Matrix logic and Real logic

by Jon Rappoport

October 26, 2016

Included in the The Matrix Revealed is a full 18 lesson Logic & Analysis course, with a teacher’s manual, detailed lesson plans, and a final exam. It’s not a seminar or a workshop or a quick “survey.”

Logic, these days, has been replaced in schools with a mind-control apparatus that involves the following:

EVERY POINT OF VIEW IS EQUAL.

EVERYBODY HAS TO CONTRIBUTE TO THE WHOLE.

CRITICAL THINKING LEAVES PEOPLE OUT OF THE GROUP AND IS THEREFORE PREJUDICIAL.

If you favor this new formulation and think it’s useful, I have condos on Jupiter for sale.

The point of modern education, more and more, is the GROUP.

“Good people belong to the group.”

“The Group is everything.”

“If you don’t belong to the Group, you have a mental disorder.”

Why is all this emphasis put on the Group?

The answer to that question also gives you the reason logic isn’t taught in schools anymore:

The independent self-sufficient individual is being phased out.

The independent individual who knows how to think and make lucid judgments on his own is a threat to the EMERGING RELIGION OF GLOBALISM.

The emerging religion of Globalism is a fuzzy image of THE GROUP.

The hive.

The colony.

The nest.

The planet.

Mother Earth.

Some people think education has been hijacked for the purpose of training children to become robotic workers for the State. That’s partly true, but I beg to differ. Actually, education is the proving ground for the religion of the Group. That is its real goal. And it’s been the goal for some time.

This religion doesn’t need or want logic. Logic would be disruptive. It would differentiate one student from another. It would reveal there are ways to analyze information that actually come to valid conclusions. Logic isn’t fuzzy. It doesn’t promote the all-inclusive hive.

A few years ago, I spoke to a teacher who was introducing his class to logic. He told me, “These are very bright kids. They’re all going to college. They said they couldn’t learn logic. They couldn’t do it. They had some kind of mental block.”

As we talked further, it became obvious that the mental block was an idea of THE GROUP. These kids had already been indoctrinated into “cooperative thought.” They instinctively realized that, if they studied logic, the Group would break apart. Each student would have to stand on his own, and that prospect was frightening.

In the religion of the Group, one of the key concepts is “the sustainability of the planet,” which is, after all, the largest group. This “sustainability” catchphrase is the leading edge of a vast movement to decide how you, as a UNIT, an energy-consuming UNIT, will be regulated in the overall scheme of things.

Your life will be ruled by decisions of the “wise ones,” who understand how to distribute all the available resources of the planet.

This is a perverse machine, but it needs to be presented as something soft and spiritual, in order to be sold: the “needs of the Group.”

I’ve actually had students tell me, in their fumbling way, that they have an obligation to think like everyone else. Or if they’re rebels, they have a duty to rebel like other rebels.

When I started writing this website twelve years ago, I explained that the elite Plan was “ant colonies of the 21^st century.” I’m glad to see other people are catching up and realizing this really is on the agenda.

Logic is a sword that cuts through all that. It wakes up the sleeping mind. It doesn’t paint vague and pretty pictures. It has nothing to do with what the Group thinks or has been taught to think.

Logic isn’t a cooperative enterprise. That’s why it was exiled from school systems a long time ago.

I’ve talked to many teachers (I used to teach school) who tell me they lead their students on this basis: “we’re all in this together.”

It sounds nice, but it has nothing to do with education. It’s a con. It’s a way of avoiding teaching. Once a teacher walks down that road, he’s finished. He’s regressing back to being a child. He’s forfeiting his position. He’s involved in socializing. It can work for a picnic but not for school.

The cooperative spirit in the classroom is really the prelude to the religion of the Group. “We’re all in this together” is the initial sales pitch.

I remember, 40 years ago, I had an argument with a teacher who was very annoyed that I was attacking the “spirit of the group” concept. He was absolutely convinced that the atmosphere he promoted in his classroom was instrumental in making education work. He was deeply offended that I was questioning it. For him, it was inconceivable that I couldn’t see the value of “sharing and caring” in the classroom. Hadn’t I ever played sports? Didn’t I know what a team was? Hadn’t I ever experienced the joy of friendship in a group?

I told him many of his kids were scoring quite badly in his class exams.

Apparently, this was beside the point. He was heroic, he was a good guy, he was a cheerleader for friendship and tolerance, he was concerned about feelings and self-esteem, he was doing his best to make good human beings out of his kids.

I knew all his moves. I had heard them before.

They didn’t make a dent, because in my college days the most compassionate professor I’d had taught me logic. He was also the most exacting professor. He put his students through the mill, and it was exciting. And when, years later, I started working as a reporter, I was already ahead of the game.

A person either wants to think for himself—and knows how to—or he prefers the hazy hive-like existence of belonging to something that is less than he is.

It’s that simple.

Logic gives you the option of making the first choice and avoiding the second.

Shortly before I graduated from college, I had a talk with my logic professor in his office.

I told him that, from what I could see, the whole path of Western history, starting from ancient Athens, where logic was discovered, involved individuals separating themselves from groups. This was the keynote of progress. These individuals could and did think for themselves and rejected group consciousness.

He paused for a few seconds. Then he said he’d give me a little friendly advice. If I started making a big deal out of it and shooting my mouth off—as I was prone to do—I was going to encounter unpleasant resistance.

That was 1960. The brainwashing campaign, based on The Group, was already well underway.

I finished my formal education just before the really big wave hit. The educrats and the elite planners were putting the finishing touches on their blueprint for “participatory education.”

Under that system, the students would be encouraged to believe their ideas and feelings were just as important as their teachers’. By extension, the students were really in class to make their feelings known and help lead the way to a more just world.

Like any social movement, there was a little truth in the notion. Otherwise, it wouldn’t have gained traction. But the larger part of participatory education is anti-learning. Learning is supposedly done more through some magical osmosis, the result of the students and teachers rubbing off on each other. “It’s a process.”

Slice that baloney any way you want to, it’s still baloney. And when the meal is over, the students have no knowledge of logic, which is the foundation for rational thought. They’re cut loose on a river with no paddle. They have an inflated sense of self-worth, and no understanding to back it up.

Out in the world, after school is behind them, what do you think these graduates are going to be attracted to? Anything and anyone who sounds like he’s talking about the GROUP, who praises and elevates the GROUP, who promotes the Collective, who emphasizes how we’re all in this together for a better world.

Only it isn’t a better world. It isn’t, because these half-educated young adults never became truly independent individuals. And because “better world” is the flag behind which sits the actual scenario: self-appointed priests directing devotees in the Church of Sustainability. All life, all resources, “for the sake of Mother Earth,” being guided and run from Central Planning.

Some day, unless we turn this around, these ex-students will be complaining, “We didn’t think we were signing up for this!”

Small correction: you didn’t really think at all, because you never learned how.

As I put together The Matrix Revealed, I made sure to show Matrix as a work in process, an ongoing enterprise, a work of art, as it were, that can be dismantled—as a person takes another road of his own.

This is vital. It transforms victimization into inspiration.

In my work, I was assisted by interviewees who profoundly understood all this.

Here are the contents of The Matrix Revealed:

* 250 megabytes of information.

* Over 1100 pages of text.

* Ten and a half hours of audio.

The 2 bonuses alone are rather extraordinary:

* My complete 18-lesson course, LOGIC AND ANALYSIS, which includes the teacher’s manual and audio to guide you. I was previously selling the course for $375. This is a new way to teach logic, the subject that has been missing from schools for decades.

* The complete text (331 pages) of AIDS INC., the book that exposed a conspiracy of scientific fraud deep within the medical research establishment. The book has become a sought-after item, since its publication in 1988. It contains material about viruses, medical testing, and the invention of disease that is, now and in the future, vital to our understanding of phony epidemics arising in our midst. I assure you, the revelations in the book will surprise you; they cut much deeper and are more subtle than “virus made in a lab” scenarios.

The heart and soul of this product are the text interviews I conducted with Matrix-insiders, who have first-hand knowledge of how the major illusions of our world are put together:

* ELLIS MEDAVOY, master of PR, propaganda, and deception, who worked for key controllers in the medical and political arenas. 28 interviews, 290 pages.

* RICHARD BELL, financial analyst and trader, whose profound grasp of market manipulation and economic-rigging is formidable, to say the least. 16 interviews, 132 pages.

* JACK TRUE, the most creative hypnotherapist on the face of the planet. Jack’s anti-Matrix understanding of the mind and how to liberate it is unparalleled. His insights are unique, staggering. 43 interviews, 320 pages.

Also included:

* Several more interviews with brilliant analysts of the Matrix. 53 pages.

* The ten and a half hours of mp3 audio are my solo presentation, based on these interviews and my own research. Title: The Multi-Dimensional Planetary Chessboard—The Matrix vs. the Un-Conditioning of the Individual.

(All the material is digital. Upon ordering it, you’ll receive an email with a link to it.)

This work is all about reinstating individual power, above and beyond what the Matrix implies and stands for. It is about insight, yes—but it is also about liberating one’s consciousness from the habit of accepting life on the terms by which it is given to us.

Thought and action can align themselves with Matrix, or they can strike out in a far more adventurous and galvanizing direction. A thrilling direction unique to each individual.

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 29^th 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.