefore become calmer and more relaxed.

The three following exercises (sections 3.1.1–3.1.3) involve watching a video before starting, taking a test and watching a video after completing the exercise.

Watching the video for the first time constitutes an exercise targeted at making us aware of the problem.

The test makes it possible to self-evaluate the level of 43 fears suggested on a mental map. The evaluation scale puts forward ranges from 0 to 10.

Watching the video for the second time allows us to consider the development of our own fears and perhaps to decrease their intensity.

3.1.1. A video that allows us to become aware: “Dare”

Watch the following video. Video 3.1: “Dare”; link 3.1: http://bit.ly/1mtnsCG2.

This video asks, among other things, the following questions: What does the wolf represent? In my life, what makes me take two steps backward (fear) and what makes me take one step forward (courage)? Are my fears founded and real? How many fears exist only in my head? When should I dare?

Most of our fears are mental, exist only in our head and have no physical reality. However, they can prevent us from moving, and they can block our thoughts or even inhibit our actions. Fears make us take two steps backward, whereas overcoming them leads us to make progress and realize therefore that they were mere illusions.

3.1.2. Self-assessing our fears

The goal of the test is to self-evaluate in relation to 43 fears listed in Figure 3.1. We are asked to spontaneously rank each fear on a scale of 0--10. For example, if my fear of death is strong, then I could choose to rank it as a 9 out of 10. Conversely, if my fear of abandonment is not significant, then I could choose to rank it as a 1 out of 10.

For this type of exercise, listening music is important, as the connections between music and emotions have been largely established [BLO 99, JUS 87, SLO 91]. We suggest the following songs: Levon Minassian – Songs from a World Apart, link 3.3: http://bit.ly/2utGS0p3, link 3.4: http://bit.ly/2utuwpd4 or link 3.5: http://bit.ly/2fgMZU35.

Once we have taken the test (Figure 3.1), we are required to first choose our 10 greatest fears.

Subsequently, we are asked to choose among these 10 fears the three greatest ones.

Later on, we have to choose from among these three greatest fears our deepest one. This hierarchizing exercise leads us to identify our deepest fear and our greatest fears in order to identify the subjective or real level of these fears.

“The fear of the unknown, of uncertainty, and of risk can be found in our relation to time. It may explain why some individuals dwell more on the past and why others look more to the future” [DUK 06].

Our main fears derive from our experiences since our childhood, and they are at the root of our emotional reactions in the situations we have to face. Let us point out, for example, that the fears of abandonment, ungratefulness and lack of love are themes that can be found in several cartoons or films. This is the case in several Walt Disney movies, which depict an orphan or a child who has been abandoned or who is looking for his or her parents.

images

Figure 3.1. Mind Map of Me: “My Fears”

3.1.3. A video that allows us to free ourselves: “What is your deepest fear?”

Watch the suggested clip from the movie Coach Carter. Video 3.2: “What is your deepest fear/Coach Carter”; link 3.6: https://bit.ly/1WwBb9j6; or link 3.7: https://bit.ly/1Tpe94V7.

The following excerpt is drawn from Marianne Williamson’s book:

“Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be? You are a child of God. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around you. We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us. It's not just in some of us; it's in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others” [WIL 00].

How can we open the door of fear? This work involves first of all becoming aware that most of our fears are mental and not grounded in reality. Finally, because of the selfassessment provided by the Mind Map of Me: “My Fears”, we should understand that our greatest fear is the one that prevents us from acting every time a situation reactivates this fear. Working on our fears aims to reduce or even dissolve our main fear, and then the following two in order to reduce our unconscious inhibitors.

In the last 10 years, we have observed that the three fears that recur most often in a wide sample of adult learners are the fear of death, the fear of abandonment and the fear of not being good enough.

We can work on our fears in different ways. Tailored help provided by healthcare professionals, reading and exercises represent a suitable type of solution. Every individual must find his or her path if fears are impeding action.

The suggestions that may be made include, on the one hand, some types of reading and, on the other hand, some exercises.

The books recommended for thinking about our fears include (1) La Psychologie de la peur by Christophe André [AND 05], (2) When Things Fall Apart: Heart Advice for Difficult Times by Pema Chodron [CHO 05], (3) Only Fear Dies by Barry Long [LON 11], (4) Life Lessons by David Kessler and Elizabeth Kubler-Ross [KES 04], (5) No Death, No Fear by Thich Nhat Hanh [NHA 05], (6) Smile at Fear: Awakening the True Heart of Bravery by Chogyam Trungpa [CHO 14], (7) Fearless: The 7 Principles of Peace of Mind by Brenda Shoshanna [SHO 13], (8) The Art of Meditation by Mathieu Ricard [RIC 08] and (9) Vaincre les peurs. La philosophie comme amour de la sagesse by Luc Ferry [FER 07].

As a complement to the readings suggested, here is an exercise on self-esteem with a practical vocation that can produce very good results.

3.2. The door of beliefs

At this point in the work and after these exercises, if intuition cannot be perceived yet, it is likely that our mental barrier, which is very prominent, is still hindering access to intuition. If my belief in my daily life is “I do not believe what I see”, it will be difficult to believe in several scientific facts.

Does anything that the human eye cannot see not exist? Radio or electromagnetic waves, for example, certainly exist even if they cannot be seen. Many phenomena take place even if it is not possible to observe them, whereas we can accept that beliefs are constraining and partially ungrounded or even false.

Over time, beliefs have evolved in relation to scientific discoveries. Our very distant ancestors thought that the earth was flat and that the sun revolved around the earth. Such beliefs as “there is no smoke without fire”, “the number of neurons in the brain decreases as we grow older” and “the shape and bumps of the brain determine the character of an individual” are all false beliefs that, however, represented our ancestors’ reference frames.

The question we should ask is the following: “in what types of scientific knowledge do we believe today which will be invalidated in the future and will make our great-great-great-grandchildren smile?”

Scientific knowledge is constantly developing and, therefore, what we regard as true at one time may evolve in relation to scientific discoveries. Science is right until proved otherwise. New discoveries are always the body of knowledge developing in a dynamic and constant way.

“Long-term” scientific developments can advance, remain stagnant, or go backward due to the transfer of knowledge, which represents an uninterrupted chain that may be broken by conflicts, wars or cataclysms.

Therefore, beliefs should always be questioned so as to find out if they remain valid or if they have shattered into pieces.

3.2.1. The “I believe what I see” exercise

Here is an attention exercise that can challenge the belief that “I believe what I see”. We are asked to watch a video and answer the question: “How many passes can the basketball team in white make in 25 seconds?” Be careful, as the video goes by very quickly… Video 3.3: “Selective attention”; link 3.8: http://bit.ly/1ad8GWy8.

After watching the video, everyone can naturally find out the number of passes, as we are instructed to observe the team in white. Thus, our brain has focused on everything that is white and removed from our perception everything that is black.

What happens if we watch the video a second time without being asked to count the number of passes? Our observation relates to the actual event without any filters [SIM 99]. This quickly demonstrates that our visual perception may be disrupted by instructions that filter the information. Beliefs can act in a similar manner by removing from our visual perception what it is not “possible” to believe. Therefore, which new belief should be tested?

3.3. Self-esteem

3.3.1. An exercise for our self-esteem

This exercise involves establishing the following daily routine: every morning9, looking at yourself deep into your eyes in front of a mirror, send yourself a message of unconditional love. Say: “I love myself just as I am”, “I am perfect”, “I love myself”, “I am beautiful just as I am”, etc.

Do this exercise for 1 min, with a timer and for 21 days in a row. Be careful, if one morning you forget to do this, on the following day you should start again with the first minute, as if you were restarting the exercise.

This 21 minute-long exercise allows us to change the way we look at ourselves and our self-esteem. Some individuals can feel an actual feeling of well-being at the end of the exercise. Therefore, why not start today?

The goal of the exercise is to strengthen, day by day, our love for ourselves and, like an automatic sprinkler, at the end of the 22nd day, each time we look at ourselves in the mirror, our first unconscious reflex will be to send ourselves a message of love.

It is recommended to take a picture of your face on the first and 22nd day in order to make comparisons, see the external difference, and feel the internal change. What has actually changed outside? What has actually changed inside? It is only after completing this exercise that the answers will be clear.

3.3.2. The symbolic act exercise

Symbolic acts have a liberating effect [HOR 15] and there are several exercises of this kind.

The exercise suggested relies on the observation that some fears can be rooted in our childhood, education, relationships with our parents or “parent figures”, family secrets, words left unspoken, etc. The goal of this exercise is to reduce the conscious or unconscious grudges we may be holding in our family history against our parents and, more broadly, our ancestors.

An absent, unknown, or incompetent parent may have created an unbalance, a deficiency, or a gap that some may perhaps try to fill. The fact of being really at peace with our ancestors, grandparents and parents will make it possible to reduce the level of stress, tension and anxiety. Here is the exercise suggested, which involves three symbolic letters:

  • – symbolic letter no. 1: write a letter of “reproach” to a parent. The idea is to write anything that crosses your mind, that you recollect and that you can express and “bring out”. Then, read the letter to a picture or symbol of the parent in question;
  • – symbolic letter no. 2: write a letter of “forgiveness” to the same parent, where forgiveness is naturally related to the reproaches of the previous latter. This type of forgiveness is absolute and therefore unconditional. At a later stage, read the letter to a picture or symbol of the parent in question;
  • – symbolic letter no. 3: write a “love” letter to a parent. Then, read the letter to a picture or symbol of the parent in question or, if possible, read it directly to the parent.

These three letters may be written one after the other or on different days, depending on the individual, and it is important to finish the exercise with the love letter.

To complete the three symbolic letters exercise, an individual will have to write 21 letters in total. The first six people in question are naturally the two parents, the two paternal grandparents and the two maternal grandparents. The seventh person to which the last three letters are written will be ourselves. The very last love letter that we dedicate to ourselves will be read in front of a mirror.

This is an exercise that may potentially make us feel enjoyable or unpleasant emotions, bring back memories, but also lead us to feel well, light and very happy.

This exercise results in lighter “family burdens”, allowing us to set things straight with our ancestors, just like a tree cleans its roots.

For those who wish to read more about this topic, the works recommended are The Ancestor Syndrome by Anne Ancelin Schutzenberger [SCH 98], Ces enfants malades de leurs parents by Ghislain de Devroede [DEV 05] and Evolution Man, Or, How I Ate My Father by Roy Lewis [LEW 99].

3.3.3. Becoming aware of the “comfort zone”

The comfort zone is “what I know”; the unknown lies outside the comfort zone and, in relation to the level of fears, an individual will be more or less inclined to remain in the known territory and the comfort zone. Fears prevent us from stepping out of our comfort zone, so that our fears “guide” or determine our behaviors.

Watch the following video related to improving our awareness. Video 3.4: “Stepping out of our comfort zone”; link 3.11: http://bit.ly/1kFGJO810.

This exercise involves the removal of our discomfort zone. To that end, we will point out that the discomfort zone is a mere mental construction and that it does not exist. Therefore, we can observe that there are three zones:

  • – the comfort zone: what I know;
  • – the unknown zone: what I do not know;
  • – the learning zone: the discovery of what I did not know.

It is recommended to carry out an action related to our learning zone every day. This exercise, just like all the others, will last 21 days.

On the 22nd day, after we have carried out 21 new actions, the discomfort zone will have grown smaller to the advantage of our comfort zone. By carrying out this exercise on a daily basis, the discomfort zone may be removed, so that over time only two zones will remain in our life: the comfort zone and the learning zone.

All the exercises suggested must be completed at our own pace and, with training and time, our three greatest fears will become less intense, our self-esteem will increase and our self-confidence will become stronger; we will actually manage to set things straight with our parents; and the learning zone will become our new life zone.

Ultimately, an increase in confidence makes it easier to let go and, consequently, it will facilitate our bodily and intuitive perception. Thus, it is recommended to refer back to Chapter 2 to complete the exercises that involve perceiving intuition.

If, despite these exercises, we still cannot perceive the intuitive vibration, we advise the following exercise, which involves the belief barrier.

3.4. The behaviors that block us

We can find in Egyptian mythology the nine deities11 of Heliopolis, which symbolize the nine forces of the universe (Atum, Tefnut, Nut, Seth, Isis, Osiris, Nephthys, Geb and Shu). These nine deities represent behavioral qualities present in each of us. If these qualities are used cautiously, they represent virtues, whereas they constitute vices when they are used unrestrainedly. Etymologically, enneagram means “the nine written signs”, and it refers to a model that represents the human behavior based on nine points of strength. The enneagram allows us, on the one hand, to get a better grasp of the characteristics of our behavior and, on the other hand, to understand the types of behaviors of other individuals. Thus, studying the enneagram enables us to know ourselves better, to know other individuals better and, therefore, to behave better.

Figure 3.2 represents on a circle all the possible behaviors, which are classed into nine numbered categories.

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Figure 3.2. The enneagram model

In the enneagram model, the types of behaviors have an intelligence and action-taking principal center based on an instinctive, emotional or mental problem. Types (8, 9, 1) have an “instinctive” intelligence center, types (2, 3, 4) have an “emotional” intelligence center and types (5, 6, 7) have a “mental” intelligence center [BLA 00, EDW 91].

  • – The “instinctive” types (8, 9, 1): here the center is the stomach (the guts), where action and “doing” represent the main drivers. In order of priority, the instinctive center triad is (action, perception, reflection). This center is governed by the reptilian brain and by the 100 million neuronal cells contained in the intestine (the second brain). The main problem for this type is managing anger.
  • – Type 8 (the manager, the leader): for this type of person, the greatest fear is to feel weak and powerless. According to this individual, the world is unfair and those who are in power take advantage of those who are innocent. This individual has learned to hide his or her vulnerability. These people tend to show that they are powerful, strong and fair, that they may protect their loved ones, but that, once betrayed, they will be resentful. They will trust their own reactions and they have “phenomenal” energy. Their assets are as follows: their power, courage and simplicity.
  • – Type 9 (the mediator, the peacemaker): the greatest fear for this type of person is to not feel loved. These individuals need to feel loved, and to avoid conflict they occasionally refuse to see reality. They loathe having to take sides. They have learned to forget themselves and to blend in with others. Empathetic and adaptable, they try to please. Their assets are as follows: their understanding, ability to support and activity.
  • – Type 1 (the perfectionist, the reformer): the greatest fear for this type of person is to feel imperfect. These individuals are hard workers, honest and perhaps bad-tempered. They are demanding with themselves. They put all of their effort into doing things properly. Upright and conscientious, they feel deeply responsible for their actions. They hate injustice, offhandedness and not abiding by the rules. They may seem inflexible and critical. Their assets are as follows: their rigor, tenacity, patience and ideals.
  • – The “emotional” types (2, 3, 4): their core is the affective center (the heart), where emotions rule. They are driven by emotions, which actions can provide. In order of priority, the triad of the emotional center is (perception, action, reflection). This center is governed by the limbic brain and the 40,000 neuronal cells of the heart, which communicate with one another. The main problem for this type corresponds to the need for recognition that allows the individual to answer existential questions.
  • – Type 2 (the altruist, the helper): the greatest fear for these types of individuals is to feel worthless, from which derives their desire to help and their excessive need to be appreciated by everybody. They fear rejection. They are very sensitive to those who are close to them, and they try their best to make a good impression. Generous and responsive to the needs of others, they become very invested in relationships and may forget about themselves. They find it difficult to live alone. Their assets are as follows: their love and humbleness.
  • – Type 3 (the fighter): the greatest fear for this type of person is to feel unable to act. These dynamic individuals want to prove what they can do, that they are efficient and that they achieve their goals, as they have learned to become successful to receive love and approval. Efficient and very active, these individuals do things quickly. Relating their image to their achievements, they love being the center of attention. Their assets are as follows: their enthusiasm and their ability to implement and achieve, as well as their honesty.
  • – Type 4 (the artist, the individualist): the greatest fear for this type of person is to feel displaced and unloved. These individuals want to be themselves by asserting their difference. They are sensitive and romantic, and they can mix up their identity and emotions. Idealist and creative, they struggle more to live for today and they are afraid of being misunderstood. Their assets are as follows: their aesthetic sensibility and sense of harmony.
  • – The “mental” types (5, 6, 7): for these individuals, the center is the head and the brain (mental), where reflection is fundamental. In other words, it is indispensable for them to think before acting. In order of priority, the triad of this mental center is (reflection, perception, action). This center is governed, among other things, by the 100 billion brain neurons and in particular the neocortex. Their emotional problem is to find out how to manage fear.
  • – Type 5 (the observer): the greatest fear for this type of person is to not exist. These individuals are afraid of emotions. They love structuring their ideas. They think they understand and know. They accumulate knowledge and do not share what they know. They are secretive and may seem detached from beings and things. They hate it when others intrude into their intimate lives. Their assets are as follows: their knowledge and precision, as well as their control and attention.
  • – Type 6 (the loyal): the greatest fear for this type of person is to feel lonely and isolated. These individuals have a strong need to belong, feel safe in a group and share codes. They submit to authority to avoid threats and dangers as well as to feel safe. They are trustworthy, they can pay attention and they have a significant sense of responsibility. Their assets are as follows: their loyalty and courage.
  • – Type 7 (the epicurean, the enthusiast): the greatest fear for this type of person is to feel incomplete. These individuals are very positive and try to live fully and to “get their fill”. They devour enjoyable ideas and activities. They are happy and they glow. They are charming and disarming, and they hate obligations, boundaries and boredom. Impetuous and inventive, they are always ready to give a hand. Their assets are as follows: their infectious thirst for life, their optimism and their temperance.

Understanding the enneagram requires personal work with some help12 in order to determine one’s intelligence center (instinctive, emotional, mental) and type (1–9). The dynamic of the enneagram model reveals that a behavioral type (for example, type 5) can change behavior in two ways in relation to the individual’s level of stress or comfort. For example, an enneatpye-3 person will adopt a negative type-9 behavior in a situation of stress and a positive type-6 behavior in a situation of comfort.

The enneagram teaches us that everyone behaves in relation to his or her type and changes his or her behavior in relation to his or her emotional level. Therefore, the actual behavior is represented as a point moving in a triangle.

Even if there is no consensus about online enneagram tests, it is possible to take one13, considering its possible limitations and reservations. However, it is more useful and reliable to train over several days in order to find out the hypothesis related to our enneatype.

Knowing our enneatype makes it possible to know ourselves better, to know how our behaviors work, to accept ourselves, to accept the other and above all to change the way we look at ourselves.

3.5. Intuition and new insights

These exercises have perhaps changed our points of view, altered our perception or allowed us to become aware of the reality inside our body. This personal work and training can be carried out with the three following exercises: “Faces and words”, “Videos and sensation” and “Visualization and colors”.

3.5.1. Faces and words

Non-verbal communication and facial expressions in particular play an important part in social relationships [MEG 17]. The perception of faces is an intuitive process and a form of unconscious judgment that fits in line with a holistic and global perception [AMD 10].

This exercise involves coming up intuitively with the word evoked by a face. On the street, whenever you meet someone, quickly glance at his or her face, without staring, and listen to the small inner voice that rapidly comes up with a word. Each face will evoke a different word. Be careful, if there is a moment of reflection between the time you see the face and the word, it may be rational thought, rather than intuition, that is speaking. This exercise trains us to let intuitions occur spontaneously and rapidly.

3.5.2. Videos and sensations

To complete this introspective work, here is a practical exercise. It is recommended to explore other ways of thinking and becoming aware. Choose intuitively three videos from the list below. Every day, watch a video with the aim of listing:

  • – the sensations you feel;
  • – the new knowledge that this provides;
  • – the reflections induced.

The goal of this exercise is to pay attention simultaneously to the bodily perceptions, information gathered and mental echo provoked by the video.

Here is the list of videos suggested for this exercise:

At the end of the exercise, sum up the most significant points about the perceptions, information and reflections you derive from these videos.

3.5.3. Visualization and colors

The last exercise suggested involves an inner type of visualization through colors. This is a sort of meditation time put forward to sharpen the intensity of the sensations in our body. It has been proved that through meditation the brain can reconfigure itself in view of its cerebral plasticity [IRR 18, LOI 14].

While sitting on a chair in a comfortable position, close your eyes. Starting with the lower part of your body, feel the sensations in your feet and ask yourself which color is evoked by these sensations. Visualize this color and decide to change intuitively the hue of the lighter or darker color. Keep focusing on the new color hue and feel the effects produced. Are your feet lighter or heavier? Are they colder or warmer? Is there a sensation of tingling or pins and needles? These are all sensations that will become more precise and instantaneous during this exercise. Take the time you need and step by step work your way up to your knees, pelvis, stomach, heart and throat, finishing with your head.

As a complement to this exercise, there is the possibility of training to develop bodily sensations through the following guided mediations:

Finally, it is naturally recommended to take a few moments during your day to rest, relax and unwind without doing anything. Then, close your eyes, pay attention to yourself, your bodily perception and your state of being.

Afterwards, open your eyes, examine the details of your environment and rediscover the smallest details. To develop your ability to hear yourself without letting the mental dimension take over, it is recommended, for example, to listen to your friends with empathy and without interrupting, intervening only when your friend has finished speaking. Silence, as well as the ability to listen externally and internally, plays an essential part in the actual perception of intuition. To end this stage of exercises, let us develop our optimism by listening to positive programs and positive information, like the panorama of positive France24 or the website mid&plus25, and by becoming involved in positive events, like the optimists’ spring26.

  • – Train for empathy, for example listening to friends who need it.
  • – Develop optimism (the optimists’ spring).
  • – Do something creative.

The exercises put forward in this chapter aim to remove mental barriers in order to access intuition. We have noted that there were several barriers to intuition, and we have suggested that we should work on some of them. We have been able to remove in part the barrier of fears because of the insight provided by the video and the self-assessment exercise that focused on 43 fears.

We have worked on the barrier related to the lack of self-esteem through the exercises that involve a mirror or symbolic acts and the videos about the comfort zone. The barrier of beliefs has perhaps disappeared because of the exercise called “I believe what I see”. The barrier associated with behaviors has led us to develop the enneagram, which is a useful approach for self-knowledge.

Finally, to broaden our mental horizon and gain new insight, we have seen the exercises “Faces and words”, “Videos and sensations”, and “Visualization and colors”. We have suggested watching videos about topics such as the perception of reality, the cosmos, our mind’s awareness, self-discovery, the universe and the documentary Inner World, Outer World27, which received awards on six different occasions at film and documentary festivals.

In this chapter, we have seen the practical means of releasing intuition, while also explaining the blocking and unblocking processes. In Chapter 4, we put forward an effective tool for the development of intuition, namely the “Mind Map of Me”. Afterwards, in the last three chapters, we will see which methods and practices resort the most to intuition in the creative (Chapter 5), innovative (Chapter 6) and managerial (Chapter 7) sphere.

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