#Book Review: The Art of Communicating by Thich Nhat Hanh | #Communication #Mindfulness #Growth

BreakawayIndividual.com
Zy Marquiez
February 26, 2020

Over the last decade or so, there’s been a significant decrease to the quality of modern discourse that can be quite mind numbing at times.

One opens social media, and what do you find?  Division, arguments, name calling, lambasting, and countless other interactions between individuals or communities that do nothing to solve any issue, but do everything to continue to stoke the fires of division.  Essentially, modern conversations in large part are a veritable crash course on the Divide & Conquer Left-Right Paradigm.

These instances leave me wondering why more people are not attempting to genuinely communicate with others when serious topics are discussed, and are simply taking actions that couldn’t lead to solutions in a million years by dint of the fact that they divide people, which is the opposite direction of solutions.

When the population is divided on issues, particularly when its fractured into many sects, it’s a lot easier to employ top down control in social engineering fashion, which is why propaganda and social engineering have been ever present in modern times and will continue into the foreseeable future.

Be that as it may, there are ways in which individuals can communicate more effectively, and The Art of Communicating by Thich Nhat Hanh centers upon this notion in cogent fashion.

Though a bit repetitive, the book The Art of Communicating focuses incisively upon the fact that communication between individuals is something that can nourish and uplift the soul, or is something that can cause noxious issues and unleash entropy.  Every single interaction we all undertake feeds our soul, it feeds our mind, it feeds our hearts.  Now, not all that we ingest mentally, emotionally and spiritually encourages growth.  There are some interactions between individuals that do nothing but prevent growth and prevent you from moving forward, as if someone is attaching an anchor upon you.  That’s incredibly unfortunate because caring communication has the capacity to really do a lot of good in people’s lives.  This is why being a kind and caring individual is something that I wrote about in my last book, for being kind not only has the capacity of creating positive change through nourishing someone else’s soul, but also to has the capacity to create incredible resonance, which I will cover in the future.

In Amor Vincit Omnia – Love Conquers All, I wrote the following poem:

Kindness
is the rain
that refreshes
the grounds
of your soul.[1]

At first blush, the poem seems simplistic and short.  That is a deliberate choice however, because the main thought that I was attempting to impart was the following, which was the notation that was written below the poem:

“The kindness of one human being toward another should never be underestimated.  I’ve often written about how the actions of a single person, at times being a stranger, totally changed the outlook of my day, or even of my life.  I’ve seen and talked to others that feel the same way.  I say this because sometimes people struggle so much to try and make the world a better place, but they often overlook how simple acts of kindness can change people’s lives.  Kindness, no matter what form it is expressed, should never be underestimated for its unending capacity to change things.

In a world where fear and hatred seem to be the vanguard topic discussed in the media, and where such instances are seen as normal, wholehearted genuine kindness goes a long way.  Although fear-mongering usually gets the center of attention far more often than it should, there are far more Love-based actions in the world than fear-based actions.”[2]

Kindness is crucial for it not only infuses your essence through positive interactions, but it is your kindness, when coupled to considerate and mindful communication, that has the capacity to create positive change upon others.  When caring communications don’t take place and individuals lambaste each other or are antagonistic, which is a growing issue on social media, decay arises, leading to further deterioration of communication and relationships throughout society.  That is the reason why modern discourse is so dismal on so many core issues.  Essentially, interactions between individuals stem from either side of the emotional spectrum between Fear and Love.

Love-based actions and communications nourish your soul, while Fear-based actions are lead to decay; Love-based actions and communications seek to build you up, Fear-based actions and communications inherently destroy; Love-based actions are always kind, while Fear-based actions slant in the opposite direction antagonistically, just as you see online rather often.   That is why kindness in communication is paramount.

This is exactly why in Amor Vincit Omnia, I stated:

“Ponder a world in which instead of people seeing Fear-mongering in nigh every newscast, and brought about in a way that normalizes those circumstances, you would otherwise see endless empowering acts as well as kind gestures, Love-based actions shown in a multitude of ways, sprinkled like nourishing rain drops that not only infuse the barren landscapes of society with the droplets of Love, but acts done in such a way that it creates inspiring and unending growth.

How can the world have unending growth within the landscape of life? Via the endless actions that individuals take that are Love-based.   And given that Love is unconditional, this implies constancy, which implies unlimited potential for growth.  If every individual on Earth carried out even an infinitesimal amount of additional actions from the heart, the growth would be unending because not only will that Love forever stay true, but if individuals continue being kind no matter what, it will be like perfect storm that not only repaints the canvas of life with the hues hope and goodness, but also allows for the nourishing of tomorrow, by the actions taken today.”[3][4]

Kindness, when coupled with mindful communication could spawn unlimited growth, where as fear when coupled with communication would only tear down individuals, relationships, communities, and even nations.  It might not seem significant, but it is our interactions as individuals and as a society that will ultimately lead to a better world.  But it all begins with kindness coupled with mindfulness, for that is the only way that meaningful change takes place.

As the author of The Art Of Communicating intimates:

“Every time we communicate, we either produce more compassion, love and harmony or we produce more suffering or violence.”[5]

Translation: we are the creators of our own reality and our environs.  The world we live in now, the lives that we lead, are a reflection of ourselves.  What do you see in the mirror?

As an individual, one either creates a situation in which positive growth can take place, or one creates a situation in which decay takes place through entropy.

That is why we must be mindful not only in the way that we communicate, but in the way that we consume information.  This is because we consume information throughout the entire length of our day, and it never stops with the advent of social media.

Focusing on this exact issue, the author notes:

“We tend to think of nourishment only as what we take in through our mouths, but what we consume with our eyes, our ears, our noses, our tongues, and our bodies is also food.  The conversations going on around us, and those we participate in, are also food.  Are we consuming and creating the kind of food that is healthy for us and helps us grow?”[6]

Only you yourself could answer that incisive question.

And isn’t it ironic, that the information stream on social platforms are called feeds?  What are you consuming, what is that stream feeding you?  Social media streams feed you information, which either nourishes you or tears down your consciousness, your mind, heart and soul, all of it.  That is why it is imperative to be mindful of what our minds, hearts and soul consumes, for it not only affects us, but it affects other individuals as well.

Plainly stated, this book is a crash course on how to caringly communicate with people, when speaking and listening in a mindful way.

And mindfulness is downright crucial, because:

“With mindfulness we can produce thoughts, speech, and actions that will feed our relationships and help them grow and thrive.”[7]

The opposite is also true though.

Lack of mindfulness is a seed of decay, like mindfulness is a seed of growth.  When you plant seeds in your daily endeavors make sure that they foster growth of your deepest levels and that of others.  Thankfully this book helps impart all of those notions and more.

On the same note, The Art of Communicating seeks to help individuals not only be mindful in communicating, but all their actions, for they are all connected.  Mindful breathing is even connected to mindful listening, for you can’t listen without being mindful, and taking deep breaths by default helps you become mindful as you must pay attention (be mindful) about taking that deep breath.  It’s all connected, every step and every breath.

Mindful, caring, and thoughtful communication is no different.  Neither is any other single interaction you will ever take, for communication never stops.  Every single action you take communicates to your mind, body and soul that which you care about the most.  These actions can either help you grow or thrive, and you’re in the driver’s seat.

This book simple gives you a map of how to get there.

——————————————————————————————————
Footnotes:

[1] Zy Marquiez, Amor Vincit Omnia – Love Conquers All, p. 116.
[2] Ibid., p. 116.
[3] Ibid., p. 116.
[4] In Amor Vincit Omnia I mention how Love is unconditional, and I learned about this argument through Tom Campbell’s work.  In my book I simply extend upon Campbell’s argument in a logical way that will be touched upon below.

Who is Campbell?  Tom Campbell Ph.D. is the former NASA scientist that is now a consciousness researcher that I mention in the introduction of my book.  In essence, Campbell wrote a book encompassing a theory of everything, which he brings about in his My Big Toe Trilogy named My Big Toe: A Trilogy Unifying Philosophy, Physics, And Metaphysics.  As I note in the book, Campbell’s theory:

“…not only incorporates all physics, but metaphysics, quantum mechanics, reality, general relativity, the origins of consciousness, evolution, life, religion/spirituality, Love, dreams, purpose, synchronicity/serendipity, mind, matter, the paranormal (which is really the normal, that is as of yet understood), an individual’s intent, and everything else you can imagine.  His theory is a theory that involves everything, Love included.”

Given that Campbell sees Love as an integral component to evolution and its capacity to reduce entropy and stir growth, I found it pivotal to focus upon this idea in Amor Vincit Omnia.  As such, even though the notion of Love being always unconditional might seem outlandish at first blush, hear me out for a moment.  My exact note in the book was:

“…if you care for someone else, irrespective of who it is, you care for them with everything that you are, without equivocation, because Love is unconditionalIf it’s not unconditional, it’s not Love.

Now, the idea that follows is one of the main anchors of this book, and an extension of what I just said.  As such, I find it incredibly crucial, so ponder what follows countless times please.

Love can be unconditional as argued before, or unconditional.  Now, for arguments sake, contemplate what would happen if someone thinks something along the lines of “I Love you but..”.  What does that but, or that parameter implyIsn’t saying “but…”, isn’t adding a parameter in such a way the very definition of a condition, thus, being the exact opposite of unconditional?  Does that really sound like Love?  Think about it, because it’s an interesting question, and one that many people don’t consider.  That almost sounds like “I Love you, but not when you do and this and this,” or “I Love you, but only when you do this and that”.  Again, does that sound like Love?”[All Emphasis In Original Note].

When someone starts attaching conditions and parameters to Love, that doesn’t exactly sound like Love now does it?  That is why I argued why Love can only be good and only good.  For nothing else makes sense to me at least.

Ultimately if you happen to disagree, and wish to believe that Love can be anything but good, that is your opinion and I would respectfully disagree, and that would be okay.  I simply share my point of view to stoke the embers of thought for consideration of how often Love gets blamed for actions born out of fear, the ego, hatred, and so on, which conveniently all get left out when things go awry in matters of the heart and human interactions in general.

[5] Thich Nhat Hanh, The Art Of Communicating, pg. 139.
[6] Ibid., p. 3.
[7] Ibid., p. 9.

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About The Author:

Zy Marquiez is author of Amor Vincit Omnia – Love Conquers All, and also an avid book reviewer, poet, inquirer, an open-minded skeptic, health freedom advocate, and writer who aims at empowering individuals in many ways, while also delving deeper and regularly mirroring subjects like Consciousness, Education, Creativity, Individuality, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

Add Me On Facebook: https://www.facebook.com/ZMarquiez
Follow The Page On Facebook: https://www.facebook.com/BreakawayIndividual/

——————————————————————————————————
Suggested Reading & Viewing:

Have You Ever Walked On The Moon?
7 Phenomenal Books For Homeschooling, Self-Directed Learners & Autodidacts
How TV Robs You Of Your Life
The True Purpose Of Modern Schooling
13 Great Reasons To Study Logic
Are You Living Your Dreams?
The Divide & Conquer Left Right Paradigm
What Is The Difference Between Education & Public Schooling?
How A Generation Lost Its Common Culture
Philosophy 101 by Socrates – An Introduction To Phylosophy Via Plato’s Apology By Peter Kreeft Ph.D.
How To Read A Book by Mortimer J. Adler & Charles Van Doren
A Different Kind Of Teacher by John Taylor Gatto
Logical Fallacies Employed In Every Day Life
The Imaginative Argument – A Practical Manifesto For Writers By Frank L. Cioffi
A Workbook For Arguments – A Complete Course In Critical Thinking by David Morrow
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
Dialectical Thinking – Zeno, Socrates, Kant, Marx by Tommi Juhani Hanjijarvi Ph.D.
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Mary Joseph Ph.D.
Why Read The Classics?
Getting Things done by David Allen
Classrooms Of The Heart [Mini Documentary] – John Taylor Gatto
Dumbing Us Down by John Taylor Gatto
History So It Doesn’t Repeat – The Deliberate Dumbing Down Of America with Charlotte Iserbyt
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Propaganda by Edward Bernays 
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan
The Secret Space Program & Breakaway Civilization by Richard Dolan

#Book Review: UFOs For The 21st Century Mind by Richard Dolan | #Space #UFOs

BreakawayIndividual.com
Richard Dolan
February 26, 2020

In UFOs & The National Security State: Chronology Of A Cover-up – Volume 1, Richard Dolan carried out his opening salvo into the field of UFOlogy.  Seeking a veritable encyclopedia of verifiable UFO sightings with official government documentation and never finding one, Dolan took it upon himself to write a book based upon all data he was collating from all the research he was undertaking by himself.  In essence, Dolan wrote the book he was looking for in UFOlogy, but wasn’t available.

In UFO’s & The National Security State – Volume 2, Dolan further cemented himself as a genuine historian by buttressing his previous work with another landmark piece.  Like his other books, this book is sourced to the hilt, which is appreciated for those seeking to venture further into the abstruse subjet of UFOs.

Moreover, this book is also where Dolan coined the term “Breakaway Civilization”.   Dolan’s Breakaway Civilization hypothesis has helped shed light and make some sense into darker areas of UFOlogy and space by making some sense out of information that seems outlandish at first blush, like the $21 Trillion Dollars of missing money from DOD and HUD that Catherin Austin Fitts has spoken about at length.  Also, the unofficial UFOlogy ‘encyclopedia’ that Dolan began in volume one continued.

Now, in UFOs For The 21st Century Mind, Dolan wrote a book to grapple the mind of newer generations and readers, the unexposed minds, the ones interested and have long sought to dive into “the phenomenon” of UFOs, but didn’t know where to start, and everyone else interested in the subject but unsure of where to start.  This is objectively the best place.

Along this stream of thought, this book strikingly brings about a fresh new take on UFOs, with modern eyes, employing a much broader perspective and dataset than the average UFO book.  Dolan doesn’t simply stick to classic sightings, abductions and declassified documents, but goes beyond to ruminate upon the realm of consciousness, quantum entanglement and more.  This book really is an up-to-date assessment of the situation from a kaleidoscope of angles.

Dolan begins the book by examining what UFOs could be by guiding the reader closer to the subject in a thoughtful and yet trenchant manner.  This helps the reader familiarize themselves with the subject, and come to realize that there are a variety of explanations for UFO phenomena, many of which do not get considered at length, if at all.  Additionally, this is also crucial because many individuals still continue to experience the phenomena in a variety of ways, and yet there aren’t any official channels to seek help from.

In Dolan’s own words:

“Whether or not you consider UFOs to be nonsense or of great importance, people are seeing things that are affecting them deeply.  Because there are no institutional structures for them to report or discuss what they see, they often keep silent, and try to forget or only secretly cherish one of the most incredible experiences of their lives.”[1]

Dolan, however, doesn’t shy away from the fact that this is a very serious issue.  While ruminating deeply upon it, he ponders reasons both pro and con that will help bring lucidity to a situation often bathed in shadows.  In fact, implications in the fields of economy, politics, religion, culture and science are given a cursory overview early on, and then are covered at length later in the book.  Dolan doesn’t merely stop there, though.

Journeying back in time, Dolan goes on to explore this phenomenon all the way back into ancient times and attempts to separate the wheat from the chaff.  This is important because it shows UFOs aren’t simply modern phenomena.   Significant subjects such as pyramids, lost civilizations, and ancient images are also examined in a way that makes it likely that there is more than meets the eye within this expansive field then conventional academia would like you to believe.

Interestingly, we know that some pyramids contain astronomical data.  This is particularly interesting because when this information is taken in conjunction with much of the lore and myths that abound those structures, and the fact that there’s hundreds of pyramids around the globe, while also pondering the fact that many of the ancients and their myths around the globe mirror each other eerily similar, it should bring one pause at the significant cross correlation that abounds.  Granted, this in and of itself is not proof of anything, but the evidence keeps amassing in a very suggestive manner nonetheless.

What’s more, as Dolan notes, some ancient writings seem to have what could be descriptions of ancient technology, such as the passage from Ezekiel, from the Bible, which Josef Blumrich, former NASA employee, sought to debunk.

Ironically, in the book The Spaceships of Ezekiel:

Blumrich presented technical specifications of the spacecraft that he argued, fit Ezekiel’s description perfectly.  Of course, we should remember that Ezekiel presumably was describing something well beyond his experience for his time 2,500 years ago.  If he did see a descending spacecraft, he would have lacked the language or technological understanding to describe it in any way other than he did.”[2][Bold Emphasis Added]

Later in the book, Dolan brings the reader up to more modern times when he examines a distinct array of sightings and issues from the time.  These include ghost rockets, the Airship mysteries, which are rather fascinating in fact, the Minot case, the Malmstrom case, airspace violations and more.  Subsequent to that that, Dolan grapples with the issue of pervasive secrecy which he ruminates upon at length, and all that that entailed.  Many of the classics – Kecksburg, Aztec, Roswell – are also given a cursory glance.

But it doesn’t stop there.  Other significant incidents of “High Strangeness” get examined, such as some famous sightings around the globe, encounters with these beings, abductions [i.e. Travis Walton & Betty & Barney Hill] and even some crash retrievals.  All of this coalesces to show the reader that there’s more than ample evidence that the phenomena not only existed for many decades, but was taken extremely serious by those in the upper echelons of society and those in official channels.

Dolan also makes sure to home-in on quite of few aspects of the early period within UFOlogy’s history.  Here he covers everything from the blatant cover up that took place behind the scenes, FOIA requests, the penetration of UFO groups by intelligence agencies and even touches upon the need for more people to get involved in a more serious manner.

This call to arms isn’t to be taken lightly.  As Dolan intimates:

“…a proper study of UFOs is a revolutionary experience.  It shatters old belief systems and forces us to look at our world in a completely new way.  Everything is affected: history, politics, economics, science, religion, culture, and our ultimate vision of who and what we are as human beings.”[3]

The subjects of UFOs (and also the Secret Space Program as well) seeps into all aspects of life, which is why it should be taken seriously.  When all collated information Dolan has amassed is pondered at length and given a fair shot, it is impossible not see something is going on.  Deeper truths lay buried deep within the rabbit holes of the field.  Undoubtedly, whenever even a fraction of these truths arise they will change the face of the world over night.  Those that are researching this field will be ahead of the masses in understanding the phenomenon and much of the disinformation that will also come regarding it once all of that takes place.  That is another point to consider why this book should be read.

This subject is too important to overlook, and if humanity is ever going to prepare itself to live in a post-disclosure era, it is important to know the history of this subject and its implications.  If you’ve never read a book on this subject in your life, make this your first one.  You will not regret it.  As someone whose read over three dozen books on the subject, nothing else comes close to be this comprehensive while also being sober and realistic. Simply stated, if you want a book that is accessible to lay person, but also stimulating enough to get your brain cells churning, and leaves you pondering of all that has taken place, is taken place, and could take place, venture no further for this is the book for you.

——————————————————————————————————
Footnotes:

[1] Richard Dolan, UFOs For The 21st Century Mind, p. 9
[2] Ibid., p. 55.
[3] Ibid., p. 2.

——————————————————————————————————
About The Author:

Zy Marquiez is author of Amor Vincit Omnia – Love Conquers All, and also an avid book reviewer, poet, inquirer, an open-minded skeptic, health freedom advocate, and writer who aims at empowering individuals in many ways, while also delving deeper and regularly mirroring subjects like Consciousness, Education, Creativity, Individuality, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

Add Me On Facebook: https://www.facebook.com/ZMarquiez
Follow The Page On Facebook: https://www.facebook.com/BreakawayIndividual/

——————————————————————————————————
Suggested Reading & Viewing On The Breakaway Civilization

A Breakaway Civilization: What It Is, & What It Means For Us
The Secret Space Program & The Breakaway Civilization by Richard Dolan [Book Review]
The Secret Space Program & The Breakaway Civilization [Video]
The Black Budget by Catherine Austin Fitts [Video]
From Ancient To Breakaway Civilizations – A Conversation With Walter Bosley
Saucers, Swatstikas & Psyops – A History Of A Breakway Civilization: Hidden Aerospace Technologies & Psychological Operations by Dr. Joseph P. Farrell
Covert Wars & Breakaway Civilizations – The Secret Space Program, Celestial PsyOps & Hidden Conflicts by Dr. Joseph P. Farrell.
The Case For A Breakaway Civilization [Part 1] – A Conversation With Richard Dolan
The Case For A Breakaway Civilization [Part 2] – A Conversation With Richard Dolan

——————————————————————————————————
Suggested Reading & Viewing:

Have You Ever Walked On The Moon?
7 Phenomenal Books For Homeschooling, Self-Directed Learners & Autodidacts
How TV Robs You Of Your Life
The True Purpose Of Modern Schooling
13 Great Reasons To Study Logic
Are You Living Your Dreams?
The Divide & Conquer Left Right Paradigm
What Is The Difference Between Education & Public Schooling?
How A Generation Lost Its Common Culture
Philosophy 101 by Socrates – An Introduction To Phylosophy Via Plato’s Apology By Peter Kreeft Ph.D.
How To Read A Book by Mortimer J. Adler & Charles Van Doren
A Different Kind Of Teacher by John Taylor Gatto
Logical Fallacies Employed In Every Day Life
The Imaginative Argument – A Practical Manifesto For Writers By Frank L. Cioffi
A Workbook For Arguments – A Complete Course In Critical Thinking by David Morrow
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
Dialectical Thinking – Zeno, Socrates, Kant, Marx by Tommi Juhani Hanjijarvi Ph.D.
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Mary Joseph Ph.D.
Why Read The Classics?
Getting Things done by David Allen
Classrooms Of The Heart [Mini Documentary] – John Taylor Gatto
Dumbing Us Down by John Taylor Gatto
History So It Doesn’t Repeat – The Deliberate Dumbing Down Of America with Charlotte Iserbyt
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Propaganda by Edward Bernays 
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan
The Secret Space Program & Breakaway Civilization by Richard Dolan

The True Purpose Of Modern Schooling

Schools are intended to produce, through the application of formulas, formulaic human beings whose behavior can be predicted and controlled.”[1][Bold & Italics Emphasis Added]

It is absurd and anti-life to be part of the system that compels you to sit in confinement with people of exactly the same age and social class.  That system effectively cuts you off from the immense diversity of life and the synergy of variety; indeed it cuts you off from your own past and future, sealing you in a continuous present much the same way television does.”[2][Bold & Italics Emphasis Added]

BreakawayIndividual.com
Zy Marquiez
February 22, 2020

There are individuals out there that whittle facing the storm, and there are those who challenge the storm.  The late John Taylor Gatto is one of the latter.

Gatto is the former NY City and NY State Teacher of the year (1991), where he inspired his students to achieve some amazing results through his nontraditional methods of instruction.

Not only has Gatto been relentless in detailing many of the inherent issues within the public school system for quite some time now, but he’s had the courage to take it a step further and detail that all of the issues within public schooling are not mistakes, it is done by design.

To illustrate this, an excerpt of John Taylor Gatto’s Weapons Of Mass Instruction will follow below.

Within Weapons Of Mass Instruction, John Taylor Gatto breaks down Alexander Inglis’s book Principles of Secondary Education, which:

“..makes it perfectly clear that compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s: a fifth column into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table.  Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever re-integrated into a dangerous whole.”[3][Bold Emphasis Added]

Furthermore, Gatto notes that Inglis, who has an honor lecture in education named for him in Harvard, breaks down the natural purpose of schooling into 6 basic functions,” which are as follows:

  1. The adjective or adaptive function.  Schools are to establish fixed habits of reaction to authority…It is also pretty much destroys the idea that useful or interesting material should be taught, because you can’t test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.

    2.  The integrating function.  This might well be called the conformity function,” because its intention is to make children as alike as possiblePeople who conform are predictable, and this is of great use to those who wish to harness and manipulate a larger labor force.

    3.  The diagnostic and directive function.  School is meant to determine each student’s proper role in society.

    4.  The differentiating function.  Once the social role has been “diagnosed,” children are to be sorted by role and trained only so far as their destination in the social machine merits – and not one step further.  So much for making kids their personal best.

    5.  The selective function.  This refers not to human choice at all but to Darwin’s theory of natural selection as applied to what he called “the favored races…Schools are meant to tag the unfit – with poor grades, remedial placement, and other punishments – clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes.  That’s what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.

    6.  The propaedeutic function.  The societal system implied by these rules will require an elite group of caretakers.  To that end, a small fraction of the kids will be quietly taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.” [xviii-xix][Bold Emphasis Added]

And just in case some wonder if Inglis was alone in these thoughts, he was certainly not.  Horace Mann, James Bryant Conant, George Peabody, and many others shared the same sentiments.

What we witness above is nothing more than the employment of Social Engineering from the bottom up, at a national scale, beginning with the most malleable minds in the land – those of children.  It doesn’t get any more cut and dry.

John Taylor Gatto is one of the few individuals out there whose wisdom seeps into all societal strata, given that education, and the lack there of affects all of us.  His timeless words should be heeded, because the issue is only exacerbating year after year.

In life, an individual can choose to write their own script, or be part of someone else’s.

As we can gather, if those in control of the system carry out their plans of mass conformity and control, children, an all future generations, will never write their own authentic scripts unless they breakaway from those proverbial shackles.

Education, true classical education, and not the facsimile society is being sold, is the only way out.  Everything else is merely a parody, and by public schooling’s repeated failures this is shown to be true.

________________________________________________________________________
Sources & References:

[1]John Taylor Gatto, Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling, pg. 23.
[2] Ibid., pg. 24.
[3] John Taylor Gatto’s Weapons Of Mass Instruction, pp. xviii
[4] Ibid., pp. xviii-xix.

——————————————————————————————————
Suggested Reading & Viewing:

Have You Ever Walked On The Moon?
7 Phenomenal Books For Homeschooling, Self-Directed Learners & Autodidacts
How TV Robs You Of Your Life
13 Great Reasons To Study Logic
Are You Living Your Dreams?
The Divide & Conquer Left Right Paradigm
What Is The Difference Between Education & Public Schooling?
How A Generation Lost Its Common Culture
Philosophy 101 by Socrates – An Introduction To Phylosophy Via Plato’s Apology By Peter Kreeft Ph.D.
How To Read A Book by Mortimer J. Adler & Charles Van Doren
A Different Kind Of Teacher by John Taylor Gatto
Logical Fallacies Employed In Every Day Life
The Imaginative Argument – A Practical Manifesto For Writers By Frank L. Cioffi
A Workbook For Arguments – A Complete Course In Critical Thinking by David Morrow
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
Dialectical Thinking – Zeno, Socrates, Kant, Marx by Tommi Juhani Hanjijarvi Ph.D.
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Mary Joseph Ph.D.
Why Read The Classics?
Getting Things done by David Allen
Classrooms Of The Heart [Mini Documentary] – John Taylor Gatto
Dumbing Us Down by John Taylor Gatto
History So It Doesn’t Repeat – The Deliberate Dumbing Down Of America with Charlotte Iserbyt
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Propaganda by Edward Bernays 
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan
The Secret Space Program & Breakaway Civilization by Richard Dolan

Richard Dolan – A Breakaway Civilization: What It Is, & What It Means For Us

By: Richard Dolan
A Special Analysis By Richard M. Dolan, April 2011

Our Classified World 

Since the time of Pericles, defenders of human freedom have promoted the virtues of open debate within society, and for the full freedom of citizens to investigate their government and world. Whether in a household, a classroom, or a nation, a free flow of critically examined and openly discussed ideas gives us our best chance for intellectual growth and personal achievement.

The legendary physicist, Robert J. Oppenheimer, put the matter succinctly. “There must be no barriers for freedom of inquiry,” wrote the man who led the Manhattan Project. “There is no place for dogma in science. The scientist is free, and must be free to ask any question, to doubt any assertion, to seek for any evidence, to correct any errors.”

Oppenheimer, a man of conscience and intellect who straddled the worlds of free inquiry and national security, was in a good position to understand the deep meaning of his words.

And yet, despite the wonders of the Web, our world is not one in which free inquiry is the rule. It is a world in which our reality is polished and tinted on a daily basis by global power interests, and in which much of what really goes on is classified.

Consider. The Library of Congress adds roughly 60 million pages to its holdings each year, a huge cache of information for the public. However, also each year, the U.S. Government classifies nearly ten times that amount – an estimated 560 million pages of documents. For scholars engaged in political, historical, scientific, or any other archival work, the grim reality is that most of their government’s activities are secret.

What’s especially galling is that the nature of modern scientific and academic work enable such secrecy to thrive. This belies what they are supposed to do, at least according to the proponents of an open society.

One reason for this unhappy situation is simply how science operates. All scientific and academic inquiry is predicated upon being able to work from open and fully accessible sources. As Oppenheimer understood, scientific research must be available for examination by outsiders. The word for this is falsifiability. It’s an important concept in science. If you lack the chance to “falsify” a proposition – that is, to prove it wrong – then it’s not valid. It may in fact be true, but philosophically speaking, it’s not valid.

The enormous volume of classified material means that most of the activities of the U.S. government (and we can assume most other governments and major entities) are impossible to verify one way or another. Because nearly all scientists and academicians are confined to public sources for their research, we end up with a version of reality that excludes the world of secrecy.

Certainly, the track record of scientists and university scholars in the last century bears out the claim that they are ill-suited to exposing runaway secrecy. For they have done so little of it.

To be sure, journalists have fared better. But, really, not much better. These days, most journalists fit the same mold as their colleagues in the laboratories and ivory towers. They work for large organizations with a definite hierarchy, they are given narrowly defined guidelines within which to work, and they usually follow someone else’s agenda.

Those few who try to expose the world of secrecy face the problem of using sources that are not always open, not always falsifiable. That is, by using leaks, by corroborating multiple sources that may hint of something — but do not always confirm. To say nothing of the professional pressures and even censure they often face for doing their work.

And that, my friends, is one reason why secrecy has always been, and will always continue to be, a prerogative of the powerful.

The Trail of Secrecy 

The world of secrecy has run away from us, beyond the ability of free citizens to examine and critique. When we trace the evolution of this secrecy, we find it hard to pinpoint just when things turned south. This has been going on for a long time. Modern secrecy is a not-so-surprising outgrowth of our bureaucratic world, a development in all likelihood discussed a century ago by the great Max Weber (although I admit that my once-honed skills as a Weberian are a bit dulled nowadays, I suspect the Great One had a few things to say on this).

Still, there are certain moments that accelerated the process. When in doubt, always look to the wars. In the 20th century, the two world wars were obviously important in creating the massive state secrecy machines that envelop our world today. Enormous intelligence communities were created during those engagements, and once created, such things have a nasty habit of sticking around.

But students of secrecy frequently overlook one of the most important creators of our black-budget world. That is the UFO phenomenon.

Spend any amount of time on this issue, and the UFO-connection becomes self-evident. Imagine yourself as the American President following the Second World War. Your nation has just emerged victorious from the most titanic struggle in human history. Although you now lead the greatest military and economic power on the planet, the war has exhausted a world that desperately needs to repair itself and get on with the process of living.

In this context, you learn that there are “others” who are here. Others with capabilities vastly beyond anything your scientists can fathom. This is because, starting in the 1940s and continuing to our present day, U.S. and other military agencies have been tracking and attempting to intercept aerial objects of extraordinary capabilities and unknown origin. Moreover, in all likelihood, you learn something else: not only are “they” are here, but your military has recovered some of their technology. [Those wanting more information can review my two volumes of history, which document this story. For a short review of some key UFO documents, see here].

Forget Orson Wells and the panic of 1938 – panic might well be happening among the intelligentsia that manage the country and the world.

What would you do?

Well, one thing you would not do is tell the world. You would need information first. Who are these beings? Do we have anything to worry about? What can we learn from their technology and science? How do we keep this from our enemies (e.g. the Soviet Union)? How bad might public panic be? All the logical questions.

You would organize your best people and have them create the groups and protocols to study and control this information. You might have them conduct a preliminary study to decide what the best course of action should be.

You also could not tell Congress, no matter how unconstitutional that might be. Plain and simple, Congress would not keep the secret. For the time being at any rate Congress must not know, so you would reason.

Still, if you want scientists to study the technology, if you want the loyal cooperation of key insiders to maintain the secret, if you want a permanent infrastructure to deal with the ongoing challenge posed by these other beings — if you want all of these things and countless others associated with managing this problem — then you would need money, ultimately a great deal of it. This would not be cheap, not at all. And the appropriations would have to remain secret.

Thus, the UFO phenomenon, which fell into the lap of the U.S. national security establishment right after the Second World War, was one of the key instigators of what we now call the black budget.

The black budget, however, turned out to be only the beginning of the secrecy problem.

What makes a civilization?

At heart and by training, I am a historian. Every so often, a particular question arises in my mind. While admittedly of limited practical value, and certainly not something that most professional historians write about, I find it intriguing to ponder.

What constitutes a distinct civilization?

Definitely one of the broader and more difficult questions. Still, I think that we basically have a feel for the matter. We know that colonial America was part of a different civilization from, say, that of 6th century Byzantium during the reign of Justinian. Or that we today, despite living in a world that owes much to the legacy of the western Europeans of the last few centuries, nevertheless live in a world that Voltaire could scarcely have dreamed of.

To answer the question, we need to consider several factors. Of obvious importance would be the level of science and types of technology it uses, how its members organize among themselves, the coherency and independence of its infrastructure. Then there is the life of the mind: how do the people tend to view themselves and their place in the cosmos? It seems to me that these questions give us a good start toward shedding light on the matter.

One of humanity’s great themes of the past five centuries is our ever-greater connectedness — the slow but steady merging of civilizations. Globalization did not start with the Rockefellers, Rothschildes, Bilderberg Group, or Illuminati. It has been, first and foremost, an inexorable, unrelenting process of technology and economics; the politics are secondary. Since at least the voyages of Columbus and Magellan, it has been binding all of humanity together. Now, in an age of borderless electronic transactions, cellphones, Google, Skype, Facebook, and Youtube, this process – although not quite complete – has shifted into the highest gear.

I would never presume, a la Toynbee, to list every distinct civilization that has appeared on Earth in the course of human history. For my purposes, I only ask this question:

Given that our world appears to be moving toward (an admittedly incomplete) merging of civilizations, is it possible that something might yet buck that trend? Moreover, that such a thing might happen secretly?

Before dismissing such speculation out of hand, consider that even within the past century, our world has seen examples of large infrastructures that were, if not wholly secret, at least fairly isolated from each other and highly secretive. Consider the example of the Cold War. While the U.S. and Soviet Union were not truly distinct civilizations, many people at the time did see it that way. The two societies had a high degree of autonomy from each other. The economic infrastructures were separate to a remarkable degree. Within the life of the mind, they inhabited separate worlds with incompatible ideologies. Secrecy from each other was the basic fact of life. Not only did U.S. and Soviet scientists hide their research from each other, but they sometimes followed entirely different paths, occasionally reaching absurd levels (as when Soviet biologists were forced to regurgitate the fraudulent science of Trofim Lysenko).

But forget the Cold War with its secret and divergent infrastructures. Today, the U.S. maintains a massive secrecy infrastructure, with untold billions (or trillions?) having been siphoned off into it, year after year. In other words, we know that the classified world has an astonishing amount of money and deep secrecy. There is no question of this. What we want to ask is: how advanced is their technology? What key breakthroughs might they have learned?

By way of illustration, I will relate something told to me by a scientist formerly with the National Security Agency. During a private conversation, he told me that at least some computers within the NSA were running at a clock speed of 650 MHz during the mid-1960s. Today, of course, that’s well below the speed of an entry-level PC desktop computer. Keep in mind, however, that this speed was not matched by the consumer market until around the year 2000, a difference of 35 years. Indeed, there were no consumer-market computers in 1965!

Also recall that in 1965, the NSA was only just barely being discussed by the public. Its very existence had been classified at its creation in 1952, and its name was mentioned for the first time, vaguely and in passing, in a 1957 government manual. Only in 1964 was it subject to (a very partial) discussion in a published book. In other words, the NSA had the most advanced computing capabilities in the world, and almost nobody in the world even knew it existed.

Now ask yourself, given (a) great secrecy, (b) great amounts of money, (c) several decades, (d) enough genius-level scientists working for you, and (e) extraterrestrial or alien technology to study, is it possible for key breakthroughs to be made without the rest of the world ever learning of them? Breakthroughs so substantial that they create new areas of scientific study, new technologies, new capabilities, new interactions with these “others,” and as a result a radically new understanding of humanity itself and the cosmos within which we live?

Would such changes result in a clandestine world so different that it might qualify as a separate civilization? One that has broken away from our own?

I think the answer to that is yes.

How the classified world broke away

Let’s now return to UFOs, and build the most likely scenario based on what we know.

One thing is for certain: some agency or group has been operating aerial vehicles that are well beyond the capabilities of any known aircraft. Military jets of the U.S. and other nations have chased them. They do not resemble known types of vehicles. They have sometimes invaded sensitive airspace.

Whether these UFOs are “ours” or “theirs,” it means that an advanced and secret infrastructure must exist in order to account for them, and advanced concepts in physics are being applied by someone.

In addition, there is a strong likelihood that several UFOs have been recovered by military units. This is based on several specific accounts (most famously Roswell but many others), as well as on unconfirmed (but plentiful) statements by military personnel who have quietly relayed their knowledge to researchers. These include descriptions of extraterrestrial bodies being examined, flying saucers being studied and replicated, and a wide range of space-based activity that points to a secret space program.

If, as I believe, some claims of recovered UFOs are true, it would mean there has been a program to study and replicate them. How could it be otherwise? No agency with a crashed or otherwise downed UFO would simply sit on its hands for sixty years, looking at it.

No, it would do everything possible to understand it, no matter how far beyond current science it might be. The group that controlled it would keep it secret at all cost, beneath many layers of deception and deniability. That much is clear. But what would happen next?

At some point, we must assume, breakthroughs of understanding would occur, even if the alien artifacts could not be duplicated. Buried within the protection of a largely privatized national security structure, who can really trace definitively the stories behind some of the key patents of the Cold War? I think a number of developments relating to solid-state electronics, fiber optics, and other useful technologies could well have been inspired by studying exotic freebees.

Such breakthroughs mean attractive ground floor investments, handsome profits, and less-than-zero motivation for revealing the “goose that lays golden eggs.” But let us take the scenario even further. What if even greater breakthroughs of understanding were achieved? A better source of energy, a functioning electro-gravitic propulsion system, or a biotechnology that eliminates certain diseases?

I have no doubt that breakthroughs of that sort would be blocked from reaching the outside world. A new source of energy, especially if it were “free” or nearly so, would demolish the petroleum industry, while certain biotech developments would threaten Big Pharma. These are two of the largest industries in the world.

Major breakthroughs would also threaten to destabilize society and challenge the structure of power. Cheap and portable energy, as implied by flying saucers, would revolutionize our world so completely that no one can truly fathom what the world would look like once it became available. The same can be said for technologies that might enable people to live for 150 years or longer.

But just because certain discoveries and inventions would be kept secret, study on them would not cease. We have seen that by the mid-1960s, the highly secretive NSA had amazingly advanced computing technology for its time; is it possible that breakthroughs in field propulsion were made by the 1960s if not earlier? Such have been the claims of several leaks and rumors over the years. If so, then we would conceivably have had a small flying saucer fleet at some point thereafter.

With a secret fleet of vehicles utilizing field propulsion and able to explore beyond Earth’s orbit, it is easy to see how the cadre of people involved in such a program would develop new vistas of experience and imagination.

Such a group would continue to be funded secretly and covertly by a combination of public and private funds. In effect, it would constitute an invisible empire, with technology superior to the rest of the world, able to explore areas of our world unavailable to the rest of us. It would probably have a significant built infrastructure, possibly underground and “off the grid” in important ways. It might even have interactions or encounters with non-human intelligences behind the UFO phenomenon. Most certainly it would be concerned somehow with managing the problem of “others” here on Planet Earth. All of the above would indicate that the group members would have deeper scientific and cosmological insights.

Yes, this might qualify them as a separate, “breakaway,” civilization.

Such a group would have great independence from the established system of power and control, although I would doubt its members would live in a completely separate environment all the time, like some Alternative 3 scenario. Most likely they would need to work in “our” world, if for no other reason than that Earth is where the action is. They would probably move back and forth between the realities of their deeply classified world and the official reality that the rest of us inhabit. Undoubtedly not an easy life.

What are they doing? What is the end game?

Americans of my generation and earlier were taught that they lived in a free country. We elected our leaders, and if they didn’t please us, we could vote them out and elect someone else. Government was responsible to the people. Secrets and crimes occurred, of course, but as long as the system worked, the wrongdoers could be exposed and brought to justice.

Most people now recognize this belief for the idealized fantasy that it is. One of the key components of a free society is freedom of information, and to a large extent that system within the U.S. has broken down. In my own research and meanderings down the road of secrecy, I have come across a few names that inhabit this deeply clandestine world. One of them, in my opinion at least, ought to be famous by virtue of his career, which was at the highest levels of NORAD. By rights, several other names I have encountered should also be famous. Who knows, perhaps one day they will be. But today, none of them yield a single hit on any web search. As far as anyone would know, they simply don’t exist.

Of course, that’s an old story for those who work in the cloak and dagger world of intelligence, but I think it is especially true for members of the breakaway civilization. Learning about them and their world, therefore, is likely never going to happen until the truth about UFO reality is itself exposed – which it will be one day – and relevant information is forced out by public action. Meanwhile, I speculate about the lives lived by members of this world.

Ask yourself, if it were learned that multiple groups of “others” were here who possessed extraordinary capabilities, had a deep understanding of our world, and were driven by as-yet unknown or unconfirmed agendas, how would the classified world respond?

What follows derives from a combination of logic and confidential conversations I have had in the course of my journeys into this field, as well as discussions with a few other researchers who are also uncovering the same general scenario. Quietly, we are doing what we can to help each other and learn more about all this.

I believe that members of the breakaway civilization are recruited from the militaries of several nations. It appears that the U.S. Navy is a key provider of personnel. But wherever they come from, they work under deep cover, below many layers of deniability. Those of them who have families give no hint to their spouses and children what they really do, which is to monitor and somehow deal with the presence of these other beings. Obviously, these people are lifers. Even after they retire, they are never truly out.

Their interests include not simply advanced propulsion and weaponry, although these are important. My best guess is that other areas include several that are off-limits to respectable science: psi enhancement, memory management, and space-time management. It seems to me that at least some people who are said to be “military abductees” have been taken and used in this manner – but clearly not by the standard military branches. No, this is an operation courtesy of our “breakaway” group, which works with military cover. Such actions are necessary from their point of view, as they know that these “others” operate in a way that can affect space-time reality. They might therefore decide that they need their own cadre to “see” and affect things across space and time.

The breakaway civilization is probably not unified. Certainly, rivalries and competition abound within the U.S. and global intelligence scene. It is probably no different here, and there is no reason to suppose that the original incarnation of “MJ-12” is the only game in town. Within the sprawling U.S. intelligence structure are many opportunities for rogue, or at least divergent, groups. I believe this applies to the breakaway civilization, and the logic is certainly there. The prize, after all, is substantial: knowledge of the most advanced technologies and scientific concepts imaginable. The same diversity, incidentally, seems to apply to the “others.” These beings may not all cooperate with each other, but whether or not there are active hostilities among them I have no idea.

My supposition is based on a combination of the known facts and the additional scraps that have reached me. If I am right, then a web of attitudes and alliances exists behind the scenes. In such a situation, having an accurate scorecard would be quite valuable. Still, I must emphasize I cannot prove this scenario at the present time. I consider it a working theory.

I should think that members of the breakaway civilization might despair of ever educating the rest of humanity on what is going on. Their own reality is probably so far beyond our own, they may rightfully ask, how can they bring us up to speed without causing a worldwide psychological meltdown?

But as I have felt for some time, neither they nor the “others” are the only game in town. The great variable in the secrecy equation is ourselves. That is, the mainstream human civilization that is currently undergoing the most radical transformation in its history. In a mere century we have gone from a society of horses pulling carts to one of advanced computing and space travel. As I have stated in a number of lectures, most experts in the field of artificial intelligence believe we are a mere generation away from the day when your computer will be talking to you, claiming to be a conscious entity. You may well accept that claim. Then there is the future of nanotech, biotech, and quantum computing. Just as Voltaire would not recognize our world today, we can scarcely imagine the world that will exist a mere half-century from now.

Unless it falls off the rails, this train has an inevitable destination: one in which we prove openly and for certain that the UFO phenomenon is real and that there are other intelligences involved in it.

Nothing worth achieving is ever easy. Yet, one day, humanity will pry open its prison door. That will be a joyous day, but also bittersweet — for we will realize that the struggle for truth has not ended. New truths will need to be fought for and won. It is the price we must inevitably pay for having lived so long beneath the heavy burden of such pervasive falsehoods.

Only then will we begin the long process of reintegrating all of humanity into the light of day. And only then — finally then — can we fully rise to the challenges posed, for better or for worse, by these other beings.

_____________________________________________________________________________

Original Source: AfterDisclosure.com

Note: [The article was removed from AfterDisclosure.com for whatever reason].
_____________________________________________________________________________

UFOs For The 21st Century Mind by Richard Dolan
The Secret Space Program & The Breakaway Civilization by Richard Dolan [Book Review]
The Secret Space Program & The Breakaway Civilization [Video]
The Black Budget by Catherine Austin Fitts [Video]
From Ancient To Breakaway Civilizations – A Conversation With Walter Bosley
Saucers, Swatstikas & Psyops – A History Of A Breakway Civilization: Hidden Aerospace Technologies & Psychological Operations by Dr. Joseph P. Farrell
Covert Wars & Breakaway Civilizations – The Secret Space Program, Celestial PsyOps & Hidden Conflicts by Dr. Joseph P. Farrell.
The Case For A Breakaway Civilization [Part 1] – A Conversation With Richard Dolan
The Case For A Breakaway Civilization [Part 2] – A Conversation With Richard Dolan

#Book Review: The Secret Space Program & Breakaway Civilization By Richard Dolan | #SmartReads #Space #UFOs

BreakawayIndividual.com
February 22, 2020
Zy Marquiez

For those that don’t know, Richard Dolan is a scholar, historian, and renown researcher within the field of alternative research.

Dolan’s research has been integral in bringing in a fresh new point of view within the field of UFOlogy.  This incisive and cursory overview on the Breakaway Civilization works exemplifies this rather trenchantly, in which he postulated in UFOs & The National Security State – Volume 2 and coined the term “Breakaway Civilization”.

In The Secret Space Program & Breakaway Civilization Dolan elaborates on his Breakaway Civilization hypothesis rather intricately, although in a much more accessible manner given the length of the book.

This booklet is a salient synopsis of the presentation he gave in San Mateo, CA in 2014 at the Secret Space Program & Breakaway Civilization Conference.

Admittedly, if you have seen that particular presentation of Dolan on youtube, then this will be nothing new except in a written format.  However, if you are new to the subject, or want to have a written reference for what Dolan discussed in his presentation, then this book is certainly for you.

Dolan begins discusses UFO reports, statistics and the ongoing phenomena.  Thereafter, the author discusses the fascinating story of Ingo Swann and his remote viewing prowess.  Swann’s findings and experience add significant depth to the book given his unique skillset and credibility.  The fact that remote viewing experimentations were taking place decades ago within the military shows how vital this type of discipline was to reconnaissance of not only events on Earth, but far beyond.

Later on in the book, Karl Wolfe’s testimony is discussed, which he shared during the Disclosure Project.  Also touched upon is Donna Hare’s testimony regarding having to airbrush any evidence of UFOs, as well as the story of Vito Saccheri.

Throughout the book Dolan homes in on the implications of the SSP & Breakaway Civilization and how these interweave with our reality in myriad ways.  This is appreciated given how many new folks will be reading this particular subject, and to have this subject analyzed and spoken about in a methodical, no-nonsense but in-depth and open-minded way is definitely refreshing.

Another data point delved into is Leonard Stringfield’s finding of “the crash retrieval syndrome” coupled with some cases which are highly provocative to say the least.

Also noted within the book is Dolan’s take of what journalist James Goodall was told, which regarded highly advanced technologies stationed at the Nevada desert at the time.

Most notably, Dolan makes sure to mindfully unthread many of the deeper implications that the subjects of Secret Space Programs and Breakaway Civilizations entail, as well as why it’s vital for the SSP & Breakaway Complex to maintain control of the subject and more importantly, the sciences and the technological advantages that have been derived from them.

Also glanced upon is the ever illusive paradox of disclosure, while also giving light to some of the more notable renderings that relate to footage of UFOs, such as the STS 114 footage.

Dolan also gives his take on what he sees as the most likely current scenario of the topic at hand, while also giving a cursory glance to the possible goals of the handlers of this abstruse subject.

Finally, Dolan gives his take on what individuals can do to detach from the control system and help bring about change in this discipline as well as others.

In its totality, the book not only gives individuals a hardcopy of one of Richard Dolan’s best presentations, but it’s also a different way of assimilating information.   Different people learn in different ways, and having this type of media for people to learn is highly helpful for those that learn more efficiently through books rather than in a visual or audio format.

This book, or perhaps most notably, the idea of a Breakaway Civilization and  Secret Space Program, helps connect dots from many seemingly disparate pieces within the alternative research field in a way that helps shed light onto the darkness that abounds many subjects, while considering more nefarious possibilities that these connections portend.

Having said that, we need cognize deeply about how the world looks a century from now, and how that will be proportional to how individuals today decide to live their lives in relation to this topic and those that revolve around it.  If individuals choose to educate themselves and others by becoming autodidacts, while also inciting change at the community level as Richard Dolan has and continues to do, then the world will in fact begin to change accordingly.

The world of tomorrow begins today, and we can either be a catalyst of change, or we can get swept by the tide.

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About The Author:

Zy Marquiez is author of Amor Vincit Omnia – Love Conquers All, and also an avid book reviewer, poet, inquirer, an open-minded skeptic, health freedom advocate, and writer who aims at empowering individuals in many ways, while also delving deeper and regularly mirroring subjects like Consciousness, Education, Creativity, Individuality, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

Add Me On Facebook: https://www.facebook.com/ZMarquiez
Follow The Page On Facebook: https://www.facebook.com/BreakawayIndividual/

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Suggested Reading & Viewing:

Have You Ever Walked On The Moon?
7 Phenomenal Books For Homeschooling, Self-Directed Learners & Autodidacts
How TV Robs You Of Your Life
13 Great Reasons To Study Logic
Are You Living Your Dreams?
The Divide & Conquer Left Right Paradigm
What Is The Difference Between Education & Public Schooling?
How A Generation Lost Its Common Culture
Philosophy 101 by Socrates – An Introduction To Phylosophy Via Plato’s Apology By Peter Kreeft Ph.D.
How To Read A Book by Mortimer J. Adler & Charles Van Doren
A Different Kind Of Teacher by John Taylor Gatto
Logical Fallacies Employed In Every Day Life
The Imaginative Argument – A Practical Manifesto For Writers By Frank L. Cioffi
A Workbook For Arguments – A Complete Course In Critical Thinking by David Morrow
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
Dialectical Thinking – Zeno, Socrates, Kant, Marx by Tommi Juhani Hanjijarvi Ph.D.
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Mary Joseph Ph.D.
Why Read The Classics?
Getting Things done by David Allen
Classrooms Of The Heart [Mini Documentary] – John Taylor Gatto
Dumbing Us Down by John Taylor Gatto
History So It Doesn’t Repeat – The Deliberate Dumbing Down Of America with Charlotte Iserbyt
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Propaganda by Edward Bernays 
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

#Book Review: Propaganda by Edward Bernays | #SmartReads #BookReview #SocialEngineering

“Bernay’s honest and practical manual provides much insight into some of the most powerful and influential institutions of contemporary industrial state capitalist democracies.”
– Noam Chomsky

“Propaganda is the executive arm of the invisible government.”
– Edward Bernays

BreakawayIndividual.com
Zy Marquiez
February 22, 2020

Propaganda is a tool widely used by those holding power positions in many facets of society, from politicians, religious leaders, agents of the state to corporate brass.  Propaganda is employed regularly because it works, and it has for centuries.  And if one wishes to comprehend the modern iteration of propaganda, there is no better individual to learn from than “the father of public relations” Edward Bernays.

Edward Bernays, whose magnum opus is Propaganda, laid the foundation for propaganda as it is now known.  Bernay’s book Propaganda outlines in profound detail many aspects of how propaganda works, and how this notion was thought about nigh a century ago.  This book was originally published in 1928, and yet its effects are still as important today as they have ever been, if not more so.

Bernay’s book is quite sobering because it details how the mass manipulation of the human subconscious can place can take at unprecedented scale.

In a world where the propaganda vice-grip has reached unfathomable levels, knowledge of how this takes place is not only imperative, but the responsibility of the individual.

Be that as it may, propaganda flows through all media – news, tv shows, songs, radio stations, advertisements, magazines, and more.  Plain and simple, propaganda has unfortunately become an undeniable part of our societal structure.

Webbing the populace at will, this tool, and all its functions have served to greatly increase the influence and power of most individuals and institutions employing it.

As VigilantCitizen eloquently states:

“Bernay’s trailblazing marketing campaigns profoundly changed the functioning of American society. He basically created “consumerism” by creating a culture wherein Americans bought for pleasure instead of buying for survival. For this reason, he was considered by Life Magazine to be in the Top 100 most influential Americans of the 20th century.”[Bold Emphasis Added.]1

Propaganda, in it of itself, is not negative per se. However, if lies, misinformation, disinformation, are inherently embedded within the messages being shared, then this tool can have seriously nefarious and wide reaching consequences for entire populations.

If individuals wish to understand how the rulers of our time operate and how they are able to achieve and keep their power, then Propaganda is the perfect baseline.

Personally, this book should be mandatory for everyone’s education, as knowing how propaganda is employed and its many facets would make all individuals incredibly robust in facing the onslaught of modern propaganda, which is relentless. More importantly, only by knowing what you face and how it is employed can one learn how to overcome it.

To sum up this work, it is best to leave you with this Orwellian quote by Bernays that should be pondered at length:

“The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country. …We are governed, our minds are molded, our tastes formed, our ideas suggested, largely by men we have never heard of. This is a logical result of the way in which our democratic society is organized. Vast numbers of human beings must cooperate in this manner if they are to live together as a smoothly functioning society. …In almost every act of our daily lives, whether in the sphere of politics or business, in our social conduct or our ethical thinking, we are dominated by the relatively small number of persons…who understand the mental processes and social patterns of the masses. It is they who pull the wires which control the public mind.”

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Source

[1] http://vigilantcitizen.com/vigilantreport/mind-control-theories-and-techniques-used-by-mass-media/

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About The Author:

Zy Marquiez is author of Amor Vincit Omnia – Love Conquers All, and also an avid book reviewer, poet, inquirer, an open-minded skeptic, health freedom advocate, and writer who aims at empowering individuals in many ways, while also delving deeper and regularly mirroring subjects like Consciousness, Education, Creativity, Individuality, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

Add Me On Facebook: https://www.facebook.com/ZMarquiez
Follow The Page On Facebook: https://www.facebook.com/BreakawayIndividual/

___________________________________________________________
Suggested Reading & Viewing:

Have You Ever Walked On The Moon?
7 Phenomenal Books For Homeschooling, Self-Directed Learners & Autodidacts
How TV Robs You Of Your Life
13 Great Reasons To Study Logic
Are You Living Your Dreams?
The Divide & Conquer Left Right Paradigm
What Is The Difference Between Education & Public Schooling?
How A Generation Lost Its Common Culture
Philosophy 101 by Socrates – An Introduction To Phylosophy Via Plato’s Apology By Peter Kreeft Ph.D.
How To Read A Book by Mortimer J. Adler & Charles Van Doren
A Different Kind Of Teacher by John Taylor Gatto
Logical Fallacies Employed In Every Day Life
The Imaginative Argument – A Practical Manifesto For Writers By Frank L. Cioffi
A Workbook For Arguments – A Complete Course In Critical Thinking by David Morrow
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
Dialectical Thinking – Zeno, Socrates, Kant, Marx by Tommi Juhani Hanjijarvi Ph.D.
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Mary Joseph Ph.D.
Why Read The Classics?
Getting Things done by David Allen
Classrooms Of The Heart [Mini Documentary] – John Taylor Gatto
Dumbing Us Down by John Taylor Gatto
History So It Doesn’t Repeat – The Deliberate Dumbing Down Of America with Charlotte Iserbyt
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

The Divide & Conquer Left | Right Paradigm

There is nothing which I dread so much as a division of the republic into two great parties, each arranged under its leader, and concerting measures in opposition to each other. This, in my humble apprehension, is to be dreaded as the greatest political evil.”
– John Adams

“They don’t want to see us unite: All they want us to do is keep on fussing and fighting.  They don’t want to see us live together: all they want to do is keep on killing one another.”
– Bob Marley

leftrightparadigm
BreakawayIndividual.com
Zy Marquiez
February 21, 2020

Divide & Conquer as a socially engineering mechanism has existed for quite some time now, countless centuries in fact.   But even though such has been known to be the case, it’s still incredibly concerning how many people still fall for the Divide &Conquer Left-Right Paradigm, as if it’s something new.

Given the enormous amount of division taking that has been growing over the last few decades, and seeing an even larger increase in society nowadays, it seemed timely to take a gander at the Divide & Conquer Left-Right Paradigm again.

Nowhere is the socially engineered fracturing of the populace more obvious then within the bowels of social media, where individuals of all walks of life attempt to make other people conform to their points of views, without rarely ever seeking an understanding of the other individual’s side, nor any common ground.  In other words, it’s a clinic on “my-way-or-the-high-way”.

That’s quite unfortunate, because without genuine, open, and mindful communications, public discourse stands no chance in creating positive change on any level.  If individuals cannot get to square one, what positive change can be had?  None.

Now, square one doesn’t mean blindly agreeing with someone, nay.  It simply means finding common ground, a venture point from which to proceed in tackling actionable intelligence.  Be that is may, the issue of Divide & Conquer is a lot more problematic than it seems at a cursory glance.

Divide and Conquer is a concept that siphons an enormous amount of the population’s time, and yet, receives no attention from mainstream media, and barely even the alternative media, and that’s incredibly concerning.  That time could be allocated in more positive ways, from applying that time to foster substantial relationships, to venturing into creative ideas, to perhaps even focusing on health.  Those are not even considerations though.

To be precise though, what exactly is this socially engineered and bifurcated left-right paradigm?

To simplify, the left-right paradigm is a concept from political sciences and anthropology which proposes that societies have a tendency to divide themselves into ideological opposites.

That’s certainly one way to look at it.

Another way of viewing this would be proposing part of the establishment carries out this division on purpose to make it seem like there are only two sides to every debate, thus making the populace a lot more malleable and easier to control.  After all, two sides to any significant issue are magnitudes easier to control than say, hundreds, or thousands of individual groups, each vying independently to make change.

Diving deeper, let’s take a cursory glance at some – although certainly not all – of the permutations that the left/right paradigm is often bandied as. Being cognizant of these will make it easier for an individual to center their mind onto particular divisive agendas that are taking place within the media.

The Left/Right paradigm includes, but is not limited to:

– Back people vs. White people
– Muslim vs. Christians
– Republicans vs. Democrats
– East vs. West
– US vs. Russia/China
– US vs. Middle East
– Poor vs. Rich
– Liberals vs. Conservatives [could dovetail into politics, but it need not]
– Religion vs. Atheism
– Gay vs. Straight
– Women vs. Men
– Young vs. Old
– Prolife vs. Prochoice

There are many more derivatives, but those examples are some of the most salient ones out there.

In any case, take a good minute or two to ponder at that list again. What don’t you notice anywhere?

The individual.

To those in power, the individual is antithetical to the establishment’s plans.  I myself learned this from Jon Rappoport (NoMoreFakeNews.com), for he centers on the Individual from so many angles you not only get to see the power of the individual, but why the individual is subsumed into the collective.  But why is that the case?

This is because the individual is a rebel, someone to be avoided at all cost, because the individual is not afraid to stand alone or to buck the trend.  Those that think for themselves are a problem to those in power because they are not afraid to question, which should be something done often, for it allows an individual to hone their mental faculties and get to the truth.  But that is problematic to those that love to employ the Divide and Conquer op.

This is why from youth, particularly through schooling, society has been indoctrinated to conform, to fit within these divide and conquer structures that fracture the populace.

A keen glance at how the system operates is crucial in order to understand the full breadth and scope of this issue and how it starts from the nascent stages in our lives.

For this we will take a gander at some snippets provided by John Taylor Gatto’s phenomenal book, Dumbing Us Down The Hidden Curriculum Of Compulsory Schooling.

On the pervasive and derisive issue of divide and conquer Gatto trenchantly notes:

“It is absurd and anti-life to be part of the system that compels you to sit in confinement with people of exactly the same age and social class.  That system effectively cuts you off from the immense diversity of life and the synergy of variety; indeed it cuts you off from your own past and future, sealing you in a continuous present much the same way television does” [1][Bold Emphasis Added]

Not allowing individuals to be part of other points of views in life, to diversity – other shades in the endless spectrum of life – stultifies their growth because their mind (and perspective) doesn’t expand as it would if they were exposed to many points of views.  Furthermore, it inculcates the meme that the box – whatever reality the comptrollers are parading around – is all there is, and anything beyond the box is to be seen as suspect.  Ideas do not get considered and creativity gets incinerated at warp speed, like a snowman in a blast furnace.

Likewise:

The highest value to the Combine [those in control] is neither democracy nor accountability, but compliance, pure and simple, and its favorite stratagem is to divide and conquer.  And if that doesn’t work, there’s always drugs.”[2][Bold & Underline Emphasis Added, Italic Emphasis In Original.]

It doesn’t get any more surgically precise than that.

This is why ultimately, freedom from conformity is as vital as ever if the individual is to (mentally) survive and keep their inherent nature, and if society is going to shed the shackles of division that benefit the comptrollers.

In fact, being free and not conforming, staying away from collectivism was so important that Thomas Jefferson once echoed these poignant words:

I never submitted the whole system of my opinions to the creed of any party of men…where I was capable of thinking for myself. Such an addiction [to a party] is the last degradation of a free and moral agent. If I could not go to heaven but with a party, I would not go at all.”[Emphasis Added]

In other words, as long as the individual is lucid enough to think for themselves, and has the foresight, logic, and critical thinking needed to understand these issues, they will be the antithesis to the conformity crisis that is ever present in modern times and continues to increase.  But without self-directed education, the individual risks being subsumed into the group, unable to see the net that’s cast to prevent them from heading off into the wild waters of the world, away from experiencing the ocean of life as it truly is and all of the beauty that it provides.

The self-cognizant and critical thinking individual will never be part of the group. They will always be a person within a group, there’s a difference, and this distinction is crucial.

How can an individual rectify this relentless situation?

Perhaps it’s best to heed the words of Mortimer J. Adler & Charles Van Doren, which they shared in their notable book, How To Read A Book

The best protection against propaganda of any sort is the recognition of it for what it is Only hidden and undetected oratory is really insidious.  What reaches the heart without going through the mind is likely to bounce back and put the mind out of business.   Propaganda taken in that way is like a drug you do not know you are swallowing The effect is mysterious; you do not even know afterwards why you feel or think the way you do.“[3][Bold & Underline Emphasis Added]

A person can’t tackle issues they are blind too.  It’s impossible.

And isn’t it ironic that people, immediately after taking a swallowing the propaganda blue pills from the mainstream media – and even alternative media – soon forgo all logic and reason, acting in primal fashion based on the box-version of reality most media parades?  It’s almost like a scheduled hatred session, not unlike hateweek in Orwell’s 1984.[4]

Knowing this, what’s an incisive and critical thinking individual to do?

Cut these issues off at the pass, don’t fall for the divisionary tactics.

Be wary about anything that stokes the fires of division.  Follow your own intuition.

Realize that following your intuition is merely the first step in a long process of growth that you – as an individual – will go through once your mind is open and capable of discerning divisive mechanisms for what they are.

Once individuals fully comprehend how the system strives to use every single individual as pawns in a game, it’s easy to quit the nonsense altogether.  You begin seeing that you are part of a much larger structure, and it is because you have power, power that those that employ the Divide and Conquer op don’t want you to realize.  Because you might just take your life into your own hands, becoming so authentic that you become antithetical to collectivism, thus not only learning what you yourself can do by venturing outside of the norm, but also teaching others in the process simply by being yourselfThat type of instance creates resonance that’s incredible, and it starts with you.

But more importantly, the individual should relish their inherent capability of knowing that, if they are cognizant of the modus operandi, no amount of propaganda or divisive tactics will ever seep into their mind.  Thus, this brings about the ability to think lucidly, decisively, and proactively.

This is why breaking away into total awareness is the key, for only by becoming aware of hinders you, can you eventually over come in.
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Sources & References:

[1] John Taylor Gatto, Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling, p. 24.
[2] Ibid., p. xvii.
[3] Mortimer J. Adler & Charles Van Doren, How To Read A Book, pg. 194.
[4] George Orwell, 1984, in reference to Hateweek, at: https://en.wikipedia.org/wiki/Hate_week

___________________________________________________________
If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com

___________________________________________________________
About The Author:

Zy Marquiez is author of Amor Vincit Omnia – Love Conquers All, and also an avid book reviewer, poet, inquirer, an open-minded skeptic, health freedom advocate, and writer who aims at empowering individuals in many ways, while also delving deeper and regularly mirroring subjects like Consciousness, Education, Creativity, Individuality, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

Add Me On Facebook: https://www.facebook.com/ZMarquiez
Follow The Page On Facebook: https://www.facebook.com/BreakawayIndividual/

___________________________________________________________
Suggested Reading & Viewing:

Have You Ever Walked On The Moon?
13 Great Reasons To Study Logic
Are You Living Your Dreams?
What Is The Difference Between Education & Public Schooling?
How TV Robs You Of Your Life
7 Phenomenal Books For Homeschooling, Self-Directed Learners & Autodidacts
How A Generation Lost Its Common Culture
Philosophy 101 by Socrates – An Introduction To Phylosophy Via Plato’s Apology By Peter Kreeft Ph.D.
How To Read A Book by Mortimer J. Adler & Charles Van Doren
A Different Kind Of Teacher by John Taylor Gatto
Logical Fallacies Employed In Every Day Life
The Imaginative Argument – A Practical Manifesto For Writers By Frank L. Cioffi
A Workbook For Arguments – A Complete Course In Critical Thinking by David Morrow
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
Dialectical Thinking – Zeno, Socrates, Kant, Marx by Tommi Juhani Hanjijarvi Ph.D.
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Mary Joseph Ph.D.
Why Read The Classics?
Getting Things done by David Allen
Classrooms Of The Heart [Mini Documentary] – John Taylor Gatto
Dumbing Us Down by John Taylor Gatto
History So It Doesn’t Repeat – The Deliberate Dumbing Down Of America with Charlotte Iserbyt
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

#Book Review: Dialectical Thinking – Zeno, Socrates, Kant, Marx by Tommi Juhani Hanjijarvi Ph.D. | #SmartReads | #Education | #Learning

BreakawayIndividual.com
Zy Marquiez
February 20, 2020

This particular book is a great foray for those beginning to delve into dialectics.

In Dialectical Thinking – Zeno, Socrates, Kant, Marx by Tommi Juhani Hanjijarvi Ph.D., seeks to show how valuable dialectical thinking is as he examines the minds of former dialecticians.

To accomplish this Hanjijarvi sifts through noteworthy examples in dialectics that were brought about by individuals such as Socrates, Kant, Zeno and Marx, while also coupling additional examples from other incisive minds to supplant the examples of the core four, which are the main focus of the book.

For instance, while analyzing Marx’s foray into dialectics, the author delves into information brought about by Engel, Bernstein, Lenin and such.

As the author makes clear, dialectics have extensive uses.  More incisively, as the author argues “Dialectics are always about the dynamics of the self.”

It was quite mentally invigorating seeing the different dialectics employed by the great dialecticians.  Moreover, it was also interesting to note where some of their ruminations dovetailed and what paths those notions discussed led them towards.

These days, the benefit of employing sound reason, as dialecticians do and this book showcases, would be a great skillset for individuals to learn.  That skillset would allow individuals to put themselves on either sides (or all sides) of an equation, rather than end up simply fostering their points of views without taking the other person’s view into consideration, or at least examining it in detail if such needs to be the case.

Truth be told, reality is vastly more complex than two sides most often.  This reason is why this type of book is downright crucial, since it helps lay a solid foundation as an introductory volume into the discipline of dialectics and the understanding of subjects from various points of views in a sound manner.

Thinking unilaterally about incisive issues won’t help people think critically, nor will it help people to think outside the box.  Predictably, this prevents individuals from grasping crucial issues at their core, or from the kaleidoscope of angles that particular issues might inherently contain.

Frankly, this book should be considered for any inquiring individual.  I have already suggested this book to quite a few individuals for homeschooling and those that employ self-directed learning. 

As an introduction to the dialectical thinking employed by some of the greatest dialecticians, this book carries out its premise and then some.  Make sure to supplant this book first and foremost with How To Read A Book, by Mortimer J. Adler & Charles Van Doren, coupling it with Socratic Logic and Philosophy 101 by Peter Kreeft, as well as A Workbook For Arguments – A Guide For Critical Thinking by David R. Morrow and Anthony Weston, and you have a veritable foundation for self-directed learning that creates an incredibly ironclad foundation

___________________________________________________________
If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com

___________________________________________________________
About The Author:

Zy Marquiez is author of Amor Vincit Omnia – Love Conquers All, and also an avid book reviewer, poet, inquirer, an open-minded skeptic, health freedom advocate, and writer who aims at empowering individuals in many ways, while also delving deeper and regularly mirroring subjects like Consciousness, Education, Creativity, Individuality, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

Add Me On Facebook: https://www.facebook.com/ZMarquiez
Follow The Page On Facebook: https://www.facebook.com/BreakawayIndividual/

___________________________________________________________
Suggested Reading & Viewing:

Have You Ever Walked On The Moon?
13 Great Reasons To Study Logic
Are You Living Your Dreams?
What Is The Difference Between Education & Public Schooling?
How TV Robs You Of Your Life
7 Phenomenal Books For Homeschooling, Self-Directed Learners & Autodidacts
How A Generation Lost Its Common Culture
Philosophy 101 by Socrates – An Introduction To Phylosophy Via Plato’s Apology By Peter Kreeft Ph.D.
How To Read A Book by Mortimer J. Adler & Charles Van Doren
A Different Kind Of Teacher by John Taylor Gatto
Logical Fallacies Employed In Every Day Life
The Imaginative Argument – A Practical Manifesto For Writers By Frank L. Cioffi
A Workbook For Arguments – A Complete Course In Critical Thinking by David Morrow
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Mary Joseph Ph.D.
Why Read The Classics?
Getting Things done by David Allen
Classrooms Of The Heart [Mini Documentary] – John Taylor Gatto
Dumbing Us Down by John Taylor Gatto
History So It Doesn’t Repeat – The Deliberate Dumbing Down Of America with Charlotte Iserbyt
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

Charlotte Iserbyt – The Secret History of Western Education [Full Documentary]

BreakawayIndividual.com
Zy Marquiez
February 20, 2020

In the following video, Charlotte Iserbyt speaks at length about the real history of public education and its ties to systemic corruption within the public schooling system.  As a former Senior Policy Adviser for the Office Of Educational Research & Improvement during the Reagan Administration, she was in the heart of the beast, and as so, knew the system well.  Her words should be ruminated upon seriously.  For further research, Charlotte Iserbyt’s book, The Deliberate Dumbing Down Of America, gets at the heart of the matter.

Charlotte Iserbyt also became a whistleblower about the  major technology initiative which would control curriculum in America’s classrooms.

While working there she discovered a long term strategic plan by the tax exempt foundations to transform America from a nation of rugged individualists and problem solvers to a country of servile, brainwashed minions who simply regurgitate whatever they’re told.

This is a must see for anyone who wants to truly know why the public schooling system is deliberately crafted to produce human drones with no critical thinking whose only skills are to be subservient, trust authority and follow orders

__________________________________________________________
Suggested Reading & Viewing:

Have You Ever Walked On The Moon?
13 Great Reasons To Study Logic
Are You Living Your Dreams?
What Is The Difference Between Education & Public Schooling?
How TV Robs You Of Your Life
7 Phenomenal Books For Homeschooling, Self-Directed Learners & Autodidacts
How A Generation Lost Its Common Culture
Philosophy 101 by Socrates – An Introduction To Phylosophy Via Plato’s Apology By Peter Kreeft Ph.D.
How To Read A Book by Mortimer J. Adler & Charles Van Doren
A Different Kind Of Teacher by John Taylor Gatto
Logical Fallacies Employed In Every Day Life
The Imaginative Argument – A Practical Manifesto For Writers By Frank L. Cioffi
A Workbook For Arguments – A Complete Course In Critical Thinking by David Morrow
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Mary Joseph Ph.D.
Why Read The Classics?
Getting Things done by David Allen
Classrooms Of The Heart [Mini Documentary] – John Taylor Gatto
Dumbing Us Down by John Taylor Gatto
History So It Doesn’t Repeat – The Deliberate Dumbing Down Of America with Charlotte Iserbyt
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

History So It Doesn’t Repeat: The Deliberate Dumbing Down of America w/ Charlotte Iserbyt | #History | #Education

Source: TragedyAndHope
February 20, 2020

Tonight, on History… So It Doesn’t Repeat: we discuss the past, present, and future of public schooling, with Charlotte Iserbyt, former Sr. Policy Advisor for the U.S. Department of Education. We’ll discover the root cause of the Deliberate Dumbing Down of Americans. Learning’s the answer. What’s the Question? It’s all coming up on History… So It Doesn’t Repeat!

__________________________________________________________
Suggested Reading & Viewing:

Have You Ever Walked On The Moon?
13 Great Reasons To Study Logic
Are You Living Your Dreams?
What Is The Difference Between Education & Public Schooling?
How TV Robs You Of Your Life
7 Phenomenal Books For Homeschooling, Self-Directed Learners & Autodidacts
How A Generation Lost Its Common Culture
Philosophy 101 by Socrates – An Introduction To Phylosophy Via Plato’s Apology By Peter Kreeft Ph.D.
How To Read A Book by Mortimer J. Adler & Charles Van Doren
A Different Kind Of Teacher by John Taylor Gatto
Logical Fallacies Employed In Every Day Life
The Imaginative Argument – A Practical Manifesto For Writers By Frank L. Cioffi
A Workbook For Arguments – A Complete Course In Critical Thinking by David Morrow
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Mary Joseph Ph.D.
Why Read The Classics?
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

Antibiotics: Side Effects and Alternatives

KellyBroganMD.com
Dr. Kelly Brogan
February 20, 2020

We use a lot of antibiotics. For coughs, cuts, urinary tract infections, and many times “just in case.” You could be considered reckless or ignorant if you opted to not use them. “But you could die of a deadly infection that could kill you!” chants the choir of voices entrained by a system that sees dangerous enemies lurking behind every life experience.

What may surprise you is that the real danger could lie in assaulting your body with an “anti-life” (the actual meaning of the word!) chemical that could very well be a Russian Roulette of unintended harms. Some of these harms are so significant that they could change the course of your entire life as you know it. Given that, I bet that if you knew that there were effective, safe “alternatives,” you’d seriously consider them.

To make your own decisions about health, you must inform yourself. Informed consent around medical interventions involves exploration of the risks, benefits, and alternatives. In our reactivity, however, we are accustomed to focusing only on the promise – knock that infection out and feel better quick! – without any meaningful information around the full breadth of scientifically-evidenced risks and treatment options.

The Benefits

Antibiotics obviously work, right? Well, we are learning that our dogmatic assumptions about the sacred cows of conventional medicine may be leaning on a house of cards. Or a house of placebos to be more exact. The reality is that infections have a natural course with an inbuilt capacity for robust recovery, so we may be giving undue credit to antibiotics. This appears to be possible based on the published literature. For instance, this study[1] on rhinosinusitis concluded:  “…the risks of potential side effects need to be weighed against the potential benefit that antibiotics give to the patient. This is especially pertinent as usage of the placebo has shown to be almost as efficacious as using the antibiotic therapy, and also much safer.”

WIth rising rates of antibiotic-resistant infections (which have resulted from rampant antibiotic use), and fewer novel medications in the pipeline, it seems we are coming to a point of reckoning around our belief that the rampant extinguishing of life is a health-promoting practice.

The Risks

“Catherine, you have an upper respiratory infection. We aren’t sure whether it is necessarily bacterial, but you should go ahead and take that Z pack just in case…oh, and it’s unlikely, but it’s possible that you could be left bed-bound from neurological damage, develop a serious opportunistic infection, and possibly even a brand new psychiatric diagnosis like Bipolar Disorder. Hope you feel better soon!”

Microbiome-dependent risks

With the discovery of the microbiome, conventional medicine as we know it should have gone back to the drawing board. With the understanding that an inner ecosystem drives our epigenetic expression, ranging from nutrient production to metabolic health to hormonal balance to immunity and inflammatory response, the ‘body as machine’ model became obsolete. We need to better understand what makes a microbiome healthy and what hurts it.

So far, we have been left with many questions and few answers[2]. We have looked at super healthy modern hunter gatherers to try to quantify their gut health, we have studied the beneficial effects of probiotics, and we have learned that chemicals like Monsanto’s Roundup wreak havoc on our bugs. We have learned that the transfer of bacteria occurs well before birth, and continues throughout breastfeeding, setting the stage for adult health by age 2. And it has almost become common knowledge that the indiscriminate killing of bacteria through the use of antibiotics may come with a cost. But will the cost really be anything more than a yeast infection or a bout of diarrhea?

Perhaps. We have ample evidence that antibiotics take out the “good” with the “bad” bacteria and leave a trail of imbalance that leaves the patient more vulnerable[3]. A 2017 review[4] references the increased risk of foodborne infection, including antibiotic-resistant strains, in those who took antibiotics during travel, with unpredictable recovery rates that seem to get dismally worse with repeated antibiotic exposure:

Even short antibiotic exposures disrupt the gut microbiome up to a year or more, and repeated exposures appear to attenuate recovery from ever occurring.”

Similarly, up to a one-third reduction in biome diversity can persist longer than 6 months, even after one short course of the popularly-dispensed antibiotic, Cipro.[5] This decrease in diversity can, itself, be a precursor to new illness. For instance, inflammatory bowel disease (IBD) is one of several chronic illnesses associated with low levels of beneficial bacteria[6]. Dysbiosis (imbalanced gut bacteria) is also a precursor to autoimmunity,[7] obesity, and weight gain[8].

Yeah, we all should be using less antibiotics – but what if we have to take an antibiotic? Then can’t we just take a probiotic afterward?

There is, unfortunately, scant evidence to support this seemingly logical integrative medicine practice. While hamster studies suggest recovery of damage is possible[9], the broad spectrum of antibiotic effects and probiotic options makes personalization of this support method challenging. Most probiotics contain only a few bacterial species, and our gut contains thousands.

Microbiome-independent risks

As if that weren’t enough to slow your pace to the CVS pharmacy counter, there is a growing body of literature focused on the non-microbiome-based risks of antibiotics. From slowed fracture healing[10] to acute liver injury[11], antibiotics have effects at the cellular level beyond simply inducing dysbiosis. These include changes in up to 87% of gut metabolites[12] functional in the gut, injury and destruction of mitochondria (the energy centers of the cell), and damage to gut tissue.

Of significant interest to me are the known and well-documented psychiatric risks of antibiotics. I imagine there are few patients consented for acute onset psychosis or suicidality before being prescribed an antibiotic. An excellent 2017 review by Zareifopoulos and Panayiotakopoulos[13] suggests that patients should be told of these risks including irritability, confusion, encephalopathy, suicidality, psychosis, and mania. These researchers conclude:

“The neuropsychiatric effects of antimicrobial drugs are extensively documented in the literature. A number of antimicrobial drugs have the potential to exert CNS effects and many are associated with stimulant, psychotomimetic and epileptogenic properties, mediated by GABA antagonism (beta-lactams, quinolones and clarithromycin), NMDA agonism (D-cycloserine, aminoglycosides, and perhaps quinolones), MAO inhibition (linezolid, metronidazole and isoniazid weakly) as well as more exotic mechanisms, as in the case of trimethoprim, isoniazid, ethambutol, rifampicin and the tetracyclines.”

In fact, the term ‘antibiomania’ has been coined around the potential for antibiotics to induce manic symptoms. In a recent review, two-thirds of the mania-inductions were in male subjects[14]. The resolution of acute-onset mania with charcoal suggests that these psychiatric risks may be both microbiome-dependent and independent. Relatedly, data suggests that there is a dose-dependent risk of new-onset depression; the higher the antibiotic exposure, the higher the risk of depression[15].

If you don’t know to connect these dots, then you could end up believing that your “mental illness” is an entirely new diagnosis requiring lifelong treatment.

The Alternatives

Fortunately, many alternative strategies exist that resolve bacterial imbalances without the side effects of pharmaceutical antibiotics. Even better – many of the plant-derived therapies can be easily incorporated in your everyday meals as a tasty preventative approach to resiliancey.

Colloidal Silver

Also called silver nanoparticles, colloidal silver has been used for over 2,000 years to resolve bacterial infections[16]. As such, silver is commonly used in intravenous catheters, dental fillings, wound dressings, and bone implants[17]. Though the exact antimicrobial mechanisms are still debated, colloidal silver generally works by damaging the cell membranes of pathogenic bacteria. Depending on the surface charge of the silver nanoparticles and the type of bacteria, bacteria can be killed by the formation of free radicals, accumulation of nanoparticles in bacterial cell walls, or depletion of cell membrane components[18]. Colloidal silver is effective both as a topical treatment for skin infections, like MRSA (methicillin resistant Staphylococcus aureus)[19], as well as an oral antibiotic[20].

Botanical Herbs

For centuries, botanical herbs have been used as antibiotics. Since there are countless herbal remedies for various types of infections[21],[22],[23], I’ll just list a few common herbs that have been validated by modern research. For example, the herb Inula helenium, also called elecampane, was shown to be 100% effective against 200 isolates of Staphylococcus aureus (commonly known as “staph infection”).[24] Similarly, a study that evaluated Alpinia galanga, a plant in the ginger family that has been traditionally used in Asian countries, found that this herb was effective against Salmonella typhi and E. coli, as well as against other drug-resistant bacterial strains.[25] Extract from Nigella sativa, a flowering plant native to south Asia, kills MRSA,[26] while cinnamon and oregano are potent selective antibiotics against many drug-resistant species[27]. Similarly, easy-to-find spices like cumin[28] and rosemary[29] are powerful antimicrobials, as are child-friendly options like elderberry[30],[31]. Many high-quality herbal products combine evidence-based herbs such as oregano[32],[33], echinacea[34],[35],[36], and goldenseal[37],[38],[39] into an effective immune support formula.

Probiotics

A great way to prevent imbalances from making you sick is by strengthening your beneficial bacteria, also called probiotics. Incorporating probiotics improve your metabolic and immune functioning while also crowding out pathogenic bacteria. Probiotics can resolve bacterial infections ranging from oral gingivitis[40] to H. pylori-mediated gastric infections[41] to bacterial vaginosis[42]. As one of the earliest and richest sources of probiotics is breastmilk, it isn’t surprising that breastmilk probiotics have been shown superior to antibiotics to treat mastitis, a common infection during lactation[43] (just another reason to breastfeed!). I recommend that people get probiotics through fermented foods like kimchi and sauerkraut[44], as these contain many more complementary bacterial strains than supplements for daily prevention.

Garlic

‘Let food be thy medicine,’ decreed Hippocrates, the father of modern medicine – and he would have ranked garlic as one of the most medicinal foods. Numerous studies have shown the antimicrobial effects of garlic, including a report in which researchers tested garlic-water against 133 multidrug-resistant species, showing remarkable antimicrobial properties[45]. A randomized controlled clinical trial showed that garlic was more effective than a standard antibiotic, metronidazole, for bacterial vaginosis. Authors remarked that garlic provided both increased therapeutic efficacy as well as decreased side effects[46]. Garlic is an effective treatment for stomach infections caused by H. pylori[47] and C. difficile,[48] as well as for pneumonia[49] and other lung infections[50]. Amazingly, consuming garlic not only protects against bacterial infections, but also lowers blood pressure[51],[52], stabilizes blood sugar[53], and decreases cancer risk.[54]

Manuka Honey

Raw Manuka honey is one of the tastiest ways to stay healthy. This honey comes from bees in New Zealand who pollinate the Manuka bush, and it has been used for thousands of years by various cultures to promote wellness. This high-antioxidant golden honey is a popular ingredient in high-end skin care products, as it is broadly anti-inflammatory and antimicrobial[55]. Inside the body, manuka honey can cure antibiotic-resistant C. difficile infection[56],[57], Strep throat[58],[59], urinary tract infections[60], and MRSA[61]. A bonus of eating honey is that it can include propolis, a mixture of bee saliva and wax known as “bee glue,” which contains over 300 therapeutic compounds that fight cancer[62],[63] as well as harmful bacteria[64],[65].

Here is where I recommend purchasing high quality supplements.

Make a Truce

It requires a mindset shift to stop fighting. Stop fighting each other, stop fighting nature, and stop fighting our own bodies. We need to break out of our patterned programs of control and domination and understand that this only strengthens our perceived enemies. We need to reconnect to the sacred complexity of pregnancy, birth, and breastfeeding as the origin of our health resiliency rather than a time to throw pharmaceuticals into the black box of undisclosed risks. The microbiome itself has taught us – through the poetry of biology – that we are inextricably connected to and dependent upon the web of the natural world. And that it is not possible to simply pull one thread of that web while leaving the rest of it intact. Remember that symptoms give us an opportunity, and perhaps the next time you have an antibiotic prescription dancing in your sights, you might see what it feels like to bring your body love and support rather than the detonation of grenades.

Visit the research dashboard on greenmedinfo.com to do your own exploration of risks, benefits, and alternatives to conventional pharmaceuticals. 

References

[1] https://www.ncbi.nlm.nih.gov/pubmed/25756071
[2] https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4831151/
[3] https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4831151/table/Tab1/
[4] https://www.ncbi.nlm.nih.gov/pubmed/28520993
[5] https://www.ncbi.nlm.nih.gov/pubmed/19018661
[6] https://www.ncbi.nlm.nih.gov/pubmed/12583961
[7] https://www.ncbi.nlm.nih.gov/pubmed/15158604
[8] http://www.nature.com/nature/journal/v444/n7122/abs/nature05414.html
[9] https://www.ncbi.nlm.nih.gov/pubmed/28529928
[10] https://www.ncbi.nlm.nih.gov/pubmed/15688263
[11] https://www.ncbi.nlm.nih.gov/pubmed/22891208
[12] http://www.sciencedirect.com/science/article/pii/S1043661812001661
[13] https://www.ncbi.nlm.nih.gov/pubmed/28197902
[14] https://www.ncbi.nlm.nih.gov/pubmed/28550767
[15] https://www.ncbi.nlm.nih.gov/pubmed/26580313
[18] https://www.ncbi.nlm.nih.gov/pubmed/17379174
[19] https://www.ncbi.nlm.nih.gov/pubmed/18372271
[20] https://www.ncbi.nlm.nih.gov/pubmed/18854209
[21] https://www.ncbi.nlm.nih.gov/pubmed/27899152
[22] https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4030608/
[23] https://www.ncbi.nlm.nih.gov/pubmed/28377931
[24] https://www.ncbi.nlm.nih.gov/pubmed/20095126
[25] https://www.ncbi.nlm.nih.gov/pubmed/19501283
[26] https://www.ncbi.nlm.nih.gov/pubmed/19610522
[28] https://www.ncbi.nlm.nih.gov/pubmed/20548937
[29] https://www.ncbi.nlm.nih.gov/pubmed/17900043
[30] https://www.ncbi.nlm.nih.gov/pubmed/28198157
[31] https://www.ncbi.nlm.nih.gov/pubmed/25395702
[32] https://www.ncbi.nlm.nih.gov/pubmed/27994215
[33] https://www.ncbi.nlm.nih.gov/pubmed/27051475
[34] https://www.ncbi.nlm.nih.gov/pubmed/19748859
[35] https://www.ncbi.nlm.nih.gov/pubmed/16398593
[36] https://www.ncbi.nlm.nih.gov/pubmed/9043936
[37] https://www.ncbi.nlm.nih.gov/pubmed/22814821
[39] https://www.ncbi.nlm.nih.gov/pubmed/11509983
[40] https://www.ncbi.nlm.nih.gov/pubmed/27829746
[41] https://www.ncbi.nlm.nih.gov/pubmed/22452604
[42] https://www.ncbi.nlm.nih.gov/pubmed/16697231
[43] https://www.ncbi.nlm.nih.gov/pubmed/20455694
[44] https://www.ncbi.nlm.nih.gov/pubmed/18979556
[45] https://www.ncbi.nlm.nih.gov/pubmed/15383227
[46] https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4166107/#A19118R8
[47] https://www.ncbi.nlm.nih.gov/pubmed/27761418
[48] https://www.ncbi.nlm.nih.gov/pubmed/28489336
[49] https://www.ncbi.nlm.nih.gov/pubmed/12602248
[50] https://www.ncbi.nlm.nih.gov/pubmed/16339933
[51] https://www.ncbi.nlm.nih.gov/pubmed/25837272
[52] https://www.ncbi.nlm.nih.gov/pubmed/24035939
[53] https://www.ncbi.nlm.nih.gov/pubmed/26693740
[54] https://www.ncbi.nlm.nih.gov/pubmed/21473867
[55] https://www.ncbi.nlm.nih.gov/pubmed/28474502
[56] https://www.ncbi.nlm.nih.gov/pubmed/28417271
[57] https://www.ncbi.nlm.nih.gov/pubmed/28257905
[58] https://www.ncbi.nlm.nih.gov/pubmed/22294681
[59] https://www.ncbi.nlm.nih.gov/pubmed/23043914
[60] https://www.ncbi.nlm.nih.gov/pubmed/27787156
[61] https://www.ncbi.nlm.nih.gov/pubmed/28438282
[62] https://www.ncbi.nlm.nih.gov/pubmed/28472978
[63] https://www.ncbi.nlm.nih.gov/pubmed/28358699
[64] https://www.ncbi.nlm.nih.gov/pubmed/28358806
[65] https://www.ncbi.nlm.nih.gov/pubmed/28603105

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© Kelly Brogan MD. This work is reproduced and distributed with the permission of Kelly Brogan MD. For more articles, sign up for the newsletter at kellybroganmd.com.”
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Kelly Brogan, MD

Kelly Brogan, M.D. is a Manhattan-based holistic psychiatrist, author of the New York Times bestselling book, A Mind of Your Own, and co-editor of the landmark textbook, Integrative Therapies for Depression. She completed her psychiatric training and fellowship at NYU Medical Center after graduating from Cornell University Medical College, and has a B.S. from MIT in Systems Neuroscience. View full bio. Want to share this article on your own blog? View our reposting guidelines.

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Suggested Reading & Viewing:

A Mind Of Your Own – The Truth About Depression & How Women Can Heal Their Bodies To Reclaim Their Lives by Dr. Kelly Brogan M.D. & Kristin Loberg
Psycho Neuro-Iimmuology – Uncovering The Roots Of Mental Illness
Drugs, The Illegality Of Healing & Pharmageddon
Dr. Belisa Vranich On The Intricacies Of Breathing [Video]
The Dark Side Of Food [Video]
Cancer Is Serious Business – Burzynski [Documentary]
The World According To Monsanto [Documentary]
Thimerosal – Let The Science Speak – The Evidence Supporting The Immediate Removal Of
Depression Most Likely Not Caused By Genetics

 

 

 

 

13 Great Reasons To Study Logic

“Raising the level of logic and understanding is an extremely worthwhile activity, and it benefits those who can grasp the essentials.”
– Jon Rappoport, The Fallacy Of Circular Reasoning: A Vast Infection In Public Discourse

“Logic and analysis keeps you from being sent down wrong roads, keeps you from buying official reality. Logic also reminds you that you have a mind. Logic is a road that can take you deeper and deeper into more fallacies that underpin organized society and its branches of knowledge. Logic tells you there are always more fundamental questions to ask and answer. There are levels of lies. The deeper you go, the more confident you become. The more powerful. Logic also lets you know when you’re projecting basic pre-judgments over a whole landscape and neglecting to look at the details.”
– Jon Rappoport

ScreenHunter_1216 Dec. 15 09.15

BreakawayIndividual.com
Zy Marquiez
February 16, 2020

In an age where the public dumbing down of the population is reaching new lows, a mindful, thorough and proactive approach to an individual’s self-directed education is vitally needed.  A great tool to help that helps accomplish this type of self-directed learning, or learning in general, is Logic.

Throughout most of History, Logic has been a component of the Trivium, which entails Grammar, Logic and Rhetoric.  Public schooling used to teach the Trivium in the past as part of a much more robust academic curriculum, but such is not the case anymore. This outright stripping of core components of classical education is one of the incisive reasons why public education has become so dismal.

In A Different Kind Of Teacher, the late John Taylor Gatto, who was an award winning lifelong teacher of exemplary virtue and respect, bluntly states that the school system keeps failing us because:

Schools were designed by Horace Mann, E.L. Thorndike, and others to be instruments of scientific management of a mass populationSchools are intended to produce, through the application of formulas, formulaic beings whose behavior can be predicted and controlledTo a very great extent, schools succeed in doing this.”[1][Bold Emphasis Added]

In other words, school system is about social engineering the masses towards robotic-like predictable behaviour, and not producing critically thinking well-rounded educated individuals.

In the same vein, outspoken critic of our dwindling education system, Professor Patrick Deneen, shared in his landmark piece, How A Generation Lost Its Common Culture:

Our students’ ignorance is not a failing of the educational system – it is its crowning achievement. Efforts by several generations of philosophers and reformers and public policy experts — whom our students (and most of us) know nothing about — have combined to produce a generation of know-nothings.”[2][Emphasis Added]

As clear as one can see the sun setting, one can also see that it isn’t by accident that the school system has reached the state of decline it has.

Coming to terms with this, what’s an individual to do?  Individuals need to return to the core concepts that were integral components of education over a century ago, and there is no better place to begin but in the realm of Logic.

But you might be asking: why is Logic so vital?

To answer this, let’s delve into the words of Jon Rappoport [NoMoreFakeNews.com], that home in on the matter:

Logic and analysis keeps you from being sent down wrong roads, keeps you from buying official reality. Logic also reminds you that you have a mind. Logic is a road that can take you deeper and deeper into more basic fallacies that underpin organized society and its branches of knowledge. Logic tells you there are always more fundamental questions to ask and answer. There are levels of lies. The deeper you go, the more confident you become. The more powerful. Logic also lets you know when you’re projecting basic pre-judgments over a whole landscape and neglecting to look at the details.”[Jon Rappoport][Bold & Italic Emphasis Added]

To further buttress our foray into why Logic is so crucial, let’s take a look at the work of Philosopher Peter Kreeft Ph.D.  Kreeft, in his extraordinary book called Socratic Logic outlines the many reasons why Logic is crucial to an individual’s growth.

Kreeft minces no words in stating that in the past, most students were privy to was called “the old logic”.  Due to this, those individuals were much better prepared to “think, read, write, organize, and argue much better than they can today”.[3]

Getting back to classical education, which employed The Trivium – with Logic as one of its anchoring components – is what will ultimately help individuals breakaway from the downward avalanche public schooling is undertaking.

Below follow salient reasons why to study Logic:

“13 Good Reason Why You Should Study Logic

  1. Logic brings order.

Logic builds the mental habit of thinking in an orderly way.

No course is more practical than logic, for no matter what you are thinking about, you are thinking, and logic orders and clarifies your thinking.  No matter what your thought’s content, it will be clearer when it has a more logical form.  The principles of thinking logically can be applied to all thinking and to every field.

  1. Logic brings power.  Logic brings the power of proof and persuasion.

The power of logic comes from the fact that it is the science and art of argument.  Any power can be either rightly used or abused.  This power of logic is rightly used to win the truth and defeat error; it is wrongly used to win the argument and defeat your opponent.

  1. Logic helps reading. Logic will help you in education and learning, for “logic will help you to read any book more clearly and effectively.  And you are always going to be reading books; books are the single most effective technological invention in the history of education.

On the basis of over 40 years of full time college teaching of almost 20,000 students at 20 different schools, I am convinced that one of the reasons for the steep decline in students’ reading ability is the decline in the teaching of traditional logic.

  1. Logic helps writing.  Logic will also help you to write more clearly and effectively, for clear writing and clear thinking are a “package deal”: the presence or absence of either one brings the presence or absence of the other.  Muddled writing fosters muddled thinking, and muddled thinking fosters muddled writing.  Clear writing fosters clear thinking, and clear thinking fosters clear writing.  Common sense expects this, and scientific studies confirm it.  Writing skills have declined dramatically in the 40 years or so since symbolic logic has replaced Aristotelian logic, and I am convinced this is no coincidence.

It is simply impossible to communicate clearly and effectively without thinking clearly and effectively.  And that means logic.”

  1. Logic brings happiness.  In a small but significant way, logic can even help you attain happiness.  We all seek happiness all the time because no matter what else we seek, we seek it because we think it will be a means to happiness, or a part of happiness, either for ourselves or for those we love.  And no one seeks happiness for any other end; no one says he wants to be happy in order to be rich, or wise, or healthy.  But we seek riches, or wisdom, or health, in order to be happier.

How can logic help us attain happiness?  Here is a very logical answer to that question:

(1)  When we attain what we desire, we are happy
(2)  And whatever we desire, whether Heaven or a hamburger, it is more likely that we will attain if it we think more clearly.
(3)  And logic helps us to think more clearly.
(4)  Therefore logic helps us to be happy.

Even fantasy is not illogical.  In fact, according to the greatest master of this art, J.R.R. Tolkien, “Fantasy is a rational, not an irrational, activity…creative fantasy is founded upon a hard recognition that things are so in the world as it appears under the sun; on a recognition of fact, but not a slavery to it.  So upon logic was founded the nonsense that displays itself in the tales and rhymes of Lewis Carroll.  If men really could not distinguish between frogs and men, fairy stories about frog-kings would not have arisen.”

  1. Logic helps with religious faith.  Even religion, though it goes beyond logic, cannot go against it; if it did, it would literally be unbelievable.  Some wit defined “faith” as “believing what you know isn’t true.”  But we simply cannot believe an idea to be true that we know that has been proven to be false by a valid logical proof.

It is true that faith goes beyond what can be proved by logical reasoning alone.  That is why believing in any religion is a free personal choice, and some make that choice while others do not, while logical reasoning is equally compelling for all.  However, logic can add faith in at least three ways.

First, logic can often clarify what is believed, and define it.

Second, logic can deduce the necessary consequences of the belief and apply it to difficult situations.

Third, even if logical arguments cannot prove all that faith believes, they can give firmer reasons for faith than feeling, desire, mood, fashion, family or social pressure, conformity, or inertia.

  1. Logic helps attain wisdom.  “Philosophy” means “the love of wisdom.”  Although logic alone cannot make you wise, it can help.  For logic is one of philosophy’s main instruments.  Logic is to philosophy what telescopes are to astronomy or microscopes to biology or math to physics.
  2. Democracy.  There are even crucial social and political reasons for studying logic.  As a best-selling modern logic text says, “the success of democracy depends, in the end, on the reliability of the judgments we citizens make, and hence upon our capacity and determination to weigh arguments and evidence rationally.”  As Thomas Jefferson said, “In a republican nation, whose citizens are to be lead by reason and persuasion and not by force, the art of reason becomes of the first importance.”[Copi & Cohen, Logic, 10th edition, Prentice-Hall, 1998.).
  3. Defining logic’s limits.  Does logic have limits?  Yes, but we need logic to recognize and definite logic’s limits.  Logic has severe limits.  We need much more than logic even in our thinking.  For instance, we need intuition, too.  But logic helps us recognize this distinction.
  4. Logic helps in testing authority.  We need authorities because no individual can discover everything autonomously  We do in fact rely on the human community, and therefore on the authority of others – parents, teachers, textbooks, “experts,” friends, history, and tradition – for a surprising large portion of what we know – perhaps up to 99%, if it can be quantified.  And that is another reason we need logic: we need to have good reasons for believing our authorities, for in the end it is you the individual who must decide which authorities to trust.
  5. Logic helps recognizing contradictions.  Logic teaches us which ideas contradict each other.  If we are confused about that, we will either be too exclusive (that is, we will think beliefs logically exclude each other when they do not) or too inclusive (that is, we will believe two things that cannot both be true).
  6. Logic brings certainty.  Logic has “outer limits”; there are many things it can’t give you.  But logic has no “inner limits”: like math, it never breaks down.  Just as 2 plus 2 are unfailingly 4, so if A is B and B is C, then A is unfailingly C, Logic is timeless and unchangeable.  It is certain.

And logic never becomes obsolete. The principles of logic are timelessly true.

  1. Logic helps one attain truth.  Logic helps us to find truth, and truth is its own end: it is worth knowing for its own sake.

Logic helps us to find truth, though it is not sufficient of itself to find truth.  It helps us especially (1) by demanding that we define our terms so that we understand what we mean, and (2) by demanding that we give good reasons, arguments, proofs.”[4]

In the age of information, ignorance is no excuse.

And Logic, more than anything else, helps eviscerate that ignorance in a way that nothing else can.

That’s exactly why it’s been removed from the public school system, and exactly why all individuals need to relearn it so they can integrate into their repertoire once and for all.

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Sources & References:

[1] John Taylor Gatto, A Different Kind Of Teacher, p. 16.
[2] Professor Patrick Deneen, How A Generation Lost Its Culture
[3] Peter Kreeft Ph.D., Socratic Logic, p. 1.
[4] Ibid., pp. 1-7.
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Suggested Reading & Viewing:

Have You Ever Walked On The Moon?
Are You Living Your Dreams?
What Is The Difference Between Education & Public Schooling?
How TV Robs You Of Your Life
7 Phenomenal Books For Homeschooling, Self-Directed Learners & Autodidacts
How A Generation Lost Its Common Culture
Philosophy 101 by Socrates – An Introduction To Phylosophy Via Plato’s Apology By Peter Kreeft Ph.D.
How To Read A Book by Mortimer J. Adler & Charles Van Doren
A Different Kind Of Teacher by John Taylor Gatto
Logical Fallacies Employed In Every Day Life
The Imaginative Argument – A Practical Manifesto For Writers By Frank L. Cioffi
A Workbook For Arguments – A Complete Course In Critical Thinking by David Morrow
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Mary Joseph Ph.D.
Why Read The Classics?
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

7 Phenomenal Books For Homeschooling Self-Directed Learners & Autodidacts

“If we encounter a man of rare intellect, we should ask him what books he reads.”
– Ralph Waldo Emerson

“Real books disgust the totalitarian mind because they generate uncontrollable mental growth – and it cannot be monitored.”[Bold Emphasis Added]
– John Taylor Gatto, A Different Kind Of Teacher, [1]

AMind

BreakawayIndividual.com
Zy Marquiez
February 15, 2020

Education is the most vital component of an individual’s repertoire.  Without it, the individual is like a ship without a rudder, drifting aimlessly amidst the seas of life.

For that reason it is imperative for individuals to make sure that they continue to educate themselves, no matter what stage of life they are in.  This is why the following list has been composed.

Each of the books that have been reviewed below offers abundant wisdom from which to learn from.  Plus, considering we are in an age where public schooling is about conformity, division, dumbing people down, and more, it would be shrewd for individuals to take their own education into their hands.

If you wish to read more about the books, click the link on the book titles to heads towards the reviews.

Book #1Socratic Logic V3.1 by Peter Kreeft Ph.D

Out of all of these 7 books, this is easily the most demanding one, but this book also has the capacity to net the most impact in your life given that logic may, and should, be employed at any given moment in life.  That is because there is no area of life that Logic cannot help in.

The lessons of this book will be useful every single day.  Although requiring considerable effort, the book is a much easier read than Aristotle’s Organnon, while still covering the core dynamics in a pragmatic format.

Book #2The Trivium – The Liberal Arts Of Grammar, Logic & Rhetoric by Sister Miriam Joseph Ph.D.

In the past, the Trivium was taught in classical education, and was the foundation upon the rest of an individual’s education stemmed from.  That is no longer the case however.  Because of that it is imperative that books discussing classical education such as The Trivium be given serious consideration since the Trivium is one of the leading reasons why education decades and centuries ago was vastly superior than it is now.

In fact, think of these names: Leonardo Da Vinci, Plato, Aristotle, Socrates, Ayn Rand, Nikola Tesla, Sir Isaac Newton, and countless others.  What do they all have in common?  They are some of the most brilliant minds in human history, and none of them came out of a modern public schooling system.

As Dr. Joseph P. Farrell & Gary Lawrence note in their sobering, and yet noteworthy book Rotten To The (Common) Core:

“None of them attended a twentieth or twenty-first century American public schooling system.

None of them was taught by a teacher that had to obtain a teaching “credential” at an accredited – that is to say, officially “approved” – state or private school.  Indeed, some of them positively bucked the modern system by having been “homeschooled” by persons running small “schools” out of their homes.”[2]

Translation: all of those individuals became some of the greatest minds by employing traditional methods of education, methods that have been outright siphoned from public schooling, which is why I often make the distinction in separating public schooling from education, as the late Gatto so incisively stated, as they are not the same thing.

Just as a house cannot be complete without a foundation, an individual’s education, no matter the age, cannot be complete without knowledge of the Trivium.  The Trivium encompasses all aspects of grammar, logic and rhetoric.  This book is a thorough presentation on traditional grammar, which is vastly different than what modern schooling teaches, fallacies, syllogisms, a solid logic introduction, enthymemes, poetics, figurative language , all with a hefty dose of examples from which to learn from.

Book #3How To Read A Book – The Classic Guide To Intelligent Reading by Mortimer J. Adler & Charles Van Doren.

The title of this book is a misnomer, and many people overlook it because they ‘know’ how to ‘read’ a book.  However, reading isn’t the main focus of this book; it is information extraction and retention – getting the most out of the book, which is much more different than simple reading.

If there is one book you read, make it this one because you read everyday in life, and the more information we are subjected to, the more we will read.  Knowing how to get the most out of everything we read, every article, every study, every book, and every story and so on, will only help you get ahead of the curve.

Simply stated: this is a must-read book.  In fact, it would be a mistake not to have it because not following many of these tenets would mean an individual is only attaining fractional understanding of all subjects.  The book really is downright crucial and I cannot recommend it highly enough.  It’s been popular for decades, and for good reason.

Book #4Philosophy 101 – An Introduction To Philosophy Via Plato’s Apology by Peter Kreeft Ph.D.

If you want an easy-to-follow introduction to philosophy that is accessible to everyone but also stimulating enough to get your brain cells churning, get this book.  It’s a refreshingly unique way of looking at philosophy and should not be overlooked.  It is also much shorter than the previous three books above, and is incredibly accessible.

Book #5
The Complete Workbook For Arguments – A Complete Course In Critical Thinking [2nd Ed.] by David R. Morrow & Anthony Weston.

This book hones your critical thinking skills in a very incredible manner.  Seeing the failure of modern schooling, one would figure for a public school system that continues to fail, critical thinking would be at the top of the agenda to implement within public schooling. Such is not the case though, wherein this book comes in.

This book is affordable, has ample exercises, uses a very logical and reasonable approach that builds on itself and is easy to follow.  It’s complex enough, but not overly so.  It’s a book that’s referenced often and highly valuable.

Book #6
The Imaginative Argument – A Practical Manifesto For Writers by Frank L. Cioffi.

Now, this book by Cioffi brings a fascinating and refreshing outside-of-the-box perspective to argumentation to boot.  The author takes a rather unique approach I’ve never seen before, and one I wished was available in public schooling, but of course isn’t.  The book covers everything from essays, thesis, creative writing, paragraph design, audience considerations, writing prompts, fallacies and more.  If you’re a regular writer of any type, even if it’s not argumentation per se, I would still say this is a must read.  Or at least consider it.  As part of a homeschooling and self-directed course, this is definitely a must have though.

Book #7: Sherlock Holmes – The Complete Stories by Arthur Conan Doyle.

And here comes the curveball: learning Logic through fiction!

This one’s an outside-of-the-box suggestion, but for an incredibly reason.  Sherlock Holmes is easily best book from which to learn critical thinking in fiction form.  Nothing else comes even close.  If you have any suggestions to add, or better, I would really like to hear them because I am always open-minded and would like to read similar books in fictional form since it allows a reader to enjoy leisure time, while also honing the mind simultaneously.

If you haven’t read any of the Arthur Conan Doyle books, Holmes uses his usual analytical approach that’s incisive in logic and precise in detail to solve every single case he ends up getting involved in.  Some cases offer more for learning than others, but the book as a whole is something every person should read give that not only does it teach you Logic in a roundabout way, but it does so in an interesting way, too.

What we as individuals accomplish in life, especially if you want to live life to the fullest, is directly proportional to what we know and are capable of.  Without robust capabilities, an individual is like a leaf in the wind, merely flowing aimlessly in the wind without a chosen direction.

This is why it’s crucial to make sure your education stands on firm ground, and you are proactive about seeking it as well.  Without a proactive approach, we’ll only achieve a portion of what we could attain in life, merely growing into a fraction of our true boundless potential, thus not living life to the fullest.

It’s never too late to be proactive about your education.

Seek to better yourself, every single day; every single step, every single breath.

Seek to learn every day, from every person, in every instance, through every breath, in every way.

Not only will that help solidify your intellectual faculties in an ironclad manner, but it will also imbue your life with more meaning than you could ever imagine.

Life never stops moving forward, and neither should you.
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[1] John Taylor Gatto, A Different Kind Of Teacher, p. 82.
[2] Dr. Joseph P. Farrell, Rotten To The(Common) Core, p 4.

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If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com
___________________________________________________________

Suggested Reading & Viewing:

Are You Living Your Dreams?
What Is The Difference Between Education & Public Schooling?
How TV Robs You Of Your Life
How A Generation Lost Its Common Culture
Philosophy 101 by Socrates – An Introduction To Phylosophy Via Plato’s Apology By Peter Kreeft Ph.D.
How To Read A Book by Mortimer J. Adler & Charles Van Doren
A Different Kind Of Teacher by John Taylor Gatto
Logical Fallacies Employed In Every Day Life
The Imaginative Argument – A Practical Manifesto For Writers By Frank L. Cioffi
A Workbook For Arguments – A Complete Course In Critical Thinking by David Morrow
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Mary Joseph Ph.D.
Why Read The Classics?
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

Book Review: A Workbook For Arguments – A Complete Course In Critical Thinking [2nd Ed.] by David R. Morrow & Anthony Weston | #SmartReads

BreakawayIndividual.com
Zy Marquiez
February 14, 2020

Having read A Rulebook For Arguments by Anthony Weston and finding it quite useful, the prospect of reading a book along very similar lines but offering more expanded thought seemed quite intriguing.  Thankfully, the following book delivered in spades.

A Workbook For Arguments – A Complete Course In Critical Thinking by David R. Morrow & Anthony Weston is a very comprehensive and incisive foray into what it takes to create a critical thinking mind, and how to employ it effectively as well.

Not only does A Workbook For Arguments contain the text from A Rulebook For Arguments with further extensions which help the reader become more robust with the content further broken down, but it also features simple and yet acute advice for the individual to become more apt in argumentation.

In conjunction with that, the authors break down about half the exercises in the book with model responses in the back of the book.  Most of these exercise detail real world dilemmas one is likely to hear quite often, detailing the pros and cons of whatever answers were employed, and how each of those may affect an individual or society as a whole.

Also included in the book is a rundown of some of the most common fallacies, which is also useful since fallacies are employed far more often than most realize, and aren’t really taught in school, when in all actuality they should be.  Knowing these fallacies is vital to understand not only someone else’s argument and their inherent flaws, but also in constructing and fine-tuning one’s own.

Arguably, the most important part of this book is that from the beginning it guides the reader through the steps in constructing a critical argument in a very logical fashion.  What’s more, throughout the book, new topics continually build on the prior ones continuing to add layers to the strong foundation the book helps cement from the get go.

Personally, this is the kind of book whose contents should be mandatory to learn in school and should definitely not be overlooked for homeschooling, autodidacts and self-teachers.

Simply stated, anyone who is seeking to employ critical thinking, use logic in argumentation and become more robust in most key aspects of argumentation should get this book, if not file it under careful consideration.  If you think about it, even if it was priced at double or triple the price, it would STILL be worth it, because college courses covering the same subject are often more costly, and offer barely a fraction of what’s here, IF they offer anything of such high quality.

Bottom line: get this book.  You will not regret it.

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Author’s Note:

I recently found out, there is in fact a 3rd Edition of the book.  I haven’t reviewed it, but I do plan on reading it in the future.  I say that just in case anyone is interested in knowing.  Whenever I do read it, I will note how much content has been added and/or changed.  Until though, I cannot vouch for it, though I wouldn’t be surprised if it was worth the money, considering the quality of work of the authors.

_________________________________________________________________________________
If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com

_________________________________________________________________________________

Suggested Reading & Viewing:

Are You Living Your Dreams?
What Is The Difference Between Education & Public Schooling?
How TV Robs You Of Your Life
How A Generation Lost Its Common Culture
Philosophy 101 by Socrates – An Introduction To Phylosophy Via Plato’s Apology By Peter Kreeft Ph.D.
How To Read A Book by Mortimer J. Adler & Charles Van Doren
A Different Kind Of Teacher by John Taylor Gatto
Logical Fallacies Employed In Every Day Life
The Imaginative Argument – A Practical Manifesto For Writers By Frank L. Cioffi
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Mary Joseph Ph.D.
Why Read The Classics?
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

What Is The Difference Between Education & Public Schooling? | #Education

BreakawayIndividual.com
Zy Marquiez
February 13, 2020

Throughout many reviews in this blog along with some articles discussing some of the reasons public schooling is to be seen in an askance manner, I have made it a point to write ‘public schooling’ when I mean ‘public schooling’, and education when I mean education.  While both of these might seem at first blush to mean the same thing, they do not.  Not even close.

To better understand the disparity between schooling and education, there’s no better author that homes-in on this incisive issue than the late John Taylor Gatto.  The award winning Gatto spent over 3 decades within the public schooling system, up until the point that he chose to leave after continuously seeing the damage public schooling was doing to the children.  To that end, Gatto has spoken out at length about how the public schooling system is dumbing society down with no end in sight.

This dumbing down has been brought about in part by the belief that public schooling and education are the same thing as is traditionally taught, but unfortunately, they are not.  In Weapons Of Mass Instruction, Gatto expounds upon the significant difference between what public schooling and education truly are.  Gatto incisively states:

“In hunting for the difference between school and education, consider these layers: Schooling is organized by command and control from without; education is self-organized from within; school disconnects its clientele from other primary sources of learning.  It must do that to achieve administrative efficiency; education sets out to provide a set of bountiful connection which are random, willful, promiscuous, even disharmonious with one  another – understanding that the learning of resourcefulness, self-sufficiency, and invention will inevitably involve surprising blends of things, things impossible to predict or anticipate in advance.

In education the student is awakened to the critical role natural feedback loops play in becoming independent.  Feedback loops attended to closely – not circumscribed by rules – create customized circuits of self-correction rather than a slavish need to follow the generalized direction of others.  But schooling is bound on the other hand to emphasize rules made by othersIt’s impossible even to imagine a school that could allow free will deviation from its programmers, except to the most trivial degree.

Education is never committed to subject knowledge, it always tends to regard life in the rich contexts.”[1][Bold & Underline Emphasis Added].

In life, everything is context.  Learning one subject matter without coupling it to all others is tantamount to a cook only having one ingredient and believing they can do a full course meal without learning how to use all the ingredients the meal requires in the same dish.  Just because someone can put one ingredient in a pot doesn’t mean that person can make a full meal any more than learning one subject without learning how to integrate it into all others makes one educated. This deliberately duplicitous sleight-of-hand which removed traditional education over a century ago and switched it with what is now known as public schooling is designed to remove how to grasp the full scope of subject matter from the wider tapestry that life provides, thus decoupling how things integrate into each other in everyday life.

Moreover:

“Subject-learning is what schools because their intention is to create clerks, and specialists, who themselves are merely a fancy form of clerk.  But over and over again in the sciences and elsewhere we’ve come to understand that cross-fertilization, mixing the academic disciplines (and more) is the powerful driver of scientific advanceJohn Kanzius, a name referred to in an earlier chapter, was able to invent a new tool against cancer tumours precisely because he wasn’t a specialist in cancer research or even a college graduate.”[2][Bold & Underline Emphasis Added]

The above prominent example is merely one of the myriad possibilities that can take place by not operating within such a restrictive paradigm as public schooling offers.

Gatto continues mincing no words:

The components of education are so diverse they establish a permanent internal state of dialectical argumentCertainty is never achieved in the educated mind…it works constantly to create replacements for what “everyone knows to be true.

On the other hand, memorynot synthesis or argumentis the dominant element in schooling.  Because of that impediment, “A” students are robbed test by test of their ability to think for themselves and to listen to the cues of their feedback circuits.”[3]

It doesn’t get any more cut and dry.

Now homing in on other additional destructive effects of schooling, Gatto states:

“Year after year, the International Happiness Survey reports only three condition necessary to judge your own life a happy one: (1) good relationships (2) good health (3) satisfying work.  But school, as I showed you earlier, sets up conditions in which bad health is difficult to escape, relationships are given no time or space to grow in and segregation of similar backgrounds in so-called “tracking schemes makes it nearly certain that class prejudice will flourish (putting the possibility of relationships with those different from oneself out of reach for students so tracked).  And the work imposed in schooling virtually never is directed to answering the compelling questions of youth.”[4]

According to Gatto, public schooling, as its currently being taught, is done in such a manner to be antithetical to health, happiness and relationships.  Is it any wonder that the current state of society echoes the effects of these very circumstances to a tee?

That is why true education is paramount, for not only does it leads to an individual to be able to learn and integrate everything that comes their way as the need arises, but do so in seamless fashion, not remaining static ever, but remaining fluid, mirroring the very fluidity of life; mirroring the ebb and flow of obstacle and lesson that life provides day in and day out.

Life lessons that make all the difference in the world.

Life lessons that lead to continuous education.

Life lessons that lead to growth.

And growth that leads to more life lessons.  All of which integrate in a never-ending loop of education that allows individuals to grow boundlessly, which is exactly why it is true education is prevented in the first place.

True education learns that life is seamlessly interconnected, just like every step an individual takes.

But no matter how many steps an individual take, if that individual doesn’t see how all of the different aspects of life are all connected, then they’ll never be able to see the wider overarching picture, which is something many people struggle with.

The only way around that problem is seeking true education in your own time by becoming a self-directed learner and beginning with the core concepts that have been removed from public schooling featured in the Trivium, which includes Logic, Grammar and Rhetoric.

And once you begin learning on your own and begin dot-connecting at your own pace, you will start to wonder, if Logic, Grammar and Rhetoric, along with the Quadrivium, were essentially removed from public schooling, what other things have been removed from our education?
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Footnotes:

[1] John Taylor Gatto, Weapons Of Mass Instruction, p. 177.
[2] Ibid., p. 177.
[3] Ibid., p. 178.
[4] Ibid., p. 178.

_________________________________________________________________________________
If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com

_________________________________________________________________________________

Suggested Reading & Viewing:

Are You Living Your Dreams?
How TV Robs You Of Your Life
How A Generation Lost Its Common Culture
Philosophy 101 by Socrates – An Introduction To Phylosophy Via Plato’s Apology By Peter Kreeft Ph.D.
How To Read A Book by Mortimer J. Adler & Charles Van Doren
Logical Fallacies Employed In Every Day Life
The Imaginative Argument – A Practical Manifesto For Writers By Frank L. Cioffi
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Mary Joseph Ph.D.
Why Read The Classics?
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

Drugs, the Illegality of Healing and Pharmageddon

BigPharma2

GreenMedInfo.com
Sayer Ji, Founder
September 27, 2011

To most of us, the word “drug” conjures varied, if not diametrically opposed images and connotations. On the one hand, “drugs” are illegal substances, associated with addiction, bodily harm, crime, and other unpleasant experiences. These drugs include cocaine, amphetamine, marijuana and heroin, and are generally not considered to have medicinal effects

On the other hand, prescribed or over the counter “drugs” are associated with treating or preventing disease, regulated by the FDA and administered legally to the public in carefully meted doses by doctors. No matter which way you slice it, Americans have the most voracious appetite for drugs on the planet, consuming approximately 700 billion dollars worth of prescribed, over-the-counter and illegal drugs, annually.

The distinction between these two meanings of the word drug may hold hard and fast from the perspective of politics, the law, media imaging and ordinary parlance, but not necessarily from the perspective of biology and pharmacology. Take amphetamine, for instance. Although amphetamine is one of the most addictive and metabolically poisonous drugs found on the street today and responsible for thousands of deaths a year, it is approved by the FDA for the treatment of attention deficit disorder, weight loss, depression and narcolepsy in branded forms such as Adderall, Ritalin and Dexedrine.

Marijuana, on the other hand, which has an extraordinary safety profile, and which has been studied for decades for its extensive medical applications, remains illegal throughout the United States and is not approved for prescription as medicine. Politics, economics and social prejudices are the primary reason why certain substances attain approval or disapproval as drugs, not the inherent nature of the substance itself, as one would expect in a civilized society.

The difference between a “good” and a “bad” drug can depend entirely upon the social context within which a chemical like amphetamine is ingested. If acquired on the street within the context of the drug dealer/junky relationship it is a “fix” (albeit self-medication, no matter how misguided). If ingested upon a doctor’s request for a diagnosable disorder, it is considered “medicine.” The former context is socially sanctified; the latter is socially vilified.

Ultimately, neither situation can transcend the fact that amphetamine will only offer temporary relief from whatever emptiness or imbalance the drug was supposed to fix or cover up. Nothing within the amphetamine itself will address the underlying food allergies, nutritional deficiencies, emotional issues that may be causing the deficit in attention, sluggish metabolism, inability to sleep or depressive emotional state. In fact, long term amphetamine use is notorious for causing the very thing that it would temporarily remedy: suicidal depression, exhaustion to the point of sudden death, inability to focus, etc.

In some cases the street form of a drug is actually safer than its prescribed form. For instance, the synthetic opioid known in prescription form as Fentanyl is 40 times MORE powerful/addictive than heroin. However the main point of this article is not to decompose the rather essential boundaries that exist between “good” and “bad” drugs, as without them, society as we know it today would drift into greater chaos. Rather, we are going to focus on the way in which the positive sense of the word drug as medicine has been effectively removed from the grasp of foods and dietary supplements – as far as the FDA is concerned – forever.

According to the FDA’s legal definition of a drug, anything that “diagnoses, cures, mitigates, treats, or prevents a disease” is defined as a drug. The problem with this definition is that there are numerous substances, as readily available and benign as found on our spice racks, which have been proven to mitigate, prevent and in some cases CURE disease, and which CAN NOT be called DRUGS according to the FDA.

How can this be? Well, the FDA has Godlike power insofar as it has to grant a healing substance its official approval for it to be considered to have legitimate application in the treatment of disease. And historically the FDA has required very expensive clinical studies (approximately $100 million per drug) which are out of the grasp of any interest who might want to demonstrate the efficacy of a non-patentable and therefore unprofitable herb, food or spice.

“If Hippocrates, the founder of modern medicine, were alive today, he would be forced to qualify himself by saying: “Seek FDA approval for permission to let food be thy medicine.”

The common kitchen spice turmeric is a perfect example of this extraordinary hypocrisy. Although one can find over 400 biomedical citations on PubMed (pubmed.gov) discussing turmeric’s ability to cause apoptosis (programmed cell death) in cancer cells, it has not received the FDA’s approval as a drug in the treatment of cancer.

With over a million cases of cancer diagnosed annually in America, wouldn’t it be sensible for the FDA to approve the use of a substance with such extraordinary scientific backing and consensus on its effectiveness AND safety? And if not as a primary chemotoxic treatment, than at the very least as an adjunctive therapy? Sadly, the likely reason this miraculous substance has not been made available to cancer sufferers today is because it can be grown in one’s back yard for free!

Here we have the fundamental point. The FDA’s definition of a drug is not descriptive, but is a persuasive definition which purports to describe the “true” or “commonly accepted” meaning of a term, while in reality stipulating a meaning that serves only the interests of the drug companies it so spinelessly serves. If an herb can not be converted into a proprietary, profitable, patentable commodity, it will forever be barred from attaining the legitimacy of a “drug,” no matter how effective it is at treating disease.

When drug companies do manage to produce an extract of a whole herb, they almost invariably make the same fatal error: they equate the healing force of the whole plant with only certain decomposed isolates or ‘mono-chemicals’ found within this living, infinitely complex totality. Even worse, they tinker with these isolates to ensure that they are unique enough to derive a patent, with the unfortunate outcome that the new chemical analog is now biologically unprecedented.

This folly results in profound side effects and toxicity, and serves only one objective: to ensure the 20 year market exclusivity that a FDA awarded patent affords. One can play God by isolating and reproducing facsimiles of a component of a complex living organism such as turmeric.

But the isolate will never compare to the safety and healing power of the whole herb, produced by other nature herself; rather, it is more likely to behave like Mary Shelly’s Frankenstein, with uncontrollable and violent side effects.

And this is another key point: Mother Nature does not grant patents, even though her formulas are proprietary. She will never lend herself to rampant profit making and outlandish claims, nor will she make the mechanism of her healing perfectly intelligible vis-à-vis the scientific method. It is commodity and profit driven medicine, with its underlying emphasis on perverting the scientific method to serve economic objectives that concerns itself with patent exclusivities, hyperbolic claims and profit as an end unto itself. Rather than lament this fact, I have decided to celebrate it.

If whole food supplements, herbs and vitamins are forever exiled from the would-be legitimacy of the allopathic pharmacopeia, then so be it! This can not obviate the healing gifts that issue prolifically and freely from the lap of Nature herself; nor does it negate that birthright of health which we all participate in, knowingly and unknowingly.

Rather, this exclusion of what works and is right, and good, from the compass and concern of orthodox medical principle and practice, is an indication of a complete failure in credibility of the allopathic system as a whole, and which has earned it its disgraceful nickname: the Disestablishment.

Until food is allowed to be considered medicine once again, orthodox medical can not rightly claim to be interested in healing disease. Thomas Edison left us with a sage premonition of a possible future that may still remain within our grasp, when he wrote:

The doctor of the future will give no medicine but will interest his patients in the care of the human frame, in diet, and in the cause and prevention of human disease.

Disclaimer: This article is not intended to provide medical advice, diagnosis or treatment. Views expressed here do not necessarily reflect those of GreenMedInfo or its staff.

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“© [September 27, 2011] GreenMedInfo LLC. This work is reproduced and distributed with the permission of GreenMedInfo LLC. Want to learn more from GreenMedInfo? Sign up for the newsletter here //www.greenmedinfo.com/greenmed/newsletter.”

 

 

 

Another Bio Scientist Dies…

GizaDeathStar.com
Dr. Joseph P. Farrell
February 13, 2020

E.G. spotted this one, and it’s almost too bizarre to be believed. And it’s so unusual that even though I promised myself that I wasn’t going to go anywhere near the corona virus story this week, I’m going to go there anyway.

Before we get to the article, however, let me explain my reasons for “going there”. Ever since this story broke out, we have so many theories, c0unter-theories, revelations, and rebuttals, not to mention disputed numbers, narratives, and notions, that it’s impossible to keep up. One of those theories has been the allegation that the HIV virus played a role in the genetic engineering of this particular virus. Again, there have been articles in favor of this hypothesis, and against, and I’m not an immunologist nor a geneticist nor a physician and thus not in a position to evaluate those arguments and counter-arguments. Then, finally, we have those stories of Chinese espionage, inclusive of stealing the very virus in question, from the Canadian Microbiology Laboratory in Winnepeg, that nation’s only level 4 biocontainment facility.

It is, however, the fact that these stories are there in the first place that makes this case so interesting, and it’s because the stories are there, I’m blogging about it. Here’s the article:

Canadian Scientist At Center Of Chinese Bio-Espionage Probe Found Dead In Africa?

There’s so many mind-bogglingly absurd things in this story that I simply have to point them out. First, consider the opening paragraphs of this article:

It seems that Mr. Plummer made a habit of getting the biological material he was working on “stolen,” as we found a report from 2009 in the Winnepeg Free Press that details the theft of 22 vials of biological material was “confirmed by scientific director Dr. Frank Plummer.”

Plummer, allegedly, alerted authorities to the missing material on the same day a former vaccine researcher was arrested by FBI special agents after U.S. Customs discovered the vials stuffed in a glove in the trunk of his car at the Manitoba-North Dakota border crossing.

Some of the vials included genes from the deadly Ebola virus, but local scientists say the material is not infectious.

But more than a week after the theft came to light, police said no one from the lab has reported the incident.

Plummer has said the researcher signed a form declaring he did not steal anything from the lab and understood he was not allowed to. The national lab does not conduct searches of staff when they exit the lab and does not routinely take inventory of the thousands of vials containing non-infectious biological substances.

However, court documents allege the former researcher stole the vials on his last day of work at the virology lab in January because “he did not want to start his research over from the beginning when he entered into his next fellowship” with the National Institutes of Health at the Biodefense Research Laboratory in Maryland. (Italicized emphasis added)

Now, had you been within a couple of blocks where I live, you would have heard me shout “What!?!?” when I read that. Perhaps you did too. The Canadian national laboratory for microbiology in Winnepeg is, as I mentioned, a level-4 containment facility. So we’re being asked to believe that Canada’s national bio-research laboratory has (1) no security, (2) does not do any checks or searches on employees, and (3) takes no inventories of its samples. In other words, we’re being asked to believe that Canada’s scientists are stupid and incompetent. Of course, under Trudeau, anything’s possible, but unfortunately the story of the missing ebola dates from 2009, long before the Train Wreck took up residence in Ottawa.

But to return to a serious note for a moment: Was Dr. Plummer himself involved in some nefarious activity? After all, we’ve seen the arrest in the USA of Haahvaahd’s Dr. Charles Leiber, who himself has some mighty fishy connections to the Wuhan story.

Then there’s this:

As GreatGameIndia.com detailed earlier, in a very strange turn of events, renowned scientist Frank Plummer who received Saudi SARS Coronavirus sample and was working on Coronavirus (HIV) vaccine in the Winnipeg based Canadian lab from where the virus was smuggled by Chinese Biowarfare agents and weaponized as revealed in GreatGameIndia investigation, has died in mysterious conditions.

Frank Plummer was the key to the Chinese Biological Espionage case at Winnipeg’s National Microbiology Laboratory.

According to CBC, Plummer, 67, was in Kenya, where he was a keynote speaker at the annual meeting of the University of Nairobi’s collaborative centre for research and training in HIV/AIDS/STIs.

Dr. Larry Gelmon, who helped set up that meeting, said Plummer collapsed and was taken to hospital in Nairobi, where he was pronounced dead on arrival.

No confirmed cause of death has yet been released.

So, there you have it, a top Canadian scientist, working both in HIV and corona virus, and who was “the key” to the Chinese espionage story, apparently in good health, attends a conference in Nairobi where he has been trying to conduct HIV vaccine research, collapses, and dies.

No explanation given.

And even if an explanation were given, would any of us believe it?

But why focus on Dr. Plummer at all? Well, he’s yet another name in a long list of biological scientists that have died under mysterious circumstances, dating back to the 1980s. And they all have one thing in common: they were all either warning of the weaponization of vaccines or food, or were actively involved in it…

Which brings us back to Dr. Plummer: perhaps here, finally, we have one of those deaths that can afford a clue as to who is ultimately behind all those deaths…

See you on the flip side…

Read More @ GizaDeathStar.com

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About Joseph P. Farrell

Joseph P. Farrell has a doctorate in patristics from the University of Oxford, and pursues research in physics, alternative history and science, and “strange stuff”. His book The Giza DeathStar, for which the Giza Community is named, was published in the spring of 2002, and was his first venture into “alternative history and science”.

Book Review: The Imaginative Argument – A Practical Manifesto For Writers By Frank L. Cioffi | #BookReview #Writing

BreakawayIndividual.com
Zy Marquiez
February 13, 2020

The Imaginative Argument – A Practical Manifesto For Writers by Frank L. Cioffi is an innovative book that shows writers how to explore a wide array of subjects in a truly creative way.

Cioffi infuses the book with abundant practical, thoughtful, yet incisive examples that teach individuals the many possibilities available in argumentation, while still leaving the reader the versatility to focus and employ their own creative style in their writing repertoire.

Sourcing authors such as Orwell, Goffman, Benedict, Updike, James, Nabovok and others, the author helps the reader analyze them and view their notable writing idiosyncrasies for the strengths they were, while also showing the vast range these writers employed each in their own unique way.

The Imaginative Argument is an outside of the box book that it is better thought of as belonging in its own writing domain, for it doesn’t operate within any proverbial box, as it teaches argumentation in a robust and yet meaningful way that doesn’t shackle itself to any preconceived notions but uses imagination as the gateway from which it operates.

In other words, what Cioffi offers in this book is a mixture of equal parts mad scientist and academician who employ mathematical precision merged with the range of a boundless artist that utilizes the universe as its canvas for writing.  The Imaginative Argument is a true perfect fusion of the left and right brain to boot, which is the best part of this book.

Writing argumentative papers or articles on serious subjects can really make for a dull read.  But this book helps add additional depth and intrigue by its inherent strength in showing many of the ways that subjects can be explored in a non-traditional way that really leaves the reader thinking in ways they wouldn’t have done so if a subject was written about in a more traditional way as writing is often taught.

Covered also within the confines of this book are all of the major parts of constructing an essay: a solid foundational introduction, a consideration of the audience which is focused on quite a bit throughout the book, a foray into the writing process, a focus on the thesis, arguments, style, and much more.

The end of the book even provides additional sample essays and writing prompts which serve to further an individual’s self-directed learning process.

In its totality, this book offers a lot of ideas for consideration for all writers.  Cioffi’s refreshing and fearless approach serves to engage the reader quite saliently, also providing a veritable mixture of do’s and don’ts that are not only practical but useful.

Cioffi created an absolute masterpiece in the field of creative argumentation, and for that he should be applauded at length.

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If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com

_________________________________________________________________________________

Suggested Reading & Viewing:

Are You Living Your Dreams?
How TV Robs You Of Your Life
How A Generation Lost Its Common Culture
Philosophy 101 by Socrates – An Introduction To Phylosophy Via Plato’s Apology By Peter Kreeft Ph.D.
How To Read A Book by Mortimer J. Adler & Charles Van Doren
Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Mary Joseph Ph.D.
Why Read The Classics?
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

Book Review – Philosophy 101 By Socrates – An Introduction To Philosophy Via Plato’s Apology by Peter Kreeft Ph.D.

BreakawayIndividual.com
Zy Marquiez
February 13, 2020

My introduction to Peter Kreeft’s work took place via his magnum opus Socratic Logic – A Logic Text Using Socratic Method, Platonic Questions, And Aristotelian Principles Edition 3.1With that book, Kreeft set the bar extremely high for his own work given the phenomenal job he did in the execution and importance of that book.

Philosophy 101 By Socrates – An Introduction To Plato’s Apology though not as large in scope, is still a seminal job in introducing individuals to philosophy.  In essence, what Kreeft creates is what one may call a ‘user-friendly’ guide to Philosophy.

Philosophy 101 by Socrates is distilled to serve as a very pragmatic introduction for individuals to venture forth into many philosophical subjects from a kaleidoscope of angles.  Additionally, not only is it possible to use this book as a portable classroom given the pragmatic way that it is structured, but it can be useful for homeschooling and even college classrooms.

Now, you might be asking yourself, “Why is Philosophy even important?”  Excellent question.   The reason Philosophy is important is because as Kreeft himself argues, Philosophy takes no prisonersPhilosophy questions everything.  Like a curious kid asking ‘why’ in their nascent stages, Philosophy seeks truth – not belief – within every crevice it dares to delve into.

Kreeft shows how Socrates’ philosophy operates in the following passage:

“Socrates is the apostle of reason.  He demands that we give logical reasons, grounds for beliefs, and follow the logical consequences of our beliefs, taken as premises or hypotheses, to their logical conclusions through a number of logically compelling steps.”[1]

Such incisiveness will undoubtedly get to the core of the issue far more often than not if employed correctly.

And yet, as Kreeft implies, philosophy isn’t an antithesis to certain disciplines, such as religion.  In fact, Kreeft goes to show how faith and reason can coexist if used trenchantly:

“One of the main functions of philosophy as practiced by Socrates is a critique of religion, finding reasons for (or against) faith.  These reasons often claim only probability rather than certainty; and even when they claim certainty, they may be mistaken for man is not God and infallible; but it is surely a gain to use binocular vision, reason and faith, and to make at least somewhat clearer and/or more reasonable the ideas most people find the most important in their lives.”[2]

As an introduction to philosophy and Socrates simultaneously, one would be hard-pressed to find a better book than this.  In that, Kreeft does an exceptional job in showing how Philosophy and Socrates interweave, especially given how Socrates planted many of the seeds that helped become the foundation through  his life’s work.

Employing Plato’s Apology as the foundation of the book, Kreeft undertakes the task of showing the many ways philosophy can be understood, by using forty different descriptions of the subject.  It was particularly interesting seeing the range of descriptions that Kreeft was able to come up with and how he was able to seamlessly show how apt those descriptions were to the act of philosophizing and broadening an individual’s understanding of a wide array of subject matter.

Subsequent to that, Kreeft gives readers a cursory analysis of parts of the Euthyphro, as well as Phaedo, which are both dialogues by Plato, the latter of which details Socrates’ last days.  These dialogues help undergird the book with a wider foundation of Philosophy that merge swiftly with the rest of the book.

One of the main strengths of this book is its ability to narrow complex topics into practical – but not overly simplified – gems of information that the reader can learn from easily.  By contrast, many other philosophy books tend to overcomplicate philosophy, which turn readers off, or to oversimplify philosophy, which ends up not showcasing the latitude and incisiveness that philosophy can employ when used effectively.

This practical primer of philosophy also helps readers realize the importance of the art of cross-examination, which Socrates is the father of.  Coupled with that, and more importantly, by the very precise cross-examination techniques Socrates employs in philosophy, Kreeft helps readers gain an understanding of the thorough depth that philosophy will venture to in search for truth and the process that it employs in seeking to achieve that.  Philosophy 101 can only strengthen an individual’s repertoire.

Plain and simple, this book by Kreeft should be an integral component in every single individual’s education.  What the book offers is a template for what’s possible by the application of philosophy in a sound manner, and not having knowledge of these skills in life emblematic of a surgeon at the operating room without a scalpel.

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Sources & References:

[1] Peter Kreeft Ph.D., Philosophy 101 By Socrates – An Introduction To Plato’s Apology, p. 104.
[2] Ibid., p. 141

_________________________________________________________________________________
If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com

_________________________________________________________________________________

Suggested Reading & Viewing:

Are You Living Your Dreams?
How TV Robs You Of Your Life
How A Generation Lost Its Common Culture
How To Read A Book by Mortimer J. Adler & Charles Van Doren
Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Mary Joseph Ph.D.
Why Read The Classics?
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

Book Review: The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric By Sisters Miriam Joseph Ph.D. | #Education #Autodidact


BreakawayIndividual.com
Zy Marquiez
February 11, 2020

In How To Read A Book – The Classical Guide To Intelligent Reading, Mortimer J. Adler & Charles Van Doren postulated that most published books out there will not be complex enough to teach the reader anything of true substance.[1]

That is unfortunate, because given the decline in education, substance is exactly what our culture needs, especially given how culture as a whole is also declining as well, as Professor Patrick Deneen penned in a paper years ago.

Transitioning to the opposite side of the spectrum of education, let us now take a look at a highly underrated book that would go a long way to aid in an individual’s self-directed learning.

There is no better place to start with respect to education, then gravitating towards the Trivium, which was part of classical education, though that is no longer the case.  In The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Miriam Joseph Ph.D. does an exemplary job teaching classical components of education which do not get the light of day in modern times.

As this passage by Marguerite McGlinn relates, which speaks incisively:

“Ultimately, Sister Miriam Joseph speaks most eloquently about the value of this book.  She explains that studying the liberal arts [The Trivium] is an intransitive activity; the effect of studying these arts stays within the individual and perfects the faculties of the mind and spirit.  She compares the studying of the liberal arts with the blooming of the rose; it brings to fruition the possibilities of human nature.  She writes, “The utilitarian or servile arts enable one to be a servant – of another person, of the state, of a corporation, or a business – and to earn a living.  The liberal arts, in contrast, teach one how to live; they train the faculties and bring them to perfection; they enable a person to rise above his material environment to live an intellectual, a rational, and therefore a free life in gaining truth.”[2][Bold & Underline Emphasis Added]

The book doesn’t just speak of The Trivium, but shows how to employ the core concepts rather saliently.

By covering the vital topics of Logic, Grammar & Rhetoric, The Trivium goes far above and beyond most books that are ‘mandatory’ in the public school system.

Given that the once mandatory subjects of rhetoric and logic are all but gone from mainstream schooling and only a shadow of those remain, while what is taught of grammar is very superficial, a book like this blows away anything that regular schooling could offer.

Why such a bold statement?  Because the Trivium is the foundation upon which classical education was built.  However, after a shift away from classical education, the Trivium was removed from the system of public schooling to the detriment of the students and America as a whole.

The Trivium features not only a very methodical approach into the learning and teaching of Grammar, Logic and Rhetoric, but the book is also chock-full of numerous examples coming straight from the upper tiers of literary history which are used to buttress lessons from the book.

Additionally, not only does this book explain in detail the core concepts of the Trivium, but at key junctures it also offers some exercises in order to apply what one has learned to gauge an individual’s progress.

The Trivium is a really thorough presentation of classical education in a user-friendly manner.  It encompasses everything from poetics, fallacies, syllogisms, propositions, grammar, composition, enthymemes and much more.

If you’re a homeschooler, an unschooler, an autodidact, a self-directed learner, or simply someone that is seeking to teach themselves about these crucial parts of education, then ruminate deeply about getting this book.  Its lessons would benefit every individual come to terms with the greater capability that they always could have had, but never found a way to achieve due to the terribly lacking public schooling system.

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Sources & References:
[1] Mortimer J. Adler & Charles Van Doren, How To Read A Book, Mortimer J. Adler & Charles Van Doren.
[2] Sister Miriam Joseph Ph.D.,The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric, pp. x-xi.
_______________________________________________________________

Suggested Reading & Viewing:

Are You Living Your Dreams?
How TV Robs You Of Your Life
How A Generation Lost Its Common Culture
How To Read A Book by Mortimer J. Adler & Charles Van Doren
Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

Book Review: Dumbing Us Down by John Taylor Gatto | #SmartReads #BookReview #Education #Conformity

[Editor’s Note]

This is a repost given that WordPress (is again) censoring posts from showing on the original content tab.  It’s already happened a handful of times, so I’ll keep uploading until it goes through.  No matter what I try, the review keeps getting (predictably) censored, so let’s try one more time, shall we?
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“The math standard focuses on investigative math, which has been shown to be a disaster…With the new math standard in the Common Core, there are no longer absolute truths. So 3 times 4 can equal 11 so long as a student can effectively explain how they reached that answer.”[1][Bold Emphasis added]

The Common Core emphasizes teaching students to think of what they learn as “evidence” that can be used into making “arguments” as opposed to “facts” that help the student discern how things are. For the most part, the Common Core steers away from giving students a concrete picture of the world.”[2][Bold Emphasis added]

Dumbing Us Down

BreakawayIndiviual.com
Zy Marquiez
February 11, 2020

The late John Taylor Gatto was an award winning teacher that wasn’t afraid to buck the trend. And bucking the tumultuous trend of the declining education in America is exactly what Gatto sought to accomplish in his first book.

Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling was published in 1992, and is a masterly opening salvo and in-depth overview into how public schooling really works.

Sampling many of his best personal essays, Dumbing Us Down features the true reasons why education in our modern day system is failing: because it’s meant to be that way.

Gatto reinforces his main premise with a thorough examination of public schooling in America using source material he found throughout his research. Moreover, Gatto carries this out incisively with a no holds barred approach that is very refreshing.

While many others have tippy-toed their way around the failure in modern schooling, Gatto harpoons the heart of the matter:

“…schools and schooling are increasingly irrelevant to the great enterprises of the planet.  No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes.  The truth is that schools don’t really teach anything except how to obey orders.”[3][Bold Emphasis Added]

Schools are intended to produce, through the application of formulas, formulaic human beings whose behavior can be predicted and controlled.”[4][Bold & Italics Emphasis Added]

It is absurd and anti-life to be part of the system that compels you to sit in confinement with people of exactly the same age and social class.  That system effectively cuts you off from the immense diversity of life and the synergy of variety; indeed it cuts you off from your own past and future, sealing you in a continuous present much the same way television does.”[5][Bold & Italics Emphasis Added]

Such scathing statements leave no question to Gatto’s courageous stance, and help the reader understand the plight all individuals – and society itself – faces via the one-size-fits-all approach of public schooling.

Another glaring issue of modern schooling is how vital the community is, and more importantly, the family unit, in helping foster a healthier, more independent, more curious, and ultimately more self-sufficient individuals through proper education.  While this might seem obvious in hindsight, it isn’t being employed that much in our modern environs.

Continuously throughout the length of the book, Gatto fiercely touches upon the many different factors that have helped cause this growing dilemma.  Some of these include the overwhelming amount of television being watched by society in general, and more specifically by children, while other components have to deal with the inherent designs of schooling such as the fragmentation of education, the removal of the family from an individual’s education, the poor life tenets individuals are taught, and much more.

One of the zeniths of the book is what Gatto calls ‘The 7-Lesson School Teacher’. In this piece, Gatto shows what teachers are truly expected to inculcate into students.

For example, one of the 7 Lessons Gatto states teachers teach is Class Position. On this, Gatto notes that:

“[his] job is to make them like being locked together with children who bear numbers like their own…If I do my job well, the kids can’t even imagine themselves somewhere else because I’ve shown them how to envy and fear the better classes and how to have contempt for the dumb classes. Under this efficient discipline the class mostly polices itself into good marching order. That’s the real lesson of any rigged competition like school. You come to know your place.”[6][Bold Emphasis Added. Italics Emphasis In Original]

Is it any wonder why society operates in the way it does, mirroring the very ideas that Gatto mentions?

The 7-Lesson School Teacher might seem facetious or downright ludicrous, but it really isn’t.  When one views what Gatto is stating with an open mind – while keeping cognizance of the fact that he worked for over 3 decades for the public schooling system and knows exactly what he was talking about – then one completely comes to terms with why failure in schooling isn’t the exception, but the rule.

In fact, more specifically, Gatto gets at the heart of why public schooling is destined to fail:

Mass education cannot work to produce a fair society because its daily practice is practice in rigged competition, suppression and intimidation.  The schools we’ve allowed to develop can’t work to teach nonmaterial values, the values which give meaning to everyone’s life, rich or poor, because the structure of schooling is held together by a Byzantine tapestry of reward and threat, of carrots and sticks.  Official favor, grades, and other trinkets of subordination have no connection with education; they are the paraphernalia of servitude, not of freedom.”[7][Bold Emphasis Added]

Gatto has unbounded a phenomenal book in the field of public schooling and more importantly, what true education should encompass.  Please keep in mind, schooling and education are not the same thing.  This differentiation, and what each set of terms mean are one of the main gems of this book.

Dumbing Us Down is a veritable fountain of information that is intense in precision and thought-provoking in its implications. These very implications filter into all aspects of our lives, and ultimately echo into the future and as such should be taken very seriously.  This is why it’s vitally important for individuals to become self-directed learners, also known as autodidacts.

Only through self-directed learning carried out at the grass roots level by individuals is the world going to change. If the world is to have a positive future of critically thinking, inspired, creative, educated and innovative individuals, it starts now, in the present. It starts with you retaking the reigns of your own education.

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Sources & References:

[1] Sandra Stotsky, Drilling Through The Core, pg. 48.
[2] Ibid., pg. 35.
[3] John Taylor Gatto, Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling, pg. 21.
[4] Ibid., pg. 23.
[5] Ibid., pg. 24.
[6] Ibid., pg. 5.
[7] Ibid., pg. 69.

_________________________________________________________________________________
If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com

_________________________________________________________________________________

Suggested Reading & Viewing:

Are You Living Your Dreams?
How TV Robs You Of Your Life
How A Generation Lost Its Common Culture
How To Read A Book by Mortimer J. Adler & Charles Van Doren
Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

How A Generation Lost Its Common Culture by Professor Patrick Deneen | #Culture

[Editor’s Note]

Professor Patrick Deneen speaks at length as to the myriad reasons why the culture is declining and what type of transformation is taking place in society.

If there’s one thing you read today, let it be this, for the concerns shared by Professor Deneen do not only seep into our present state, but will echo into the future, whether we like it or not.

ScreenHunter_4103 Feb. 11 11.21

Source: MindingTheCampus.org
Professor Patrick Deneen
February 11, 2020

My students are know-nothings. They are exceedingly nice, pleasant, trustworthy, mostly honest, well-intentioned, and utterly decent. But their brains are largely empty, devoid of any substantial knowledge that might be the fruits of an education in an inheritance and a gift of a previous generation. They are the culmination of western civilization, a civilization that has forgotten nearly everything about itself, and as a result, has achieved near-perfect indifference to its own culture.

It’s difficult to gain admissions to the schools where I’ve taught – Princeton, Georgetown, and now Notre Dame. Students at these institutions have done what has been demanded of them:  they are superb test-takers, they know exactly what is needed to get an A in every class (meaning that they rarely allow themselves to become passionate and invested in any one subject); they build superb resumes. They are respectful and cordial to their elders, though easy-going if crude with their peers. They respect diversity (without having the slightest clue what diversity is) and they are experts in the arts of non-judgmentalism (at least publically). They are the cream of their generation, the masters of the universe, a generation-in-waiting to run America and the world.

But ask them some basic questions about the civilization they will be inheriting, and be prepared for averted eyes and somewhat panicked looks. Who fought in the Peloponnesian War? Who taught Plato, and whom did Plato teach? How did Socrates die? Raise your hand if you have read both the Iliad and the Odyssey. The Canterbury Tales? Paradise Lost? The Inferno?

Who was Saul of Tarsus? What were the 95 theses, who wrote them, and what was their effect? Why does the Magna Carta matter? How and where did Thomas Becket die? Who was Guy Fawkes, and why is there a day named after him? What did Lincoln say in his Second Inaugural? His first Inaugural? How about his third Inaugural?  What are the Federalist Papers?

Some students, due most often to serendipitous class choices or a quirky old-fashioned teacher, might know a few of these answers. But most students have not been educated to know them. At best, they possess accidental knowledge, but otherwise are masters of systematic ignorance. It is not their “fault” for pervasive ignorance of western and American history, civilization, politics, art and literature. They have learned exactly what we have asked of them – to be like mayflies, alive by happenstance in a fleeting present.

Our students’ ignorance is not a failing of the educational system – it is its crowning achievement. Efforts by several generations of philosophers and reformers and public policy experts — whom our students (and most of us) know nothing about — have combined to produce a generation of know-nothings. The pervasive ignorance of our students is not a mere accident or unfortunate but correctible outcome, if only we hire better teachers or tweak the reading lists in high school. It is the consequence of a civilizational commitment to civilizational suicide. The end of history for our students signals the End of History for the West.

During my lifetime, lamentation over student ignorance has been sounded by the likes of E.D. Hirsch, Allan Bloom, Mark Bauerlein and Jay Leno, among many others. But these lamentations have been leavened with the hope that appeal to our and their better angels might reverse the trend (that’s an allusion to Lincoln’s first inaugural address, by the way). E.D. Hirsch even worked up a self-help curriculum, a do-it yourself guide on how to become culturally literate, imbued with the can-do American spirit that cultural defenestration could be reversed by a good reading list in the appendix. Broadly missing is sufficient appreciation that this ignorance is the intended consequence of our educational system, a sign of its robust health and success.

We have fallen into the bad and unquestioned habit of thinking that our educational system is broken, but it is working on all cylinders. What our educational system aims to produce is cultural amnesia, a wholesale lack of curiosity, history-less free agents, and educational goals composed of content-free processes and unexamined buzz-words like “critical thinking,” “diversity,” “ways of knowing,” “social justice,” and “cultural competence.”

Our students are the achievement of a systemic commitment to producing individuals without a past for whom the future is a foreign country, cultureless ciphers who can live anywhere and perform any kind of work without inquiring about its purposes or ends, perfected tools for an economic system that prizes “flexibility” (geographic, interpersonal, ethical).

In such a world, possessing a culture, a history, an inheritance, a commitment to a place and particular people, specific forms of gratitude and indebtedness (rather than a generalized and deracinated commitment to “social justice”), a strong set of ethical and moral norms that assert definite limits to what one ought and ought not to do (aside from being “judgmental”) are hindrances and handicaps.

Regardless of major or course of study, the main object of modern education is to sand off remnants of any cultural or historical specificity and identity that might still stick to our students, to make them perfect company men and women for a modern polity and economy that penalizes deep commitments. Efforts first to foster appreciation for “multi-culturalism” signaled a dedication to eviscerate any particular cultural inheritance, while the current fad of “diversity” signals thoroughgoing commitment to de-cultured and relentless homogenization.

We Must Know…What?

Above all, the one overarching lesson that students receive is the true end of education: the only essential knowledge is that know ourselves to be radically autonomous selves within a comprehensive global system with a common commitment to mutual indifference. Our commitment to mutual indifference is what binds us together as a global people. Any remnant of a common culture would interfere with this prime directive:  a common culture would imply that we share something thicker, an inheritance that we did not create, and a set of commitments that imply limits and particular devotions.

Ancient philosophy and practice praised as an excellent form of government a res publica – a devotion to public things, things we share together. We have instead created the world’s first Res Idiotica – from the Greek word idiotes, meaning “private individual.” Our education system produces solipsistic, self-contained selves whose only public commitment is an absence of commitment to a public, a common culture, a shared history. They are perfectly hollowed vessels, receptive and obedient, without any real obligations or devotions.

They won’t fight against anyone, because that’s not seemly, but they won’t fight for anyone or anything either. They are living in a perpetual Truman Show, a world constructed yesterday that is nothing more than a set for their solipsism, without any history or trajectory.

I love my students – like any human being, each has enormous potential and great gifts to bestow upon the world. But I weep for them, for what is rightfully theirs but hasn’t been given. On our best days, I discern their longing and anguish and I know that their innate human desire to know who they are, where they have come from, where they ought to go, and how they ought to live will always reassert itself. But even on those better days, I can’t help but hold the hopeful thought that the world they have inherited – a world without inheritance, without past, future, or deepest cares – is about to come tumbling down, and that this collapse would be the true beginning of a real education.


Patrick Deneen is David A. Potenziani Memorial Associate Professor of Constitutional Studies at Notre Dame.

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Suggested Reading & Viewing:

Are You Living Your Dreams?
How TV Robs You Of Your Life
How To Read A Book by Mortimer J. Adler & Charles Van Doren
Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

 

 

 

DARPA’s UFO Research?

GizaDeathStar.com
Dr. Joseph P. Farrell
February 11, 2020

G.B. spotted this very intriguing article and analysis by John Greenewald, Jr., at Blackvault.com.  If you don’t know who Mr. Greenewald is, he is one of the newer generation of UFO researchers who prefers to focus on the nuts and bolts of hard data and documents, and not the latest stories and fantasias of Blue Chickens and similar cults. So when Mr. Greenewald finds something, I tend to sit up and take notice.

In this case, there’s a couple of paragraphs in this article that quickly caught my attention; see if you spotted them too:

https://www.theblackvault.com/documentarchive/could-this-be-darpas-project-for-ufo-uap-research/

This first paragraph that caught my eye was this:

With these assertions, The Black Vault set out to find exactly where that money may be coming from that allows the program and the effort to continue. In order to do that, we must first go after what was publicly posted for the AAWSA Program. That can be found archived from a 2008 “Federal Business Opportunities” posting which was saved in the “Wayback Machine.” This was the original posting that was seen by BAASS in 2008, which they submitted a bid for. No other corporations offered a bid.

This solicitation notice stated the objective of the AAWSA program:

“One aspect of the future threat environment involves advanced aerospace weapon system applications.  The objective of this program is to understand the physics and engineering of these applications as they apply to the foreign threat out to the far term, i.e., from now through the year 2050. Primary focus is on breakthrough technologies and applications that create discontinuities in currently evolving technology trends. The focus is not on extrapolations of current aerospace technology. The proposal shall describe a technical approach which discusses how the breakthrough technologies and applications listed below would be studied and include proposed key personnel that have experience in those areas. 3. REQUIREMENTS: a) The contractor shall complete advanced aerospace weapon system technical studies in the following areas:   1. lift; 2. propulsion ; 3. control; 4. power generation; 5. spatial/temporal translation; 6. materials; 7. configuration, structure; 8. signature reduction (optical, infrared, radiofrequency, acoustic); 9. human interface; 10. human effects; 11. armament (RF and DEW); 12. other peripheral areas in support of (1-11); b) It is expected that numerous experts with extensive experience (minimum of 10 years) in breakthrough aerospace research and development will be required to meet the demands of the above program.” (Boldface emphasis added)

Before pressing on, stop and consider that very strange list; the requirement to consider “foreign” threats “out to the far term” of thirty years, or that these extrapolations are not to be based on extrapolations of “current aerospace technology,” in other words, the contractor is being required to think outside the box of the conventional, Kammlerstab style. Then follows a rather conventional list, which, by the context, we’re being asked to do extrapolations that do not lie in “current aerospace technology” in the areas of “1. lift; 2. propulsion; 3. control; 4. power generation; … 6. materials; 7. configuration, structure’ signature reduction (optical, infrared, radiofrequency, acoustic” and so on, and squatting in the middle of this, “spatial/temporal translation.Obviously, within the context of the mundane, any system of propulsion, from horses to rockets, are capable of spatial-temporal translation, but in the context of non-conventional extrapolation, other much more exotic possibilities are implicated. For example, in the past few years I’ve blogged occasionally about this or that newest application of entanglement, and the sizes of what are being entangled seem to be gradually increasing from the quantum level to more macro-scaled entanglements. Or alternatively, I’ve also blogged ocasionally about experiments that actually remove micro-events from the timeline. Throw into this mix all the careful research being done in the alternative research field about exotic technologies – from Nazi Bells to extraordinarily odd alleged statements of Thomas Townsend Brown or Ben Rich, and there is a clear context in the public literature for “exotic” interpretations of this list.

Then there’s the term “foreign”; what does this mean? A synonym of “foreign” is, of course, the word “alien” which is commonly associated in this context with non-terrestrial intelligent life. But foreign could also mean something “unknown” to us. Viewed this way, “us” becomes “who”? Unknown to American technology and science, but still terrestrial? Or unknown to us, meaning humans? In other words, the language here is carefully chosen, and is capable of a very wide interpretation.

But there’s another gem that Mr. Greenewald discovered:

After a long hunt, the discovery of Program Element (PE) 0603286E was made, and one of the projects within, could be exactly the unique needle in that proverbial stack of needles that was being sought after.

A PE is ultimately a portfolio of programs or in some instances a single program that receives funding within a budget.  PE 0603286E was first discovered in the 2008 DARPA Fact File published in June of 2008 (coincidentally, the same year the DIA solicited the private sector for bids for the AAWSA Program).

PE 0603286E contained numerous sub-projects that receive funding out of their more than $100 – $180 million dollar yearly budget. Tactically Exploited Reconnaissance Node; Hypersonic Air-breathing Weapon Concept; Tactical Boost Glide; Aerial Reconfigurable Embedded System; are just some of the programs that receive money through this specific PE.

However, one sub-program within PE 0603286E is the Advanced Aerospace System Concepts line item, also reference as part of a “Project AIR-01.” The 2008 fact file says that:

“Studies conducted under the Advanced Aerospace System Concepts program will examine and evaluate emerging aerospace technologies and system concepts for applicability to military use, as well as the degree and scope of potential impact/improvements to military operations, mission utility, and warfighter capability. The program also analyzes emerging aerospace threats and possible methods and technologies to counter them.”  (Bold-italics emphasis added)

What’s intriguing to contemplate here is how neatly this program dovetails with the Trump Administration’s creation of a “Space Force,” which suggests that the actualities behind these paragraphs may be further along than meets the eye. And again, there’s something highly suggestive in the middle of this, something called “Aerial reconfigurable Embedded Systems.” Again, if we adopt the “exotic” context of extrapolation outside of current systems, this odd item suggests that one might be looking at a platform that is able to physically reconfigure itself while in operation. Again, these already exist and have for a few decades, with aircraft able to fold their wings for hypersonic flight. But by the same token, this phrase would adequately describe the reported behavior of some UFOs which appear to change their physical configuration in operation.

And there’s a final context in which to view Mr. Greenewald’s discoveries.  Recall that a few years ago DARPA set the objective that the USA become “warp capable” in a century, and that NASA has established a proof of concept program under the direction of Dr. Harold “Sonny” White, who reworked Alcubierre’s equations for warp.

Put it all together and one gets an intriguing picture, one that a mere twenty years ago would never have achieved this degree of public disclosure or discussion. And that should give one pause, for it may mean that the secret space program is beginning to go public, and that for a very important reason: the technologies and concepts on which they are based simply can no longer be hidden

Read More @ GizaDeathStar.com

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About Joseph P. Farrell

Joseph P. Farrell has a doctorate in patristics from the University of Oxford, and pursues research in physics, alternative history and science, and “strange stuff”. His book The Giza DeathStar, for which the Giza Community is named, was published in the spring of 2002, and was his first venture into “alternative history and science”.

Mainstream Media Control | #SocialEngineering

TheBreakaway
Zy Marquiez
February 11, 2020

Quick note: Make sure to fastforward to the 0:38 mark to skip the twilight zone part.

Now, the video is shared to show how easy it has been in the past for mainstream media manipulation to take place.  That said, in this video its obvious because all broadcasters talk about the same thing.  But what happens when the control isn’t obvious?

If you want to explore the topic of social engineering in the media, please check the following incisive links:

Astroturfing & Manipulation Of Media Messages
The Tavistock Institute – Social Engineering The Masses by Daniel Estulin
Social Engineering 101
The Minds Of Men Documentary

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Suggested Reading & Viewing:

Are You Living Your Dreams?
How TV Robs You Of Your Life
How To Read A Book by Mortimer J. Adler & Charles Van Doren
Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

Have You Ever Walked On The Moon? #Moon #SuperSnowMoon #SuperMoon #Imagination #Inspiration #Simplicity #Growth

“There are nights where wolves are silent, and only the moon howls.”
– George Carlin

“Don’t tell me the sky’s the limit when there are footprints on the moon.”

“The sky walked down with the moon in her hand.”
– Frederick L. Knowles

Moon
BreakawayIndividual.com
Zy Marquiez
February 9, 2020

Given that it’s the first Super Moon of the year, which also is synchronistically a Snow Moon, I ventured outside last night early in the morning to enjoy it.  That made me realize how much I missed writing about the Moon when it’s not interwoven within poetry, which is why I opted to go amble and reimagine the first piece I ever wrote about the Moon as follows.

Not long ago, I wondered at quite a length of time how I would venture through the Moon if I ever had the chance.  It didn’t take long for me to conclude that the first thing I thought I would do if I ever had the opportunity to meander through the Moon would be to take a walk.  Along, long, long, days-that-never-end type of walk.

Now, walking is something that’s healthy for myriad reasons; walking aids in slowing down your breathing, getting light exercise, becoming mindful, and more.  Walking – the action of taking steps – mirrors an individual’s life quite saliently.

While walking, there are times we stumble, just like in life; there are times we can walk faster, or slower, mirroring how we can get so enveloped in our actions that ‘time flies’, or and we can also become so mindful that we slow down not only in bodily movements, but in thought, and so on.

In that sense, walking is the very definition of simplicity: put one step in front of the other at an even rhythmSimple.  And I appreciate simplicity because although simplicity is oft-overlooked, it has resounding effects.

Simplicity leads individuals to individuals not overcomplicating things; it leads to less clutter; it leads to streamlined approach in anything an individual decides; it also helps sear individuals to enjoy the totality of life (when coupled with mindfulness) in its full breadth and scope.  More significantly, simplicity, via its very nature, also helps individuals in attaining mindfulness in other areas as well.  In that mindfulness, the individual becomes centered and is able to tackle any circumstance.

All of the above reasons, and others, are why I enjoy walks.  Whether you walk by yourself, or with others, walking by its very nature slows you downjust like reading.  Each of these tasks helps center your mind, which is why I Love doing both of them quite often.

Walking couples you to life, to moments, each and every step.  That said, if you have headphones on, your mind might not be engaged in the act of walking and it might be drifting in auto-pilot, which takes away a lot of the mindful and centering benefits of walking (I should know, I’m a pro at making this mistake).

When I’m outside, oft times I wonder, what would it be like to walk on the Moon, and have Earth be part of the canvas in the night sky, rather than the Moon instead?  In other words, instead of having the Moon be the pearl that glistens gloriously amid the canvas of the night, what would it be like to have the beautiful blue marble that we currently live in be the majestic view that greets us while standing on the Moon?

Perspective changes everythingPerspective changes thoughts, it changes circumstances, and it changes people.  That’s why viewing the Earth from the Moon while walking has always resonated within me to an incredible degree.  What do you think walking on the Moon would be like?

You’ve probably never thought of this.  Yet, 50 years from now, the average person might be able to walk on the Moon so much that they might take it for granted, kind of like many people take for granted the view of the Moon on Earth.  Hopefully not though.  If the view of the Moon from Earth is already vibrantly splendid in countless ways, the view of Earth from the Moon would probably be even more inspiring given its kaleidoscope of blue hues and everything else that it contains.

There’s something about that consideration – walking on the moon –that’s different.  Not just different, world-view changing type of different.  Just like if you imagined yourself being a fish, and living forever (or a lifetime) under water.  Bet you never thought about that, huh?

A walk on the moon lets you know anything’s possible, it allows you to see a wholly different perspective, it allows you to enjoy life from a different lens.

Walking on the moon, heck, merely standing on the moon and doing nothing but just being there, seeing the Earth and space from a different vantage point has this invigorating feeling to it.  It would be one of the moments in life that would probably change you forever.

Those are some of the best things in life: memorable moments.  And moments that change you for the better are the best

One could argue incisive moments are some of the best parts of life because they have this effect at times that changes you to the core.  And why wouldn’t they?  If you are growing as an individual, you are evolving, becoming anew.  Isn’t that what life is about?  Change?  Evolution?  What’s better than having a hand in that?

You – as an individual – are then not changing because your environment, you are not changing reactively.  You are changing proactively because you chose to do something different, and yet, something simple.  Something simple that could have life changing effects – walking. 

Who could have thought that something so simple, going for a walk, could have so many resounding effects that could even stoke an individual’s evolution?

That’s the power of inspiration.

What inspires you?

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Author’s Note:

This post is about exploring something inherently simple, walking, and coupling that to something complex, imagination.  Imagination knows no bounds, while walking does.  However, when both are coupled, it adds another dimension to the power of thought, to an individual, to life.  Anything that’s coupled to imagination has this effect, I just chose walking because I thought the premise of walking on the moon seemed intriguing in many ways and it’s something I consider when walking at night and I also wanted to push the boundaries of simplicity.

In any case, I hope to write about ‘walking’ more in the future, irrespective of what angle it takes, or where it goes.  The above is just written for consideration of how something so simple, the act of walking, can have life changing effects if seen from the right lens.

In fact, anything, seen from the right lens, has that power.  That’s a seed for another post if there ever were one.  But enough for now, you all have a stellar evening.  Don’t forget to go for a walk!

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Footnotes:

[1] Mortimer J. Adler & Charles Van Doren, How To Read A Book – The Classic Guide To Intelligent Reading, p. 333.

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If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com
________________________________________________________________________
Suggested Reading & Viewing:

Are You Living Your Dreams?
How TV Robs You Of Your Life
How To Read A Book by Mortimer J. Adler & Charles Van Doren
Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

 

Book Review: How To Read A Book – The Classic Guide To Intelligent Reading by Mortimer J. Adler & Charles Van Doren | #BookReview #SmartReads #Reading #Education

A Mind needs a book as a sword needs a whetstone, if it is to keep it’s edge.”
– George R. R. Martin

“A man is known by the books he reads.”
– Ralph Waldo Emerson

“Read not to contradict and confuse; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider.”
– Francis Bacon

BreakawayIndividual.com
Zy Marquiez
February 10, 2020

This particular book is a book that helps you extract more information from all types of reading, whether it is books, or otherwise.   How To Read A Book will help you think more effectively, more incisively and ultimately help you achieve more from the full spectrum of reading.

At the behest of Peter Kreeft PhD, the author Socratic Logic Peter Kreeft PhD, the following book came highly recommended in his list of critical content to further your own education.   Holding Kreeft’s opinion in high respect – and after doing some research into the book – getting this book seemed to be more than a safe bet.  In fact, it was much more than that, for getting this book has made me a better reader, writer, and communicator due to the logical and cogent way in which it explains its concepts, as well as how to extract the most out of reading proactively.

How To Read A BookThe Classic Guide To Intelligent Reading by Mortimer J. Adler & Charles Van Doren is an extraordinary book in various ways.  Not only does it teach the reader how to correctly read different kinds of books – by reading proactively, by rather reactively – but it also provides essential tools for the synthesis of other great – and more meaningful – pieces of literature.  However, How To Read A Book still features an extensive array of tools to enable individuals to increase the breadth and scope of their reading repertoire to a significant degree.

As a caveat, the authors do make a crucial distinction in the fact different type of genres should be read differently.  To say it another way, poetry, plays, or even fiction, will be read drastically different from nonfiction books.  This is something that’s not taught to individuals for the most part, and we miss out incredibly because of it.

Adler and Van Doren cover an extensive range of tools for reader’s to learn and implement – if they so choose – in order to maximize their understanding of the information held within books.  The book features a wide ranging set of suggestions that build on themselves throughout the chapters, all of which help the reader navigate all the way from the basics to the more advanced in seamless fashion.

To a great extent, the authors show the lengths to which proper reading can be taken too, as well as the depth that can be gathered by undertaking their advice.  As an avid reader and researcher, the information within the pages of this book have helped me considerably not only in pushing myself as a reader, but in understanding – and even merging – the depth and scope of information that is stated in various reading formats, as well as sifting out deeper implications when information isn’t obvious.

Additionally, covered within How To Read A Book are topics such as inspectional reading, systematic skimming, problems in comprehension, ‘x-raying’ a book, coming to terms with the author, criticizing a book fairly, reading aids, how to read practical books, how to read imaginative literature, suggestions for reading stories, plays and poems, how to read history, how to read philosophy as well as much, much more.

A significantly striking component of the book was the topic of syntopical reading, which is what the authors call ‘The Fourth Level Of Learning’.  In laymen terms, syntopical reading is the ability to  synthesize information from various sources, which paradoxically is not taught much, if at all, in public schooling.  Since synthesizing information is a process that yields incredible growth for all individuals, the information in this particular section was quite vital.

A book like How To Read A Book should be an integral piece in everyone’s education, be it self-directed or otherwise, given that an incredible amount of what individuals learn comes via reading, and that is no overstatement.  In an age where cognitive decline of education continues unabated, it’s those that push themselves into the realm of self-directed learning who will be the ones that will always stay ahead of the masses.  More saliently, self-directed education is crucial because simply, it’s what’s best for you as an individual, irrespective of what anyone else is doing.  It is something that is possible or anyone to do, of nigh any age.

The suggestions in this book seep into most if not all books [or reading] in some way shape or form.  When carried out, this undoubtedly filters into an individuals’ everyday lives proportional to how much its concepts are employed.  There really aren’t too many books out there that urge the reader to go beyond the conventional baseline of public schooling and education, but this book is certainly one of those precious few.  The authors certainly to seek to further one’s education beyond the bounds of modern schooling.

Please keep in mind, schooling and education are not the same thing, which is an important distinction because what individuals receive in America is barely a facsimile of education, and is in no way shape or form the true education of times past, given that America as a nation has strewn away from classical education.

Authors like the late award winning teacher John Taylor Gatto’s in his landmark Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling, Dr. Joseph P Farrell & Gary Lawrence’s Rotten To The Common Core , and Charlotte Iserbyt, who served as the Senior Policy Advisor in the Office of Educational Research and Improvement, U.S. Department of Education, in her The Deliberate Dumbing Down Of America  all outline the deliberate dumbing down of America with incredible precision, and these authors by far are not even the only speaking at length about this disturbing trend.

At the end of the book the authors also graciously feature a list of ‘the greatest books of all time’ in their opinion, and after having read the list and having read a few dozen of them it’s hard to disagree.  This additional piece of mental pie is something that’s worth considering for an individual’s mental faculties.

What’s more, the authors state that there exist specific books which fall into the category of what they call ‘Great books’, such as The Illiad, The Odyssey, Organon, The Republic, Paradise Lost, The Divine Comedy, et al.  The authors postulate that only 1% of the millions of book out there – if not less – fall within this category of ‘Great Books’.  What makes those books special is that:

“…if the book belongs to the highest class – the very small number of inexhaustible books – you discover on returning that the book seems to have grown with youYou see new things in it – whole new sets of new things – that you did not see before.  Your previous understanding of the book is not invalidated; it is just as true as it ever was, and in the same ways that it was true before.  But now it is true in still other ways, too.”[1][Bold, Underline & Italics Emphasis Added].

Essentially, that the gems of knowledge contained within these books and the growth the reader will attain will not only be extensive, given the depth and immensity of the concepts within the book, but these books will teach you the most about reading and about life.  Equally, regardless of how many times one reads these books, they are so profound and demanding of the reader that one will always learn something from them.

If you appreciate books, reading, classical education, or are striving to demand more from yourself or even plan on building a home-schooling curriculum, GET THIS BOOK!  This book really is for everyone.  Educated minds have great foundations, and this book helps lay those foundations in an ironclad manner.

________________________________________________________________________
Footnotes:

[1] Mortimer J. Adler & Charles Van Doren, How To Read A Book – The Classic Guide To Intelligent Reading, p. 333.

________________________________________________________________________
If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com
________________________________________________________________________
Suggested Reading & Viewing:

Are You Living Your Dreams?
How TV Robs You Of Your Life
Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

Are You Living Your Dreams? | #Goals #Dreams #Mindset #Life #Mindfulness

“I like the dreams of the future better than the history of the past.”
– Thomas Jefferson

“Comfort kills ambition. Get uncomfortable and get used to it in your pursuit of your goals and dreams.”
– Robert Kiyosaki

“Do not worry if you have built your castles in the air. They are where they should be. Now put the foundations under them.”
– Henry David Thoreau

BreakawayIndividual.com
Zy Marquiez
February 10, 2020

Earlier today a question occurred to me that I’ve asked a few people, but not as many people as I probably should.  The question is: are you doing what you Love doing in life, what you truly enjoy doing, whether for a living, or as a hobby? 

It seems like simple question, doesn’t it?  And it is simple, in that the answer can only be yes or no.  You either are doing what you Love doing in life, or you are not.  On the other hand, the answer to the question could be complicated in that many people have dreams and want to do more with life, but don’t pursue those dreams for myriad reasons.

Irrespective of that however, I ask the question because life waits for no one.  I’m thankful that I began pushing towards my dreams really early in life, and I kept jumping into the deep end of the ocean of the unknown willing to fail countless times in pursuit of my dreams.  Thankfully, although I have failed in many things in life, the first big dream that I pursued and had success with was playing online poker for a living, which I loved doing and taught me a lot about life, people, dreams, focus, mindfulness, mindset, and much more.  But when it was time to move on from that, the next dream I had was launching multiple businesses.  Pursing those dreams was not easy, particularly poker, but had I not sought what I Love doing then I wouldn’t be here right now doing what I Love doing, and that is writing.

This concept is important because doing what you Love invigorates your soul.  You’re always energized, you’re always in a good mood, you’re always getting things done, it it’s all seamless, you just do it.  I find that when I am not doing what I Love doing, that’s when I begin to get stuck, that’s when my inspiration just nosedives considerably and I end up feeling like I’m wading through a mire.

These are some of the thoughts that have led me to be more mindful of my time on social media, and shifting that time to doing things I Love doing, except doing them far more often.  And the main things I Love doing are reading, writing poetry and blogs, and doing research.  I can spend day after day endlessly doing all of that, and I’m right at home, doing what I Love.

While I have not stopped writing at all, what I had stopped doing was reading and research, which I really thoroughly enjoy for many reasons, not the least of which is because it gives me a greater understanding how the world really operates.

In any case, the point is to ask you the reader whether or not you are doing what you are doing.  Whether it revolves writing, or any other dreams, it doesn’t matter.  It’s a very serious question, and I ask because most of the time we go through life day after day, month after month, year after year, and we end up living the same day, the same week, the same month, the same year, over and over again, as if we don’t have a choice.  But all individuals DO have a choice.  Just because it’s not easy doesn’t mean it’s not possible.

You can choose to take proactive steps towards your dreams, or not.  For instance, some of my goals for this year are publishing a few more books, more than last year, while also pushing myself to review books again like I was doing in the past, while continuing to write poetry as well, while not neglecting the blog.

Some of those goals are easier than others, but the main commonality all of these goals have, and all dreams have is that if you look at them from the right perspective, all they require are baby steps. At times, it can be a lot of baby steps, but ultimately, no dream is ever accomplished without consistent steps, and last year taught me that if I can keep myself mindful about how I employ my time, I will not only achieve my goals but I will do what I Love doing. But I have to be mindful about it. There is no if and or buts of about that.

Thankfully, the option to do what each of us Loves doing is always there.  Pursuit of dreams and goals might not be easy, but it’s always worth it.

Now, before you leave, I ask you all one last time: are you doing what you Love doing?  Why or why not?  What’s stopping you? 

Only you can answer those questions, but I hope that whatever each of you is doing in life, one way or another you’re taking proactive steps towards your dreams.

You all take care and have an outstanding evening.

________________________________________________________________________
Author’s Note:

This was originally written and shared as my other pen name, Noctis Blackburn.

________________________________________________________________________
If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com
________________________________________________________________________
Suggested Reading & Viewing:

How TV Robs You Of Your Life
Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

How TV Robs You Of Your Life & Valuable Time

“There is a vitality, a life force, an energy, a quickening that is translated through you into action, and because there is only one of you in all time, this expression is unique. And if you block it, it will never exist through any other medium and will be lost.”
—Martha Graham

BreakawayIndividual.com
Zy Marquiez
February 8, 2020

Individuals go on through their lives following their daily endeavors in many different fashions.  People from all walks of life take a variety of paths which follows what they see as best choice in their life.  The one commonality that we each have individually is that we are blessed to have ample amount of time to live the lives that we see fit.

Time is quite an interesting concept.  As a thought-form, time brings about a kaleidoscope of different ideas.  Time is often correlated with work, appointments, deadlines, key dates, precious moments, and many other instances.  Because of this, time is valued to some extent by everyone, even if we don’t inherently ruminate upon this regularly.

Paradoxically enough, because we are lucky enough as individuals to have a lot of time, we often have blatant disregard for it – myself included – in one sense or another.  Everyone usually takes time for granted because most people live long lives, but that still doesn’t mean time should be wasted.

To that end, NY Daily News has reported in the past that the average person watches 5 hours of TV per day with some watching even more than that.  At 5 hours per day, that amounts to 1,825 hours per year. That is 18250 hours per decade, and 91,250 hours per 50 years. That’s a significant amount of time to accrue over a lifetime.  Over the course of 50 years, the total amount of time spent watching TV daily amounts to 3802 consecutive 24-hour days over that span.  Or “just” 5 hours a day, for 50 years.

For the sake of simplicity, let us assume most of us happen to get 8 hours a day sleeping. In an entire 168 hour work-week where the average person spends 56 hours a week sleeping, and 40 hours a week working, that leaves one with 72 hours free. If one were to spend 35 hours a week viewing television, then that would leave 37 hours of free time. That’s nearly half of all of one’s available time spent watching television. That seems ludicrous, does it not?  That doesn’t even begin to cover other activities individuals may carry out like social media when they are away from the TV.

The point of bringing this is up is that, even though many people tend to think they “don’t have any time” to do constructive things (i.e. take better care of their health), my rebuttal to that is that in fact most (if not all) individuals do.  Even the busiest people on earth can learn to rearrange their schedules to be more efficient, especially if their time is being used watching TV or meandering about aimlessly online.

Everyone will have different reasons for how they individually spend their time, and how much time they spend doing what they do, and that’s really their own business.  This write up isn’t about judging people, but about self-analysis and ruminating upon the possibility of addressing misconception of individuals not having enough time, which seems to be an illusion to certain extent.

Let’s ruminate further.  Think about when someone presses pause on a movie.  Think upon that for a really long time.  After quite a while, wouldn’t the screen seem lifeless, like there’s nothing going on?  No movement, no change – nothing.  For one to notice the signatures of life there has to be change, motion, cycles, ebbs and flows and much more.

Now, when someone sits on a couch barely moving, for hours, days on end, doesn’t it seem antithetical to the very nature of all living organisms?  Doesn’t life move?  Doesn’t life experience?  Doesn’t life change?

Our ancestors conquered movement, doing incredible things that most people couldn’t imagine nowadays.  But these days, not only do some people “have no time,” but they don’t even exercise when their health depends on it, both issues which are coupled to sitting on the couch.  I was guilty of this myself at a time, but no more.

Thankfully, life gave me a few chances to be able to learn from past mistakes, and after severe bouts with disease I took control of my life, instead of letting life control me.

My main thought at the time was: what would I do if 50 years from now, when looking back at life with one foot out the door, someone told me I had wasted thousands of hours throughout my life I know I’d have an ocean of regret, if not more.  That would crush my soul even more than the fact that I was going to miss those I loved very much.  I would be thinking how much more time I could have had with the people I loved.  I would do anything – ANYTHING – for merely one more hour, or even minutes with my loved ones.

Being able to spend one more moment with someone you Love is precious.  Imagine being able to spend hundreds of hours more, or even thousands, over the course of a lifetime?  Think about that long and hard, because that’s the sacrifice many people are making and don’t even know it.

But now you do.

Why wait, and why not start now?

After all, the time is there for the taking.

________________________________________________________________________
Author’s Note:

It’s always struck me as odd as people will often say time is a precious resource, but on the flip side, they will not make time to have more time.  Doesn’t that seem paradoxical?

________________________________________________________________________
If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com
________________________________________________________________________
Suggested Reading & Viewing:

Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

Book Review: Sherlock Holmes – The Complete Novels & Stories by Arthur Conan Doyle | #SmartReads

“A mind needs a book as a sword needs a whetstone if it is to keep its edge.”
– George R.R. Martin

BreakawayIndividual.com
Zy Marquiez
February 8, 2020

Ironically, it was through the most serendipitous of circumstances that this collection was suggested to me.  Following a lengthy discourse with my economics professor a long time ago in which I asked what he thought was the best way to learn logic, he, in his classic fashion, suggests not a textbook, but Sherlock Holmes!  At the time, thought it was a joke myself.  Interestingly enough, he wasn’t joking.

Here, now, many years later, the adventures of Sherlock Holmes was how I was introduced to logic through great fiction to boot.

Arthur Conan Doyle’s magnum opus, Sherlock Holmes, features characters that are rather unique but very believable; the setting is always authentic, the mysteries abound, and there’s puzzles wrapped in enigmas all woven into phenomenal fiction as well.  This is one of the great reasons rereading this series is so easy and serves as a fictional fall back for reading, especially when a lot of modern fiction is quite lacking in logical substance.

In more modern times, there have been great mystery writers, and many imitators in countless ways, but none has truly come close to creating a fun, readable, witty, critically  thinking, logical, and intriguing series in the way that Arthur Conan Doyle did when the Sherlock Holmes series.  Those who attempt to follow in the author’s footsteps fall quite short, even when the authors have a template of what worked in the past.  This is why, after my fourth reading of this series, it’s still a great as ever, and nothing really compares.  And what’s more, there’s always something to learn from it, too.

Let’s boil it down.  Great fiction is great because it allows wonder and imagination to take flight, and sparks creativity like nothing else.  Sherlock Holmes definitely creates auspicious and believable adventures upon which any curious mind would Love to venture.

This fictional series does way more than that though.  If it had only sparked imagination, it would have been a really good, or even a great series.  But even so, it offers so much more.  Sherlock Holmes is a veritable crashcourse into how to critically think and employ logic, wrapped up in a fantastic fictional package that is as timeless as it is robust.

For me, this book falls within what Mortimer J. Adler & Charles Van Doren referred to as the top tier of books.  As the authors note in their landmark How To Read A Book – The Classic Guide To Intelligent Reading:

“Of the few thousand such books there is a much smaller number – here the number is probably less than a hundred – that cannot be exhausted by even the very best reading you can manage.  How do you recognize this?  Again it is rather mysterious, but when you have closed the book after reading analytically to the best of your ability, and place it back on the shelf, you have a sneaking suspicion that there is more there than you got….In fact, you cannot put your finger on it, but you know it is there.  You find that you cannot forget the book, that you keep thinking about it and your reaction to it.  Finally, you return to it.  And remarkable things happen.”[1][Bold & Underline Emphasis Added]

Just as so:

“…if the book belongs to the highest class – the very small number of inexhaustible books – you discover on returning that the book seems to have grown with youYou see new things in it – whole new sets of new things – that you did not see before.  Your previous understanding of the book is not invalidated; it is just as true as it ever was, and in the same ways that it was true before.  But now it is true in still other ways, too.”[2] [Bold & Underline Emphasis Added]

For me, this book – all of its fictional stories – accomplishes all of the above and more.

Granted, there are many other books in classical and even modern literature that offer many life lessons. However, none teach the individual the foundation for critical thinking and logic like Sherlock Holmes does.  This is why this stands above and beyond countless other books when it comes to those two crucial points.

If you homeschool, if you’re an autodidact, a self-directed learner, or simply someone that wants to read a great book, then read this.  You will not regret it.

________________________________________________________________________
Footnotes:

[1] Mortimer J. Adler & Charles Van Doren, How To Read A Book – The Classic Guide To Intelligent Reading, p. 333.
[2] Ibid., p. 333.

________________________________________________________________________
If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com
________________________________________________________________________
Suggested Reading & Viewing:

Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

The Catastrophic Decline Of Public Schooling: 21 Facts About Why Public Schooling Performs So Poorly | #Education

“The historical record indicates that, if anything, the implicit collectivist impulse in standardized testing stands in stark contrast to the basic values of individual genius and responsibility that formed the central core of the founding of the republic itself.”[A][Bold Emphasis added][Dr. Joseph P. Farrell and Gary Lawrence, Rotten to the (Common) Core, pg. 5.]

“…such tests in the end punish, rather than reward, real ability, with the end result that such tests really measure the ability of an individual to conform to the outlook and interests of the elites composing such tests…”[B][Bold Emphasis added][Dr. Joseph P. Farrell and Gary Lawrence, Rotten to the (Common) Core, pg. 57.]

BreakawayIndividual.com
Zy Marquiez
February 8, 2020

Every day, its growing more apparent that the current public schooling system isn’t progressing forward with the relentless push for standardized testing we’ve been told would benefit public schooling.

It is no secret that US public schooling keeps plowing down the mountain of mediocrity.

ZeroHedge.com has previously reported that studies found that the United States performed dismally when compared to other developed nations in education.

The Article, “U.S. Kids Keep Getting Dumber; Ranked 31st out of 35 Developed Nations In Math, New Study Reveals” reveals that:

“Our schools no longer teach reading, writing, and arithmetic.  Rather than be taught how to think and problem-solve, children are taught what to think and how to feel.  All these money-making and money-spending schemes tend to sound nice, of course, but they inevitably fall flat.”[1][Bold & Underline Emphasis Added]

If this exacerbating and disturbing issue continues unabated, the US will continue to morph into the mindless technocratic and fascist state that researcher Patrick Wood has warned about in his book Technocracy Rising: The Trojan Horse of Global Transformation.

But it gets better!

The Unites States also ranked 24th in the world in reading literacy and 25th in science.

To illustrate some of the insidious reasons this is taking place, let’s take a gander at what the award winning teacher with over 30 years of experience, the late John Taylor Gatto once stated about this issue a few years back.

In his seminal book, A Different Kind OF Teacher, Gatto outlines 21 facts about schooling that we should all privy to:

1.  There is no relationship between the amounts of money spent on schooling and “good” results as measured by parents of any culture.  This seems to be because education is not a commodity to be purchased but an enlargement of insight, power, understanding and self-control almost completely outside the cash economyEducation is almost overwhelmingly an internally generated effort.  The five American states which usually spend least per capita on schooling are the five which usually have the best test results (although Iowa which is about thirtieth in spending sometimes creeps into the honored circle).

2.  There is no compelling evidence to show a positive relationship between length of schooling and accomplishmentMany countries with short school years outperform those with long ones by a wide margin.

3.  Most relationships between test scores and job performance are illegitimate, arranged in advance by only allowing those testing well access to the work.  Would you hire a newspaper reporter because he had “A”s in English?  Have you ever asked a surgeon what grade he got in meat-cutting?  George F. Kennan, intellectual darling of the Washington elite some while ago and the author of our “containment” policy against the Soviet Union often found his math and science grades in secondary school below sixty, and at Princeton he had many flunks, “D”s and “C”s.  “Sometimes,” he said, “it is the unadjusted student struggling to forge his own standards who develops within himself the thoughtfulness to comprehend.”  Dean Acheson, Harry Truman’s Secretary of State, graduated from Groton with a sixty-eight average…Is there anybody out there who really believes that grades and test scores are the mark of a man?

4.  Training done on the job is invariably cheaper, quicker, and of much higher quality than training done in a school setting.  If you wonder why that should be, you want to start, I think, by understanding that training and education are two different things, one largely residing in the development of good habits, the other in the development of vision and understanding, judgment, and the likeEducation is self training; it calls into its calculations mountains of personal data and experience which are simply unobtainable by any schoolteacher or higher pedagogueThat simple fact is why all the many beautifully precise rules on how to think produce such poor results.

5.  In spite of relentless propaganda on the contrary, the American economy is tending strongly to require less knowledge and less intellectually ability of its employees, not more.  Scientists and mathematicians currently exists in numbers far exceeding any global demand for them or any national demand, and that condition should grow much worse over the next decade, thanks to the hype of pedagogues and politicians. Schools can be reconstructed to teach children to development intellect, resourcefulness, and independence, but that would lead, in short order, to structural changes in the economy so profound it is not likely to be allowed to happen.

6.  The habits, drills, and routines of government schooling sharply reduce a person’s chances of possessing initiative or creativity.  Furthermore, the mechanism of why this is so hard has been well understood for centuries.

7.  Teachers are paid as specialists but they almost never have any real world experience in their specialties; indeed the low quality of their training has been a scandal for eighty years.

8.  A substantial amount of testimony exists from highly regarded scientists like Richard Feynman, the recently deceased Nobel laureate, or Albert Einstein, and many others, that scientific discovery is negatively related to the procedures of school science classes.

9.  According to research published by Christopher Jencks, the famous sociologist, and others as well, the quality of school which any students attend is a very bad predictor of later success, financial, social, or emotional.  On the other hand the quality of family life is very good predictor.  That would seem to indicate a natural family policy directly spending on the home, not the school.

10.  Children learn fastest and easiest when very young; general intelligence has probably developed as far as it will by the age of four.  Children are quite capable of reading and enjoying difficult material by that age, and also capable of performing all the mathematical operations skillfully and with pleasureWhether kids should do these things or not is a matter of philosophy or cultural tradition, not a course dictated by any scientific knowledge.

11.  There is a direct relationship between heavy doses of teaching and detachment from reality with subsequent flights into fantasyMany students so oppressed lose their links with past and present, present, and future.  And the bond with “now” is substantially weakened.

12.  Unknown to the public, virtually all famous remedial programs have failedPrograms like Title I/Chapter I survive by the goodwill of political allies, not by results.

13.  There is no credible evidence that racial mixing has any positive effect on student performance, but a large body of suggestive data is emerging that confining one group of children with children of a dominant culture does harm to the smaller group.

14.  Forced busing has accelerated the disintegration of minority neighborhoods without any visible academic benefits as trade off.

15.  There is no reason not to believe that any existing education technology can significantly improve intellectual performance; on the contrary, to the extent that machines establish the goals and work schedules, ask the questions and monitor the performances, the already catastrophic passivity and indifference created by schooling only increases.

16.  There is no body of knowledge inaccessible to a motivated elementary student.  The sequences of development we use are hardly the product of “science” but instead are legacies of unstable men like Pestalozzi and Froebel, and the military governments from which we imported them.

17.  Delinquent behavior is a direct reaction to the structure of schooling.  It is much worse than the press has reported because all urban school districts conspire to suppress its prevalence.  Teachers who insist on justice on behalf of pupils and parents are the most frequently intimidated into silence.

18.  The rituals of schooling remove flexibility from the mind – that characteristic vital in adjusting to different situations.  Schools strive for uniformity in a world increasingly less uniform.

19.  Teacher-training courses are widely held in contempt by practicing teachers as well as by the general public because research has consistently failed to provide guidance to best practice.

20.  Schools create and maintain a caste system, separating children according to irrelevant parameters. Poor, working class, middle class and upper middle class kids are constantly made aware of alleged differences among themselves by the use of methods not called for by the task at hand.

21. Efforts to draw a child out of his culture or his social class has an immediate effect on his family relationships, friendships, and the stability of his self-image.[2][Bold & Underline Emphasis Added].

How can such dismal results be rectified?

In respect to this glaring issue, Gatto has not only spoken at length about creating a whole new education system, but has also spoken cogently when he suggests that:

“The only way I can see after spending thirty-five years in and around the institution is to put full choice squarely back into the hands of parents, let the marketplace redefine schooling, and encourage the development of as many styles of schooling as there are human dreamsLet people, not bureaucrats, work out their own destinies.  That’s what made us a great country in the first place.”[3][Bold & Italic Emphasis Added]

Those reasons and more is why it’s imperative that individuals take full control of our destinies and education as individuals.  For if we do not, others certainly will, and the results are not exactly encouraging to say the least. 

The less individuals respect and appreciate true education and historical tradition, the more they shackle themselves to the comptrollers seeking control via a top-down technocratic society.  And if one were to seek total control of a society, vanquishing any semblance of education would be priority number one.

And as Gatto states, that’s exactly what they want.

The truth is that:

“…schools and schooling are increasingly irrelevant to the great enterprises of the planet.  No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes.  The truth is that schools don’t really teach anything except how to obey orders.”[3] [Bold Emphasis]

To finalize, Gatto will be quoted at length, because he does a fantastic job at outlining what individuals can do:

Reject the insane claims that technological progress is human progress, that human destiny and machine improvement are wrapped up together in some way.  They are not.  The spirit of machinery seeks to infect living things and make them like machinery, too – that is, at the bottom of the cynical global system of industrial development.  Better to be John Henry than the steam hammer…Live free or you won’t really be alive at all.  That, I can guarantee, really matters.”[4][Bold Emphasis added]

________________________________________________________________________
Sources And References

[A] Dr. Joseph P. Farrell and Gary Lawrence, Rotten to the (Common) Core, pg. 5.
[B] Ibid., Pg. 57.
[1] John Taylor Gatto, A Different Kind Of Teacher, pg. 111-115.
[2] Ibid., pg. 115.
[3] John Taylor Gatto, Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling, pg. 21.
[4] John Taylor Gatto, A Different Kind Of Teacher, pg. 211.

________________________________________________________________________
If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com
________________________________________________________________________
Suggested Reading & Viewing:

Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

Book Review: Rotten To The (Common) Core by Dr. Joseph P. Farrell & Gary Lawrence| #BookReview #Education #SocialEngineering #SmartReads

RottenToTheCommonCore
BreakawayIndividual.com
Zy Marquiez
February 8, 2020

Rotten to the (Common) Core by Dr. Joseph P. Farrell and Gary Lawrence is a sobering, honest, unique and yet much needed foray into the topic of Common Core.

The main strength of this book is that it doesn’t fall for – as the authors note – the ever-present red herring regarding this topic, which is that of focusing on the Common Core curriculum standards, but instead goes beyond that and delves deeper into the inner workings and the “follow-up assessment (testing) process)”.

This is quite notable, because unless the populace realizes what the true issues are at hand, the problems we face concerning this growing dilemma cannot be solved to their fullest extent.

In a sense, this book is about the multi-tiered approach by the Edu-garchy (the authors words) which encompass a “complex interlocking network of foundations, professional groups, government agencies, testing services and corporations” that stand to benefit greatly in many ways from the implementation of Common Core in all its noxious glory.

Noted cogently by the authors, they remark that most of the greatest minds of all time, such as Plato, Tesla, Da Vinci, Dostoyevsky, Mozart, et al., not only weren’t privy to our modern education system, but they thrived without it.  However, instead of society proceeding with the classical education model that helped many great minds of the past  excel, for various reasons we’re fast approaching a time of hyper-homogenization of society while also dumbing down society at an immense scale.

The authors incisively note the implications:

“The historical record indicates that, if anything, the implicit collectivist impulse in standardized testing stands in stark contrast to the basic values of individual genius and responsibility that formed the central core of the founding of the republic itself.”[1][Bold & Underline Emphasis Added].

Farrell and Lawrence promptly proceed through the bowels of Common Core by beginning with an examination of whistleblower testimony from within the belly of the beast.

From there, various examples of standardized testing are gone through with a fine-toothed comb outlining their inherent flaws of such tests.  They also delving into some of the more disturbing elements that will no doubt leave the reader aghast that some “test questions” are even allowed to see the light of day, given that as the authors troublingly show, that in some cases there are vacillating metrics taking place on standardized testing.   No, this is not said in jest!  That’s how ridiculous some of the testing metrics are.

Regarding the standardized testing, the authors home in keenly:

“…such tests in the end punish, rather than reward, real ability, with the end result that such tests really measure the ability of an individual to conform to the outlook and interests of the elites composing such tests…”[2][Bold & Underline Emphasis Added].

Thankfully, the authors also touch upon the troubling issue regarding the veritable attack on individuals, their creative potential, and how the system is being set up to establish conformity from every angle imaginable.

Later on, the authors sink their teeth into various components that encompass the edu-garchy in manifesting this top-down educational control/conformity system: the foundations, the agenda pushers and dogma.

The authors even touch upon the fact that at certain points in history comptrollers even bought into their own propaganda, which might be hard to fathom to some, but goes to show the irony of the matter, and how in the effort to dumb down the populace, some of them became dumbed down themselves.

Likewise, the enormous power that foundations such as the Rockefeller Foundation, Bill & Melinda Gates, et al., wield in the social engineering of individuals cannot be overstated.  These institutions as they currently operate are a true antithesis to freedom, individuality and progress.  Folks need to be weary of such foundations as they wield power far beyond their manipulative wholesome appearance.

Other disturbing aspects the authors shed light on regarding Common Core not only include the revolving door between the Bill & Melinda Gates Foundation and the Educational Establishment, but also the connection of to the CIA, mind control and MK Ultra.

While Farrell’s other books will undoubtedly get more attention, this is arguably one of the most important book he and his co-author Laurence have penned, given that it centers upon the top-down educational control grid that has been and will continue to be foisted upon the populace if action is not taken by individuals to educate themselves in core subjects involved in the Trivium, Quadrivium, and more.  Topics like the Nazis, Breakaway Civilizations, Ancient Antiquity, Alternative History, et al., won’t matter if people are too dumb down to be able to understand them, their context, and deeper implications.  This is why it’s imperative for individuals not only to refuse in every way shape and form this incoming wave of conforming social engineering, but to also strive to further their education away from the current one-size-fits-all system that seeks to dumb people down, as works from Gatto and others has noted.

Regarding our plight, the authors note that Common Core is:

“…a deliberate plan against liberty and intellectual and pedagogical freedom.  In short, the Common Core assessment process and its implicit philosophy and cosmology are nothing but a conspiracy against the individual, and his or her own humanity, genius, and aspirations.”[3]

Common Core is one component of the Full Spectrum Dominance humanity is facing, and individuals need to be cognizant of what is taking place in order to not get swept by the tide.  The only way that takes place is by making sure the education of our kith and kin does not get hijacked permanently.  This book goes a long way in showing the reader how that will take place if we remain stagnant.  That alone is worth the price of the book.

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Author’s Note:

Rotten To The (Common) Core touches upon social engineering quite often. Given that, a book that might be of interest for many of you is Daniel Estulin’s seminal book Tavistock Institute: Social Engineering the Masses. It’s a fascinating though disturbing foray into many facets of social engineering that are currently taking place in order to enact control upon individuals.
________________________________________________________________________
Source:

[1] Dr. Joseph P. Farrell and Gary Lawrence, Rotten to the (Common) Core, pg. 5.
[2] Ibid., Pg. 57.
[3] Ibid., Pg. xviii

________________________________________________________________________
If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com
________________________________________________________________________
Suggested Reading & Viewing:

Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
Mindset Musings#1: Venturing Outside Of Comfort Zones
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

___________________________________________________________
About The Author:

Zy Marquiez is is an author, bibliophile, writer, poet, dreamer, star gazer, autodidact, logician, researcher, lover of life, Carmel Macchiatto addict, and more.

Book Review: Drilling Through The Core – Why Common Core Is Bad For American Education By Sandra Stotsky & Contributors | #SmartReads #Books #Education

BreakawayIndividual.com
Zy Marquiez
February 7, 2020

There are countless books out there on Common Core, and many of them are rather well done.

However, out of all the books available, this one resonated more than most.

Drilling Through The Core does an exceptional job of detailing the Common Core issue trenchantly.

The book’s impartial approach to bring objective analysis to Common Core is something to be highly regarded due to the impeccable way in which the authors/contributors went about in highlighting the disaster that Common Core became.  In fact, even Bill Gates was even forced to admit its failure years ago.

Carrying out a true nuts and bolt approach, the authors/contributors detail varying parts which showcase that Common Core essentially is picking up where the national disaster of No Child Left Behind [NCLB] left off.   And that’s not an understatement either.

There is a reason NCLB has gotten a bad reputation, and it’s because it didn’t work.  The data has shown this to be the case, which ironically is the very reason many are arguing for Common Core.

Along with that troublesome point, the data mining of our children for corporations is also a noteworthy issue to consider.  After all, one thing is information being used for our children’s benefits.  Something else entirely is the information gathered being used for corporate benefits.

Another nefarious component that’s addressed in the book is the connection Bill Gates and his foundation has.  The unprecedented power that The Bill & Melinda Gates Foundation had in helping manipulate what takes place with Common Core is downright concerning.

As if that were not enough, the way in which teaching of history is going to take place totally eviscerates the whole point of teaching it in the first place, which the book covers rather incisively.  And that’s quite noteworthy, because without a solid foundation in history, an individual will not know the context of what is currently taking place, which is priceless.

Delving further into another issue in respect to mathematics, the executive director of Eagle Form, Glyn Write, notes:

“The math standard focuses on investigative math, which has been shown to be a disaster…With the new math standard in the Common Core, there are no longer absolute truths. So 3 times 4 can equal 11 so long as a student can effectively explain how they reached that answer.”[1][Bold & Underline Emphasis Added]

If that doesn’t leave one’s mind spinning, nothing will.

Furthermore, as a contributor notes:

The Common Core emphasizes teaching students to think of what they learn as “evidence” that can be put to use in making “arguments” as opposed to “facts” that help the student discern how things are.  For the most part, the Common Core steers away from giving students a concrete picture of the world.” [2][ Bold & Underline Emphasis Added]

To think, the above are just snippets of the countless issues future generations will face.

If we don’t protect the right for individuals to have a robust and well-rounded education, who will?

We already have some examples of what works, as the book elucidates.  Why not use them?  Why not return to classical education that was stripped out of the education system in the early 20th century, as the late John Taylor Gatto did an exemplary job of noting in his books?

The future of America will ultimately rest on how our nation is educated, and given the failures of No Child Left Behind and Common Core, the future of education looks grim at best.  It will be up to individuals to take control of their own education to become autodidacts, or risks letting others with nefarious interests do it for profit and control.  And we’re seeing how well that is working so far.

To succeed now, yet alone in the future, individuals will need a firm foundation in education, and not public schooling, which are not the same thing.  Gatto also spoke about this difference in his books.  This is why it’s imperative for individuals to create self-directed learning curriculums, to be able to actually attain a robust learning method that can last a lifetime, and not simply become a cog in a machine.

Thankfully, there are many options to consider as far as education is concerned.  Just make sure that whatever option you consider, it’s a sound one, because time invested erroneously, yet alone in a way that holds you back, is time you cannot ever get back.

________________________________________________________________________
Sources & References:

[1] Sandra Stotsky, Drilling Through The Core, pg. 48
[2] Ibid., pg. 35
________________________________________________________________________
If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com
________________________________________________________________________
Suggested Reading & Viewing:

Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
Mindset Musings#1: Venturing Outside Of Comfort Zones
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

___________________________________________________________
About The Author:

Zy Marquiez is is an author, bibliophile, writer, poet, dreamer, star gazer, autodidact, logician, researcher, lover of life, Carmel Macchiatto addict, and more.

Birthing Bliss, Birthing Trauma, and the Role of the Perinatal Patient


KellyBroganMD.com
Dr. Kelly Brogan
February 8, 2020

I remember looking out of my living room window, drawing on my connection to all the women in the world who had felt this energy before, all that were in that moment, and all that would in time to come. This energy, this incredible power, was like a wave that I was riding for a brief window of my life, and sharing with my baby to move us through time into a new type of union. To me, this wasn’t anything to resist, to be afraid of, or to suppress. All I had to do was be there to witness, and keep my mind from getting in the way.

I came to a place of strong advocacy for homebirth because I am a tireless student of research, opinions, and “radical” theory espoused by critical thinkers. I believe in being an informed individual first and a patient second and surrendering my decision-making to a physician trained to perceive childbirth as a pathological process requiring management was not consistent with that perspective.  I knew that there were caregivers out there who believed in supporting the body’s natural process in a gentle way and who knew how to provide that support, actively and passively.  These are midwives.  They are the primary birth attendants in most of the 40+ nations in the world with more favorable maternal and infant mortality rates than our own.

So, how does a woman get to a place where she can turn her back on a society that teaches birth is a painful nuisance at best and a horror show of danger at worst?

Through active engagement in informed consent.  A careful review of some of the epidemiologic literature and an excellent book on the subject called Pushed by Jennifer Block will inform that prospective mother of the fact that countries with the best maternal/infant outcomes have 20-30% of their babies at home, and a caesarean rate of no higher than 15%.  In these healthy births, labor begins spontaneously, the woman is free to move about for whatever duration necessary, and she pushes in an intuitive position.

This soon-to-be-birthing reader might be prompted to question some of the casually accepted “rules” of hospital birth including induction of labor post-dates, the ban on eating and drinking, and active intervention after 24 hours after rupture of membranes.  She might note that continuous electronic fetal monitoring is a ubiquitous mandate in the hospital setting despite an absence of randomized, controlled studies demonstrating any benefit with regard to maternal/infant outcomes (and a noted higher association with caesarean section given the attendant immobilization and anxious interpretations of “the strip”).  Here is the informative Lamaze-sponsored handout I give my patients which highlights the discrepancy between known evidence (including Cochrane reviews, and even ACOG recommendations) and common practice, often militantly imposed.

Pushed discusses a WHO study which identified that only 10% of maternity care is justified by scientific evidence (as opposed to insurance constraints, convenience, liability, and habitual practice).  This wouldn’t be such a concern if the risks associated with interfering in a physiologic birth weren’t so troubling.  Here are some tidbits she reviews:

  • Infants born by caesarean are 3x more likely to die in the first month, and mothers are 2x more likely to die.  Caesarean carries risks of infection including necrotizing fasciitis, organ damage, adhesions, hemorrhage, embolism, hysterectomy, dehisance, poor respiratory adaptation for the baby, and future development of a major undesirable – placenta acreta (at an incidence of 1/533 in 2005 births from 1/19,000 births in 1970)
  • Epidurals decrease blood pressure, slow contractions, and lengthen labor, increasing the likelihood of tearing, fever, and instrumental delivery
  • Vaginal birth after caesarean has a rate of rupture of 1/200 which is comparable to the rate of miscarriage with an amniocentesis, but is all but impossible to obtain given the reflexive second, third, and fourth caesarean birth plans
  • Homebirth is comparably safe with lower intervention rates according to common sense and seminal studies.

The problem with the application of these interventions is that they serve to disempower the laboring woman, and force her to cope with the unintended consequences of the intervention domino effect.  Wresting autonomy from an individual in the interest of a questionably-evidenced system has feed-forward implications for generations.  Perhaps both psychiatry and obstetrics are guilty of pathologizing processes that scare us, and in our effort to subdue, we use crude and inexact implements in acute settings without consideration of the collateral damage.

Even the donning of a hospital gown on arrival puts a woman in the role of a sick patient rather than a conduit for life’s most transcendent contact with creation.  I hear frequent reviews from my patients, stating, “the room looked like a battle ground”, “I felt like I was drugged…like it wasn’t my baby”, “I was offered an epidural so many times, I thought I really needed one”.  This is not an arena in which we can expect Ina May Gaskin’s “sphincter law” to play out successfully – a woman needs a sense of calm, safety, and privacy open her body to the world and bring forth a baby.

Interfering with the sophisticated process of a physiologic birth may have unintended short, medium, and long-term effects.  Studies like this allude to the role of vaginal birth in the foundational seeding of the infant’s microbiome, but are there any benefits with regard to mom’s postpartum mood?  Does mode of delivery influence the risk of postpartum depression?  To my mind, it certainly seems possible that disruption in oxytocin feedback loops through interference with the hypothalamic-pituitary-adrenal-gonadal axis would set a woman up for near-term difficulty buffering the transition to new motherhood.  If a physiologic birth is interfered with, the woman is left to go through the motions unaided by appropriate hormonal cascades – like walking across hot coals without shoes.

Despite the intuitive connection between a mother’s birth-related trauma and postpartrum depression, data addressing the question of whether mode of delivery influences risk is equivocal: some propose no risk associated with caesarean, like this study in which depressive symptoms after caesarean were resolved by 6 months and this that suggested being a housewife with a history of depression were primary risk factors, and this metanalysis. Others, like this Armenian study, suggest that caesarean, and particularly elective caesarean, may put a woman at greater risk for postpartum mood disturbance.  A prospective cohort study in China found that, at two weeks, by Edinburgh Postnatal Depression Scale (EPDS), women were 2x more likely to be depressed if they had a surgical birth. Myriad confounders compromise this data, and I would argue that a woman’s psychological orientation toward self-empowerment – what an empowered birth looks like to her – may be more important than the disruption of the hormonal cascade.

The mind is a powerful filter.  Perhaps the most provocative study I have come across is an fMRI evaluation of women responding, in multiple brain regions, to their own baby’s cry, and how this response is blunted after a surgical birth.  Could this evolve to be corrected for?  I would imagine so, but it suggests that surgical birth should be reserved for the <10% of true emergencies that could not otherwise have been prevented by allowing a woman to labor at her own pace, in her own comfort zone, without any interventions… the way it’s been done for millions of years.

Read More At: KellyBroganMD.com

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This post originally appeared on Mad in America as Birthing Bliss, Birthing Trauma and the Role of the Perinatal Patient.

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Kelly Brogan, MD

Kelly Brogan, M.D. is a Manhattan-based holistic psychiatrist, author of the New York Times bestselling book, A Mind of Your Own, and co-editor of the landmark textbook, Integrative Therapies for Depression. She completed her psychiatric training and fellowship at NYU Medical Center after graduating from Cornell University Medical College, and has a B.S. from MIT in Systems Neuroscience. View full bio. Want to share this article on your own blog? View our reposting guidelines.

Mindset Musings #1 – Venturing Beyond Comfort Zones | #Mindset #Mindfulness #Growth

“A comfort zone is a beautiful place, but nothing ever grows there.”
– Unknown

“A dream is your creative vision for your life in the future. You must break out of your current comfort zone and become comfortable with the unfamiliar and the unknown.”
– Denis Waitley

[This write up is being reposted because it is being censored by WordPress and will not show under “Original Content” no matter what I do, and how many times I edit the post.]

BreakawayIndividual.com
Zy Marquiez
February 6, 2020

Comfort is a feeling that brings myriad moments that allow individuals a moment of respite, familiarity, and even peace.  Likewise, comfort also brings about many other positive considerations.  But not every aspect of comfort is to be lauded, as comfort is often the anchor that prevents us from moving forward and often achieving growth on many levels.

Arguably, the most amount of growth an individual will accrue will take place beyond a particular comfort zone.  This type of growth can come about in myriad ways, sometimes being planned, and other times coming wholly unexpected.

In my life, there are four vanguard instances that have spawned endless growth, all of which stemmed from venturing beyond my comfort zones, but in the interest of time and simplicity, I will only touch upon three.

Some of the most resounding moments that I have undergone that spurred growth as an individual came about by pursuing my dreams of playing online Poker, starting small businesses, and also publishing books while pursuing dreams with writing.  The growth that each of these has imparted upon me is vast and far reaching, but I am where I am due to those three avalanches of growth, coupled with the fourth instance as well.

These instances bring to mind the timeless quote by above by philosopher and poet Ralph Waldo Emerson:

“Unless you try to do something beyond what you have already mastered, you will never grow”

The reason this quote resonates so deeply with me is because at the current moment in time, I’m seeing myself not only struggling in many areas, but also growing in many areas as well, and those areas of growth are areas in which I pushed myself outside of my comfort zones, well beyond what I thought possible at various junctures in my life.

Beyond those considerations, where I was struggling the most is where I had either developed a new bad habit, or fallen back on old patterns of behavior that do not serve me well.  These all stem from my inability to get back to where I was before when I was proactive about moving forward as a self-directed learning individual, and my inability to grow beyond the normalcy that I have for all intents and purposes created in my ill-suited behavior patterns that I have undertaken.

Even so, I do realize that venturing beyond those areas of comfort is something that I not only want to do, but I need to do, because they are incredibly problematicI must do this because if I do not, I will simply keep repeating the same mistakes over and over again, and continue wasting dozens of hours a weeks for example, without having anything tangible to show for it.

The point is, if I don’t put my best foot forward, first and foremost for myself, I cannot be the best me that I can be for me, yet alone for others.  This is why it’s paramount to make sure that every action that I take is as incisive as it is thought out, while carrying those actions out with a foundation of mindfulness in order to have the best chance at succeeding in venturing beyond comfort zones.

Outside of that however, I do find myself in other comfort zones that I wish to venture beyond.  Some of these include but aren’t limited to (1) falling into the bad habit of not reading as much as before (2) not going to the gym as much as I was before, which was almost every day, (3) not being mindful to the best of my ability, which translates to every other area in my life, (4) not putting myself first when it matters the most on certain specific personal considerations (particularly health), and (5) a whole host of other issues.  Regardless of that though, I will not quit, and I also know where I want to go.  And that’s the starting point to conquering those bad habits.

Now, once you realize that comfort zones hold you back, particularly those that are highly noxious to you as a person, then you come to terms with the fact that you’re one step closer in venturing beyond that comfort zone.  But to begin venturing beyond your comfort zone, it takes effort, sometimes incredible effort, and significant focus on the task at hand.  This isn’t a one-and-done situation by any means, for it is something that’s a lifelong path if you deem it so, and that’s how I see it.  I don’t only want to venture out of comfort zones now, but I want to do so for the rest of my life.  If I fail in doing so, or fail in even trying, then I realize that I will have only sold myself short, and not lived the life that I intended for myself.

Because of all those considerations and more, I will be more mindful of the choices that I make in order to make sure that every step I take is with purpose, but more importantly, precision.  If every step that I take is mindful, deeply thought out, and with purpose, then I am sure to grow beyond the boundaries of my current comfort zones, moving the bar higher for myself, and growing as a person, thus increasing my repertoire in myriad directions.  That is why I have chosen to start this mindset series, which I have admittedly had in mind for a very long time, far too long in fact, and I hadn’t followed suit due to overlooking what was best for me.

In the end, this is only one step.  But it is useless if it’s the only step that I take.  It’s a starting point at least, and that’s all you need to begin stepping out of your comfort zones and pursing your goals.

The best part about venturing outside of comfort zones, is that you begin sauntering through goals at a steady pace, your mindset grows strong as your growth accrues, and that becomes a self-reinforcing process that allows for more challenges to overcome, and more goals to be created.

What’s not to Love about that?

___________________________________________________________
If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com
___________________________________________________________
Suggested Reading & Viewing:

Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

___________________________________________________________
About The Author:

Zy Marquiez is is an author, bibliophile, writer, poet, dreamer, star gazer, autodidact, logician, researcher, lover of life, Carmel Macchiatto addict, and more.

 

Sharyl Attkisson – Astroturf & Manipulation Of Media Messages | #SocialEngineering

Source: TedXTalks

In this eye-opening talk provided in the video below, veteran investigative journalist Sharyl Attkisson shows how astroturf, or fake grassroots movements funded by political, corporate, or other special interests very effectively manipulate and distort media messages.

Sharyl Attkisson is an investigative journalist based in Washington D.C. She is currently writing a book entitled Stonewalled (Harper Collins), which addresses the unseen influences of corporations and special interests on the information and images the public receives every day in the news and elsewhere. For twenty years (through March 2014), Attkisson was a correspondent for CBS News. In 2013, she received an Emmy Award for Outstanding Investigative Journalism for her reporting on “The Business of Congress,” which included an undercover investigation into fundraising by Republican freshmen. She also received Emmy nominations in 2013 for Benghazi: Dying for Security and Green Energy Going Red. Additionally, Attkisson received a 2013 Daytime Emmy Award as part of the CBS Sunday Morning team’s entry for Outstanding Morning Program for her report: “Washington Lobbying: K-Street Behind Closed Doors.” In September 2012, Attkisson also received an Emmy for Oustanding Investigative Journalism for the “Gunwalker: Fast and Furious” story. She received the RTNDA Edward R. Murrow Award for Excellence in Investigative Reporting for the same story. Attkisson received an Investigative Emmy Award in 2009 for her exclusive investigations into TARP and the bank bailout. She received an Investigative Emmy Award in 2002 for her series of exclusive reports about mismanagement at the Red Cross.

___________________________________________________________
Suggested Reading & Viewing:

Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

Book Review: Tavistock Institute – Social Engineering The Masses by Daniel Estulin | #SmartReads #SocialEngineering

“The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country. …We are governed, our minds are molded, our tastes formed, our ideas suggested, largely by men we have never heard of. This is a logical result of the way in which our democratic society is organized. Vast numbers of human beings must cooperate in this manner if they are to live together as a smoothly functioning society. …In almost every act of our daily lives, whether in the sphere of politics or business, in our social conduct or our ethical thinking, we are dominated by the relatively small number of persons…who understand the mental processes and social patterns of the masses. It is they who pull the wires which control the public mind.”
– Edward Bernays, Propaganda

BreakawayIndividual.com
Zy Marquiez
February 5, 2020

Social Engineering is a pervasive issue that plagues everyone in society, but it is not covered as often or in-depth as it needs to be.  Thankfully, this book helps shed light upon this complex subject from many angles.

Tavistock Institute – Social Engineering The Masses by Daniel Estulin is as disturbing in its implications as it is comprehensive in scope. The book is a veritable crash course into many of the most powerful aspects of social engineering of society.

Estulin details many of the most sophisticated social engineering tools in an incisive way. This alone in and of itself is power, because it allows the incisive/inquiring individual to do their due diligence in seeing what’s what in this esoteric subject.

Various topics are discussed, spearheaded by the actual Tavistock Institute, the Nazis, MK Ultra, Mind Control, Music, Media, the killing of JFK, Drugs, and much more.

More precisely, it touches upon “social turbulence”, which is whittling down the population through a variety of modalities, with increasing intensity, to soften up a population and lead them into psychosis.

There is also the aspect of disassociation touched upon from many angles which is highly intriguing although very disturbing.

Estulin also covers how victimology, which “is premised upon the theory that individuals can be put through trauma by being exposed to shockingly visual accounts of violence”.  Also noted is what role in how Wikileaks is part of the social engineering agenda, and how that directly ties to mass media.

Mass media’s control mechanism is also sifted through with a fine-tooth comb, as well as aspects of it such as “idiotspeak”, which is when the media oversimplifies complex subjects so much, literally covering them only in one or two sentences that  could be called ‘sound bytes’, that it serves to dumb down the population by default.  This is further implemented by no direct and thought-provoking discussion followed up.  And when that does follow, it’s nigh always to suit some government and corporate agenda via the propaganda machine.

One unexpected, but vital component introduced by Estulin was the subject of music, and how it plays a role in the mental manipulation of the population. Although not exhaustive, it is quite a meaningful area that goes oft-overlooked even in the alternative media.

Science fiction, the work of H.G. Wells, as well as many other authors/writers’ work is analyzed creating a broad landscape of research that only strengthens the blatancy of the dilemma.

And anchoring all that, there is also an analysis of the subject of Edward Bernay’s and Walter Lippmann’s work with on propaganda and public opinion.

Beyond that still, there are still many other subjects that get touched upon, most of which are still employed, today, at this very moment.

This book by Estulin allows you to see the careful web of deception, manipulation and control that has been weaved over a mostly unsuspecting populace.

The main strength of this book is the veritable enormity of footnotes/references that allow those inquiring minds to see where he is coming from, whist leaving crumbs for those that wish to follow up on their own research, which I highly appreciate.

Credibility is a vital, and credibility in a subject like this is even more so.  Estulin has done an absolutely outstanding job in piecing this together.

This is a book that needs to be part of everyone’s library.  Period.  You need to know this stuff.  It’s not only being used against you, but your children, and future generations as well. Subjects covered in this book are way too important to gloss over.  The research that has taken place into social engineering, which Estulin discusses was done for a reason, and that was to employ it, and there are signs of this everywhere if you know what to look at.

You are implored because nobody else is looking out for your well being.  This book gives your mind range and versatility in order to deal with what’s already here, and what’s worse, what’s coming.

Be mindful, because social engineering is nigh everywhere. No, that’s not exaggeration, that’s a fact. This book makes that very crystal clear.

Buy it because you will not regret it.

Buy it because you need to know.

Buy this book because everything discussed in this book is being used against you, your family, and kith/kin.

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Suggested Reading & Viewing:

Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

The Emergence of Orwellian Newspeak and the Death of Free Speech

Source: Rutherford.Org
John W. Whitehead

“If you don’t want a man unhappy politically, don’t give him two sides to a question to worry him; give him one. Better yet, give him none. Let him forget there is such a thing as war. If the government is inefficient, top-heavy, and tax-mad, better it be all those than that people worry over it…. Give the people contests they win by remembering the words to more popular songs or the names of state capitals or how much corn Iowa grew last year. Cram them full of noncombustible data, chock them so damned full of ‘facts’ they feel stuffed, but absolutely ‘brilliant’ with information. Then they’ll feel they’re thinking, they’ll get a sense of motion without moving. And they’ll be happy, because facts of that sort don’t change.” ― Ray Bradbury, Fahrenheit 451

How do you change the way people think? You start by changing the words they use.

In totalitarian regimes—a.k.a. police states—where conformity and compliance are enforced at the end of a loaded gun, the government dictates what words can and cannot be used. In countries where the police state hides behind a benevolent mask and disguises itself as tolerance, the citizens censor themselves, policing their words and thoughts to conform to the dictates of the mass mind.

Even when the motives behind this rigidly calibrated reorientation of societal language appear well-intentioned—discouraging racism, condemning violence, denouncing discrimination and hatred—inevitably, the end result is the same: intolerance, indoctrination and infantilism.

It’s political correctness disguised as tolerance, civility and love, but what it really amounts to is the chilling of free speech and the demonizing of viewpoints that run counter to the cultural elite.

As a society, we’ve become fearfully polite, careful to avoid offense, and largely unwilling to be labeled intolerant, hateful, closed-minded or any of the other toxic labels that carry a badge of shame today. The result is a nation where no one says what they really think anymore, at least if it runs counter to the prevailing views. Intolerance is the new scarlet letter of our day, a badge to be worn in shame and humiliation, deserving of society’s fear, loathing and utter banishment from society.

For those “haters” who dare to voice a different opinion, retribution is swift: they will be shamed, shouted down, silenced, censored, fired, cast out and generally relegated to the dust heap of ignorant, mean-spirited bullies who are guilty of various “word crimes.”

We have entered a new age where, as commentator Mark Steyn notes, “we have to tiptoe around on ever thinner eggshells” and “the forces of ‘tolerance’ are intolerant of anything less than full-blown celebratory approval.”

In such a climate of intolerance, there can be no freedom speech, expression or thought.

Yet what the forces of political correctness fail to realize is that they owe a debt to the so-called “haters” who have kept the First Amendment robust. From swastika-wearing Neo-Nazis marching through Skokie, Illinois, and underaged cross burners to “God hates fags” protesters assembled near military funerals, those who have inadvertently done the most to preserve the right to freedom of speech for all have espoused views that were downright unpopular, if not hateful.

Until recently, the U.S. Supreme Court has reiterated that the First Amendment prevents the government from proscribing speech, or even expressive conduct, because it disapproves of the ideas expressed. However, that long-vaunted, Court-enforced tolerance for “intolerant” speech has now given way to a paradigm in which the government can discriminate freely against First Amendment activity that takes place within a government forum. Justifying such discrimination as “government speech,” the Court ruled that the Texas Dept. of Motor Vehicles could refuse to issue specialty license plate designs featuring a Confederate battle flag. Why? Because it was deemed offensive.

The Court’s ruling came on the heels of a shooting in which a 21-year-old white gunman killed nine African-Americans during a Wednesday night Bible study at a church in Charleston, N.C. The two events, coupled with the fact that gunman Dylann Roof was reportedly pictured on several social media sites with a Confederate flag, have resulted in an emotionally charged stampede to sanitize the nation’s public places of anything that smacks of racism, starting with the Confederate flag and ballooning into a list that includes the removal of various Civil War monuments.

These tactics are nothing new. This nation, birthed from puritanical roots, has always struggled to balance its love of liberty with its moralistic need to censor books, music, art, language, symbols etc. As author Ray Bradbury notes, “There is more than one way to burn a book. And the world is full of people running about with lit matches.”

Indeed, thanks to the rise of political correctness, the population of book burners, censors, and judges has greatly expanded over the years so that they run the gamut from left-leaning to right-leaning and everything in between. By eliminating words, phrases and symbols from public discourse, the powers-that-be are sowing hate, distrust and paranoia. In this way, by bottling up dissent, they are creating a pressure cooker of stifled misery that will eventually blow.

For instance, the word “Christmas” is now taboo in the public schools, as is the word “gun.” Even childish drawings of soldiers result in detention or suspension under rigid zero tolerance policies. On college campuses, trigger warnings are being used to alert students to any material they might read, see or hear that might upset them, while free speech zones restrict anyone wishing to communicate a particular viewpoint to a specially designated area on campus. Things have gotten so bad that comedians such as Chris Rock and Jerry Seinfeld refuse to perform stand-up routines to college crowds anymore.

Clearly, the country is undergoing a nervous breakdown, and the news media is helping to push us to the brink of insanity by bombarding us with wall-to-wall news coverage and news cycles that change every few days.

In this way, it’s difficult to think or debate, let alone stay focused on one thing—namely, holding the government accountable to abiding by the rule of law—and the powers-that-be understand this.

As I document in my book Battlefield America: The War on the American People, regularly scheduled trivia and/or distractions keep the citizenry tuned into the various breaking news headlines and entertainment spectacles and tuned out to the government’s steady encroachments on our freedoms. These sleight-of-hand distractions and diversions are how you control a population, either inadvertently or intentionally, advancing a political agenda agenda without much opposition from the citizenry.

Professor Jacques Ellul studied this phenomenon of overwhelming news, short memories and the use of propaganda to advance hidden agendas. “One thought drives away another; old facts are chased by new ones,” wrote Ellul.

Under these conditions there can be no thought. And, in fact, modern man does not think about current problems; he feels them. He reacts, but he does not understand them any more than he takes responsibility for them. He is even less capable of spotting any inconsistency between successive facts; man’s capacity to forget is unlimited. This is one of the most important and useful points for the propagandists, who can always be sure that a particular propaganda theme, statement, or event will be forgotten within a few weeks.

Already, the outrage over the Charleston shooting and racism are fading from the news headlines, yet the determination to censor the Confederate symbol remains. Before long, we will censor it from our thoughts, sanitize it from our history books, and eradicate it from our monuments without even recalling why. The question, of course, is what’s next on the list to be banned?

It was for the sake of preserving individuality and independence that James Madison, the author of the Bill of Rights, fought for a First Amendment that protected the “minority” against the majority, ensuring that even in the face of overwhelming pressure, a minority of one—even one who espouses distasteful viewpoints—would still have the right to speak freely, pray freely, assemble freely, challenge the government freely, and broadcast his views in the press freely.

This freedom for those in the unpopular minority constitutes the ultimate tolerance in a free society. Conversely, when we fail to abide by Madison’s dictates about greater tolerance for all viewpoints, no matter how distasteful, the end result is always the same: an indoctrinated, infantilized citizenry that marches in lockstep with the governmental regime.

Some of this past century’s greatest dystopian literature shows what happens when the populace is transformed into mindless automatons. In Ray Bradbury’s Fahrenheit 451, reading is banned and books are burned in order to suppress dissenting ideas, while televised entertainment is used to anesthetize the populace and render them easily pacified, distracted and controlled.

In Aldous Huxley’s Brave New World, serious literature, scientific thinking and experimentation are banned as subversive, while critical thinking is discouraged through the use of conditioning, social taboos and inferior education. Likewise, expressions of individuality, independence and morality are viewed as vulgar and abnormal.

And in George Orwell’s 1984, Big Brother does away with all undesirable and unnecessary words and meanings, even going so far as to routinely rewrite history and punish “thoughtcrimes.” In this dystopian vision of the future, the Thought Police serve as the eyes and ears of Big Brother, while the Ministry of Peace deals with war and defense, the Ministry of Plenty deals with economic affairs (rationing and starvation), the Ministry of Love deals with law and order (torture and brainwashing), and the Ministry of Truth deals with news, entertainment, education and art (propaganda). The mottos of Oceania: WAR IS PEACE, FREEDOM IS SLAVERY, and IGNORANCE IS STRENGTH.

All three—Bradbury, Huxley and Orwell—had an uncanny knack for realizing the future, yet it is Orwell who best understood the power of language to manipulate the masses. Orwell’s Big Brother relied on Newspeak to eliminate undesirable words, strip such words as remained of unorthodox meanings and make independent, non-government-approved thought altogether unnecessary. To give a single example, as psychologist Erich Fromm illustrates in his afterword to 1984:

The word free still existed in Newspeak, but it could only be used in such statements as “This dog is free from lice” or “This field is free from weeds.” It could not be used in its old sense of “politically free” or “intellectually free,” since political and intellectual freedom no longer existed as concepts….

Where we stand now is at the juncture of OldSpeak (where words have meanings, and ideas can be dangerous) and Newspeak (where only that which is “safe” and “accepted” by the majority is permitted). The power elite has made their intentions clear: they will pursue and prosecute any and all words, thoughts and expressions that challenge their authority.

This is the final link in the police state chain.

Having been reduced to a cowering citizenry—mute in the face of elected officials who refuse to represent us, helpless in the face of police brutality, powerless in the face of militarized tactics and technology that treat us like enemy combatants on a battlefield, and naked in the face of government surveillance that sees and hears all—we have nowhere left to go. Our backs are to the walls. From this point on, we have only two options: go down fighting, or capitulate and betray our loved ones, our friends and our selves by insisting that, as a brainwashed Winston Smith does at the end of Orwell’s 1984, yes, 2+2 does equal 5.

Read More at: Rutherford.Org

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Suggested Reading & Viewing:

Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

Against School – How Public Education Cripples Our Kids & Why by The Late John Taylor Gatto

Schools are intended to produce, through the application of formulas, formulaic human beings whose behavior can be predicted and controlled.”

It is absurd and anti-life to be part of the system that compels you to sit in confinement with people of exactly the same age and social class.  That system effectively cuts you off from the immense diversity of life and the synergy of variety; indeed it cuts you off from your own past and future, sealing you in a continuous present much the same way television does.”
– John Taylor Gatto, Dumbing Us Down

Source: WesJones.com | Published by Harper’s Magazine
John Taylor Gatto

How Public Education Cripples Our Kids & Why

I taught for thirty years in some of the worst schools in Manhattan, and in some of the best, and during that time I became an expert in boredom. Boredom was everywhere in my world, and if you asked the kids, as I often did, why they felt so bored, they always gave the same answers: They said the work was stupid, that it made no sense, that they already knew it. They said they wanted to be doing something real, not just sitting around. They said teachers didn’t seem to know much about their subjects and clearly weren’t interested in learning more. And the kids were right: their teachers were every bit as bored as they were.

Boredom is the common condition of schoolteachers, and anyone who has spent time in a teachers’ lounge can vouch for the low energy, the whining, the dispirited attitudes, to be found there. When asked why they feel bored, the teachers tend to blame the kids, as you might expect. Who wouldn’t get bored teaching students who are rude and interested only in grades? If even that. Of course, teachers are themselves products of the same twelve-year compulsory school programs that so thoroughly bore their students, and as school personnel they are trapped inside structures even more rigid than those imposed upon the children. Who, then, is to blame?

We all are. My grandfather taught me that. One afternoon when I was seven I complained to him of boredom, and he batted me hard on the head. He told me that I was never to use that term in his presence again, that if I was bored it was my fault and no one else’s. The obligation to amuse and instruct myself was entirely my own, and people who didn’t know that were childish people, to be avoided if possible. Certainly not to be trusted. That episode cured me of boredom forever, and here and there over the years I was able to pass on the lesson to some remarkable student. For the most part, however, I found it futile to challenge the official notion that boredom and childishness were the natural state of affairs in the classroom. Often I had to defy custom, and even bend the law, to help kids break out of this trap.

The empire struck back, of course; childish adults regularly conflate opposition with disloyalty. I once returned from a medical leave to discover that all evidence of my having been granted the leave had been purposely destroyed, that my job had been terminated, and that I no longer possessed even a teaching license. After nine months of tormented effort I was able to retrieve the license when a school secretary testified to witnessing the plot unfold. In the meantime my family suffered more than I care to remember. By the time I finally retired in 1991, I had more than enough reason to think of our schools – with their long-term, cell-block-style, forced confinement of both students and teachers – as virtual factories of childishness. Yet I honestly could not see why they had to be that way. My own experience had revealed to me what many other teachers must learn along the way, too, yet keep to themselves for fear of reprisal: if we wanted to we could easily and inexpensively jettison the old, stupid structures and help kids take an education rather than merely receive a schooling. We could encourage the best qualities of youthfulness – curiosity, adventure, resilience, the capacity for surprising insight – simply by being more flexible about time, texts, and tests, by introducing kids to truly competent adults, and by giving each student what autonomy he or she needs in order to take a risk every now and then.

But we don’t do that. And the more I asked why not, and persisted in thinking about the “problem” of schooling as an engineer might, the more I missed the point: What if there is no “problem” with our schools? What if they are the way they are, so expensively flying in the face of common sense and long experience in how children learn things, not because they are doing something wrong but because they are doing something right? Is it possible that George W. Bush accidentally spoke the truth when he said we would “leave no child behind”? Could it be that our schools are designed to make sure not one of them ever really grows up?

Do we really need school? I don’t mean education, just forced schooling: six classes a day, five days a week, nine months a year, for twelve years. Is this deadly routine really necessary? And if so, for what? Don’t hide behind reading, writing, and arithmetic as a rationale, because 2 million happy homeschoolers have surely put that banal justification to rest. Even if they hadn’t, a considerable number of well-known Americans never went through the twelve-year wringer our kids currently go through, and they turned out all right. George Washington, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln? Someone taught them, to be sure, but they were not products of a school system, and not one of them was ever “graduated” from a secondary school. Throughout most of American history, kids generally didn’t go to high school, yet the unschooled rose to be admirals, like Farragut; inventors, like Edison; captains of industry, like Carnegie and Rockefeller; writers, like Melville and Twain and Conrad; and even scholars, like Margaret Mead. In fact, until pretty recently people who reached the age of thirteen weren’t looked upon as children at all. Ariel Durant, who co-wrote an enormous, and very good, multivolume history of the world with her husband, Will, was happily married at fifteen, and who could reasonably claim that Ariel Durant was an uneducated person? Unschooled, perhaps, but not uneducated.

We have been taught (that is, schooled) in this country to think of “success” as synonymous with, or at least dependent upon, “schooling,” but historically that isn’t true in either an intellectual or a financial sense. And plenty of people throughout the world today find a way to educate themselves without resorting to a system of compulsory secondary schools that all too often resemble prisons. Why, then, do Americans confuse education with just such a system? What exactly is the purpose of our public schools?

Mass schooling of a compulsory nature really got its teeth into the United States between 1905 and 1915, though it was conceived of much earlier and pushed for throughout most of the nineteenth century. The reason given for this enormous upheaval of family life and cultural traditions was, roughly speaking, threefold:

1) To make good people.
2) To make good citizens.
3) To make each person his or her personal best.

These goals are still trotted out today on a regular basis, and most of us accept them in one form or another as a decent definition of public education’s mission, however short schools actually fall in achieving them. But we are dead wrong. Compounding our error is the fact that the national literature holds numerous and surprisingly consistent statements of compulsory schooling’s true purpose. We have, for example, the great H. L. Mencken, who wrote in The American Mercury for April 1924 that the aim of public education is not to fill the young of the species with knowledge and awaken their intelligence. . . . Nothing could be further from the truth. The aim.. . is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States . . . and that is its aim everywhere else.

Because of Mencken’s reputation as a satirist, we might be tempted to dismiss this passage as a bit of hyperbolic sarcasm. His article, however, goes on to trace the template for our own educational system back to the now vanished, though never to be forgotten, military state of Prussia. And although he was certainly aware of the irony that we had recently been at war with Germany, the heir to Prussian thought and culture, Mencken was being perfectly serious here. Our educational system really is Prussian in origin, and that really is cause for concern.

The odd fact of a Prussian provenance for our schools pops up again and again once you know to look for it. William James alluded to it many times at the turn of the century. Orestes Brownson, the hero of Christopher Lasch’s 1991 book, The True and Only Heaven, was publicly denouncing the Prussianization of American schools back in the 1840s. Horace Mann’s “Seventh Annual Report” to the Massachusetts State Board of Education in 1843 is essentially a paean to the land of Frederick the Great and a call for its schooling to be brought here. That Prussian culture loomed large in America is hardly surprising, given our early association with that utopian state. A Prussian served as Washington’s aide during the Revolutionary War, and so many German- speaking people had settled here by 1795 that Congress considered publishing a German-language edition of the federal laws. But what shocks is that we should so eagerly have adopted one of the very worst aspects of Prussian culture: an educational system deliberately designed to produce mediocre intellects, to hamstring the inner life, to deny students appreciable leadership skills, and to ensure docile and incomplete citizens – all in order to render the populace “manageable.”

It was from James Bryant Conant – president of Harvard for twenty years, WWI poison-gas specialist, WWII executive on the atomic-bomb project, high commissioner of the American zone in Germany after WWII, and truly one of the most influential figures of the twentieth century – that I first got wind of the real purposes of American schooling. Without Conant, we would probably not have the same style and degree of standardized testing that we enjoy today, nor would we be blessed with gargantuan high schools that warehouse 2,000 to 4,000 students at a time, like the famous Columbine High in Littleton, Colorado. Shortly after I retired from teaching I picked up Conant’s 1959 book-length essay, The Child the Parent and the State, and was more than a little intrigued to see him mention in passing that the modern schools we attend were the result of a “revolution” engineered between 1905 and 1930. A revolution? He declines to elaborate, but he does direct the curious and the uninformed to Alexander Inglis’s 1918 book, Principles of Secondary Education, in which “one saw this revolution through the eyes of a revolutionary.”

Inglis, for whom a lecture in education at Harvard is named, makes it perfectly clear that compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s: a fifth column into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table. Modern, industrialized, compulsory schooling was to make a sort of surgical incision into the prospective unity of these underclasses. Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever reintegrate into a dangerous whole.

Inglis breaks down the purpose – the actual purpose – of modem schooling into six basic functions, any one of which is enough to curl the hair of those innocent enough to believe the three traditional goals listed earlier:

1) The adjustive or adaptive function. Schools are to establish fixed habits of reaction to authority. This, of course, precludes critical judgment completely. It also pretty much destroys the idea that useful or interesting material should be taught, because you can’t test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.

2) The integrating function. This might well be called “the conformity function,” because its intention is to make children as alike as possible. People who conform are predictable, and this is of great use to those who wish to harness and manipulate a large labor force.

3) The diagnostic and directive function. School is meant to determine each student’s proper social role. This is done by logging evidence mathematically and anecdotally on cumulative records. As in “your permanent record.” Yes, you do have one.

4) The differentiating function. Once their social role has been “diagnosed,” children are to be sorted by role and trained only so far as their destination in the social machine merits – and not one step further. So much for making kids their personal best.

5) The selective function. This refers not to human choice at all but to Darwin’s theory of natural selection as applied to what he called “the favored races.” In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfit – with poor grades, remedial placement, and other punishments – clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes. That’s what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.

6) The propaedeutic function. The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the kids will quietly be taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.

That, unfortunately, is the purpose of mandatory public education in this country. And lest you take Inglis for an isolated crank with a rather too cynical take on the educational enterprise, you should know that he was hardly alone in championing these ideas. Conant himself, building on the ideas of Horace Mann and others, campaigned tirelessly for an American school system designed along the same lines. Men like George Peabody, who funded the cause of mandatory schooling throughout the South, surely understood that the Prussian system was useful in creating not only a harmless electorate and a servile labor force but also a virtual herd of mindless consumers. In time a great number of industrial titans came to recognize the enormous profits to be had by cultivating and tending just such a herd via public education, among them Andrew Carnegie and John D. Rockefeller.

There you have it. Now you know. We don’t need Karl Marx’s conception of a grand warfare between the classes to see that it is in the interest of complex management, economic or political, to dumb people down, to demoralize them, to divide them from one another, and to discard them if they don’t conform. Class may frame the proposition, as when Woodrow Wilson, then president of Princeton University, said the following to the New York City School Teachers Association in 1909: “We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class, of necessity, in every society, to forgo the privileges of a liberal education and fit themselves to perform specific difficult manual tasks.” But the motives behind the disgusting decisions that bring about these ends need not be class-based at all. They can stem purely from fear, or from the by now familiar belief that “efficiency” is the paramount virtue, rather than love, liberty, laughter, or hope. Above all, they can stem from simple greed.

There were vast fortunes to be made, after all, in an economy based on mass production and organized to favor the large corporation rather than the small business or the family farm. But mass production required mass consumption, and at the turn of the twentieth century most Americans considered it both unnatural and unwise to buy things they didn’t actually need. Mandatory schooling was a godsend on that count. School didn’t have to train kids in any direct sense to think they should consume nonstop, because it did something even better: it encouraged them not to think at all. And that left them sitting ducks for another great invention of the modem era – marketing.

Now, you needn’t have studied marketing to know that there are two groups of people who can always be convinced to consume more than they need to: addicts and children. School has done a pretty good job of turning our children into addicts, but it has done a spectacular job of turning our children into children. Again, this is no accident. Theorists from Plato to Rousseau to our own Dr. Inglis knew that if children could be cloistered with other children, stripped of responsibility and independence, encouraged to develop only the trivializing emotions of greed, envy, jealousy, and fear, they would grow older but never truly grow up. In the 1934 edition of his once well-known book Public Education in the United States, Ellwood P. Cubberley detailed and praised the way the strategy of successive school enlargements had extended childhood by two to six years, and forced schooling was at that point still quite new. This same Cubberley – who was dean of Stanford’s School of Education, a textbook editor at Houghton Mifflin, and Conant’s friend and correspondent at Harvard – had written the following in the 1922 edition of his book Public School Administration: “Our schools are . . . factories in which the raw products (children) are to be shaped and fashioned.. . . And it is the business of the school to build its pupils according to the specifications laid down.”

It’s perfectly obvious from our society today what those specifications were. Maturity has by now been banished from nearly every aspect of our lives. Easy divorce laws have removed the need to work at relationships; easy credit has removed the need for fiscal self-control; easy entertainment has removed the need to learn to entertain oneself; easy answers have removed the need to ask questions. We have become a nation of children, happy to surrender our judgments and our wills to political exhortations and commercial blandishments that would insult actual adults. We buy televisions, and then we buy the things we see on the television. We buy computers, and then we buy the things we see on the computer. We buy $150 sneakers whether we need them or not, and when they fall apart too soon we buy another pair. We drive SUVs and believe the lie that they constitute a kind of life insurance, even when we’re upside-down in them. And, worst of all, we don’t bat an eye when Ari Fleischer tells us to “be careful what you say,” even if we remember having been told somewhere back in school that America is the land of the free. We simply buy that one too. Our schooling, as intended, has seen to it.

Now for the good news. Once you understand the logic behind modern schooling, its tricks and traps are fairly easy to avoid. School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively; teach your own to think critically and independently. Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they’ll never be bored. Urge them to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theology – all the stuff schoolteachers know well enough to avoid. Challenge your kids with plenty of solitude so that they can learn to enjoy their own company, to conduct inner dialogues. Well-schooled people are conditioned to dread being alone, and they seek constant companionship through the TV, the computer, the cell phone, and through shallow friendships quickly acquired and quickly abandoned. Your children should have a more meaningful life, and they can.

First, though, we must wake up to what our schools really are: laboratories of experimentation on young minds, drill centers for the habits and attitudes that corporate society demands. Mandatory education serves children only incidentally; its real purpose is to turn them into servants. Don’t let your own have their childhoods extended, not even for a day. If David Farragut could take command of a captured British warship as a preteen, if Thomas Edison could publish a broadsheet at the age of twelve, if Ben Franklin could apprentice himself to a printer at the same age (then put himself through a course of study that would choke a Yale senior today), there’s no telling what your own kids could do [especially with the amount of resources at bay in modern times]. After a long life, and thirty years in the public school trenches, I’ve concluded that genius is as common as dirt. We suppress our genius only because we haven’t yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.

Read More At: WesJones.com
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**  09/2003 Harper’s Magazine.

* John Taylor Gatto is a former New York State and New York City Teacher of the Year and the author, most recently, of The Underground History of American Education. He was a participant in the Harper’s Magazine forum “School on a Hill,” which appeared in the September 2001 issue. You can find his web site here.

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Suggested Reading & Viewing:

Are You Living Your Dreams?
How TV Robs You Of Your Life
How To Read A Book by Mortimer J. Adler & Charles Van Doren
Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
Sherlock Holmes by Arthur Conan Doyle
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

Book Review: Invisible Influence By Kevin Hogan | #SmartReads #BookReview

An In-Depth Look At The Persuasive Influence Which Can Be Cast Upon Others

BreakawayIndividual.com
Zy Marquiez
February 4, 2020

Plain and simple, Invisible Influence is about social engineering, which is about individuals influencing others or even themselves, to take specific actions.  Admittedly, these actions could be positive or negative depending on the intent of the social engineer.

This book is a very pragmatic and easy to follow book that allows people to see part of the wide range that persuasion entails so they are able to avoid those attempting to employ it upon them.

At its core, this book is essentially split into two parts.   The first part of the book brings about many examples of how subtle ways of social engineering are often employed.  To that end, the fact that the book didn’t overuse technical jargon allows it to flow seamlessly.

Hogan provides ample cogent explanations that followed his many persuasion examples that saliently home-in on many of the ways that influence is cast upon an individual. Coming to terms with this information, the reader is able to realize how the possibilities of the techniques the book features can certainly multiply to a hitherto unforeseen and incredible extent, which can spawn noxious side effects if one does not recognize the techniques being employed.

The second half of the book is composed of 52 techniques that will help an individual become adept at social engineering at an entry level, some of which you can apply to yourself, which was unexpected but appreciated.

Subjectively speaking, this part alone was work the price of the book.  Each of the techniques mentioned follow a stark methodology that is sure to make proactive mindful individuals cognizant of part of the spectrum that persuasion entails.

Invisible Influence is rousing in its possibilities as it is subtle in its approach.  A great addition is that the author is candid when making the point of how individuals should be aware of how these influences can shape circumstances for better or worse.

In an age where a certain sect of the population, or certain social groups, are nigh always seeking others to conform, whether they realize it or not, the availability of such information should not be glossed over in any way whatsoever for it allows individuals to be better educated and empowered in countless ways.

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Suggested Reading & Viewing:

Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
Lesson’s From Orwell’s 1984
Social Engineering 101
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
What Is An Elite Curriculum?

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If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com
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Lesson’s From Orwell’s 1984

Source:WakingTimes.com
Ethan Indigo Smith

“Political language is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind.” — George Orwell

Some fictional literature is so profound as to be relevant for decades. George Orwell’s timeless 1984 is one such literary work. One of the most influential books of our time, its message resonates today as much as it did when it was first published over 65 years ago — as shown by its recent surge to the #1 spot on Amazon’s bestseller list.

So what can 1984 teach us about the modern day?

At its core, 1984 is a post-WWII interpretation of the relationship between individuals and institutions. It changed the course of social history by spawning new language relating to the structure and mechanisms of our society, expanding the scope of human language and thought, and therefore, humanity’s understanding of itself. And that legacy seems perfectly fitting, for in the story of 1984, the world is controlled by so many restrictions that even the expressiveness of the official language, “Newspeak”, is deliberately narrowed by the ruling institutions in a way that limits the ability of individuals to express “thoughtcrime” — that which is deemed illegal by the “Inner Party”, the State.

As a work of fiction, 1984 provides a stark view of a burgeoning culture of totalitarianism. As a work of symbolism, however, it stands as a reflection of modern fact in The U.S.A. and the world today. Within its narrative, the five freedoms of the First Amendment of the United States Constitution were infringed and removed; in particular, the freedom of speech was so restricted that there was only one source of news operated by the official governing body and an entire branch of government was dedicated to steadily eliminating language deemed detrimental to the State.

Orwell created new phrases like “Newspeak” (the official, limited language) and its antonym “Oldspeak”, “Goodthink” (thoughts that are approved by the Party) and its antonym “Crimethink”, and “Doublethink” (the normalized act of simultaneously accepting two contradictory beliefs). The new language allowed his narrative to portray and expose age-old structures of thought and language manipulation – structures that have exponentially escalated in the modern day.

In 1984 all opposition is controlled and absorbed into the background. ‘Big Brother’ is the human image that represents The Inner Party (and the Party line) via the Telescreen providing an ‘official’ narrative while appropriating and misrepresenting the notion of brotherhood and unity into a ‘brand name’ — one that actually instills a psychology of collectivism, not brotherhood, just as the controllers in our own world instill nationalism and war-mindedness in the name of “freedom” and “liberty”. Indeed, the Telescreen is the primary means through which norms were forced on the society and false imagery and narratives embedded in its collective consciousness. Totally transfixed on the Party line, as told by the Telescreen, the fictional society of 1984 has lost the ability to think such that it will believe two plus two is five, as the saying goes, as long as it is presented as such on the Telescreen. They have been captive to this set up their entire lives, and, with language and thought restricted and outlawed, they are blind to their own captivity, unable to discern for themselves. Thus, lies are made to be “truths” using logic so distorted that it not only convinces the masses that two plus two equal five, but that war is peace, freedom is slavery, and ignorance is strength.

In reality, individual ignorance is strength to institutions. Such distortions of language and thought (and, incidentally, history) are the perfect means by which to disempower and co-opt an entire society — means that are not limited to the works of fiction. Orwell knew that ideas do not exist separately from language. Language, in both spoken and written forms, is essential to our ability to form and communicate thoughts and ideas. That is why today the United States government, the shadow powerbrokers that control it, and the mainstream media that support it (the entirety of which is owned by only 6 corporations) continue their war on “fake news” — i.e. ideas that are skeptical of government pronouncements, and information that proves them to be false — taking aim not just at independent journalism but independent thought itself. While government surveillance of its own people continues to increase, government secrecy is at an all-time high, the sharing of ideas that challenge the status quo is becoming more heavily censored, releasing information on institutional and State activity is now punishable by law, and whistleblowers from inside the State are systematically destroyed. If that wasn’t Orwellian enough, Donald Trump’s advisors have begun coining phrases like “alternative facts”, and we have even seen the creation of an Orwellian “Ministry of Truth”, an “international fact-checking network” charged with deciding what is “truth” and what is “fake news”.

If the events of 1984 continue to hold true, and the ruling Party of today gets its way, words and ideas will soon become not only censored, but illegal and eliminated altogether, controlled by increasingly totalitarian governments steering our society down a dystopian path of censorship, blind belief, and misinformation — all in the name of the State. However, as our minds are freed, one at a time, we are ultimately finding that our society is heavily embedded with such norms and structures that perpetuate false imagery, preserving the status quo of the State from the ‘threat’ of individual thinking — hence the modern war on “fake news”. We are beginning, as a society, to question such falsehood, and exercise our inherent freedom to expose it.

“Freedom is the freedom to say that two plus two make four. If that is granted, all else follows”. ~ George Orwell

The Last Man in Europe

The original working title to 1984 was ‘The Last Man in Europe.’ This descriptive and evocative title idea provides a clear glimpse into George Orwell’s intent, and encapsulates a main point of 1984, a title perhaps too revealing to be anything but a working title. Certainly, that is the way many of us feel when we first become aware of lies and partial-truths that are presented as reality by those in control of our society today, and accepted in totality by seemingly everyone else – it is as if we are the last lone person. Indeed, the road of the freethinker can be a lonely one, and the story’s protagonist, patriot Winston Smith, is made to believe he is the last person who questions, who looks, listens and speaks.

In a totalitarian society — be it Orwell’s fictional world or the increasingly authoritarian political regimes of today — the official narratives portrayed by the “official” media portray that a society is in consensus with the State, and that those engaged in Thoughtcrime (whether or not it is legally a crime) are isolated social outcasts and lunatics, and demeaned as “rebels” and “conspiracy theorists” (despite the existence of actual conspiracy, against which the truly conscious mind must inevitably rebel.) Yet in reality, Crimethink is what differentiates we freethinkers from those who are lost in the spell of societal illusion and, therefore, pose a threat to the status quo of the State. But this is part of the trap of Goodthink — it creates the illusion of consensus, and therefore, engenders isolation in those who do not concede.

As a master of his craft, nothing Orwell wrote was off the cuff. Now it is not overtly spoken in the book, but there are four types of people in the fictional realm of 1984. There are three described classes and a suggested fourth, only later is it implied that the Brotherhood, anti-establishment rebels — has been eliminated from the narrative jut as those in power sought to eliminate them from the society.

The Secret to 1984 is ‘4’

1984 is in part an expose on the four basic types of people in a society, the four types of institutions and the four types of institutional lies that enable them.

Characterized by how they respond to information, modern societies are made up of four archetypes of people — idiots, zealots, elitists and patriots. Idiots refuse information, zealots blindly refute information, elitists misuse information, and patriots seek and distribute information. Despite dramatic alterations in the world’s geopolitical landscape, and some fluctuation of individuals from one group/role to another over time, the dynamic between these groups has historically remained the same, and are inevitably intertwined: Idiots avoid all new pertinent information in order to maintain their perspective, never questioning the status quo. Zealots ask certain questions of certain information, ignoring unaligned information in order to maintain their perspective, supporting the status quo at all costs. Elitists question information in order to manipulate and reap gains off those who don’t know, benefiting from the status quo. Patriots question information to educate themselves and share it with others, in order that we might enhance our lives and progress beyond the status quo.

It is no wonder, then, that the patriot has been all but deleted from today’s socio-political landscape, with those acting as true patriots being demonized by the State, and the meaning of the word “patriot” distorted and confused (by the likes of George W. Bush Jr.) to mean an unquestioning, flag-waving, with-us-or-against-us brand of nationalistic idiocy. (Check out my article, The First Amendment – The REAL Patriot Act for a deeper discussion of this.) Using a practice so well-defined by Orwell that it is known today as Orwellian speak, institutions transfer and confuse words and ideas by mixing up themselves, their policies and their products with patriotic ideas and words. They take the meaning of words and archetypes, and flip them on their heads: War is peace, freedom is slavery, ignorance is strength, and true patriotism (such as that shown by government whistleblowers) is traitorous.

In reality, the true patriots, the rebels who see through the lies of institutions and act accordingly, are removed from public consciousness in exactly the same way. In “Orwellian” fashion, the fourth deleted class of people in 1984, the Brotherhood, who are working to bring down the fascist Inner Party, are deleted through the admission of language. The other three types, which are specifically mentioned in the-book-within-the-book, the fictional The Theory and Practice of Oligarchical Collectivism, are the High, the Middle and the Low castes. Similarly, the other three types of people depicted in the society of Oceania are the Inner Party, the Outer Party and the Proles. The social classes interact very little.

The Inner Party and Outer Party make up 2% of the population, and are the institutionalized controllers of Oceania. They are akin to modern politicians and the financial elite, working with and against one another, and clamoring to gain and maintain power. They have privileges the other castes do not, including being able to (temporarily) turn off the propaganda-spewing Telescreens.

However, there is a pecking order within the Party. The Outer Party are given state administrative jobs and are composed of the more educated members of society. They are responsible for the direct implementation of the Party’s policies but have no say in decision making. They are the “artificial middle class” and as such, have strict rules applied to them. They are allowed “no vices other than cigarettes and Victory Gin”, are spied on via their Telescreens, and are encouraged to spy on each other, and to report suspicious activities to Big Brother.

The lower class of workers that perform the majority of menial tasks and labors are known as the Proles. They live in the poorest of conditions, are not educated, and instead are kept entertained with alcohol, gambling, sports, fiction and pornography (called “prolefeed”) — the 1984 equivalent of “bread and circus”.

According to the Inner Party and the Telescreen it controls, those who might challenge the system – the important fourth type of person – simply do not exist. The Brotherhood, the organization of patriots, are portrayed by the controlling ‘Inner Party’ as only a rumor, and the notion of their existence is belittled by the Inner Party, via the Telescreen. In Oceania, if the Telescreen is t be believed, there are no patriots, nor is such action allowed — and any who think that way are isolated by the divide-and-conquer tactic used by empires past and present. Thus, like so many in our failing society, Smith believes himself to be ‘The Last Man in Europe’…

“During times of universal deceit, telling the truth becomes a revolutionary act.” – George Orwell

And yet, as the character of Winston Smith accurately observes in his diary, “If there is any hope, it lies with the Proles” — just as our hope for today lies with the so-called “99%”. The “proles” in our society must begin to look beyond the bread and circus, beyond the prolefeed, and become a true brotherhood, and sisterhood, by questioning information, educating themselves, and sharing what they learn with others in order that we might overcome institutional oppression and finally create the ‘golden age’ that is our combined potential.

God and Gold is Within

“We shall meet in the place where there is no darkness.” — George Orwell, 1984

Nothing Orwell wrote was by accident. The name of the character who leads the Brotherhood rebellion is named Emmanuel Goldstein, a name that translates roughly to mean God (Emmanuel) and gold are within (Goldstein). The use of this character name by Orwell asserts a developed, even transmuted human being, who has transcended the imposed limitations of the system he is opposed to, and grown from dull to refined, disempowered to empowered. It also reveals Orwell’s knowledge of how such patriotism and rebellion can become revolution.

The word “prole” is short for prolétariat, a French word derived from the Latin proletarius, meaning “a man whose only wealth is his offspring, or whose sole service to the state is as father”. A word evoking pure institutionalized collectivism, it suggests that the individual has no value other than the labor and progeny he provides to the State. (If you’re only value to the state is as a breeder and consumer, well what kind of world does, sorry, would that result in??) Now compare that definition to the name Emmanuel Goldstein, Golden Godliness is Within. In complete contrast, it is a statement of inner development, of individual enlightenment and empowerment — which, as Orwell knew, are the only forces that can successfully lead a rebellion against the institutional oppression of both fiction and reality.

So, you see, the secret to 1984 is ‘4’. Its most powerful message is in its omissions: in the omission of information, which is the only way the Party/State can maintain authoritarian control, and in the deliberately-omitted fourth human archetype, the righteous rebel, the marginalized voice of descent who is led to believe he is the “last man in Europe”. But in fact, the last man in Europe is you and I. We are everywhere. And, as we open our minds and our mouths, and embrace the gold within, we re-tell the lost narrative of the Brotherhood, and turn our Proles into our Brothers.

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About The Author

Activist, author and Tai Chi teacher Ethan Indigo Smith was born on a farm in Maine and lived in Manhattan for a number of years before migrating west to Mendocino, California. Guided by a keen sense of integrity and humanity, Ethan’s work is both deeply connected and extremely insightful, blending philosophy, politics, activism, spirituality, meditation and a unique sense of humour.

Ethan’s publications include:

For more information, visit Ethan on Facebook.

Read More At: WakingTimes.com____

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Suggested Reading & Viewing:

Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
Social Engineering 101
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
What Is An Elite Curriculum?

Logical Fallacies Employed In Every Day Life


BreakawayIndiviual.com
Zy Marquiez
February 4, 2020

For the record, these were not created by me.  They are just being shown for individuals to be able to identify them in their daily lives.

What is a logical fallacy?

A logical fallacy is a flaw in reasoning. Strong arguments are void of logical fallacies, whilst arguments that are weak tend to use logical fallacies to appear stronger than they are. They’re like tricks or illusions of thought, and they’re often very sneakily used by politicians, media, and others to fool people. Below follow some of the more common fallacies.

Strawman
Misrepresenting Someone’s Argument To Make It Easier To Attack
By exaggerating, misrepresenting, or just completely fabricating someone’s argument, it’s much easier to prevent your own position as being reasonable, but this is kind of dishonest and serves to undermine honest rational debate.
Example: After will said we should put more money into health and education, Warren responded by saying he was surprised that Will hates our country so much that he wants to leave it defenseless by cutting military spending.

Slippery Slope
Asserting That If We Allow A to happen, then Z will consequently happen too, therefore A should not happen.
The problem with this reasoning is that it avoids engaging with the issue at hand, and instead shifts attention to extreme hypotheticals. Because no proof is presented to show that such extreme hypotheticals will in fact occur, this fallacy has the form of an appeal to emotion fallacy by leveraging fear. In effect the argument at hand is unfairly tainted by unsubstantiated conjecture.
Example: Colin Closet asserts that if we allow same-sex couples to marry, then the next thing we know we’ll be allowing people to marry their parents, their cars and even monkeys.

False Cause
Presuming that a real or perceived relationship between things means that one is the cause of the other.
Example
: Pointing to a fancy chart, a Senator shows how temperatures have been rising over the past few centuries, whilst at the same time the numbers of terrorist attacks have been increasing; thus global warming causes terrorism. [Don’t believe me? Look it up – an actual senator that said this.  You really can’t make this stuff up, that’s how propaganda works.]

Ad Hominem
Attacking your opponent’s character or personal traits in an attempt to undermine their argument.
Example: After Sally presents an eloquent and compelling case for a more equitable taxation system, Sam asks the audience whether we should believe anything from a woman who isn’t married, was once arrested, and smells a bit weird.

Special Pleading
Moving the goalposts to create exceptions when a claim is shown to be false.
Example: Edward Johns claimed to be psychic, but when his ‘abilities’ were tested under proper scientific conditions, they magically disappeared. Edward explained this saying that one had to have faith in his abilities for them to work.

Loaded Question
Asking a question that has an assumption built into it so that it can’t be answered without appearing guilty.
Example: Grace and Helen were both romantically interested in Brad. One day, with Brad sitting within earshot, Grace asked in an inquisitive tone whether Helen was having any problems with a fungal infection.

The Gambler’s Fallacy
Believing that ‘runs’ occur to statistically independent phenomena such as roulette wheel spins.
Example: Red had come up six times in a row on the roulette wheel, so Greg knew that it was close to certain that black would be next up. Suffering an economic form of natural selection with this thinking, he soon lost all of his savings.

Bandwagon
Appealing to popularity or the fact that many people do something as an attempted form of validation.
Example: Shamus pointed a drunken finger at Sean and asked him to explain how so many people could believe in leprechauns if they’re only a silly old superstition. Sean, however, had had a few too many Guinness himself and fell off his chair.

Black-Or-White
Where two alternative states are presented as the only possibilities, when in fact more possibilities exist.
Example: Whilst rallying support for his plan to fundamentally undermine citizens’ rights, the Supreme Leader told the people they were either on his side, or on the side of the enemy. [Note: George Bush did this by the way…]

Begging The Questions
A circular argument in which the conclusion is included in the premise.
Example: The word of Zorbo the Great is flawless and perfect. We know this because it says so in The Great and Infallible Book of Zorbo’s Best and Most Truest Things that are Definitely True and Should Not Ever Be Questioned.

Appeal To Authority
Using the opinion or position of an authority figure, or institution of authority, in place of an actual argument.
Example: Think of how the issue of climate change all started: with Al Gore, a politician, not a scientist nor a scientific panel.  That’s called a clue.  I’ll let you follow that thread.

Appeal To Nature
Making the argument that because something is ‘natural’ it is therefore valid, justified, inevitable, good, or ideal.
Example: The medicine man rolled into town on his bandwagon offering various natural remedies, such as very special plain water. He said that it was only natural that people should be wary of ‘artificial’ medicines such as antibiotics. The converse is also true, which could be in a way called Appeal To Technology/Science.

Composition / Division
Assuming that what’s true about one part of something has to be applied to all, or other, parts of it.
Example: Daniel was a precocious child and had a liking for logic. He reasoned that atoms are invisible, and that he was made of atoms and therefore invisible too. Unfortunately, despite his thinky skills, he lost the game of hide and go seek.

Anecdotal
Using personal experience or an isolated example instead of a valid argument.
Example: Jason said that that was all cool and everything, but his grandfather smoked, like, 30 cigarettes a day and lived until 97 – so don’t believe everything you read about meta analyses of sound studies showing proven causal relationships.

Appeal To Emotion
Manipulating an emotional response in place of a valid or compelling argument.
Example: Luke didn’t want to eat his sheep’s brains with chopped liver and brussels sprouts, but his father told him to think about the poor, starving children in a third world country who weren’t fortunate enough to have any food at all.

The Fallacy Fallacy
Presuming that because a claim has been poorly argued, or a fallacy has been made, that it is necessarily wrong.
Example: Recognizing that Amanda had committed a fallacy in arguing that we should eat healthy food because a nutritionist said it was popular, Alyse said we should therefore eat bacon double cheeseburgers every day.

Tu Quoque
Avoiding having to engage with criticism by turning it back on the accuser – answering criticism with criticism.
Example: The blue candidate accused the red candidate of committing the tu quoque fallacy. The red candidate responded by accusing the blue candidate of the same, after which ensued an hour of back and forth criticism with not much progress.

Personal Incredulity
Saying that because one finds something difficult to understand that it’s therefore not true.
Example: Kirk drew a picture of a fish and a human and with effusive disdain asked Richard if he really thought we were stupid enough to believe that a fish somehow turned into a human through just, like, random things happening over time.

Burden Of Proof
Saying that the burden of proof lies not with the person making the claim, but with someone else to disprove.
Examples: Bertrand declares that a teapot is, at this very moment, in orbit around the Sun between the Earth and Mars, and that because no one can prove him wrong his claim is therefore a valid one.

Ambiguity
Using double meanings or ambiguities of language to mislead or misrepresent the truth.
Example: When the judge asked the defendant why he hadn’t paid his parking fines, he said that he shouldn’t have to pay them because the sign said ‘Fine for parking here’ and so he naturally presumed that it would be fine to park there.

No True Scotsman
Making what could be called an appeal to purity as a way to dismiss relevant criticisms or flaws of an argument.
Example: Angus declares that Scotsmen do not put sugar on their porridge, to which Lachlan points out that he is a Scotsman and puts sugar on his porridge. Furious, like atrue Scot, Angus yells that no true Scotsman sugars his porridge.

Genetic
Judging something good or bad on the basis of where it comes from, or from whom it comes.
Example: Accused on the 6 o’clock news of corruption and taking bribes, the senator said that we should all be very wary of the things we hear in the media, because we all know how very unreliable the media can be.

The Texas Sharpshooter
Cherry-picking data clusters to suit an argument, or finding a pattern to fit a presumption.
Example: The makers of Sugarette Candy Drinks point to research showing that of the five countries where Sugarette drinks sell the most units, three of them are in the top ten healthiest countries on Earth, therefore Sugarette drinks are healthy.

Middle Ground
Saying that a compromise, or middle point, between two extremes is the truth.
Example: Holly said that vaccinations are safe, but her scientifically well-read friend Caleb said that this claim was untrue because there were dozens of studies proving otherwise. Their friend Alice offered a compromise that vaccinations are sometimes safe.

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Source:

This was originally published on: https://web.ics.purdue.edu

But now it is being mirrored from my old website here.

Social Engineering 101

Source: The Corbett Report

Your habits, your opinions, your thoughts and routines: what could be more personal than these? But what if your thoughts are not your own? Join us this week on The Corbett Report as we expose the social engineering agenda, from the bigger bigger picture to the nitty gritty detail.

SHOW NOTES and MP3: https://www.corbettreport.com/?p=4868

Book Review: A Different Kind Of Teacher by John Taylor Gatto | #SmartReads #BookReview

 

BreakawayIndiviual.com
Zy Marquiez
February 3, 2020

The late John Taylor Gatto was an award winning teacher and recipient of the New York State Teacher Of The Year Award with over 30 years experience within the public school system.  Many of the lessons he learned are expounded upon at length in his books, which continue to gain popularity with every passing year.

For me, A Different Kind Of Teacher followed a reading of Gatto’s book Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling.  In Dumbing Us Down, Gatto did a phenomenal job of outlining many of the most insidious issues taking place with the current public school system.  The precision and pull-no-punches approach of Gatto’s work is what made Dumbing Us Down so notable, especially considering that he was incisive when he stated that the main agenda of the public school system is to indoctrinate individuals how to follow orders so they can become unthinking cogs in the machine.

A snippet of some of Gatto’s most important points in Dumbing Us Down are:

“…schools and schooling are increasingly irrelevant to the great enterprises of the planet.  No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes.  The truth is that schools don’t really teach anything except how to obey orders.”[1]

Schools are intended to produce, through the application of formulas, formulaic human beings whose behavior can be predicted and controlled.”[2]

It is absurd and anti-life to be part of the system that compels you to sit in confinement with people of exactly the same age and social class.  That system effectively cuts you off from the immense diversity of life and the synergy of variety; indeed it cuts you off from your own past and future, sealing you in a continuous present much the same way television does.”[3]

Scathing remarks such as the above leave no doubt Gatto’s quest for individuals is that of true education, and not a ghost of it as the public has been sold for many decades now.

With that backdrop established, A Different Kind Of Teacher – Solving The Crisis Of American Schooling by John Taylor Gato is a fierce examination into not only public schooling and its many inherent flaws, but also what type of steps are required to be carried out by individuals in order to transcend the current bankrupt/corrupt system from its current miserable state and into a more robust, grounded and resonant system that doesn’t sell out to corporate/government interests.

One intricate notion Gatto explores regards education in the past, which was considerably different than what it is now.  For instance, in Colonial America literacy rates were exceedingly high with no compulsory schooling whatsoeverThe same cannot be said of now.  In fact, one theme that Gatto convincingly explores is the damage inflicted on the human psyche through the many years of compulsory schooling.

When the reader reflects on how such actions instill the conditioning of the mind, and force it not to think but simply accept what it’s told, one arrives at the understanding of how a large part of society in this country continue to willingly accept the idea of anything the government or mainstream media press states without much thought.

Thankfully, not everyone is following that pattern.  With more and more families continuing to homeschool their children, and individuals seeking to become autodidacts, considerable change is taking place at the grassroots level, as often times takes place throughout history.

Much of that change is taking place in large part by individuals such as John Taylor Gatto, who were relentless in not only mincing no words in calling the system for what it is, but more importantly, offering solutions to individuals seeking such.

Regardless, each of one of us is inherently responsible for our own continuing education.  When we pass that responsibility to the state, such as John Taylor Gatto has showed, we come to terms with the desolate fact of the public schooling system’s cataclysmic decline.

The only way to stop such a system from continuing in tsunami-like fashion sweeping over everyone and everything is at the grass roots level, at the local level.

If we don’t, the country our forefathers conquered will be a ghost of the past, barely a facsimile of its former self, and the future will prove to be even murkier than now, with a continuing decline in education with no end in sight.

As Gatto elucidates:

“Figure out what matters.  Do it yourself; work hard at it; no one else can do it for you.  Relying on others in this regard or ignoring the necessity will ruin you though you sit surrounded by machines in a rich school watching videos of spaceships.  Each of us has a design problem to solve:  to create from the raw material around us the curriculum for a good life.  It isn’t easy and it isn’t the same for any two people.  If you think you can buy it, look around you at the shambles my own generation has made of communal life and family life by trying to buy it or fashion it with machinery.”[4]

In other words, we can be our own problem, or our own solution.  Ultimately, individuals always decide.

Whatever takes place, please make sure that you choose what is best for you, for no one else can make that choice but you.

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Sources:

[1] John Taylor Gatto, Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling, pg. 21.
[2] Ibid., pg. 23.
[3] Ibid., pg. 24.
[4] John Taylor Gatto, A Different Kind Of Teacher, pg. 208.
___________________________________________________________
Suggested Reading & Viewing:

Logical Fallacies Employed In Every Day Life
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
Social Engineering 101
What Is An Elite Curriculum?

If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com

___________________________________________________________
About The Author:

Zy Marquiez is an avid book reviewer, inquirer, an open-minded skeptic, yogi, and freelance writer who aims at empowering individuals while also studying and regularly mirroring subjects like Consciousness, Education, Creativity, The Individual, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

Book Review: Getting Things Done By David Allen | #Books #Mindset #Productivity #GTD

A Timeless Foray Into Time Management For Every Day Life

“Life is really simple, but we insist on making it complicated.”
– Confucius

“Simplicity is the ultimate form of sophistication.”
– Leonardo Da Vinci

BreakawayIndiviual.com
Zy Marquiez
February 3, 2020

Getting Things Done by David Allen is a no-nonsense, pragmatic, thorough and easy-to-follow foray into the realm of productivity.

This book is practical in that anyone from a CEO to a house-wife is able to implement its tenets, and reasonable in that it doesn’t require much complexity in its implementation and application.

Getting Things Done (GTD) as a concept is not a system, but a systematic approach into streamlining an individual’s organizational process.

Moreover, GTD streamlines an individual’s organizational capabilities by optimizing different (common sense) ideas that may be carried out by individuals to facilitate their lives at many levels. And speaking from experience in having applied the suggestions of this book for nigh three years now, each of these ideas when applied correctly and consistently allow individuals the capability to handle much more in life by removing all the mental and physical clutter that modern life contains. Following the suggestions within this book is not only simple, but practical.

One excellent example of the book’s simplest and most effective suggestion is what is called the “2-minute-rule”. In plainspeak, anything you can do in under 2 minutes should be done and not be left for a later time. Under such a sound mindset and given its simplicity, there’s simply no excuse to let clutter accrue whatsoever. Yet, most of us have myriad to-do’s that which take place due to lack of mindfulness.

In fact, even though I apply this tenet on a daily basis, I always find myself forgetting to apply it just a little bit more. But whenever I do apply the tenets the book offers, my desk, office area, along with my work bag end up being very streamlined and clutter-free.

Beyond that, the book also contains a generous number of quotes that help drive points home from a variety of angles. These bring a fresh change to what could sometimes be a repetitive and verbose book.

Even so, with society’s addiction to materialism and all-things-speed, coupled with the rise of various media and technologies that allow for more and more time to be siphoned out of an individual’s schedule, Getting Things Done is a breath of fresh air in what would otherwise be a rather asphyxiating and overbearing environment that is modern life.

Because of that, the book is not merely something to ruminate upon, but something to take to heart. Every single person would benefit from its tenets.  In fact, even children can be taught the “2-minute-rule”.  The book’s ideas aren’t complicated at all, they merely require effort to bring about – the proverbial first step to get things going.

Simply stated, if you want to implement a robust, easy-to-follow and systematic and mindful approach of organization into your repertoire, this book is vital and should not be overlooked. One could go as far as saying it should be part of every company’s curriculum, or an individual’s education in general given the numerous benefits it entails which couple into every other aspect of life.

___________________________________________________________
If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com

___________________________________________________________
About The Author:

Zy Marquiez is an avid book reviewer, inquirer, an open-minded skeptic, yogi, and freelance writer who aims at empowering individuals while also studying and regularly mirroring subjects like Consciousness, Education, Creativity, The Individual, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

Psycho-Neuro-Immunology: Uncovering the Roots of Mental Illness

KellyBroganMd.com
Dr. Kelly Brogan
Holistic Psychiatrist & Author Of A Mind Of Your Own
February 4, 2020

Nine months after the birth of my first daughter, I felt off. Flatness, forgetfulness, cold, and tired. If I hadn’t discovered my formal diagnosis of an autoimmune thyroid condition, I could easily have been offered an antidepressant. Instead, I delved into the complex physiology of the immune system and its relationship to seemingly unrelated areas like the gut and brain. I learned pathways and the role of nutrients in their optimization. I changed my lifestyle, and my life changed as a result. What if this diagnosis wasn’t just a result of chemical exposure, lack of sleep, and a horrendous diet? What if it meant something, specific, to me, for me, and about me?

• • •

Psychoneuroimmunology: Gut-Brain Science

According to my credentials, I have fellowship-level expertise in Psychosomatic Medicine. What does that phrase mean to you? Undoubtedly, it conjures notions of hysteria and attention-seeking illness fabrication. Almost in an effort to escape these implications, this advanced medical training has, at some sites, been rebranded as Consultation-Liaison Psychiatry, to invoke the seemingly more legitimate study of psychiatric symptoms emerging in medical and surgical patients.

Psychiatry has been seeking to scientifically substantiate itself for the better part of a century, and we have all fallen prey to the allure of the biological explanation, the organic cause, the mechanistic descriptor for a given pathology. Many a patient has felt relief at being told that they have a “chemical imbalance.” A chemical imbalance is, by definition not your fault. In fact, there’s nothing you can do about it, except, of course to fill your prescription and take it forever, like a good patient.

The Physical Origins of Mental Illness

Even with my left turn from conventional psychiatry, I have spent a decade steeped in vanguard biomedical models of depression, bipolar, and schizophrenia. Models that explore the contributions of various systems including endocrine, immune, and neurochemical. I have even been criticized by other psychiatry-dissenters as simply substituting one physiologic illusion for another that continues to pathologize what is appropriate human angst and response to trauma. These critics say, it’s all mind, not body.

What if there is a new conversation happening in the medical literature – one that encompasses the whole person, all at once?

Entitled Symbolic Diseases and “Mindbody” Co-Emergence. A Challenge for Psychoneuroimmunology, Broom et al take the progressive field of Psychoneuroimmunology to task and demand an even more nuanced and sophisticated approach to the human experience.

Gut-Brain: Just The Beginning

On many levels, psychoneuroimmunology is an exciting revelation simply because it decimates false boundaries between different systems and allows more cohesive assessments to be made. No longer are there many blind men feeling parts of the elephant describing a rope and a tree trunk. We begin to understand that the immune and endocrine systems appear to be mediating a dialogue – bidirectional – between the gut and the brain.

In this model, the gut influences the brain and the brain influences the gut but they are still two separate entities communicating through biochemical signals. Where are YOU in this relationship? Where are the elements of the human experience that reflect your deeply held beliefs, thoughts, and relationships? What about your history and experience of yourself up until this point? Are we still just reducing humanity to bubbles of substances?

Gut-Brain-Mind: Adding Another Dimension

The mind is invited into gut-brain physiologic conversation in the form of stress. Stress has been used as a cause-all vector of bodily illness, a perspective that still reigns in the literature including data that demonstrates that perceived stress mobilizes inflammatory immune cells in the bone marrow. But the mind is more than stress, isn’t it? Is the personal meaning of the stress relevant?

Dr. Candace Pert has confirmed as much through her discovery of the bodily opiate receptor and research on neuropeptides demonstrating that that emotions are literally encoded throughout organs and tissues. Her perspective seems to elucidate why and how one person could weep after 8 minutes of raised arms in a kundalini yoga class and another might barely find it challenging. We get closer to a more personal experience of the physical body that blurs the boundaries between mental and physical.

In fact, the interpretation of the physical by the mind can actually then lead to changes and shifts in the physical – this is called the placebo effect. An emergent phenomenon, the placebo effect is physical and mental and both in the context of your personal beliefs, history, and expectations. It is not a mental factor. It is not a physical factor. It is a totality of you brought to the experience of healing.

So if it’s not just a broken body, why do we get sick?

Since the dawn of the microbiome, exosomes, and placebo research, no longer can we hold onto the cold comfort of our genes. We weren’t simply “born with” our illnesses and struggles. They have been co-created by us in our environment. But are they meaningful beyond that? Purposeful, even? Teleology is the study of purpose as a driving force of nature. It flies in the face of the mechanistic, reductionist perspective that life is random, nature is meaningless, and that force, effort, and exactitude dictate all outcomes.

The attunement of the organism to the world is reciprocated by the action of the world on us. The world or environment is not something inert, passive, something waiting to be acted upon. – Maurita Harney

Far from being new age woo, this field is supported by burgeoning disciplines such as quantum physics and biosemiotics, non-linear exploration of top-down informational exchange in web-like matrices. The one gene-one pill-one ill model of random bad luck is a skin this snake has shed.

The Meaning of Your Illness Matters

I firmly believe that there is a personal invitation in every diagnosis, and even every symptom. It is an invitation to examine everything and anything from diet to spiritual beliefs, but could illness carry personal symbolism and meaning? Broom et al, the authors of the previous paper, suggest that:

“Some persons will represent their meanings and “stories” clearly in language, some in behavior, some in the body, and some (maybe most) in multiple ways.”

To appreciate the relevance of symbolism, the whole person must be assessed in a global view with sensitivity to the meaning for a given individual of their symptoms. They pull cases from the literature including;

“A woman developed the precancerous condition oral leukoplakia (and, later, oral cancer requiring seven surgical interventions/reconstructions) at age 33. After 22 years of disease she entered therapy, and, in the first session, it emerged that her dentist father had died by suicide when the patient was age 6 and when he was 33. At age 12, the patient had been told by her alcoholic mother that she, the daughter, had caused the father’s death because she had refused to sit on his knee! There was a profound shame at having “caused” his death. Brief therapy led to a rapid and, thus far, 15-year remission.”

This made me wonder if my postpartum thyroiditis symptoms of cloudiness and fatigue so many years ago were representative of my feeling suppressed and oppressed by my unexpressed self. Perhaps I developed exactly what it is that I needed to become more myself in this life, and that healing it rather than fighting it was the integration that rendered me one with my very personal process.

Broom et al might say yes. They propose a co-emergent framework. This is one in which mind and body are not causing effects in one another but are a part of an unbroken continuity of internal body processes and external interpersonal meanings and influences. In other words, it is a model that takes into account the person, their story, and their environment as all a part of a web that includes the body and its systems.

More Than the Sum of Our Parts

How can we can enter on all of these levels at once – body, mind, and meaning? With the launch of my course, Vital Mind Reset, I have witnessed that self-healing is possible when we escape the reductionist magic pill/magic bullet model and honor our weblike complexity. Medical meditation, examination of beliefs, engagement in community, detox, and nutritional medicine all synergize to bring about results that might not have otherwise been possible. In fact, Bloom states:

“It appears that a co-emergent framework commonly allows recovery from chronic illnesses unresponsive to biomedical treatments.”

When we use this multi-signal, personalized (by you, for you) approach, participants marvel at the simplicity of the interventions yet the robustness of the shift:

FullSizeRender (2) (2)

In fact, we don’t even need to know why this multilevel approach to healing works, or how. We can move beyond the chemical theories, the complex analysis, and simply be in the process of sending the bodymind a signal of safety. Safety looks like ease. Trust. Curiosity. And even surrender. It’s not a fight. It’s not a battle. It’s a cooperative exchange and an exploration. It’s becoming more of our whole selves because we are becoming less fragmented and self-evasive. We stop hiding parts of our personhood from our awareness. We embrace it all in order to heal.

I now look for the story in any physical symptoms that arise in me, and in the physiologic specifics of my patient’s conditions. Exploring these stories often reveals the key to true wellness.

Read More At: KellyBroganMD.com

Book Review: A Mind Of Your Own: The Truth About Depression And How Women Can Heal Their Bodies To Reclaim Their Lives by Kelly Brogan M.D. and Kristin Loberg | #SmartReads #MentalHealth #Depression

“Psychiatric diagnosis still relies exclusively on fallible subjective judgments rather than objective biological tests.”
– Dr. Allen Frances, author of Saving Normal

“Probably as much as 75% of the medicine of sickness is unnecessary and its cost can be avoided.”
–  Dr. Ghislaine Lanctot, Author Of The Medical Mafia

MS

BreakawayIndividual.com
Zy Marquiez
February 1, 2020

Dr. Kelly Brogan’s work first became known to me when she addressed countless health issues in an article she penned years back that was shared via the website GreenMedInfo.com which is an absolutely superb website about health.  From that moment forward, Brogan became one of my ‘go-to’ alternative medical doctors whose work I attempt to read as much as possible given how mental health issues are increasing significantly each year.

Bottom line: A Mind Of Your Own: The Truth About Depression And How Women Can Heal Their Bodies To Reclaim Their Lives by Kelly Brogan M.D and Kristin Loberg shows the reader many of the inherent issues within Big Pharma and Big Psych while also outlining many proactive steps individuals can take to take charge of their health in significant ways.

Not only is the reader seamlessly shown countless examples of very troublesome issues regarding medications doled out like candy by Big Pharma and doctors, but also how this health for-profit system of ‘medicine’ is set up by loose strings, which care not for people’s health rights and simply care for profits.

For example, did you know that the U.S. and New Zealand are the only countries which allow drug companies to advertise directly to consumersPrior to 1997, there was a ban in place that restricted pharmaceuticals from advertising to consumers – known as drug-to-consumer-advertising, or DTCA- but this ban was removed, to the detriment of the populace.[1]

Why is this important?  Because that law was in place to protect individuals from the highly specialized, and yet misleading advertising of all drugs.

Another point of serious concern is how the great majority of prescription drugs sold take place due to DTCA.  As Dr. Kelly Brogan notes in her milestone book, which homes in on the efficiency of this specialized advertising:

“It’s been calculated that DTCA [drug-to-consumer advertising] is responsible for nearly half (49 percent) of requests for drugs.  And fully seven out of ten times doctors prescribe based on appeal by patients who learned through their computers and televisions that they have an “imbalance” that must be fixed with a pill.”[2][Bold & Underline Emphasis Added]

Predictably, all that already-disturbing information leads to prescription drugs being doled out at 4 Billion per annum[3], it’s no wonder that Medical Errors are the third leading cause of death.[4]  According to a new John Hopkins study, which is covered by the Washington Post:

“Their analysis, published in the BMJ, shows that ‘medical errors’ in hospitals and other health care facilities are incredibly common and may now be the third leading cause of death in the United States — claiming 251,000 lives every year, more than respiratory disease, accidents, stroke and Alzheimer’s.”[5][Click here to read the study named Medical Error – The Third Leading Cause Of Death In The US]

You, as an astute reader, might be wondering, okay, what does that have to do with psychiatry?  Excellent question.

About 10% of Americans take anti-depressants, which equates to about 30 million people.  With the downright disconcerting facts that Dr. Brogan brings up in her book A Mind Of Your Own, many of the people that will be railed by the medical system will be within the psychiatric field, and a significant portion of them will be children as well.

What’s disturbing about this is that, as Dr. Brogan herself cautions, most drug research is in fact, short term:

Their patients have never consented to the long-term effects of these medications because pharmaceutical research is, by nature, short term.  There is no incentive on the part of the pharmaceutical  companies to take a good look at what happens to the average individual when she takes a medication for a decade or so.”[6][Bold & Underline Emphasis Added]

As an individual who’s had a few friends that have depression and continues to meet people with it randomly through life, and also as a person who has a great interest in all of health, the information presented within this book is paramount to understanding the larger landscape of Big Pharma and health as a whole within the United States.

One of the greatest strengths A Mind Of Your Own showcases is the fact that this book is chock-full of real verifiable data that would shock most people who haven’t begun doing their own research about what happens within Big Pharma and the psychiatric field.

Thankfully, not only is this book rather easy to comprehend, but the reader can feel the honesty and concern that have been staples of Brogan throughout her work. This is vital, because in the arena of medicine there are countless doctors who care more about prescribing pills, than they do about the welfare of the patient and actually solving the problem.  This is known personally to me and my family via my many hospitalizations due to poor health, doing exactly what the doctors suggested which was always taking more pills, which never solved any problems.  It was only when seeking my own solutions following nutrition, getting off of medications, and many steps that true healing began taking place for me.

On that note, this is where Dr. Brogan shines because she is doing what should be undertaken by most if not all doctors or concerned individuals within the medical establishment, which is outlining the dangers so many people are going through in respect to side effects by the overmedication of America, as well as – and arguably more important – offering solutions/alternatives to the for-profit (and not for-health) medical system. 

Brogan’s book on the mental health in America is quite unique and reminiscent of the work of another author.  A Mind Of Your Own reminds me of a book called Toxic Psychiatry by Peter R. Breggin M.D., who not only outlines glaring problems within the psychiatric establishment, but also, like Brogan, covers issues with medications that most people would consider safe, but aren’t as safe as they are made out to be by medical doctors.

To be precise, I’m not implying that the Dr. Brogan’s work takes from Dr. Breggin. What I am saying however is that both doctors have great concern regarding mainstream health, and seem to share very similar values in how they think patients should be treated in respect to actual solutions that don’t revolve simply around handing out prescriptions non-stop without seeking to actually solve the underlying issues.

With that said, this particular book ventures into myriad paths.  It rightly gives an extensive look into the flawed theory of depression but also shows how that theory is an outright fallacy.  It also covers many of the ways in which depression symptoms can manifest in people, which at times may be solved with specific vitamins, which is something that goes directly against the Big Pharma prescription medication model.

Keeping all of the above in mind, one would expect that with tens of millions of lives at stake, and with dozens of side effects to boot per medication, a more thorough process would be in place to safeguard individuals against possible iatrogenic mistakes that plague the populace en mass.  But such is not the case unfortunately.

Another great notion Brogan centers in on within her book is done in her chapter called The Great Psychiatric Pretenders.  Within it, Brogan details not only how the one-size-fits-all type of care that is carried out in America is inefficient, but she also provides a few of the circumstances that create bedlam within individuals and are often categorized as depression, but are incorrectly diagnosed.  Please read that again. 

It’s imperative to know this because people are walking around thinking a pill is the only solution to their problems when there are other possible solutions that may be possible.

Brogan also sheds light with a cursory glance at the fact that serious drug fraud has taken place in the past which is unknown to many.

Although there aren’t many doctors out there standing up for what’s right within medicine, Dr. Brogan and a growing number of others are, such as the aforementioned Dr. Peter R. Breggin, Dr. Mercola, Dr. Duzanne Humphries, Dr. Sircus, Dr. Natasha Campbell-Mcbride, Dr. Russell Blaylock, Tetyana Obukhanych Ph.D, and more, are forming new grounds in the field of health – true health.  Each of these individuals all put out very high quality information regularly and are concerned with various aspects of health. But don’t take my word for it, do your own research so you can be better informed.  I cannot stress the ‘do your own research’ part enough

It is vital for individuals as a community to support these people, because they’re in it to HELP people and refuse to throw people under the bus merely for profit.

In any case, if you’ve read any of Dr. Brogan’s work, A Mind Of Your Own employs the same high quality standards of research and thoughtfulness.  Brogan pulls no punches in her journey not only outlining the dangers within the prescription drugs given for depression that individuals should be concerned about, but also in offering holistic solutions that many do not realize are available.

If you’ve made it this far and are really interested in the topic, do yourself a favor and purchase this book. That, or perhaps recommend it to people that might find great value in it because they will find information that’s not only deep, but quite extensive. The information in this book can really change the course of someone’s life if they realize what’s out there.  I’ve seen it happen myself with friends and recommend it any chance I get, whether the person is interested in depression, mental health in a general sense, or merely seeking a deeper understanding of pervasive issues within the pharmaceutical industry.

Anchoring down, not only does holistic psychiatrist Brogan absolutely eviscerate the Depression is a “chemical imbalance” theory with ample data and serious research, but she also gives the reader precise methods in which they can retake their health back, while also seeking to empower women in countless ways.

Now, if that’s not self-empowerment, what is?

___________________________________________________________
Suggested Viewing:

Depression: Busting Myths & Finding Answers (Full Interview w/Dr. Kelly Brogan)

___________________________________________________________

Sources & References:

[1] Dr. Joseph Mercola, The Great Bird Flu Hoax, p. 39.
[2] Dr. Kelly Brogan M.D., A Mind Of Your Own – The Truth About Depression, p. 52.
[3] http://www.naturalnews.com/037226_drug_prescriptions_medical_news_pills.htm
[4] https://www.washingtonpost.com/news/to-your-health/wp/2016/05/03/researchers-medical-errors-now-third-leading-cause-of-death-in-united-states/?utm_term=.d262ea291b26
[5] http://www.bmj.com/content/353/bmj.i2139
[6] Dr. Kelly Brogan M.D., A Mind Of Your Own – The Truth About Depression, p. 35.

___________________________________________________________
If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com

___________________________________________________________
About The Author:

Zy Marquiez is an avid book reviewer, inquirer, an open-minded skeptic, yogi, and freelance writer who aims at empowering individuals while also studying and regularly mirroring subjects like Consciousness, Education, Creativity, The Individual, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

The Minds of Men | Official Documentary

THE MINDS OF MEN is a 3+ year investigation into the experimentation, art, and practice of social engineering and mind control during the Cold War — a mind-bending journey into the past that gives startling insight into the world we are living in today.

_________________________________________________________________
Suggested Reading & Viewing:

A Mind Of Your Own – The Truth About Depression & How Women Can Heal Their Bodies To Reclaim Their Lives by Dr. Kelly Brogan M.D. & Kristin Loberg
Dr. Belisa Vranich On The Intricacies Of Breathing [Video]
The Dark Side Of Food [Video]
Cancer Is Serious Business – Burzynski [Documentary]
The World According To Monsanto [Documentary]
Thimerosal – Let The Science Speak – The Evidence Supporting The Immediate Removal Of
Depression Most Likely Not Caused By Genetics

First Biological Nano-Robots Created

GizaDeathStar.com
Dr. Joseph P. Farrell
January 22, 2020

So many people sent me various versions of this story – and did so seemingly all at once – that it was one of those rare stories that almost immediately made it into this week’s “final cut” of stories to blog about, and in reading it, I can understand why it caught the attention of so many readers of this website, because there’s all sorts of thorny “high octane implications” to it. Here’s the version that most caught my eye:

Scientists create first ‘living robots’ in major breakthrough

It’s difficult to talk about this article without citing all of it, but let’s focus on these paragraphs:

Scientists have created what they claim are the first ”living robots“: entirely new life-forms created out of living cells.

A team of researchers have taken cells from frog embryos and turned them into a machine that can be programmed to work as they wish.

It is the first time that humanity has been able to create “completely biological machines from the ground up”, the team behind the discovery write in a new paper.

“These are novel living machines,” says Joshua Bongard, the University of Vermont expert who co-led the new research. “They’re neither a traditional robot nor a known species of animal. It’s a new class of artifact: a living, programmable organism.”

The new creatures were designed using a supercomputer and then built by biologists. They could now be used for a variety of different purposes, those behind the creation say.

We can imagine many useful applications of these living robots that other machines can’t do like searching out nasty compounds or radioactive contamination, gathering microplastic in the oceans, travelling in arteries to scrape out plaque,” said co-leader Michael Levin who directs the Center for Regenerative and Developmental Biology at Tufts University, where the xenobots were actually created.

The researchers admit that there is the danger that such developments could be harnessed in ways that we don’t even understand, leading to unintended consequences. If the systems become sufficiently complex, it might be impossible for humans to predict how they will start to behave.

“If humanity is going to survive into the future, we need to better understand how complex properties, somehow, emerge from simple rules,” said Mr Levin n a statement. “This study is a direct contribution to getting a handle on what people are afraid of, which is unintended consequences,” he said. (Emphases added)

As the article makes clear, there are a number of quite beneficial applications than can emerge, for example, it states these micro-programmable organisms could be fit with very small pouches to deliver medicine to specific areas of the body. One such use springs to mind, and that is the potential ability to bridge the blood-brain barrier, and deliver medicines or chemotherapy to otherwise inoperable types of brain tumors like a glioblastoma multiform, or to types of bone marrow cancers. It specifically mentions their potential utility in cleaning out arteries and vessels, and one can imagine their potential for getting rid of tumors bite by tiny bite, a kind of microsurgery that sums up to a macrosurgery, without the cutting and scraping of current surgical techniques.

But that’s the rub, because as usual, we’re being sold on the technology by a litany of potential benefits, while the article itself ends on the warning note about “unintended consequences.” That, plus that “little” admission that the nano-bio-machines were designed by a supercomputer, gave me pause. So for the purposes of today’s “high octane speculation,” let’s couple that admission to the “Elon Musk Scenario”. Mr. Musk, a few years ago, warned about the possibility that in our quest to create a real “artificial intelligence” that the danger might be that we inadvertently transduce a “someone” or a “something” into that machine, i.e., the machine wakes up, but acquires a “personality” that is less than human-friendly. Next let’s couple that idea to 3D printing, and what results is an AI that could literally design, and then create, organisms-to-design, its own design, and they might not be very human-friendly. With this, voila! We have a bio-apocalypse of almost unimaginable scale.

And there’s yet another possibility, which for want of a better expression, we might call the “unknown biological firewall.” Might there be, within nature herself, an in-built safeguard against too much genetic tinkering, a limit that says “this far, but no further?” And if so, what might it entail? A total reset mechanism that wipes all such engineering out if that wall is breached? I certainly don’t know the answers to those questions, but my intuition – based on certain old doctrines such as logoi spermatikoi or rationes seminales – says that might indeed be the case. Indeed, if there are such things as “seminal reasons” embedded in reality, and in things, then they are, as “reasons” or “rational principles,” discoverable, and as the Latin language version of the doctrine suggests, the root here is ratio, reason, proportion, ratio in the arithmetic sense, and hence, harmony. All of those things suggest quantifiability. So perhaps before we take yet another technological plunge without knowing those “unintended consequences,” we’d better re-examine some ancient doctrines, and examine them first with a view to finding that firewall.

See you on the flip side…

Read More @ GizaDeathStar.com

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About Joseph P. Farrell

Joseph P. Farrell has a doctorate in patristics from the University of Oxford, and pursues research in physics, alternative history and science, and “strange stuff”. His book The Giza DeathStar, for which the Giza Community is named, was published in the spring of 2002, and was his first venture into “alternative history and science”.

Book Review: Socratic Logic [V. 3.1] by Peter Kreeft Ph.D. | #Books #Smartreads #Education

An Indispensable Piece For The Autodidact; A Vital Component To Education For Individuals Of All Ages

BreakawayIndividual.com
Zy Marquiez
January 31, 2020

“Profound simplicity = common sense.  – The height of cultivation runs to simplicity of common sense; the straightest, most logical way.”[1]

“The deepest sin against the human mind is to believe things without evidence.  Science is simply common sense at its best – that is, rigidly accurate information, and merciless to fallacy in logic.”
– Thomas Huxley

Socratic Logic by Peter Kreeft PhD is an essential book because it has the capacity of helping every single individual in countless ways.  This is because logic allows an individual to cast a firm foundation for all education that follows, which junctions into every other topic an individual will learn from in life.

Likewise, Logic allows for individuals to streamline their thought process – to think in sequential order, thus accomplishing more in the most efficient way that is logically sound.  Further, Logic can help individuals read more thoroughly, process information more clearly and effectively, express information in a more in-depth and incisive fashion, and features myriad other tangential benefits as well.  There are no limits to how much Logic can help in, for there are no limits to learning.

And given the unfortunate circumstance that Logic has been all but removed from most curricula in modern Academia, the benefits of Logic are not being experienced by nigh anyone in modern culture. This means that individuals must be proactive in their ventures to not only study and learn Logic, but seek to master it as it was once taught in schooling if they are to implement this knowledge and skillset into their repertoire.

One of the greatest strengths of Socratic Logic is that it showcases a very in-depth approach into learning Logic, but better yet, in an easy-to-digest and wholly accessible manner.  Another strength of this book is that the lessons woven within its pages are not only thorough enough, but clearly divided in very user-friendly chapters that are not only flexible, but follow common sense and build upon themselves.

Describing the book as ‘user-friendly’ or ‘accessible’ might be a misnomer, but when juxtaposed to The Organon by Aristotle, which is a vastly more complex and demanding read, this book is a ‘walk in the park’.  This ease of accessibility is one of its countless benefits of this book.

Kreeft makes it a point to give individuals many of the mental tools they might need to comprehend traditional Logic as it was once taught within schooling in the past.  The book is sprinkled generously with many real world examples, historical incidents, significant quotes and instructive issues that allow for a latitude of learning that is robust, and yet significant.  Moreover, this book is quite practical in its application once the concepts are mastered and implemented into one’s repertoire.

The book also features a differentiation between the basic sections (B) and the philosophical sections (P) which are marked in the table of contents.  This helps the reader immensely in focusing on whatever specific area the reader might want to hone their skills in.

Also of note, the book – as mentioned by Kreef and corroborated by personal use – may be used in at least 10 different ways:

[1] the basics only
[2] the basic sections plus the philosophical sections
[3] the basic sections plus the more advanced sections in logic
[4] the basic sections plus the practical application sections
[5] the basic sections plus any two of these three additions
[6] all of the book
[7] all or some of it supplemented by a text in symbolic logic
[8] all or some of it supplemented by a text in inductive logic
[9] all or some of it supplemented by a text in rhetoric or informal logic
[10] all or some of it supplement by readings in and applications to the great philosophers[2]

What one gathers from the book will greatly depend on how much time one chooses to spend learning the tenets from it. Socratic Logic may be studied independently for an autodidact, as part of personal self-directed learning system, or it can even be studied in single class lessons, once a week  lessons, semester formats, etc.

A healthy amount of exercises throughout the book further buttress one’s understanding of the subject matter. This multifarious approach definitely helps individuals attain a deeper understanding of the concepts shown in the book with utmost precision.

Taking all that into account, Socratic Logic should be taught to everyone not only because it allows individuals to set a firm foundation for all learning that follows, but also because our society lacks Logic in myriad ways.  This glaring issue would go to explain why many of the societal issues that we are experiencing are happening in the first place.

In an age where information abounds, not being educated in Logic and its foundational aspects – that have the capacity to affect every crevice of our lives – is a serious mistake, for understanding cannot be attained without a firm foundation in education, and a firm foundation in education cannot be achieved without Logic.

And if conventional schooling continues on the downhill grade it’s currently in, knowledge in areas such as this will be worth more than its weight in gold, and that’s not an understatement. With the student loans costing over a trillion dollars collectively and real education dissipating right before our eyes within the conventional establishment, taking your education into your own hands is not only responsible and commonsensical, but downright crucial.

To seek or further one’s education is a choice, and luckily Socratic Logic makes it an easy to choice to make.

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Footnotes:

[1] Bruce Lee, Edited by John Little, Striking Thoughts – Bruce Lee’s Wisdom For Daily Wisdom, p. 189.
[2] Peter Kreeft Ph.D., Socratic Logic, p. 14.

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If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com
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About The Author:

Zy Marquiez is an avid book reviewer, inquirer, an open-minded skeptic, yogi, and freelance writer who aims at empowering individuals while also studying and regularly mirroring subjects like Consciousness, Education, Creativity, The Individual, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

Another Step In Neuro-Electrical Stimulated Learning

GizaDeathStar.com
Dr. Joseph P. Farrell
January 21, 2020

There’s been another step “forward” toward the transhumanist goal of uploading knowledge directly into the human brain, according to this article spotted by Mr. S.D.:

Scientists discover how to ‘upload knowledge to your brain’

In spite of the article’s headline, however, the actual achievement is slightly less than that:

Researchers from HRL Laboratories, based in California, say they have found a way to amplify learning, only on a much smaller scale than seen in the Hollywood film.

They studied the electric signals in the brain of a trained pilot and then fed the data into novice subjects as they learned to pilot an aeroplane in a realistic flight simulator.

The study, published in the journal Frontiers in Human Neuroscience, found that subjects who received brain stimulation via electrode-embedded head caps improved their piloting abilities and learnt the task 33 per cent better than a placebo group.

“The specific task we were looking at was piloting an aircraft, which requires a synergy of both cognitive and motor performance.

“When you learn something, your brain physically changes. Connections are made and strengthened in a process called neuro-plasticity.

What caught my attention here was the deliberate choice of both cognitive and motor performance, so one wonders what such a technology will mean, for example, for instrumental musicians who must perform similar cognitive-motor function learning; for example, would the system enable a pianist to learn the third movement of Beethoven’s Emperor Concerto faster and perform it better?

In any case, we’re supposed to be comforted: we’re a long way from direct downloading and uploading of information according to the article. But I have to wonder just how far such a technology might have been taken in the black projects world. In my book Microcosm and Medium (available on Lulu.com), I pointed out that during the 1970s, brain research was carried on in connection to mind control research that compiled the brain wave signatures of people’s brains responding to, or using, specific words. By the end of these experiments, an “electroencephalographic dictionary” of about 2000 words had been compiled, allowing technicians to ‘read’ the intertior conversations that people had in their heads, and by wedding this technology to microwave transmissions, to actually project “voices in the head.” Over time, the vocabulary of such electroencephalographic dictionaries was doubtlessly expanded to include many more words. Indeed, the technology in today’s article suggests that one could use such a technology to enhance one’s vocabulary, or perhaps to learn a piece of music faster, and so on. Indeed, as I pointed out in my book, the Soviets did similar research, and specifically in connection to the arts, and the results were astounding, so much so that an individual who had no artistic experience whatsoever was convinced she was a Russian master classicist painter, and she began to paint accordingly.

So I don’t know about you, but I suspect once again that we’re being told the “safe stuff” and that the reality of these technologies perhaps far exceeds the public narrative.

See you on the flip side…

Read More @ GizaDeathStar.com

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About Joseph P. Farrell

Joseph P. Farrell has a doctorate in patristics from the University of Oxford, and pursues research in physics, alternative history and science, and “strange stuff”. His book The Giza DeathStar, for which the Giza Community is named, was published in the spring of 2002, and was his first venture into “alternative history and science”.