Education and the dismantling of the mind

When the solution is worse than the problem

by Jon Rappoport

January 28, 2019

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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.

The State weaponizes education to create ignorance

The State weaponizes education to create ignorance

Independent Education: the crisis and the crossroad

by Jon Rappoport

November 7, 2018

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A hundred fifty years ago, at least some Americans recognized that all serious discourse depended on the use of the faculty called Reason.

Formal debate, science, and law all flowed from that source.

A common bond existed in some schools of the day. The student was expected to learn how Reason operates, and for that he was taught the only subject which could lay out, as on a long table, the visible principles: Logic.

This was accepted.

But now, this bond is gone.

The independence engendered by the disciplined study of logic is no longer a desired quality in students.

The classroom, at best, has taken on the appearance of a fact-memorization factory; and we should express grave doubts about the relevance and truth of many of those facts.

A society filled with people who float in the drift of non-logic is a society that declines.

Ideologies that deny individual freedom and independence are welcomed with open arms.

When education becomes so degraded that young students are no longer taught to reason clearly, private citizens have the obligation rebuild that system so the great contribution to Western civilization—logic—is reinstated in its rightful place.

Logic, the key by which true political discourse, science, and law were, in fact, originally developed, must be unearthed.

Logic and reasoning, the capacity to think, the ability to analyze ideas—an ability which has been forgotten, which has been a surpassing virtue in every free civilization—must be restored.

Once a vital thing has been misplaced, buried, and covered over by mindless substitutions, people cannot immediately recognize the original thing has any importance, meaning, or existence.

To declare its importance makes no sense to “the crowd.” They look bewildered and shake their heads. They search their memories and find nothing.

They prefer to adhere to rumor, gossip, accusation, wild speculation, and fear mongering as the primary means of public discourse and assessment of truth.

These habits light their paths. These reflexes give them some degree of pleasure. These idols become their little gods.

To win out over such attachments and superstitions is a job for the long term.

But if our labors yield rewards, we can once again bring import to education, and to the idea of authentic freedom that once cut a wide swathe through darkness.

A string of direct and distracting abuses has saddled our schools. Among them:

* Teachers believe they need to entertain children, in order to capture their attention;

* School systems have substituted the need for public funds in the place of actually supplying a sound education;

* Under the banner of political correctness, school texts have been sanitized to the point of sterility, in order to avoid the possibility of offending, to the slightest degree, any group;

* Students rarely confront information in the form in which it is delivered to people all over the world—they confront substitutes;

* Students have, in this respect, been coddled;

* Subjects such as sex education, which belong in the family, have been delivered into the hands of schools and teachers;

* Indeed, in certain key respects, schools are asked to substitute and stand in for parents;

* Masked as “learning opportunities,” various political agendas have been inserted in school curricula;

* The basis on which every historic document establishing some degree of freedom was debated and drafted—logical thought—has been eliminated from the curriculum as a serious discipline;

* Students are permitted and even encouraged to drift and grasp at superficially attractive ideas and fads of the moment;

* In this respect, freedom has been reinterpreted to mean “mental incapacity and wandering thought”;

* The vast contributions of the ancient Greek civilization, where logic as a crucial subject was born, have been obliterated, minimized or summarized in sterile fashion;

* Logic, the connective tissue which binds together the progression of ideas in rational argument, has been kept away from students;

* The result is the production of shallow minds that cannot see the architecture of reasoning;

* Students, at sea, begin to invent wholly insufficient standards for accepting or rejecting various points of view and supposed authorities;

* Students lose their true independence without ever having gained it;

* The low level of overall literacy in our schools is matched only by the non-comprehension of rational thought;

In the presence of these and other deficiencies and abuses, students are pushed through, from grade to grade, graduation to graduation, as a bureaucratic function, regardless of their ability.

Therefore, citizens of good intent must offload this system. They must assume responsibility for teaching children the missing key to education.

Logic; the capacity to reason, to think lucidly; to separate sense from chatter; to discover deception and avoid being influenced by it; to remain free and independent from the shifting opinions of “the herd”; to maintain personal liberty in the face of every spurious enticement to abandon it; to come to grips with competitive sets of First Principles which will lead to freedom or slavery; these are the stakes in our time.

This is the crossroad.

Choose the path that can bring us the fulfillment of a worthy goal.

Choose reason over vacuous mindlessness.

We, who still know the power of the mind, and who understand how that power can be harnessed to shape independence and liberty, can bring, out of the dust of recent history, an education that truly trains the intellect.

Logic is the foundation of such an education.

If schools, which have become madhouses and factories and toxic medical dispensaries, will not teach it, we can teach 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.

Bill Gates vs. freedom

by Jon Rappoport

September 25, 2018

(To join our email list, click here.)

“Under the surface of this global civilization, a great and secret war is taking place. The two opponents hold different conceptions of Reality. On one side, those who claim that humans operate purely on the basis of stimulus-response, like machines; on the other side, those who believe there is a gigantic thing called freedom. Phase One of the war is already over. The stimulus-response people have won. In Phase Two, people are waking up to the far-reaching and devastating consequences of the Pavlovian program.” (The Underground, Jon Rappoport)

“From the moment the first leader of the first clan in human history took charge, he busied himself with this question: ‘What can I say and do that will make my people react the way I want them to.’ He was the first Pavlov. He was the first psychologist, the first propagandist, the first mind-control boss. His was the first little empire. Since then, only the means and methods have changed.” (The Underground, Jon Rappoport)

A thought-form is a picture-plus concept in the mind that tends to guide behavior.

A dominant thought-form in Earth civilization today is: universal rule through gigantic, highly organized structures; e.g., mega-corporations that owe no allegiance to any nation.

Imagine a few thousand such corporations with interlocking boards and directorates; colluding with super-regional governments and their honeycombed bureaucracies; combined with regional armies, intelligence agencies and technological elites; hooked to a global surveillance operation; in control of media; cooperating with the largest organized religions on Earth.

Imagine all this as essentially one organization—and you see the thought-form in its wide-screen version.

Top-down as top-down has never been before.

Functions and compartments defined and specialized at every level, and coordinated in order to carry out policy decisions.

As to why such a thought-form should come to dominate human affairs, the simplest explanation is: because it works.

But beneath that answer, for those who can see, there is much, much more.

Individuals come to think that “effective” and “instrumental” and “efficient” are more important than any other issues.

Keep building, keep expanding, keep consolidating gains—and above all else, keep organizing.

Such notions and thought-forms replace life itself.

The Machine has come to the fore. All questions are now about how the individual sees himself fitting into the structure and function of The Machine.

Are human beings becoming social constructs?

Populations are undergoing a quiet revolution. We can cite some of the reasons: television; education; job training and employment requirements; the Surveillance State; government organizations who follow a “zero tolerance” policy; inundation with advertising.

Yes, it’s all geared to produce people who are artificial constructs.

And this is just the beginning. There are a number of companies (see, for example, affectiva.com) who are dedicated to measuring “audience response” to ads and other public messages. I’m talking about electronic measuring. The use of bracelets, for instance, that record students’ emotional responses to teachers in classrooms, in real time. (Bill Gates shoveled grant money into several of these studies.)

Then there is facial recognition geared to the task of revealing how people are reacting when they sit at their computers.

Push-pull, ring the bell, watch the dog drool for his food. Stimulus-response.

It’s not much of a stretch to envision, up the road a few years, whole populations more than willing to volunteer for this kind of mass experimentation. But further than that, we could see society itself embrace, culturally, the ongoing measurement of stimuli and responses.

“Yes, I want to live like this. I want to be inside the system. I want to be analyzed. I want to be evaluated. I want to accept the results. I want to be part of the new culture. Put bracelets on me. Measure my eye movements, my throat twitches that indicate what I’m thinking, and my brain waves. Going to a movie should include the experience of wearing electrodes that record my second-to-second reactions to what’s happening on the screen. I like that. I look forward to it…”

In such a culture, “Surveillance State” would take on a whole new dimension.

“Sir, I want to report a malfunction in my television set. I notice the monitoring equipment that tracks my responses to programs has gone on the blink. I want it reattached as soon as possible. Can you fix it remotely, or do you need to send a repair person out to the house? I’ll be here all day…”

People will take pride in their ongoing role as social constructs, just as they now take pride in owning a quality brand of car.

The thought process behind this, in so far as any thought at all takes place, goes something like: “If I’m really a bundle of responses to stimuli and nothing more, then I want to be inside a system that champions that fact and records it…I don’t want to be left out in the cold.”

Here is a sample school situation of the near future: for six months, Mr. Jones, the teacher, has been video recorded, moment by moment, as he instructs his class in English. All the students have been wearing electronic bracelets [apple watches], and their real time emotional responses (interest, boredom, aversion) have also been recorded. A team of specialists has analyzed the six months of video, matching it up, second by second, to the students’ responses. The teacher is called in for a conference.

“Mr. Jones, we now know what you’re doing that works and what you’re doing that doesn’t work. We know exactly what students are positively reacting to, and what bores them. Therefore, we’re going to put you into a re-ed seminar, where you’ll learn precisely how to teach your classes from now on, to maximize your effectiveness. We’ll show you how to move your hands, what tone of voice to use, how to stand, when to make eye contact, and so on…”

Mr. Jones is now a quacking duck. He will be trained how to quack “for the greater good.” He is now a machine toy. Whatever is left of his passion, his intelligence, his free will, his spontaneous insights, his drive to make students actually understand what they’re learning…all subordinated for the sake of supposed efficiency.


Think this is an extreme fantasy? See the Chicago Tribune, June 12, 2012, “Biosensors to monitor students’ attentiveness”:

“The Bill & Melinda Gates Foundation, which has poured more than $4 billion into efforts to transform public education in the U.S., is pushing to develop an ‘engagement pedometer.’ Biometric devices wrapped around the wrists of students would identify which classroom moments excite and interest them — and which fall flat.”

“The foundation has given $1.4 million in grants to several university researchers to begin testing the devices in middle-school classrooms this fall [2012].”

“The biometric bracelets, produced by a Massachusetts startup company, Affectiva Inc, send a small current across the skin and then measure subtle changes in electrical charges as the sympathetic nervous system responds to stimuli. The wireless devices have been used in pilot tests to gauge consumers’ emotional response to advertising.”

“Gates officials hope the devices, known as Q Sensors, can become a common classroom tool, enabling teachers to see, in real time, which kids are tuned in and which are zoned out.”

“Existing measures of student engagement, such as videotaping classes for expert review or simply asking kids what they liked in a lesson, ‘only get us so far,’ said Debbie Robinson, a spokeswoman for the Gates Foundation. To truly improve teaching and learning, she said, ‘we need universal, valid, reliable and practical instruments’ such as the biosensors.”

“The Gates Foundation has spent two years videotaping 20,000 classroom lessons and breaking them down, minute by minute, to analyze how each teacher presents material and how those techniques affect student test scores.”

“Clemson received about $500,000 in Gates funding. Another $620,000 will support an MIT scientist, John Gabrieli, who aims to develop a scale to measure degrees of student engagement by comparing biosensor data to functional MRI brain scans [!] (using college students as subjects).”

When you boil it down, the world-view represented here has nothing to do with “caring about students.” It has everything to do with the Pavlovian view of humans as biological machines.

What input yields what response? How can people be shaped into predictable constructs?

As far as Gates is concerned, the underlying theme, as always, is: control.

In this new world, the process of thinking and comparing and independently judging, and the freedom to make individual choices…well, for whatever that was worth, we can’t encourage it for a whole society. It’s too unpredictable. We don’t have time for that sort of thing. No, we have to achieve reduction. We have to seek out lowest common denominators.

This is what universal surveillance is all about; the observation of those denominators and the variances from them—the outlying and therefore dangerous departures from the norm.

“Well, we’ve tracked Mr. Jones’ classroom for a year now, and we’ve collated all the measurements of reactions from the students. It was a wonderful study. But we did notice one thing. All the students showed similar patterns of reactions over time…except two students. We couldn’t fit them into the algorithms. They seemed to be responding oppositely. It was almost as if they were intentionally defecting from the group. This signals some kind of disorder. We need a name for it. Is it Oppositional Defiance Disorder, or is it new? We recommend attaching electrodes to those two students’ skulls, so we can get a better readout of their brain activity in real time.”

You see, everything must be analyzed on the basis of stimulus response. Those two students are suffering from a brain problem. They must be. Because if they aren’t, if they have the ability to choose and decide how to respond, then they have free will, and that can’t be measured. Much deeper, that also suggests an X-factor in humans, wherein the flow of chemicals and atoms and quarks and mesons and photons don’t tell the whole story. The rest of the story would imply the existence of something that is…non-material…above and beyond push-pull cause and effect.

The gatekeepers of this world are obsessed with ruling that out. They guard Reality itself, which is to say, their conception of Reality. They are willing to spend untold amounts of money to make that Pavlovian conception universally accepted and universally loved.

Because they own that conception. They are the self-appointed title holders. They are the kings of that domain.

I feel obligated to inform them that their domain is much, much smaller than they think it is. And in the fullness of time, which is very long, the domain is going to fall and crack and collapse and disintegrate. And all their horses and all their men won’t be able to put it back together.

Eventually, a man like Bill Gates will be forgotten. He’ll be a small footnote on a dusty page in a crumbling book in a dark room on a remote island.

A morbid venal fool who chased, for a brief moment, fool’s gold.

There is an irreducible thing. It’s called freedom. It is native to every individual.

Sometimes it rears its head in the middle of the night, and the dreamer awakes.

And he asks himself: what is my freedom for?

And then he begins a voyage that no device can record, measure, or analyze.

If he pursues it long enough, it takes him out of the labyrinth.

Pavlov wrote: “Mankind will possess incalculable advantages and extraordinary control over human behavior when the scientific investigator will be able to subject his fellow men to the same external analysis he would employ for any natural object…”

Basically, Pavlov was promoting the idea that whatever an individual perceives and feels about his own experience is a confused mess and an obstruction.

Rather, the individual should ignore all that tripe, and instead, allow himself to be a “natural object,” see himself as a clean and simple response mechanism, as planned inputs cause him to behave in various ways.

In other words, then he will have no life.

Bill Gates and other elite planners are working toward this end.

When Ray Kurzweil talks about hooking brains up to super-computers, he is envisioning a process of downloading that goes beyond choice. Somehow, automatically, the brain and the individual (he apparently believes they are the same thing) will receive inputs that translate into knowledge and even talent. This is another fatuous version of Pavlov.

In Brave New World, Huxley wrote: “Hot tunnels alternated with cool tunnels. Coolness was wedded to discomfort in the form of hard X-rays. By the time they were decanted the embryos had a horror of cold. They were predestined to emigrate to the tropics, to be miner[s] and acetate silk spinners and steel workers. Later on their minds would be made to endorse the judgment of their bodies. ‘We condition them to thrive on heat’, concluded Mr. Foster. ‘Our colleagues upstairs will teach them to love it’.”

Stimulus-response.

If researchers developed this technology, who could doubt that elite planners would push it forward? It would be the culmination of their dream.

The freedom of the individual, his innate capacity to make wide-ranging choices, is the monkey wrench in the program. It is anti-stimulus-response.

This is why you would have to search far and wide to find, in one school, anywhere, on any level, a course that examines and promotes individual freedom.

It is anathema to the plan.

It is the silver bullet for the vampire.

Freedom comes from Within the individual, not from Without.

On the level of political control, freedom emerged and broke through during centuries of struggle.

Now, and in the future, every individual carries that torch.

So it is incumbent on the individual to understand the scope and meaning and power of his own freedom, and to decide for himself what his freedom is FOR.

What will he choose to launch from that great space?


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.

What is the immune system of the mind?

What is the immune system of the mind?

by Jon Rappoport

March 21, 2018

We’re familiar with the body’s immune system. It mounts a reaction to intruders, and in the process it swings into a full inflammatory response. Swelling occurs. Fever. The result, if the immune system is healthy, is the banishing of the intruders and a return to well-being. The body gains a victory—and the person builds confidence in his ability to stave off attacks.

The mind has the potential to operate in a similar fashion. But there are prerequisites. The mind needs basic ideas and principles on which to erect its response.

These basics are inherent in a healthy mind: the desire for freedom, for self-sufficiency, for the creation of a desired future, for committed work in that direction.

In the absence of these strong fundamentals, the mind will not mount a direct immune response against intruders. It will be clueless.

What are the intruders? Well, they are precisely the external influences that lessen, minimize, squelch, and sideline the inherent basics.

Whatever would challenge freedom, self-sufficiency, committed work on behalf of creating a desired future—THESE are the factors the mind’s immune system responds against.

But if the mind has been tuned to DEPENDENCE, all bets are off. The immune system is confused. It doesn’t respond swiftly and decisively. It is looking for, and favoring, more dependence, and so it is essentially working backwards. It has already let the opponent in the door.

When intruding ideas enter—ideas that try to reject freedom and self-sufficiency—the mind’s immune system allows them deep inside. There is no defense. There is no full inflammatory response.

When the mind is fortified with the basics, it sees these destructive ideas for what they are, and it nullifies them. There may be a period of crisis, during which the mind is sorting out thorny deceptions and coming to terms with them. But finally, it sees with clarity, and it wins.

What now passes for education plays a role here. If schools downplay the strength of the mind, if they offer a flabby flaccid curriculum over a period of years, the mind tends toward surrender. And the stepchild of surrender is dependence. Game over.

In the culture, these things used to be understood fairly well. That day is gone.

Now, it’s up to the individual.


Exit From the Matrix

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


(New piece up at my OUTSIDE THE REALITY MACHINE blog entitled
“Physics, free will, and imagination”)


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.

Illiteracy leads to censorship

Illiteracy leads to censorship

by Jon Rappoport

March 7, 2018

“…intellectual freedom is a deep-rooted tradition without which our characteristic western culture could only doubtfully exist. From that tradition many of our intellectuals are visibly turning away. They have accepted the principle that a book should be published or suppressed, praised or damned, not on its merits but according to political expediency. And others who do not actually hold this view assent to it from sheer cowardice.” (George Orwell, 1953)

When those who control public discourse, in a nation, see that they are losing to upstarts, that their flimsy ideas are being supplanted by much stronger ideas from these newcomers (who are actually traditionalists), the shocked controllers turn to the more direct strategy of censorship.

In terms of substance, and even popularity, the ministers of truth are losing; so they abandon reasoned discourse altogether. They desert this fertile, competitive, and NECESSARY territory. They no longer debate. They ban.

Among their supporters are crowds of illiterates.

There are many people who, because their education was a vaporous thing, have no interest in the written or spoken word.

The reason is obvious: they can’t read.

Their natural impulse is to make excuses. “Who needs books?” “People who write books are showing their privilege.”

For these excuse-makers, book burning would mean NOTHING. All that matters is: what slogans should I shout?

For the illiterate, a book is a mystery. How could anyone put all the words together and write one? Somehow, the author must have a secret method of downloading the book from an elite source, a cloud, a machine, a trick in their DNA.

A book, a report, an article, a study, an essay—millions of people in “advanced societies” don’t have a clue. When censorship tightens, who cares? It’s just words.

IT’S JUST WORDS.

Long ago, when I taught school, I had an experience I wish many people could share. Twenty children in a 10th-grade classroom. No student was reading up to that grade level. Each student was reading at a DIFFERENT (sub-standard) level. Time to teach reading. How could it be done? It couldn’t.

Elite societal players welcome illiteracy. They love it. It’s one of their cherished goals. Ignorance is good. More than that, illiterate people are easy to convince that repressive censorship isn’t a problem. It’s just something that “happens.”

If you don’t have “the right ideas,” you should be censored.

IT’S JUST WORDS.

Words are useless “things” like tacks and marbles and crayons and paper clips. Who cares?

“Don’t you see that the whole aim of Newspeak is to narrow the range of thought? In the end we shall make thoughtcrime literally impossible, because there will be no words in which to express it. Every concept that can ever be needed, will be expressed by exactly one word, with its meaning rigidly defined and all its subsidiary meanings rubbed out and forgotten.” (George Orwell, “1984”)

At its root, illiteracy becomes a form of reductionism. What can be comprehended, discussed, debated, or reasoned shrinks.

IT’S JUST WORDS.

Illiteracy is more effective than political correctness. Untold numbers of people can’t understand the sentences that are floating and flying by them every day. They register this by building up anger. Unfocused anger. They are perfect fodder for know-nothing social and political movements that requite violence and repression. After all, they were repressed, weren’t they? Weren’t they left hanging out in the wind by their education, their schooling? Now is the time for revenge.

Along the way, censorship becomes a very good thing. They were limited in what they learned; therefore, limit everyone else. Why not?

IT’S JUST WORDS.

There is a sub-text percolating in many, many schools: “All right, you students, this is your education. We’re going to keep you from learning the language. We’re going to hold it back from you. At the same time, we’re going to praise you and push you ahead from grade to grade. You’ll know something is wrong. But you’ll accept what we do to you. It’s easier. You’ll take a ride through school, and then we’ll dump you out into the world. We’re making rebels wholesale. Ignorant rebels. Rebels without the tools for THINKING. You’ll have to find a place where thinking isn’t important. Good luck. Here’s a suggestion. Find a group where all you have to do is yell and throw rocks. Learn what to yell. Demand your right to get EVERYTHING FOR NOTHING. That is all.”


Do you want a piece of interesting news? I can offer it, based on my experience of the past 17 years writing online. The declining system of education creates a vacuum. And into that vacuum, writers who do value language step forward, and they do present actual ideas. This is a large vacuum, so it can accommodate many writers.

They are creating new realities.

And readers show up.

Miracle of miracles.

These writers and readers are the “replacement team.” They are standing in for the colleges and universities and the sloganeers.

They are not censoring themselves or anyone else.

They are proliferating language, not reducing it.

Here is the secret: the history of humans reveals that language does, in fact, expand. It doesn’t lie down and die. It doesn’t wait for know-nothings to catch up. It doesn’t wait for anyone. Poets and novelists and playwrights and essayists find and invent new branches of word and thought.

Their present is the future. They are making the future every day.

And as far as pure ideas go, no matter how hard some people have tried, Jefferson and Madison and Tom Paine and John Adams are not dead yet. Their shaped principles embedded in sentences live on.

If at some point, the entire population of the planet were illiterate, except for four writers, those four would invent a new ocean that can’t be contained—and somehow, readers would show up.

Perhaps you think I’m describing a kind of magic, and maybe I am, but I’m also giving you ironclad fact. It has always been so.

The Internet may have been invented with machine language, but the writers who have appeared on it are multiplying their own language.

They are outdistancing the machine.

They always will.


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.

Bill Gates vs. freedom

Bill Gates vs. freedom

by Jon Rappoport

March 6, 2018

“Under the surface of this global civilization, a great and secret war is taking place. The two opponents hold different conceptions of Reality. On one side, those who claim that humans operate purely on the basis of stimulus-response, like machines; on the other side, those who believe there is a gigantic thing called freedom. Phase One of the war is already over. The stimulus-response people have won. In Phase Two, people are waking up to the far-reaching and devastating consequences of the Pavlovian program.” (The Underground, Jon Rappoport)

“From the moment the first leader of the first clan in human history took charge, he busied himself with this question: ‘What can I say and do that will make my people react the way I want them to.’ He was the first Pavlov. He was the first psychologist, the first propagandist, the first mind-control boss. His was the first little empire. Since then, only the means and methods have changed.” (The Underground, Jon Rappoport)

A thought-form is a picture-plus concept in the mind that tends to guide behavior.

A dominant thought-form in Earth civilization today is: universal rule through gigantic, highly organized structures; e.g., mega-corporations that owe no allegiance to any nation.

Imagine a few thousand such corporations with interlocking boards and directorates; colluding with super-regional governments and their honeycombed bureaucracies; combined with regional armies, intelligence agencies and technological elites; hooked to a global surveillance operation; in control of media; cooperating with the largest organized religions on Earth.

Imagine all this as essentially one organization—and you see the thought-form in its wide-screen version.

Top-down as top-down has never been before.

Functions and compartments defined and specialized at every level, and coordinated in order to carry out policy decisions.

As to why such a thought-form should come to dominate human affairs, the simplest explanation is: because it works.

But beneath that answer, for those who can see, there is much, much more.

Individuals come to think that “effective” and “instrumental” and “efficient” are more important than any other issues.

Keep building, keep expanding, keep consolidating gains—and above all else, keep organizing.

Such notions and thought-forms replace life itself.

The Machine has come to the fore. All questions are now about how the individual sees himself fitting into the structure and function of The Machine.

Are human beings becoming social constructs?

Populations are undergoing a quiet revolution. We can cite some of the reasons: television; education; job training and employment requirements; the Surveillance State; government organizations who follow a “zero tolerance” policy; inundation with advertising.

Yes, it’s all geared to produce people who are artificial constructs.

And this is just the beginning. There are a number of companies (see, for example, affectiva.com) who are dedicated to measuring “audience response” to ads and other public messages. I’m talking about electronic measuring. The use of bracelets, for instance, that record students’ emotional responses to teachers in classrooms, in real time. (Bill Gates shoveled grant money into several of these studies.)

Then there is facial recognition geared to the task of revealing how people are reacting when they sit at their computers.

Push-pull, ring the bell, watch the dog drool for his food. Stimulus-response.

It’s not much of a stretch to envision, up the road a few years, whole populations more than willing to volunteer for this kind of mass experimentation. But further than that, we could see society itself embrace, culturally, the ongoing measurement of stimuli and responses.

“Yes, I want to live like this. I want to be inside the system. I want to be analyzed. I want to be evaluated. I want to accept the results. I want to be part of the new culture. Put bracelets on me. Measure my eye movements, my throat twitches that indicate what I’m thinking, and my brain waves. Going to a movie should include the experience of wearing electrodes that record my second-to-second reactions to what’s happening on the screen. I like that. I look forward to it…”

In such a culture, “Surveillance State” would take on a whole new dimension.

“Sir, I want to report a malfunction in my television set. I notice the monitoring equipment that tracks my responses to programs has gone on the blink. I want it reattached as soon as possible. Can you fix it remotely, or do you need to send a repair person out to the house? I’ll be here all day…”

People will take pride in their ongoing role as social constructs, just as they now take pride in owning a quality brand of car.

The thought process behind this, in so far as any thought at all takes place, goes something like: “If I’m really a bundle of responses to stimuli and nothing more, then I want to be inside a system that champions that fact and records it…I don’t want to be left out in the cold.”

Here is a sample school situation of the near future: for six months, Mr. Jones, the teacher, has been video recorded, moment by moment, as he instructs his class in English. All the students have been wearing electronic bracelets [apple watches], and their real time emotional responses (interest, boredom, aversion) have also been recorded. A team of specialists has analyzed the six months of video, matching it up, second by second, to the students’ responses. The teacher is called in for a conference.

“Mr. Jones, we now know what you’re doing that works and what you’re doing that doesn’t work. We know exactly what students are positively reacting to, and what bores them. Therefore, we’re going to put you into a re-ed seminar, where you’ll learn precisely how to teach your classes from now on, to maximize your effectiveness. We’ll show you how to move your hands, what tone of voice to use, how to stand, when to make eye contact, and so on…”

Mr. Jones is now a quacking duck. He will be trained how to quack “for the greater good.” He is now a machine toy. Whatever is left of his passion, his intelligence, his free will, his spontaneous insights, his drive to make students actually understand what they’re learning…all subordinated for the sake of supposed efficiency.


Think this is an extreme fantasy? See the Chicago Tribune, June 12, 2012, “Biosensors to monitor students’ attentiveness”:

“The Bill & Melinda Gates Foundation, which has poured more than $4 billion into efforts to transform public education in the U.S., is pushing to develop an ‘engagement pedometer.’ Biometric devices wrapped around the wrists of students would identify which classroom moments excite and interest them — and which fall flat.”

“The foundation has given $1.4 million in grants to several university researchers to begin testing the devices in middle-school classrooms this fall [2012].”

“The biometric bracelets, produced by a Massachusetts startup company, Affectiva Inc, send a small current across the skin and then measure subtle changes in electrical charges as the sympathetic nervous system responds to stimuli. The wireless devices have been used in pilot tests to gauge consumers’ emotional response to advertising.”

“Gates officials hope the devices, known as Q Sensors, can become a common classroom tool, enabling teachers to see, in real time, which kids are tuned in and which are zoned out.”

“Existing measures of student engagement, such as videotaping classes for expert review or simply asking kids what they liked in a lesson, ‘only get us so far,’ said Debbie Robinson, a spokeswoman for the Gates Foundation. To truly improve teaching and learning, she said, ‘we need universal, valid, reliable and practical instruments’ such as the biosensors.”

“The Gates Foundation has spent two years videotaping 20,000 classroom lessons and breaking them down, minute by minute, to analyze how each teacher presents material and how those techniques affect student test scores.”

“Clemson received about $500,000 in Gates funding. Another $620,000 will support an MIT scientist, John Gabrieli, who aims to develop a scale to measure degrees of student engagement by comparing biosensor data to functional MRI brain scans [!] (using college students as subjects).”

When you boil it down, the world-view represented here has nothing to do with “caring about students.” It has everything to do with the Pavlovian view of humans as biological machines.

What input yields what response? How can people be shaped into predictable constructs?

As far as Gates is concerned, the underlying theme, as always, is: control.

In this new world, the process of thinking and comparing and independently judging, and the freedom to make individual choices…well, for whatever that was worth, we can’t encourage it for a whole society. It’s too unpredictable. We don’t have time for that sort of thing. No, we have to achieve reduction. We have to seek out lowest common denominators.

This is what universal surveillance is all about; the observation of those denominators and the variances from them—the outlying and therefore dangerous departures from the norm.

“Well, we’ve tracked Mr. Jones’ classroom for a year now, and we’ve collated all the measurements of reactions from the students. It was a wonderful study. But we did notice one thing. All the students showed similar patterns of reactions over time…except two students. We couldn’t fit them into the algorithms. They seemed to be responding oppositely. It was almost as if they were intentionally defecting from the group. This signals some kind of disorder. We need a name for it. Is it Oppositional Defiance Disorder, or is it new? We recommend attaching electrodes to those two students’ skulls, so we can get a better readout of their brain activity in real time.”

You see, everything must be analyzed on the basis of stimulus response. Those two students are suffering from a brain problem. They must be. Because if they aren’t, if they have the ability to choose and decide how to respond, then they have free will, and that can’t be measured. Much deeper, that also suggests an X-factor in humans, wherein the flow of chemicals and atoms and quarks and mesons and photons don’t tell the whole story. The rest of the story would imply the existence of something that is…non-material…above and beyond push-pull cause and effect.

The gatekeepers of this world are obsessed with ruling that out. They guard Reality itself, which is to say, their conception of Reality. They are willing to spend untold amounts of money to make that Pavlovian conception universally accepted and universally loved.

Because they own that conception. They are the self-appointed title holders. They are the kings of that domain.

I feel obligated to inform them that their domain is much, much smaller than they think it is. And in the fullness of time, which is very long, the domain is going to fall and crack and collapse and disintegrate. And all their horses and all their men won’t be able to put it back together.

Eventually, a man like Bill Gates will be forgotten. He’ll be a small footnote on a dusty page in a crumbling book in a dark room on a remote island.

A morbid venal fool who chased, for a brief moment, fool’s gold.

There is an irreducible thing. It’s called freedom. It is native to every individual.

Sometimes it rears its head in the middle of the night, and the dreamer awakes.

And he asks himself: what is my freedom for?

And then he begins a voyage that no device can record, measure, or analyze.

If he pursues it long enough, it takes him out of the labyrinth.

Pavlov wrote: “Mankind will possess incalculable advantages and extraordinary control over human behavior when the scientific investigator will be able to subject his fellow men to the same external analysis he would employ for any natural object…”

Basically, Pavlov was promoting the idea that whatever an individual perceives and feels about his own experience is a confused mess and an obstruction.

Rather, the individual should ignore all that tripe, and instead, allow himself to be a “natural object,” see himself as a clean and simple response mechanism, as planned inputs cause him to behave in various ways.

In other words, then he will have no life.

Bill Gates and other elite planners are working toward this end.

When Ray Kurzweil talks about hooking brains up to super-computers, he is envisioning a process of downloading that goes beyond choice. Somehow, automatically, the brain and the individual (he apparently believes they are the same thing) will receive inputs that translate into knowledge and even talent. This is another fatuous version of Pavlov.

In Brave New World, Huxley wrote: “Hot tunnels alternated with cool tunnels. Coolness was wedded to discomfort in the form of hard X-rays. By the time they were decanted the embryos had a horror of cold. They were predestined to emigrate to the tropics, to be miner[s] and acetate silk spinners and steel workers. Later on their minds would be made to endorse the judgment of their bodies. ‘We condition them to thrive on heat’, concluded Mr. Foster. ‘Our colleagues upstairs will teach them to love it’.”

Stimulus-response.

If researchers developed this technology, who could doubt that elite planners would push it forward? It would be the culmination of their dream.

The freedom of the individual, his innate capacity to make wide-ranging choices, is the monkey wrench in the program. It is anti-stimulus-response.

This is why you would have to search far and wide to find, in one school, anywhere, on any level, a course that examines and promotes individual freedom.

It is anathema to the plan.

It is the silver bullet for the vampire.

Freedom comes from Within the individual, not from Without.

On the level of political control, freedom emerged and broke through during centuries of struggle.

Now, and in the future, every individual carries that torch.

So it is incumbent on the individual to understand the scope and meaning and power of his own freedom, and to decide for himself what his freedom is FOR.

What will he choose to launch from that great space?


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.

Suppose you write to your child and then remember he can’t read?

Suppose you write to your child and then remember he can’t read?

by Jon Rappoport

March 5, 2018

You wouldn’t want to be that kind of parent.

But schools can preempt you. They can bring your child along, all the way to graduation from high school—and it turns out he’s illiterate.

I want to describe several levels of illiteracy that afflict the young. There are more, but I’ll focus on three.

One: At age 16, he can’t read words and understand them beyond, say, a fourth grade level. He can’t read an article. He can’t read a food label. He can’t read a sign at a pond that says swimming is dangerous.

Two: He can read a newspaper article at a 10th grade level. He knows what most of the words mean. But he doesn’t know what the author is saying—he doesn’t know and can’t explain what each paragraph is stating. He can’t articulate that.

Three: He can read the same article and tell you something about what it means. He can articulate the meaning of most paragraphs. But he doesn’t know and can’t tell you what final point the author is making. Perhaps he isn’t even aware that the author is trying to make a point. And he certainly can’t explain HOW the author is reasoning, how the author is moving through a series of inferences to arrive at a conclusion.

The number-one level of illiteracy is easy to spot. But the other two aren’t, because people (including many teachers) never make proper inquiries of the student. They don’t ask what each paragraph of an article SPECIFICALLY means. They don’t ask for the overall point the author is making. They don’t ask how the author is arriving at his conclusion. So these aspects of literacy are shrouded in darkness.

You can find estimates of the amount of illiteracy in your home country, but these assessments, gloomy as they are, don’t cover all the basic issues I’m raising here. This is called a clue. The researchers themselves don’t recognize all the aspects of a literate person.

If you had access to a high-school class, and you started asking students pointed questions about the issues I’m raising here, with respect to a particular newspaper article, you would discover a giant hole in education.

“Look, here is an article about White House foreign policy. You just read it. What the is author telling you? What basic point is he making in the article?”

Then stand back and watch what happens. Very little. Lots of blank faces.

Now, if you, as a parent, want to go even deeper, if you understand the article about foreign policy is driven by an agenda and the author is biased…what chance do you have? The students can’t even grasp what the author is SAYING.

A school teacher—or better yet, a home schooling parent—could undo all this damage. He could gradually take children through the three levels above and make sure the students emerge with a firm grasp of what it means to be literate. Not “in general,” but specifically.

When students are up to it, go over one article a dozen times (or more). Home in on each sentence, each paragraph, until the meanings become clear. Search for the conclusion the author is driving at. Finally, examine in detail HOW the author is arriving at his conclusion. Dig in. Dig in deep. Teach literacy as if you’re teaching anatomy, piece by piece.

The devil is in the details, as they say. Train students to find, appreciate, and understand details. Train them to be able to articulate the details. Don’t go for gloss and vague surface.

Over the course of a year, analyze a dozen or two dozen articles and watch what happens. Light bulbs go on. Students catch on. They begin to see through the fog. They turn into detectives. The glazed look in their eyes disappears. They move from passive to active. They show excitement. They’re alive. They’re alive to real education. Goofy transforms into sharp.

The potential ability was there. It was always there. It just needed to be brought out, step by step.

And then there is this: all the indoctrination that had been unleashed on students, all the training in “values” begins to vaporize. The students no longer accept it as a substitute for learning. They realize it was fluff and vapid generality.

They can find better values. They can find values based on the self-realization that they’re now alive and inquisitive and discerning—they’re capable, they’re not disabled. They don’t need fake learning and fake teachers and a fake system to push them along to graduation on a smooth river of pretense.

The conspiracy of pretense is gone, like a fever that the immune system demolishes.

Out of the vague and confusing mist, a literate person emerges.

Two basic cover stories permeate education these days. One, cooperative learning. In this setting, small teams of students are assigned projects. No individual student is responsible for his own work (a disaster). Two, the teacher asks students for their opinions about an article, an issue, a book. It’s assumed (by moral and cultural relativity theory) that students will have different and equally valid ideas about what they read. This skirts the fact that the students don’t truly understand what they’re reading in the first place. Therefore, what value do their opinions have?

All sorts of acrobatics are performed in the classroom to avoid the core fact of illiteracy.

This is a catastrophe. Every society and civilization has language. If the young aren’t taught that language successfully, they can’t function in many areas of life. Yes, some of them will succeed anyway, but the majority won’t. They’ll founder on the rocks of ignorance. The “culture” will concoct all sorts of reasons to support and excuse that ignorance, but the effort doesn’t wash. It merely postpones a day of reckoning.

To make true literacy come to pass, teachers and parents have to be literate themselves. This is a major issue, too. But a start needs to be made somewhere. To execute a course correction, somebody at the helm of a ship has to be able to steer. Somebody has to learn how.

Any person who has looked into the history of education in America soon learns—from authors John Taylor Gatto and Charlotte Iserbyt, for example—that the system has been intentionally rigged and degraded, because who in power wants millions of independent, literate, logical minds out there questioning and analyzing what elite power is really doing?

The way back from the swamp of incompetence and futility isn’t a short journey. But it can be accomplished, one teacher and one student at a time. One class at a time.

If not in a school, then at home.


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.