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to learn how to use dreams as a guide to diet and
health.
Others were interested in psychological matters,
such
as personal and family guidance.
There was also a
significant interest in more esoteric possibilities,
such
as developing memory for
past lives, learning to
prophesy, and encouraging soul development,
in the
dream state.
Yet the most commonly expressed
desire was a basic
one to learn how to
remember dreams! Ranking
second was a desire to learn
to attend regularly to
dreams and to make dream study a more natural
part of
the day's activity. Also very common was
the desire to
learn how to interpret dreams.
I wanted to design our dream project
to be responsive
primarily to these most
commonly expressed basic
needs. With regard to
these basics, I had
some
observations and questions that served
to guide me in
designing the project.
First, I
had observed in my previous
work that
people who wanted to improve their dream recall
often
already had more dream memories
than they initially
acknowledged. Frequently, however, dream material was
rejected as being incomplete, and was not considered as
a dream. If these people would accept
and write down
what they did recall, then they would either
experience
an improvement in dream recall, or
else they would
discover a conflict which had been inhibiting
the recall
of their dreams. I wondered, therefore, how much dream
recall would occur simply by
having people make
systematic records of even their
most fragmentary
dream memories. Would such attention
to dreams in
itself improve dream recall, or would further instruction
still be necessary?
Second, I suspected that many people
have established
unrealistic standards as to what constitutes
an adequate
level of dream recall. When people really
begin trying
to remember their dreams, they often encounter
more
dream material than they
can effectively cope with.
What constitutes an adequate amount of
dream recall?
Some answers to this question might provide support for
people who have difficulty appreciating
their dreams
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