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

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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!

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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

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

Distributed Memory: The Brain In The Heart

GizaDeathStar.com
Dr. Joseph P. Farrell
November 26, 2019

You may recall that yesterday I blogged about an allegedly successful experiment in the “freezing”, or at least, “extreme cooling” of a human being, and his or her successful “reanimation.” The key to the allegedly successful experiment was, you might also recall, the removal of the patient’s blood and its replacement by an “ice-cold saline solution.” And I speculated that the whole procedure, since it was performed with the consent of the government, might have had as a hidden goal to discover what happened to that individual’s consciousness while undergoing the “procedure.”  We may now also wonder if, indeed, the removal of the individual’s blood was part of my hypothesized “consciousness experiment”; was the individual’s own blood even restored to him or her? Or was it someone else’s?

We don’t know, because there was scanty information provided about the whole alleged success; we were told only that its performer, Dr. Samuel Tisherman, promises to deliver a paper on the whole thing in 2020.

But in that respect, there’s another odd story that was spotted by M.C., who is due a big thank you for sending it along:

Second Brain Found in Heart Neurons – Trust Your Gut Feelings

Now, this is not exactly new; I have in fact blogged about the unusual nature of this “heart-brain” idea before; neurons are not confined merely to the brain, but appear in the heart as well. There was, however, something that caught my eye in this article, and I rather suspect it’s what caught M.C.’s eye as well and compelled M.C. to send the article along; you’ll note that the article enumerates various cases of individuals who have received heart transplants, and whose behavior suddenly changes to embrace habits and behaviors associated with the donor of the heart. While the article does not mention them, similar experiences have been recorded for other types of organ transplants. One wonders if a similar phenomenon can be associated with blood transplants.

But in any case, what caught my attention in this article was this statement:

Neurologist Dr. Andrew Armour from Montreal in Canada discovered a sophisticated collection of neurons in the heart organised into a small but complex nervous system. The heart’s nervous system contains around 40,000 neurons called sensory neurites that communicate with the brain. Dr. Armour called it “the Little Brain in the Heart”. It has been known for many years that memory is a distributive process. You can’t localize memory to a neuron or a group of neurons in the brain. The memory itself is distributed throughout the neural system. So why do we draw a line at the brain? (Emphasis added)

This idea of distributed memory sounds a bit like a hologram, and the article quickly proceeds to try to avoid the unpleasant aspects of that by quickly trying to tie it all to good-old-fashioned-and-purely-materialistic speculations:

Other medical experts offer different explanations, but all agree that it is not so much mystical as it is science, and a science that needs further exploration.Professor Pr Paul Pearsall and Pr Gary Schwarz got together.

Professor Gary Schwartz says that “Feedback mechanisms are involved in learning. When we talk, for example, about how the brain learns, we talk about what we call neural networks in the brain. It turns out that the way a neural network works is that the output of the neurons feeds back into the input of the neurons. And this process goes over and over again. So long as the feedback is present the neurons will learn. If you cut the feedback, there is no learning in the neurons.”

The Mind is Not Just in the Brain

Dr. Candace Pert, a pharmacologist at Georgetown University believes that the mind is not just in the brain, but also exists throughout the body. This school of thought could explain such strange transplant experiences. “The mind and body communicate with each other through chemicals known as peptides. These peptides are found in the brain as well as in the stomach, in muscles and in all of our major organs. I believe that memory can be accessed anywhere in the peptide/receptor network. For instance, a memory associated with food may be linked to the pancreas or liver and such associations can be transplanted from one person to another”.

Now I’m all for feedback loops as I’ve talked about them in all sorts of contexts. And for that matter, the idea of the heart being part of a kind of “distributed brain” also appeals to me; for one thing, octopuses appear to have this type of structure to their nine brains. But more importantly, I’ve always been an advocate of the more ancient idea that human reason is not mere ratiocination, but incorporates and includes what the ancients would have called the passions, a deeper word than “emotions.” So it appeals to me for this reason as well.

But it’s that “distributed memory” idea and its “holographic” overtones that really appeals, for lurking deeply within that idea is the idea that memory is not local, existing or concentrated in this or that area of the brain, or the body. It rather as if what is implied by that idea is the opposite: that the body exists within a memory, and is imprinted with it like a psychotronic object. If it’s distributed, and non-local, then perhaps it’s also an indicator that the body, in order to be a body, is integrated at the quantum level, by quantum tunneling, perhaps, and that memory may be a function of this somehow. Whatever one makes of my speculations here, I strongly suspect that this idea of distributed memory means that those old Cartesian dualisms and epiphenomena are, like all over-simplified dualisms, going to go the way of the dodo bird, and that the relationship between the tangible physical body and the immaterial intangible world of things like memory are going to turn out to be far more complex than we imagined, and that those “feedback loops” between the two are the key.

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”.

Amairikuhn Edgykayshun’s Enstupidation Continues

GizaDeathStar.com
Dr. Joseph P. Farrell
December 11, 2019

By now, if you’re a regular reader here, you know I have to occasionally rant about the state of Amairikuhn Edgykayshun. But today I’m not going to rant, because the article that V.T. sent along (and my thanks!) is more properly greeted with tears than anger. The statistics it cites are sobering reading:

How Dumb Have We Become? Chinese Students Are 4 Grade Levels Ahead Of U.S. Students In Math

Amairikuhn edgykayshun is a microcosm of the country as a (w)hole: nothing works; the system is not designed to reflect the vast majority of people, or for that matter, any sort of traditional culture as might have thus far survived. The progressive movement that began first in education in the nineteenth century, and then later captured large swaths of both political parties, is triumphant. It has completed its march through the institutions, and captured the academy. And the result, in the latter, is abject failure, and Amairikuh is completely “enstupidated”; consider just these entries from the article:

#1 One recent survey found that 74 percent of Americans don’t even know how many amendments are in the Bill of Rights.

#2 An earlier survey discovered that 37 percent of Americans cannot name a single right protected by the First Amendment.

#3 Shockingly, only 26 percent of Americans can name all three branches of government.

#4 During the 2016 election, more than 40 percent of Americans did not know who was running for vice-president from either of the major parties.

#5 North Carolina is considering passing a law which would “mean only scores lower than 39 percent would qualify for an F grade” in North Carolina public schools.

#6 30 years ago, the United States awarded more high school diplomas than anyone in the world. Today, we have fallen to 36th place.

#7 According to the Pentagon, 71 percent of our young adults are ineligible to serve in the U.S. military because they are either too dumb, too fat or have a criminal background.

#18 Today, the average college freshman in the United States reads at a 7th grade level.

I can attest to similar experiences. And forgive me if I’ve mentioned these personal experiences before in my “edykayshunal rants,” but they bear repeating. Back when I was teaching college in the late 1990s, I once began a Modern European History examination with a question that ran something like this: “Name five provisions of the Treaty of Versailles and discuss their implications.” One student – an “edgykayshun” student incidentally – answered that question by beginning “The treaty of Versigh…”  Yes. It’s that bad, and students are that stupid and oblivious. And that was the 1990s, so I can readily believe the points in this article. And it’s worth mentioning that during my time teaching in college, I learned many things from my students, namely, that Ulysses Grant commanded the Army of Northern Virginia, that Germany won World War One (in 1914, no less!), and that, as one snowflake put it on her examination, “Hitler had some personal issues,” and with that bit of pop psychology, all the crimes of the Nazi regime were “explained.”

Perhaps I was simply a bad professor, but I don’t think so.

One reason I don’t think so is that as an adjunct, I was not allowed to pick my own textbooks in some cases. This was done by the tenured faculty at the main campuses of the institutions I taught for. In one case, the textbook I was required to use for Russian History actually referred to Stalin as a “great statesman,” with but passing glosses on the Stalinist purges, and an almost total mangling of the effects of collectivization. More recently, Diana West, in her important book The Red Thread: A Search for Ideological Drivers Inside the Anti-Trump Conspiracy, noted that Nellie Ohr, when reviewing a book about Stalin, wrote the following:

The opening of Ohr’s review of the … book, written while she was teaching Russian history at Vassar in 1995, is worth quoting, not for what it tells us about the book, but what it tells us about the reviewer. Ohr writes:

“To introduce students to the Stalin era can be a frustrating task. To convey the terror and excitement of the period, one can assign a memoir of a prison camp victim or an observer such as John Scott or Maurice Hindus.” (West, op. cit., p. 9)

There it is… it was exciting, a ride on the Stalinroller coaster at Six Flags Over Novosibirsk.

So what’s to be done? If you’re a parent, and have children being victimized by this abominable system – and there are no other words for it than those – one place to start would be to research your local colleges of education, read their texts, find out how much time future teachers spend in education classes versus learning the actual subjects they want to teach. Attend a few of those teacher “continuing education” seminars, or a few education classes, and find out for yourself just how looney and loopy those classes really are. Talk with teachers who think that all that claptrap is… well, claptrap, and have brainstorming and strategy sessions in what to do about it.

And if you’re a teacher who is fed up with the childish games being played in methodology or pedagogy courses, or have an anecdote on the latest silliness you had to undergo at your last “continuing education” seminars, please share them in the comments, or if you have a mind, write a guest blog about it.

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”.

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.

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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 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

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
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