Preparing a mind for logic

Preparing a mind for a true education

by Jon Rappoport

October 19, 2016

I’ve written a number of articles about the extreme value of logic for children and adults.

In my collection, The Matrix Revealed, I include my basic beginning logic course. And in my collection, Power Outside The Matrix, I include a long, more advanced section, Analyzing Information in the Age of Disinformation.

Here I want to discuss some of the favorable preconditions for studying logic.

The person should, in early childhood education, have done reading and arithmetic the old-fashioned way. That means step-by-step accumulation of skills.

For example: arithmetic should take up addition, subtraction, multiplication, and division in that order. In each case, simple short numbers would be used; then longer numbers. This introduces the student to firmly grounded procedures, which he practices over and over. There are many exercises; their purpose is to leave no doubt in his mind that he can execute the procedures properly. He becomes used to the idea that following a routine leads to the correct result.

The “new math” and Common Core around-the-barn methods are absolutely out. Forbidden. They are designed to cause trouble and confuse. They dissociate the natural connections between numbers and things. They deploy superfluous abstract processes. They do not ground the student.

Reading should sensibly begin with the alphabet. The student learns the alphabet. In sections, he eventually memorizes the whole sequence from A to Z. He learns to print the letters. He is introduced to very simple words. He learns to pronounce them. Under the teacher’s guidance, he begins to read from a primer. Step by step, reading becomes doable.

Reading and arithmetic do not explicitly teach logic, but they do teach processes that embody logic.

I can still remember an early demonstration of addition: 18 plus 16. The teacher was showing us the “carrying” method. Write 16 below 18. Add 8 and 6. You get 14. Write down 4 and carry the 1. Now add 1 and 1, and then add the carried 1: You have 3. You get a sum of 34. Now look at two groups of marbles on a table. Count the first group: 18. Count the second group: 16. Now count all the marbles: 34. Now look back at the addition of 18 and 16 on the piece of paper in front of you: 18 plus 16 equals 34. Magic. We had just been shown a way to arrive at the correct answer without “counting all the marbles.” We were introduced to method, process. We could use this method over and over, with any numbers. It was new, it was good, it was reliable.

The Matrix Revealed

This is the sort of preparation that clears the way, in later years, for the study of logic—if logic is taught. Of course, it isn’t taught. It’s missing from the curriculum, because logic makes minds independent and strong and virtually impossible to control.

Now imagine we had learned arithmetic according to the “new math” or Common Core tactics. Confusion at the outset. Many unnecessary steps. An attempt to divorce the world of numbers from the world of things. If, later, we had been introduced to logic, it would have seemed like scrambled eggs, because our minds were already scrambled.

Now here is the bigger picture:

Learn logic. Learn systems. Learn them well. Learn them step by step. Become immersed in systems. Then learn about the power of imagination, where all systems are off the table. Use your imagination to the fullest. Then become able to travel back and forth between logic and imagination. Logic is a map of the way physical reality works. Imagination is a force that exceeds What Already Is and invents new realities without limit.

This was my guide in putting together my three Matrix collections: power of logic, power of imagination. Back and forth. The ability to travel from one to the other, at will. That’s why I included over 50 imagination exercises in Exit From The Matrix.

These are the two great foundations of a true education: logic and imagination. They are prime, in any era, in any society, in any conditions.

In the history of education, this has rarely, if ever, been stated succinctly.

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 or OutsideTheRealityMachine.

5 comments on “Preparing a mind for logic

  1. Logic is necessary to understand and comprehend the world. Nice post

  2. Oliver K. Manuel says:

    Thank you for posting the importance of logic in education. Unfortunately, you also have to be a detective to figure out what information is being withheld by government and its research agencies. It is, for example, easy to obtain quantitative information from federal research agencies on the percent (%) change over a typical solar cycle in:

    a.) TSI (total solar irradiance)
    b.) The cosmic ray flux on Earth
    c.) The O/Fe ratio in the photosphere
    d.) The 20Ne/22Ne ratio in the solar wind

    Why are federal research agencies so willing to provide quantitative information on (a), but not on (b), (c) and (d)?

    The answer may be found in an aborted 2004 UC-Berkley study of more than 1,000 solar-type stars during periods of inactivity, like the Maunder minimum from 1645 until 1714:

    The study was aborted when they discovered the stars are “rich in metals like iron and nickel,” “They are not in a temporary maunder Minimum, but a permanent one. They’re dead,” Marcy said.

  3. MA in MO says:

    This is so true — “This introduces the student to firmly grounded procedures, which he practices over and over” — however now they start students in the first grade trying to teach them subjective material, is / or, this or maybe this, and students simply cannot comprehend the material. They do not have a foundation to base decisions on and they definitely do not have the maturity or experience to ascertain the best decision or course of action. May the Lord have mercy.

  4. mrcamillon says:

    The education in America is lame. When my youngest daughter told me she could not understand multiplication. I told her 3×3 is the same as 3+3+3. They are both 9. I was told with out any terms I could not teach my child math in such away. This is what is wrong with an education in America. Everyone does learn the same way. A good teacher will give you a solution for a problem that is the same. Like 2+2 is the same as 3+1.

  5. Lord Windemere says:

    True. Some people just look up equations to use without understanding what they mean. For example, the production rate of estrogen has been calculated thus:

    Production rate = plasma concentration x MCR

    Where the Metabolic Clearance Rate is determined by infusing subjects with high dose estrogen for hours. Using this method, the estimated estrogen production rate in men is ~140 ug/day. This seem high to me, and I think that production rate for a hormone should be measured thus:

    production rate = elimination rate

    And I spent hours compiling data and converting units to arrive at a figure of ~25 ug/day. This is for both elimination routes and has been corroborated by more than three studies.

    During my search, I found an interesting little comment hidden deep in an article from the 70’s that said: “infusion rate equals plasma concentration times metabolic clearance rate [estrone].” The equation for this is:

    Infusion rate = plasma concentration x MCR

    This is identical to the production rate equation!!! Duh. They aren’t calculating the production rate at all, but merely restating the infusion rate!

    They want us to think that the concentration of estrogen in dairy products can’t effect our hormones, so they overestimate the endogenous daily production rate with an unphysiologically sound and illogical method.

    One liter of modern cow’s milk [pregnant cow] has about 1 ug of estrogens. There are studies from Japan that show that this can effect our plasma and urinary estrogen levels. Normal men have a plasma concentration of about 20 nanograms per liter.

    The concentration of pregnant cow’s milk can be 50 times higher than a male’s plasma concentration.

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