The Extra Ocular Vision (EOV) method, developed by Noé Esperón about two decades ago, presents itself as an alternative educational approach aimed at exploring non-traditional perception and learning. Although it is occasionally described as universally relevant, the program appears strongly geared toward children rather than adults. Most exercises, materials, and the general tone are designed for young participants, positioning adults primarily as supervisors rather than learners.

The standard program consists of ten weekly sessions of roughly 90 to 120 minutes, involving meditation, blindfold activities, simple reading tasks, and child-friendly games. Parents are expected to support their children in between sessions and attend feedback discussions. Activities progress from basic color and shape recognition to more complex tasks such as reading while blindfolded. However, it remains unclear whether this progression is based on a structured didactic method or if it functions more as a loosely assembled series of experiences. There is little transparency around methodology, leaving open the question of whether the system is truly systematic or largely improvised.

Esperón suggests that the method fosters discipline, focus, and positive behavior in children, and some families report improvements. Despite this, no information is presented regarding the method’s usefulness for visually impaired or blind individuals, which seems like a significant omission given the subject matter. Furthermore, the strong emphasis on meditation and altered states of awareness may discourage scientifically minded individuals seeking testable frameworks or empirical data. Evidence is anecdotal, and independent validation is lacking.

While the program has expanded through initiatives such as Viendo por México, Viendo por el Mundo, and VEO Visión Extraocular A.C., it appears to be primarily available in Spanish and mainly accessible within Latin America. There is little indication of widespread availability beyond Spanish-speaking regions, and resources for non-Spanish speakers are minimal, if at all available. The official EOV website, for example, is available only in Spanish. Despite ambitions to reach a broader audience, accessibility, structure, and reproducibility remain uncertain, and the program continues to be rooted primarily in regional, anecdotal, child-focused practice.