US Attorney General: Mickey Mouse with a gun; our nation has been infiltrated by soccer mom terrorists

by Jon Rappoport

October 13, 2021

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John Taylor Gatto: “Our form of compulsory schooling is an invention of the State of Massachusetts around 1850. It was resisted — sometimes with guns — by an estimated eighty percent of the Massachusetts population, the last outpost in Barnstable on Cape Cod not surrendering its children until the 1880s, when the area was seized by militia and children marched to school under guard…”

I was there last week. I saw 13 vicious soccer moms sail through the door into a Podunk school board meeting in an old WW2 PT-Boat and kidnap three glowing angels of mercy from the heavens (board members) and take them away to their Moonshine Militia base in the hills of Tennessee.

You would think this sort of thing is actually happening, because US Attorney General Merrick Garland has ordered the FBI to investigate a “‘disturbing spike in harassment, intimidation, and threats of violence’ against school administrators, teachers and school board members,” the NY Post reports.

Garland has offered no details corroborating this “spike.”

The Post also mentions: “Attorney General Merrick Garland is under scrutiny after a parents group revealed that his daughter is married to the co-founder of an education company funded by Facebook CEO Mark Zuckerberg that allegedly employs critical race theory in its work, according to a report.”

Parents across America ARE entering school board meetings and protesting against: the teaching of critical race theory (‘all white people are racists’), the use of books that contain overt descriptions of sex acts, and mandatory masks and vaccines.

US Attorney General Garland is viewing these parent protests as borderline terrorism.

Well, sure. Why do parents think they have the right to say a word about how their children are educated and indoctrinated?

These children belong, first and foremost, to the State. Right?

How dare the parents try to meddle. Controlling young minds is a delicate and sophisticated process, and to obtain the desired result, parents have to be kept at a considerable distance.

The parents are only there to begin with, because the State doesn’t possess the facilities to house, feed, and train all the children.

Public education is MKULTRA for the kiddies, and Merrick Garland is Mickey Mouse waving around a gun to ensure the program moves forward.

For gain and glory, I myself am submitting a report to the Department of Justice titled: In Keeping with Current Progressive Trends Celebrating Favored Groups, Positions Vacated by the Resignations of Harassed Teachers Should Be Filled by Non-White Pedophiles Who Are Vaccinated.

A mere hour of home-school a day would be much safer than the fare offered by the US Department of Garland Education.

All right, let’s get down to brass tacks. American public education is a training ground. That’s how it’s built. Currently, the basic themes are:

All whites are devils, all blacks are victims;

Gender and sexuality are fluid, all sexual practices are permitted, and young children must be immersed in that river;

Medical dictates are paramount and must be obeyed, particularly if they lead to harmful destructive health effects.

Putting aside how these themes benefit special-interest groups, the overall outcome is the mental, emotional, physical, and spiritual collapse of generations of the young.

And that goal is fundamental to bringing about the collapse of the country.

This is called a clue, to anyone paying attention.

As I’ve been saying for the last 20 years, a Globalist Elite views America as the last outpost of resistance against the installation of one governance-system for the whole planet. Therefore, America must be taken apart and taken down.

We urgently need thousands more parents entering school board meetings across the country, come hell or high water, and exposing these themes of education-mind-control and revolting against the school boards and replacing them.

Replacing them with sane parents whose children attend these warped schools.

And we need thousands and thousands more parents who home school their children.

Honest FBI agents must stand up publicly and resist the orders of Merrick Garland.


The Matrix Revealed

(To read about Jon’s mega-collection, The Matrix Revealed, click here.)


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.

I’m launching a new college

by Jon Rappoport

October 7, 2021

(To join our email list, click here.)

It’s called Giant of Giants. Tuition: 80K a year.

All courses are mandatory. There are 13. Completing the curriculum guarantees a diploma. Obtaining a job after graduation is optional. Actually, frowned upon.

COURSE 1: Censoring Counter-Opinion. What to censor. How to censor. Free speech is a Capitalist trick. Thinking things through is white dogma. Art is an accident of DNA and unearned privilege. Who to believe and when to believe them.

COURSE 2: Racism is Everywhere. America is the only country that ever embraced slavery. Slavery never existed on the African continent until the white man showed up. Any utterance ever spoken or written by a white person is categorically false. Except the utterance, “White people must die.”

COURSE 3: How to Avoid Work of Any Kind. How to get money out of the government. How to get more money out of the government. The expanded notion of Disability. Selling victimhood as a lifelong strategy. How to cross the border into Mexico and return as a migrant with full benefits.

COURSE 4: Following Celebrities on Social Media. Which ones. When to ditch them.

COURSE 5: Staging Hate Crime Hoaxes. How to do it. How to avoid getting caught. How to get caught and parlay the exposure into celebrity status.

COURSE 6: No title. No course work. Automatic B grade.

COURSE 7: A review of Course 6.

COURSE 8: Watching Television News. What to focus on. What to forget.

COURSE 9: Virtue Signaling. What to wear. Where to show up. What to say when you do show up. Signs, patches, posters. Attitude. How to agree. Evaluating protests before you jump in. Protest behavior. Becoming a career protester. Getting paid. FBI and CIA connections. Soros.

COURSE 10: Working the Gender Mine Field. How many genders. How to declare. How to switch. Pronouns. Expressing outrage. Foundation grants.

COURSE 11: Drugs. Buying. Selling.

COURSE 12: Fauci. Vaccines. Accepting the virus.

COURSE 13: No Nations, No Borders, No Families, No Problem.

There are no text books. There is no reading. There is cooperative discussion led by fully vetted facilitators.

We have a counseling and psychiatric unit. Official Mental Disorder diagnoses available upon request. Emotionally flattening drugs. Instruction on how to parlay your diagnosis in years to come.

Query our admissions office if you have prior misdemeanor or felony convictions. Automatic course credits may be applied.

We are currently negotiating with Harvard and Yale for use of their brands and seals.

Under construction, a PhD program: Defunding Strategies, Centralizing Authority, Socialism, Universal Income, Reparations, Medical Dictatorship, Energy Quotas, Social Credit Score, Surveillance, Nanosensors, Brain-Machine Interface, and Other Aspects of the Coming Paradise.

Estimated duration, six weeks. Tuition: 120K.

We will show you how to obtain student loans for our services and never pay them back.

If you can’t read this notice, go to differentlyabledcommunication.org and someone will read it to you on a video.

KNOWLEDGE IS POWER.


Exit From the Matrix

(To read about Jon’s mega-collection, Exit From The Matrix, click here.)


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.

Covid madness and mass conformity vs. the Life Force

by Jon Rappoport

August 26, 2021

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The basic human immune system is HEALTH. VITAL LIFE FORCE.

It ISN’T a germ-killing antibody-marching military machine inside the body.

However, since modern society is based on a massive attempt to install Pavlovian stimulus-response as the basic principle for “better living,” professionals are going to view Health as a machine-produced outcome.

The antibodies march and scout, the T-cell troops come in behind them and attack the invader, and so on. This preposterous bullshit becomes a model of life.

And therefore doctors and public health experts are the messiahs who protect us every day from harm caused by the invaders (viruses). This load of gibberish forms the basis for the fake pandemic and the robot responses of the population.

LIFE-FORCE, on the other hand, is a unique drive within the individual to express vitality and energy and imagination in the world. When it flows, health flows.

Conformity is the “we’re all in this together” lullaby for the mesmerized masses sitting in a decaying common pool of mind control. For five minutes it looks like a superhighway and then you’re in a blind alley at midnight up against a brick wall.

Who is this WE? What is the THIS in which we’re all together? Answer: The WE is rubber-stamped copies of humans that individuals pretend to be, and the THIS is a vapor of spiritual and energetic sedation.

What is the source of all the systems, protocols, models, and methods that dominate modern life to the point of lockstep surrender? A good place to start is the education system. It’s managed to promote the false belief that, unless everyone goes to school for at least 12 years, whole nations will be composed of rank drooling idiots.

In fact, the education system has a propensity for turning out those drooling idiots.

William Blake, one of the greatest poets of any era in any language, attended school until he was 10. After that, his mother taught him at home.

I’m not sure about this, but I’ve been told God never went to school at all.

It’s impossible to study a child who has been inoculated with 12 or 16 years of education and ask, “What would he be like if he’d never gone to school?” But common sense tells us that, if he had an innate curiosity about life, he would have pursued learning in his own way. He would have learned to read. He would have found books. He would have launched his own imagination in many directions. AND HE WOULD HAVE BECOME STRONG AND INDEPENDENT. He wouldn’t have become a trained weasel.

Highly organized civilization makes us think there are only so many paths in life, and we must choose one of them and stay on it. This automatically shrinks our view of Reality. The concept of RADICALLY DIFFERENT LIFE seems impossible.

Nations and people are choking on SAMENESS.

So when a shit-cloud of experts blows in the door and announces there is a pandemic caused by a virus, most of us stand up and salute. Most of those who don’t merely disagree on the fine points. “Do I really need the booster shot, or am I good with two doses of the Pfizer?”

It never occurs to most people that the whole story is pulp fiction flying under the banner of warped and confined “scientific” minds that have been conditioned by years of schooling and training. These expert medical and public health minds have been deadened and walled off from LIFE ITSELF.

I see dead people. I see dead people telling us what to do. I see dead people promoting fear as their only goal. Trapped themselves, they want to trap us.

The elite strategy is in for a penny in for a pound. “Well, OF COURSE the virus exists. So it’s a question of how serious and deadly it is. Now, the official figures suggest it was weakening by June 15th, but then the Variant emerged. That was a game changer. The latest measurements of antibody production against the Delta Variant indicate…” Zzzzz.

The flying edge of a SYSTEM flew by and caught people unaware and dragged them down into the depths of mental surrender to the STORY about the original STORY…

Life is not a protocol.

An imitation of life is a protocol.

Hence, I repost my piece, THE BLOCKBUSTER MOVIE CALLED REALITY:

There is always a certain amount of whining and remorse as one enters the theater to see the movie called Reality.

“Is this a good idea?” “Why did I buy the ticket?”

But you can already feel a merging sensation. The electromagnetic fields humming in the theater, even before the movie starts, are drawing you in.

Your perception of x dimensions is narrowing down to three.

You take your seat. You look at the note you’ve written to yourself, and you read it again:

“Don’t forget where you came from. Don’t forget this is just a movie. Don’t fall asleep. The serial time in the movie is an artifact. The binding feeling of sentimental sympathy is a trance-induction. It’s the glue that holds the movie fixed in your mind.”

“The movie will induce nostalgia for a past that doesn’t exist. Don’t surrender to it.”

“You’re here to find out why the movie has power.”

“You want to undergo the experience without being trapped in it.”

“The content of the movie will distract you from the fact that it is a construct.”

The lights dim.

On the big screen, against a gray background, the large blue word REALITY slowly forms.

Suddenly, you’re looking at a huge pasture filled with flowers. The sky is a shocking blue. You can feel a breeze on your arms and face.

You think, “This is a hypnotic weapon.”

Now, the pasture fades away and you’re standing on an empty city street at night. It’s drizzling. You hear sirens in the distance. A disheveled beggar approaches you and holds out his trembling hand.

He waits, then moves on.

You look at the wet shining pavement and snap your fingers, to change it into a lawn. Nothing happens.

You’re shocked.

You wave your hand at a building. It doesn’t disappear.

Incredible.

You reach into your pocket and feel a wallet. You walk over to a streetlight and open it. There’s your picture on a plastic ID card. Your name is under the picture, followed by a number code. On the reverse side of the card, below a plastic strip, is a thumbprint.

There are other cards in the wallet, and a small amount of paper money. You look at the ID card again. There’s an address.

Though it seems impossible, you remember the address. In your mind’s eye, you see a small cottage at the edge of an industrial town. There’s a pickup parked in the driveway.

It’s your truck. You know it. But how can that be?

You walk toward larger buildings in the distance.

Three men in uniforms turn a corner and come up to you. Behind them emerges a short man in a business suit. He nods at you and holds out his hand.

You know what he wants. You pull out your wallet and give it to him. He looks at the ID card, at you, at the card again.

“You were reported missing,” he says.

“Missing from what?” you say.

“Your home. Your job. What are you doing here? Are you all right?”

“I’m fine,” you say. “I was…taking a short trip. I’m just out for some air.”

“In this part of the city?” he says. “That’s not smart. We’ll take you home. Our car is right over there.”

One car sits on a side street. In large red letters printed on the trunk, the word Concern.

You walk with the men to the car.

Waves you’ve never felt before are emanating from it.

Mentally, you try to back up from them. You feel a haze settle over you.

In the haze dance little creatures.

You look at the short man in the suit. He’s smiling at you.

Suddenly, his smile is transcendent. It’s so reassuring, tears fill your eyes.

You’re thinking, “They built this so I would be lost, and then they found me. I’m supposed to be rescued. I’ve never experienced being rescued before. I never knew what it meant.”

You hear faint music.

It grows louder. As you near the car, you realize you’re listening to a chorus and an orchestra. The rising theme is Victory.

One of the uniformed men opens the car door.

You nod at him.

“My pleasure, sir,” he says.

The music fades away.

The scene shifts.

You’re standing next to the pickup in your driveway alongside your cottage.

You’re home.

Think, you tell yourself. What’s going on?

Now, as you walk into your cottage and instantly remember the rooms and the objects in these rooms, the sensation of Familiarity, slightly out of phase, grows stronger.

You realize you’re supposed to feel tremendous relief. This is what’s expected of you.

It’s expected of everyone. They live with one another through the touchstone of the Familiar. They share it like bread.

They keep coming back to it. The Familiar is a sacrament.

It’s built in. It’s invented through…it’s stamped on every object in this space…

…In order to suggest you’ve been here before. To suggest you belong here.

You see pure space that…

Has been placed here. For you.

And at that moment, there is a small explosion behind your head.

And you’re sitting in the theater again.

The movie is playing on the screen. All around you, in the seats, people are sitting with their eyes closed.

You feel a tap on your shoulder. You turn. It’s an usher.

“Sir,” he says. “Please follow me.”

He leads you up the aisle into the lobby, which is empty.

An office door opens and a young woman steps out. She strides briskly over to you.

“You woke up and came back,” she says. She gives you a tight smile. “So we’re refunding your money. It’s our policy.”

She drops a check in your hand.

“What happened in there?” you say. “What happened?”

She shrugs.

“Only you would know that. You must have done something to interrupt the transmission.”

“And the rest of those people?”

She looks at her watch. “They’re probably into their second year by now. The second year is typically a time of conflict. They rebel. Well, some of them do. They rearrange systems. They replace leaders. They promote new ideals.”

“I had such a strong feeling I’d been there before.”

She smiles. “Apparently it wasn’t strong enough. You’re back here.”

“How do you do it?” you say.

“I’m sorry,” she says. “That’s proprietary information. Did you meet your family?”

“No,” you say. “But I was in a cottage. It was…home.”

She nods.

“If you hadn’t escaped, you would have been subjected to much stronger bioelectric bonding pulses. Do you have a family here?”

You start to answer and realize you don’t know.

She looks into your eyes.

“Go out to the street,” she says. “Walk around. Take a nice long walk for an hour. You’ll reorient. It’ll come back to you.”

“Why do you do it?” you say.

“Do what?”

“Sell this trip.”

“Oh,” she says. “Why does a travel agent book a vacation for a client? We’re in that business.”

You turn toward the exit. The sun is shining outside. People are walking past the doors.

You take a deep breath and leave the theater.

The street is surging with crowds. The noise is thunderous.

You notice you’re carrying a rolled up sheet of paper in your hand.

You open it.

It’s a non-disclosure agreement.

“If you return from your movie experience, you will not reveal or discuss, under penalty of law, anything about its nature, substance, or duration…”

You look at the sheet of paper, make up your mind, and it bursts into flames.


Exit From the Matrix

(To read about Jon’s mega-collection, Exit From The Matrix, click here.)


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.

The Human Heart, Not Vaccines

by Jon Rappoport

August 24, 2021

(To join our email list, click here.)

“Once this meta program of culture becomes dominant, it shapes our experience into an arbitrary and parallel counterfeit of that which is real. Once this meta program takes over our perceptual apparatus, it is the only mode we have for interacting with reality. Once that happens we can’t question our culturally conditioned state, since that is our only reality experience.” — Joseph Chilton Pearce

Imagine a child brought into this world who has two loving parents close to him. The mother breastfeeds him. The child is free to play. He has friends. He eats fresh simple food. The immediate world around him contains no every-day ominous human threats.

In this setting, his health and vitality expand.

The idea of vaccines—even if they did safely prevent disease (they don’t)—would be absurd.

Vaccination would be an interruption of life.

It would force the child’s body to deal with an unnatural and unnecessary intrusion.

Any sane person looking at the ALIVENESS of the child, day after day, would immediately understand the insanity of a vaccine.

Likewise, the notion that a child who is born into a threatening, cold, and unhealthy world could benefit from a vaccine is also insane. What needs to be changed is the immediate world the child is born into.

The quick fix of a vaccine is no fix at all.

In the same way, if a person who is exposed to toxic chemicals in the environment therefore develops cancer, no amount of prior fiddling with his genes would have prevented the cancer. The environment needs to be changed.

Ivan Illich: “The combined death rate from scarlet fever, diphtheria, whooping cough and measles among children up to fifteen shows that nearly 90 percent of the total decline in mortality between 1860 and 1965 had occurred before the introduction of antibiotics and widespread immunization. In part, this recession may be attributed to improved housing and to a decrease in the virulence of micro-organisms, but by far the most important factor was a higher host-resistance due to better nutrition.”

To say that modern medicine has made an overreach would be a vast understatement. Every negative blip the environment imposes on a child is viewed as a symptom of a disease which must be treated.

Another interruption in the flow of life.

And when scientists decided they had to find the tiny organisms causing these negative blips, they eventually focused on a concept called VIRUS. They invented a closed system for discovering these viruses—a self-fulfilling prophecy. A claim of virus-isolation that was no isolation at all; a claim of sequencing the genome of the virus which was nothing more than a simulation of possible cobbled-together genetic information. In other words, nonsense.

The basic human immune system is HEALTH. VITAL LIFE FORCE.

It isn’t a germ-killing military machine inside the body.

HEALTH overrides illness.

And the first test of that health, for a baby, is the warm love of two parents. Is it there or isn’t it? If it isn’t, the baby immediately has to make unhealthy adjustments.

As I’ve detailed in other articles, the vaccine-induced “absence” of a typical childhood disease, like measles, is no sign that a child is healthy. Odds are, the absence is a bad sign. It means the toxic vaccine has derailed the child’s ability to produce an energetic outpouring of health/vitality…and then the so-called “clinical signs of measles” never appear…but the child is less powerful. Less free.

Now we come to another form of vaccination, so to speak. The modern education system. Its basic purpose seems to be the prevention of unique individual vitality. Vitality, of course, is viewed as a disease.

John Taylor Gatto: “Our form of compulsory schooling is an invention of the State of Massachusetts around 1850. It was resisted — sometimes with guns — by an estimated eighty percent of the Massachusetts population, the last outpost in Barnstable on Cape Cod not surrendering its children until the 1880s, when the area was seized by militia and children marched to school under guard… [M]andatory public education in this country … 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 such a herd via public education…Years of [school] bells will condition all but the strongest to a world that can no longer offer important work to do. Bells are the secret logic of school time; their logic is inexorable. Bells destroy the past and future, rendering every interval the same as any other, as the abstraction of a map renders every living mountain and river the same, even though they are not. Bells inoculate each undertaking with indifference…It takes maybe 50 hours to teach reading, writing, and arithmetic. After that, students can teach themselves…Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges…”

VITALITY.

I offer a revolutionary book for your consideration. It was written 60 years ago by AS Neill. It is called Summerhill, which was the name of the boarding school Neill founded, in the 1920s, and ran in England. It shows a way out of this education lunacy.

When the children did learn at Summerhill, they did so in rooms where no coaxing was necessary, where no teacher needed to make lessons fun or interesting. Because when children at Summerhill went into the class room they wanted to be there.

Summerhill was a school that was based on PLAY and THEN LEARNING. The teaching was straightforward, competent, minus social frills and aids.

A little child might play with his friends (no adult supervision) on school grounds every day until he was 10 or 12; and then decide he wanted to come to class for the first time in his life. He then learned to read, write, and do arithmetic…

Schoolwork was not compulsive. It wasn’t a framework forced on to the spirit of the child.

School-learning was waiting for the child to choose it. In freedom.

AS Neill was no New Ager. He was a no-nonsense tough character. In the book, he tells the story of a boy who, at 16, having never attended a class, walked into his office and said he wanted to become an engineer. In no uncertain terms, Neill told him he’d have to apply himself in the classroom every day—the boy said he was ready.

In two years, starting from scratch, the boy graduated from high school.

Later, the boy, now a young man with a degree, was working for a company in London. The boss called him into his office and asked him: “Why are you different from all my other employees?”

And the young man immediately answered: “Because I’m not afraid of you.”

SPIRIT. VITALITY. HEALTH. POWER. THE UNIQUE INDIVIDUAL.


Exit From the Matrix

(To read about Jon’s mega-collection, Exit From The Matrix, click here.)


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.

The argument against reading and words

by Jon Rappoport

March 15, 2021

(To join our email list, click here.)

July 14, 2030, Capitol City.

The US Ministry of Information holds a hearing on the proposed Federal School Curriculum.

Ministry Chairwoman Amanda Skell interviews Karen Blessing, Commander of the People’s Attack Force.

…So your position is, the subject of reading should be eliminated at all levels of education, Commander?

Reading is racist and statist. Reading is history. History is a delusion. There is only the present and the future.

What about words?

They are acceptable as oral communication, but not in written form.

So all education should be spoken?

Correct. A handed down tradition through word of mouth.

Isn’t that history?

No. History is written.

What about books?

Irrelevant.

How so?

When no one can read, books will wither away.

Just to be clear, you’re saying the elimination of reading is a positive step.

It’s revolutionary.

Do you personally own books?

Yes.

Do you read them?

I do.

Why?

I’m immune to their spell. I study books to understand how they have corrupted society. It’s part of my work.

You’re a linguist.

I have to be.

What will education consist of, if books are not part of it?

Teacher instruction. Prayers, chants, ceremonies, pledges, bonding, de-conditioning, gender declassification and equality, the erasure of racism and privilege. Above all—deletion of the written word from the mind. Don’t read. Watch a video.

Video above reading?

Of course. See and hear the speaker. “You must watch this video.”

Sounds like a battle cry.

It is. Learn from the teacher. When the teacher isn’t there, watch a video. Let it flow over you. Don’t pause it.

Why not?

Because the details are unimportant. What counts is the overall impression. If a person, a student tries to remember details, research shows she tends to revert back to the written word.

It’s better not to remember?

You remember your impression. That’s all. You say to you friends, “This video is very important. Watch it.”

And if your friends ask what is in the video?

Say, “I don’t remember everything, just watch it.”

And this would be a positive development?

Absolutely. When you have ten million people who can only remember their overall impressions, you have a force for the good.

The desire for details…

Takes you back into the written word. Details are a weapon used by the enemy. They distract from the big picture.

And if a student wants to read?

Investigate. Find out where and how that desire arose.

Who investigates?

Education is a government program. So the government investigates.

Should the new curriculum contain anti-reading courses?

Courses, chants, pledges, and so on.

I’m trying to picture the effects a non-reading society will have on business and commerce.

What was once reading becomes a series of functions carried out by Artificial Intelligence.

And what about the people who devise the AI and the algorithms? Do they read?

The day will come when AI creates all new AI. Until then, yes, there will be these technicians who read. Naturally, they will be screened periodically for loyalty.

Loyalty to what?

To the flow.

Excuse me?

Loyalty to the flow of oral knowledge. Spoken truth.

Were there any statistics you wanted to present today?

Statistics are relatively unimportant. But here are two. Every day, across the world, people watch eight billion videos. They read thirty thousand books.

How many of those videos are viewed from start to finish?

Roughly one out of ten thousand.

And how many of those books are read all the way through?

The current estimate is a third of one percent.

What should the government do with its many archives of written material?

Ideally, burn them for fuel, which is in short supply. But that is impractical. We have a list of requirements for those who would obtain a license to access those archives.

A written list of requirements?

It is presented as a video.

A personal question. Do you own stock in any company involved with video production, distribution, or manufacture of video components?

No. I’m a board member of BILLGATES.

What?

It’s an acronym for Better Information for Little Learners in the Great Alliance of Total Education Systems. It’s a non-profit foundation that produces Internet video instruction for schools.

I understand the foundation has trademarked “You must watch this video,” and “Watch this now.”

Yes.

A newspaper columnist has called the foundation the KKK of book burning.

The Attorney General is investigating him. Apparently, he makes pipe bombs in his basement.

You have evidence for that claim?

I have a video which makes the claim. You must watch it. If you’re pressed for time, go to the 5:43 mark and continue to 6:58.

What does it say?

I don’t recall precisely. Just watch it.


The Matrix Revealed

(To read about Jon’s mega-collection, The Matrix Revealed, click here.)


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.

When philosophy goes begging in society

by Jon Rappoport

April 18, 2019

(To join our email list, click here.)

“So Jones, according to you, society should be all about Love. (laughter in the classroom) No, this is important. In fact, looking at some of your gruff mugs, my dear students, I’d say some of you could use a good dose of Love. All right, Jones, how is this spread of Love accomplished? In schools, you say? So what is taught in the classes? No, not generally taught. Spell it out. Your job is to figure out exactly how you teach Love. Since it’s the most important thing to you, you need to find out how you impart it. You can’t just say leave it to the experts. That would be like me saying what I want the most for the world is to turn into a Utopia, and we’ll do that through universal education centers, where people in charge who know how to accomplish this goal practice their skills. I do nothing. I just watch Utopia happen. —-No, you need to become a teacher of what you think is most important. What do you teach in order to impart Love? How do you do it? You program it into people? Is that what you’re advocating? What about the students who don’t want to be programmed? Is something wrong with them? Is freedom important?…Start talking, Jones, I’m listening…”

In 1960, I graduated from college with a BA in philosophy. One of the most glaring deficiencies was a lack of exploration of ethical values.

The famed dormitory “bull sessions” among students rarely, if ever, took place. In the classroom, there was never a wide-ranging discussion of students’ own values.

Creating a civilization in which ethics take center stage is, at best, a difficult proposition. If education doesn’t include a probing search for answers on this subject; if instead, it’s assumed that every person has his own relative point of view, then of course you end up with mobocracy and quite heavy propaganda. Ultimately, elites take charge of the propaganda.

A version of the Socratic Method should infiltrate college classrooms to the core. What are your most important beliefs? How would you implement these beliefs in society, if you could? What would that look like? What would be the implications of a society governed by your beliefs? Spell them out. What would constitute the unforeseen results? How would you deal with these results?

These and other questions draw out the students. They begin to reflect. They learn how to think about their own ethical values. They encounter other sets of values. They respond to these differing pictures of reality. They come up against the question of individual freedom and what it means in practice. They compare what they believe with other basic beliefs—for example, the American Constitution’s. Or Plato’s Republic. Or Marx’s Communist Manifesto. Or the student’s who sits two chairs away.

A real teacher knows how to initiate and preside over such discussions. These classes become interesting, exciting, vital, energizing.

In a modern “democracy,” where this sort of education never occurs at a deep level, propaganda eventually becomes all inclusive, and one side seeks to shut down the other—which is what we are seeing now.

The process of education itself is devalued because it isn’t impacting the student at his center. It’s superficial to the extreme, and it rarely brings about vital personal change. Instead, at best, the student is viewed as a robot who needs to ingest information. I’m not downplaying the role of information; I’m saying it needs to be supplemented by an ongoing process of reflection on, consideration of, and extensive dialogue about, personal values.

Schools that feature true values-education need to be created from scratch. Obviously, this is no easy job. It might be the hardest job in a society that has already sunk into half-light indifference on multiple fronts. However, I can tell you from experience that there are many families who want what I’m suggesting for their children; they just don’t know where to go. They don’t want their children to take on a set of values by belonging to some group who will, supposedly, protect them and give them legitimacy. They want their children to be able to stand on their own two legs and live according to their best ideas.

This is what a so-called “liberal education” is really all about.

“All right, Smith, you keep referring to Justice as a core value. You’ve read at least part of Plato’s Republic. You know he believed that Justice, as well as many other core concepts, already existed on a higher level of reality. What do you think of that? Give us 800 written words on the subject. I don’t want vague generalities. And give us your own experience. What is Justice to you? How did you decide what it is? Did you discover it? Did you invent it? Do we all need to have the same notion of Justice? If so, what would society then look like? How would it function? Who would run things? Would a few people be born with a higher understanding of Justice? We’ll have a full discussion of your ideas. But we need to know what those ideas are, specifically…Maybe it’s time to remind you that I want at least some of you, when you graduate, to go out into the world with the solid ambition of bringing your best values into wider existence, for real, in this thing called Life. We’re not only doing academics here. We’re doing preparation. I refuse to allow the preparation to be flimsy and separate from you. It has to reflect deep parts of you. You’re not going to forget what you did here the minute you walk out the classroom door for the last time…”

In society, there are those who consider ethics a sport, a game to be taken lightly. There are those who have no ethical values at all, beyond their personal ambitions. There are those who buy the values of their elders, without thought, and thereby close the book on the whole subject. Worst of all, there are individuals who have a massive commitment to impose their values on everyone else, but have never truly reflected on the negative implications of a civilization which accepts their version of life. They seek power, and they take it, no matter the consequences.

One of the great roles of education—and philosophy in particular—is to bring true personal engagement into the field of ethics. This would be accomplished despite widespread resistance and apathy, and despite a feeling that nothing can be changed.

Resistance is always present. It is no reason to abandon the work.


The Matrix Revealed

(To read about Jon’s mega-collection, The Matrix Revealed, click here.)


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.

Creating ADHD is the new education

That’s the goal

by Jon Rappoport

January 31, 2018

(To join our email list, click here.)

“There is a form of mind control that is really mind-chaos. It shatters the processes of thought into, at best, vaguely related fragments. There is no direction, no development, no progress along a line of reasoning. This is how you disable a person. You disrupt his ability to move from A to B to C. At that point, he becomes passive. He’s willing to be programmed, because it’s easier. He wants to be programmed.” (The Underground, Jon Rappoport)

“I learned twenty-four new things today at school,” the child said. “One right after the other. I felt so happy. My teacher told me I was learning accelerated. I wrote on my iPad. I saw pictures. I did group harmony. I added. I divided. I heard about architecture. The teacher said we were filled with wonder at the universe. We solved a problem. We’re all together. I ate cheese. A factory makes cheese.”

The new education is ADHD.

It’s a method of teaching that surrenders ground on each key concept, deserting it before it’s firmly fixed in the mind of the student.

It hops around from idea to idea, because parents, teachers, administrators, students, departments of education, and educational publishers have given up on the traditional practice of repetition.

Repetition was old-world. For decades, even centuries, the time-honored method of instruction was: introduce an idea or concept or method, and then provide numerous examples the student had to practice, solve, and demonstrate with proficiency.

There was no getting around it. If the student balked, he failed.

There were no excuses or fairy tales floated to explain away the inability of the student to carry out the work.

For those students who have the desire to be in a classroom to receive instruction, repetition works. It may lack glitz, but it works because the vast majority of people can’t learn to read, write, or do math any other way.

You can’t gloss over these subjects with a broad brush and a lot of personality or caring. It’s all about digging in the dirt, one scoop at a time.

Some people would call it robotic education. I don’t think it is. It’s just doing what’s necessary—unless reading, writing, and math are deemed unimportant.

Now, these days, if you want to induce ADHD, teach a course in which each new concept is given short shrift. Then pass every student on to the next grade, because it’s “humane.”

Think of it this way. Suppose you want to climb the sheer face of a high rock. You know nothing about climbing. You engage an instructor. He teaches you a little bit about ropes and spikes and handholds. He briefly highlights each aspect and then skips to the next.

So later…while you’re falling five hundred feet to the ravine below, you can invent stories about why the experiment didn’t work out.

Since the advent of organized education on the planet, there has been one way of teaching young children…until recently. Explain a new idea, produce scores of examples of that idea, and get the students to work on those examples and come up with the right answers.

Subtraction, division, decimals, spelling, reading—it all works the same basic way.

For the last hundred years or so, however, we’ve seen the gradual intrusion of Teacher ADHD.

School text ADHD.

Not enough examples. Not enough exercises.

Education has nothing to do with a full frontal attack to “improve the self-esteem” of the student. It has nothing to do with telling children they’re valuable. It certainly has nothing to do with trying to embed social values and team spirit in children.

And no matter how many fantasies educators spin, schools can’t replace parents.

If what I’m writing here seems cruel and uncaring…look at the other side of the picture. Look at what happens when a student emerges from school with a half-baked, “dumbed-down” education.

He can sort of read. He can sort of write. He sort of understands arithmetic. He tries to skate through the rest of his life. He fakes it. He adopts a front to conceal the large territory of what he doesn’t know.

He certainly can’t think straight. Give him three ideas in succession and he’s lost. He goes on overload.

He operates on association. You say A and he goes to G right away. You go back to A and he responds with R. He’s up the creek without a paddle.

That’s what’s cruel.

Forty years ago, I was on the verge of landing a lucrative job with a remedial education company. The owner gave me a lesson plan and told me to write a sample program.

I did. He looked at it and said, “There are too many examples and exercises here. You have to move things along faster.”

I told him the students would never comprehend the program that way. They had to work on at least 20 exercises for each new concept.

He was shocked. “That’s not how it’s done now,” he said.

“Oh,” I said, “you mean now the student and teacher both fake it?”

And that was the end of that.

Several years ago, I explained much of what’s in this article to a sociologist at a US university. His response: “Children are different now. They don’t have patience. There are too many distractions. We have to operate from a new psychology.”

I asked him what that psychology was.

“Children are consumers. They pick and choose.”

While I was laughing at his assessment, he capped his display of wisdom with this: “There is no longer such a clear division between opinion and fact. They overlap.”

Perfect.

I know all about how the Carnegie and Rockefeller Foundations torpedoed education in America in the 20th century. But their major effort then was cutting off teachers and students from the history of the nation and the meaning of individual freedom.

What I’m talking about here is a different perversion. The unhinging of the young mind from any semblance of accomplishment and continuity. This goes far beyond the agenda of outfitting children to be worker-drones in a controlled society.

This is the induction of confusion and despair about what used to be called thinking. This is the imprinting of “gaps” that make it very hard for a person to operate, even as a drone.

In addition, if you seed children with all sorts of debilitating psychiatric drugs, and you have a profound and dangerous mess that only dedicated parents can undo, one child at a time.

People may wish it weren’t so, but that doesn’t change the facts of the matter.

The upside is, when you explain a concept to a child, and you then take him through a great many exercises designed to help him understand that concept, he’ll achieve a victory.

Then you’ll see the lights go on in his mind.

(For the “Long Read” version of this article, click here.)

(My collection, The Matrix Revealed, has a Logic & Analysis course for High School students.)


The Matrix Revealed

(To read about Jon’s mega-collection, The Matrix Revealed, click here.)


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free emails at NoMoreFakeNews.com or OutsideTheRealityMachine.

Education and the dismantling of the mind

When the solution is worse than the problem

by Jon Rappoport

January 28, 2019

(To join our email list, click here.)

Are there any States in the Union that allow public schools to opt out of providing sex education to children?

Of course, a counter-argument would be made that, although there was once a time when our country abounded in responsible two-parent families, that’s not the case anymore. Therefore, education about sex is lacking. Therefore, schools have to step into the breach and supply what is missing.

Otherwise, children won’t know about STDs, pregnancy, contraception, etc.

Over the last 40 years or so, school systems, under the aegis of government, have expanded their role. Using “duty” as the prow, these institutions have generated enormous programs to teach children what to think about everything from aluminum cans to bestiality.

Because it’s “right” and “important” and there is a “duty.”

Translation: outside groups with agendas worm their way into schools.

If I were obsessed with four-legged critters on the moon, and I had enough money and political clout and media/think-tank/foundation support, I could introduce Lunar Critterology as a vital subject into every public school in America.

If I were Bill Gates, I could push the need for computers in schools, despite the fact there is no credible evidence that computers improve literacy.

I went to school in the 1940s and 50s. At that time, the focus was simple. You learned to read, to write, and to do math. The textbooks were often old and worn. There were no visual aids. The lesson plans in every class were step-by-step. Learn a new thing, drill it to death, take a little quiz, learn the next new item, drill it, take a quiz.

It worked. It may have lacked glitz, but it worked because the vast majority of people can’t learn to read, write, or do math any other way.

You can’t gloss over these subjects with a broad brush and a lot of personality or caring. It’s all about digging in the dirt, one scoop at a time.

Some people would call it robotic education. I don’t think it is. It’s just doing what’s necessary—unless reading, writing, and math are deemed unimportant. In which case, you have a whole new idea about what education is.

If you spend time in the classroom on enterprises that are supposed to save the world or revolutionize society or build tolerance or cater to kids who don’t want to learn, then you take away hours from the core idea and practice of what learning is.

When I went to school, there could have been a better curriculum for history and science, but all in all, the teachers did a good job.

Now, we’re in a different world.

It’s assumed that most children are operating at a deficit, and they need to be brought up to speed on morals, on compassion, on sex, on greenness, on hope, on race and religion, on global concerns. At age five, eight, 12, 14.

And a great deal of this “new education” is about cashing in, for book publishers, for educrats, for federal overseers, for busybodies of all stripes who belong to agenda-driven groups that want their say and their moment in the sun.

I say this is all hogwash, and I believe anyone who consults national test scores and current levels of literacy would be compelled to agree.

Education is on the way out.

A few astute writers assert that, perhaps 80 years ago, the whole thrust of early education in America was altered intentionally, to produce worker-ants for a highly controlled society of the future. With all due respect, I think it’s worse than that. Because now we’re turning out kids who are essentially confused, badly schooled, drifting on the wind, lost in a mind-territory of fantasized entitlement. They aren’t androids ready to work on some non-existent assembly line. They’re just lost. They’re riddled with self-esteem that doesn’t work. They’re consumers looking for magic credit so they can buy their way into happiness. They’re loaded with sugar and other chemicals that scramble their synapses. They’re not only unsympathetic toward work, they have no passion of their own.

Logic? Imagination? Never heard of it.

When I went to school, there was virtually no classroom disruption of any kind. And my schools were attended by an economic, social, racial, and religious cross-section of students. We weren’t striving for diversity. We had it. The relatively few kids who were out of control and resisted any kind of discipline were herded into classes together, and teachers dealt with them.

The public schools of today lack the courage to say, “Look, if you’re here to learn, we want you. Otherwise, you’re out. Goodbye.”

If you need metal detectors at the school entrances, you went over the edge a long time ago. No one deserves to be subjected to that kind of environment.

The bullying problem? It’s an industry now. People with degrees write papers and books about it, and task forces gear up to study it and make recommendations. It’s a structure of carbuncles on the body-politic of education.

Once upon a time, no bully was allowed to attend school. If he pressed his attitude and his actions, he was expelled. Period. It wasn’t a question of why he bullied. He was gone. Learning couldn’t take place as long as he was on the scene.

And “gangs in schools?” I’m sorry, but there are no gangs in schools. There are schools in gangs—that’s what you have when groups of kids with violent tendencies inhabit classrooms and corridors. If you can’t expel them en masse, give up. Shut down the place.

If you want to make schools into six-hour-a-day baby-sitting machines, call it that. Try to obtain public funding for it. Hire guards and nurses and cops to staff it. Put it behind barbed-wire fences and install those metal detectors.

Or if schools are really lunch cafeterias, run them that way. Free public lunches. Have kids show up at noon, eat, and leave.

If you think kids of various religions should be allowed to commandeer a room to hold prayer groups, call it Government-Funded God. Rent a hall somewhere and schedule everybody from Christians and Jews to Muslims and Buddhists and Hindus and Zoroastrians.

“Well, we have these kids who are great football players, and they score very badly on all the tests, but we need them on the team.”

No you don’t. Start your own community team. Make up a name. Raise money for uniforms and coaches. Form a league. If these kids want to stay in school—which is a completely different matter—they’ll have to learn how to attain grades for real.

And this long-standing rule about passing kids on to the next grade, no matter how poorly they perform? Graduating them from high school even if they can’t read at fourth-grade level? Because they need to feel good about themselves? Because that’ll somehow help them wend their way through life later on?

Invent a new type of school for them and put it somewhere else. Bring in tutors. If that fails after an honest attempt, teach trades. Some of these kids will end up making more money in a trade than Harvard business-school grads.

All of the above, by the way, makes a good case for home schooling. Unless the parents themselves were shot out the top end of their schools, long ago, ill-prepared to handle reading, writing, and arithmetic.

No, the problem isn’t cookie-cutter education. It’s no education.

Now, of course, hovering over this revolution in education is the wider government becoming mommy and daddy to everyone. “Because they care.” Because they need to do this “caring” in order to obtain budget money for their departments. Because otherwise they would be useless.

And hovering over THAT is the program to convert everyone on the planet to a status much like an eternal patient with an eternal doctor.

This program is advancing based on the notion that “patient status” equals “more controllable.”

“Yes, we have to control you for your own good, because we care.”

No, they want control because they want control.


In my day, the subject that was conspicuously missing from the classroom was Logic. Once upon a time, it had been taught to children when their reading skills had progressed far enough. It was usually presented as a series of fallacies that infected the process of reasoning.

A few years ago, I decided to write a logic course to fill this gap. My strategy was to provide basic background lessons and then launch into a series of text passages seeded with fallacies and flaws. Students with the help of their teachers would find them and understand how they operated to derail lucid thinking.

I offered this 18-lesson course to home schoolers, and adults who wanted to use it for self-study.

Now it’s part of my new collection, The Matrix Revealed.

Twenty-four hundred years ago, in Athens, logic was, for the first time, explained in detail by Aristotle. It marked the beginning of a new era for humankind. Logic allowed a person to peruse a formal argument, differentiate between premises and deductions, and judge the validity of the reasoning process.

When students are taught this subject well, they turn into detectives. They realize that articles and books are more than mere lakes of information. They can trace the progress of a line of thought, and see that authors are offering evidence that leads to a conclusion.

It’s an awakening. I’ve seen it resolve what was foolishly diagnosed as ADHD. The student becomes grounded. He accrues real confidence. He can decide whether an argument is valid or invalid. He can spot flaws and describe them.

Armed with the tool of logic, he becomes independent.

This may explain why logic was dropped out of the secondary school curriculum.

God forbid the educational system should be turning out thousands of students who can really think for themselves, and think powerfully and consistently.

Note: I’m not covering the subject of college education in this piece, but I have an interesting anecdote for you. William E. Kennick taught philosophy at Amherst from 1956 to 1993. Amherst has consistently been rated as one of the top colleges in America. During his tenure, Kennick grew disturbed by the quality of papers his students were turning in. So he wrote and distributed a four-and-a-half page, single-spaced document titled, Some Rules for Writing Presentable English. The cream of the cream of American college students needed that on-the-fly tutorial to come up to basic speed. What other students at other colleges were/are producing in the way of written English is too horrible to contemplate.


So now we come to the central thesis. The modern vision of education, aside from the hard sciences, is all about unhinging or un-gluing the mind from its moorings, from its focus, from its ability to track complex thought.

Instead, we have education as: socialization; community; relativity.

This last factor is key. No particular piece of information is any more “valid” than any other piece, no more important, no more deserving of respect. Information is a soup into which one dips a spoon—coming up with whatever is there.

Over the range of society, you get young people wandering around with barely a clue. They’re dissatisfied, they’re upset, they’re resentful, they’re mystified, they’re rebellious.

To a degree, that describes every generation. But when the legs are missing, when the ability to concentrate and focus is absent, when the reasoning capacity is vastly underdeveloped, you get a stupendous crash.

It’s worse than cookie-cutter graduates heading for an assembly line. It’s the kind of trouble that spreads out in ripples, requiring assistance from the State. And that is the revelation.

That’s the society that’s being created.

For the elites who want to run things, globally, it’s not enough to gather up the most dependent people in a net and bring them over to the collectivist side with promises. No, what’s needed is a machine that PRODUCES huge numbers of newly minted dependents all the time.

Welcome to the educational wing of globalism.

Scour every textbook you can find at any level in the school system of your country. See if you can find the conjunction of the word “powerful” with the word “individual” where the implication isn’t pejorative. Where the thrust is positive. I know where my money is in that bet.

When political and economic collectivism is the goal of a society, certain things have to be done with the school system. Individualism has to be discouraged and sidelined. Status based on pure merit, achievement, and performance has to be minimized. And the core courses must lose their discipline.

Instead, group socialization, random expression of students’ opinions (based on nothing in particular), and bogus self-esteem must take center stage.

As a former teacher, I can tell you it’s rather easy to make this momentous shift. The starting point, from which the whole campaign unfolds, involves grouping together students in classes who are operating at significantly different levels of skill and ability.

For example, try teaching geometry to 20 kids who scored across a wide spectrum in their previous final exams in elementary algebra. Just try. Follow your day-to-day lesson plans and see what happens. It’s like crossing a bridge with drivers who never learned the difference between the brake and gas pedal. Chaos.

Jammed up in that baffling disorder, teachers will tend to gravitate to social concerns. They’ll encourage, wheedle, praise, empathize. They’ll try to draw out “the feelings” of students. What was once a very straightforward proposition will vaporize.

The pernicious effects of elementary-school teachers having failed to impart the basics of reading, writing, and arithmetic will explode in a tsunami by the first year of high school.

And what happened in the first place, in grades 1-5? The model of repetition, in which each new concept in a subject is drilled over and over, and tested, before moving on to the next concept, was abandoned.

When I was a child, in the 1940s, the model of repetition was intact. It was brick and mortar.

But somewhere along the line, the “person-centered psychology” of education was invented. Every child automatically became “special.” On the surface, this sounded good. It sounded like enlightenment.

But it was really a piece of psy-war. It glossed over the fact that, if each child is innately special, he/she doesn’t have to be informed of it over and over. He only has to be taught well and learn well. More than enough encouragement begins to confuse a child and make him impatient. He wants to get on with things. He wants to prove he can excel. He wants new knowledge.

The history of mainstream psychology can be boiled down to two movements. First, there were the experiments of Pavlov. Conditioned reflex. The human as machine. Then there was the therapeutic age. Endless muddled rumination on problems and difficulties, and the need for “re-enforcement.” Everyone is special. The child as beloved pet.

The arc went from robot to dependent. They were both gross failures.

When pet/dependent became the order of the day, psychiatrists proliferated their invention of mental disorders. ADD. ADHD. Oppositional Defiance Disorder. Clinical depression. Bipolar. And powerful toxic drugs came down the line, to scramble brains.

This is the real war on drugs, except the war is being fought against children by “mental-health professionals.”

Suddenly, childhood diseases which had been accepted for generations, which came and went and gave children stronger immune systems in the process, were claimed to be a horrific threat, and 20 or 30 vaccines had to be taken to prevent these illnesses.

Thus the shaping of a new and false and debilitating image of the child torpedoed children and their education.

Creating The Disabled is the cornerstone of Collectivism.

I need you. You need me. Everybody needs everybody. Whatever germs of truth lie in this ideal are crushed, because the “need” formula is artificially built. It’s a piece of debased architecture, whose real purpose is the inculcation of a reason to abandon self and individual power.

Once, the Carnegie and Rockefeller line of force viewed education as the assembly line for turning out objects that would produce other objects in mindless fashion. But that has changed. Now schools are built to become need-factories, breeding surreal socialized graduates who contemplate how political power has wronged them.

The new sign of intelligence is this: how many ways can you imagine you’ve been cheated?

And here is the kicker. Surprisingly little of this contemplation reveals the actual methods of manipulation.

But then, why would it? If children are engineered long enough, they’ll look everywhere for answers except at their hidden masters, the ones whose objective was to make them into children forever.


The Matrix Revealed

(To read about Jon’s mega-collection, The Matrix Revealed, click here.)


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.

Freedom from mind-controlled education

by Jon Rappoport

September 24, 2018

(To join our email list, click here.)

Over the past few years, I’ve written extensively about clap-trap higher education, which is turning out to be a combination of values-indoctrination, peer pressure, conformity, Leftist ideology, peppered with an astounding number of vague unexamined generalities. It adds up to intellectual starvation by attrition. It’s a war against the mind carried on by attempting to shape and control and limit the mind.

If you took the worst features of fake discourse and analysis and rolled them up into a ball, you would get college.

This is one reason why I wrote a basic logic course for high school students and included it in my collection, The Matrix Revealed.

From my own experience as a student, and from teaching teenage students, I discovered an encouraging fact: a little bit of logic goes a long way. Students respond. They wake up, for example, when they find out what a generality is, when they read examples, when they run them to ground, when they discover how many generalities end up in blind alleys with no factual support.

It’s as if the mind says, “I didn’t realize this before! I’ve been waiting for this! I want to analyze information. Here is a basic tool. I’m ready. Let’s go. I don’t want to be fooled anymore.”

The basic condition of a mind is ALERT. It’s only through the introduction of nonsense, contradiction and vagueness that the mind sinks into the mud and gives up and goes on autopilot.

There is a problem for the denizens of higher education: Students armed with logic eventually become independent. They resist indoctrination of any kind. They can perform their own investigations. They can handle information. They can discount and reject nonsense. They see through hidden agendas.

A teacher has to be ready for that and welcome it. Most teachers don’t want to face such intrusions. Open territory, open inquiries, far-ranging questions upset the planned status quo.

What should be the most exciting aspect of learning is taken as a threat.

In this regard, too many teachers are cowards. They can’t face the music of logic.

Higher education is mainly a group of designed set-pieces, whose purpose is arriving at a predictable result. Students armed with logic will rip those pieces to shreds, look at the elements, put them back together in new ways, and expose shortcomings and outright fraud. What students take to be an adventure most teachers look at as a deeply disturbing tornado.

This is the most profound meaning of censorship. The teacher essentially says to the student, “You can’t go there. Don’t think about what you’re thinking about. Don’t ruin the pattern. Don’t go into spaces where the truth is up for grabs. We’re trying to arrive at a destination, and I decide what that destination is.”

True education always contains factors of rebellion against authority—but this isn’t a mindless attack, it’s done with logic and evidence and honed thought. It can be done with a decent attitude and respect, so long as the teacher is willing to open the door to deeper and deeper analysis.

Then the classroom would be an exciting place. Then students would come in with bright eyes and minds. Then all bets would be off. Then teachers would learn new things. Then the atmosphere would crackle with possibility. Then both students and teachers would look forward to discovering what they don’t know. Then the real party would begin.

Then mind control would be a laughable absurdity.

Welcome to real school.

The lights go on. The minds go on.

The world is revealed to be a different place.


The Matrix Revealed

(To read about Jon’s mega-collection, The Matrix Revealed, click here.)


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.

Socialism equals triumph for corporate criminals

by Jon Rappoport

August 29, 2018

(To join our email list, click here.)

In several recent articles, I’ve exposed the myth that socialism is a revolution of and for the people. (‘socialism’ archive here)

I’ve presented evidence that socialism is actually a movement owned, operated, and funded by ultra-wealthy elites.

Dupes, foot soldiers, blind idealists, indoctrinated students, and low-level thugs are recruited through cutouts to serve the agenda of Rockefeller Globalists, for example, who are determined to bring about worldwide socialism.

Socialism, in a nutshell, equals ultra-rich elites (represented by the Council on Foreign Relations, Trilateral Commission, Bilderberg, etc.) owning the free market, cutting out competition, and creating more powerful, overarching, central governments.

Hidden in the plan is the granting of greater dominion to mega-corporations. This is a key fact.

The US Constitution was a document that established extremely limited central government. Regardless of the motives of the authors and the state legislatures that ratified it, the ideas contained in the Constitution were, and are, extremely oppressive toward large centralized structures controlling the people.

But there was another factor present at the beginning of the American Republic.

At the dawn of the United States, corporations were chartered and thus allowed to operate by the individual states. If a corporation, in the eyes of a state legislature, violated a basic trust by harming the people, committing offenses against the citizenry, the legislature could summarily cancel their charter and literally exile them from the state.

This power followed, in part, from the fact that corporations were not and are not individuals. They do not have the rights and freedoms of individuals. Corporations were not granted the rights of citizens in the Constitution.

Richard Grossman, an activist and scholar of US corporate history, unearthed and made lucid these facts.

At the birth of the American Republic, therefore, there was a double limitation on power. Central government and corporations were both strapped and shackled.

Of course, just as the federal government has been allowed to expand like an unchecked fungus, so has corporate power.

Under socialism (aka Globalism), mega-corporate power is the prow of a ship that sails on and on and conquers the economies of the world.

Corporate crimes go unpunished.

Contrary to popular belief, the real agenda of socialism has nothing to do with prosecuting those crimes.

The idea, for example, that greater socialism in America would defeat Monsanto is ludicrous in the extreme.

Monsanto is one of the components of actual socialism—the real, not the fake, version.

Again, socialism is by, for, and of the ultra-wealthy elites. It is not a movement on behalf of the downtrodden.

As Gary Allen puts it in his 1971 classic, None Dare call It Conspiracy: “…pressure from above and pressure from below… The pressure from above comes from secret, ostensibly respectable Comrades in the government and [elite Globalist] Establishment, forming, with the radicalized mobs in the streets below, a giant pincer around middle-class society. The street rioters are pawns, shills, puppets, and dupes for an oligarchy of elitist conspirators working above to turn America’s limited government into an unlimited government with total control over our lives and property.”

“The American middle class is being squeezed to death by a vise. In the streets we have avowed revolutionary groups… Virtually all members of these groups sincerely believe that they are fighting the Establishment. In reality they are an indispensable ally of the Establishment in fastening Socialism on all of us. The naive radicals think that under Socialism the ‘people’ will run everything. Actually, it will be a clique of Insiders in total control, consolidating and controlling all wealth. That is why these schoolboy Lenins and teenage Trotskys are allowed to roam free and are practically never arrested or prosecuted. They are protected. If the Establishment wanted the revolutionaries stopped, how long do you think they would be tolerated?”

Gary Allen wrote that passage in 1971. Does it ring a familiar bell now?


As philosopher George Santayana famously wrote in 1905, “Those who cannot remember the past are condemned to repeat it.”

Equally famous is the prescription for all advertising: repeat the same message over and over, so it sinks into the mind and forms a false impression of truth.

Thus it has been with the basic message of socialism. “This is a form of government that finally serves the people. It is the people rising up to take the reins of power.”

Once that notion is rigidly fixed in consciousness, it is impossible to believe socialism is actually emanating from the elite of the elite.

Fortunately, more and more people are waking up to the basic con of fake news, which doesn’t only broadcast distorted current events spooling out through screens, day by day.

Basic themes of fake news also span decades and even centuries.

What will happen when enough young people, who want to tear down the structures of the monopolists, realize those same men are bankrolling them in the streets?

What will happen when these young people realize their teachers and mentors and handlers and professors have been feeding them the precise reverse of the truth?

As long as independent media continue to proliferate, that day is coming.


The Matrix Revealed

(To read about Jon’s mega-collection, The Matrix Revealed, click here.)


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.